High School ELA OLS Standards

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Vocabulary Acquisition and Use

Learning Progression

Complexity c

Complexity b

Complexity a

Knowledge of Language

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Conventions of Standard English

Language

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Presentation of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Comprehension and Collaboration

Speaking and Listening

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Research to Build and Present Knowledge

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Production and Distribution of Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Text Types and Purposes

Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Reading and Level of Text Complexity

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Key Ideas and Details

Reading Standards for Informational Text

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Reading and Level of Text Complexity

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Learning Progression

Complexity c

Complexity b

Complexity a

Integration of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Craft and Structure

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Key Ideas and Details

Reading Standards for Literature

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Use pictures, objects, words and/or phrases to communicate during a shared writing or speaking activity.

Communicate for the purpose of being understood

Match words to pictures or objects.

Engage with a communication partner

Replace unconventional words or phrases with a moreconventional words or phrases; refer to references to check or refine.

Choose a more-conventional word or phrase to replace an unconventional word or phrase in a sentence.

Match a more-conventional word or phrase to an unconventional word or phrase in a sentence (e.g., Googling = Internet search; adulting = responsibility, maturity).

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell words correctly.

Actively engage in reviewing multiple examples of proper hyphen usage

Spell phonetically irregular words correctly.

Spell using irregular phoneme grapheme match, morphemes and spelling rules.

Spell phonetically regular words correctly.

Encode words using phonemes.

Encode words using syllables.

Develop writing skills including generating ideas, converting communication/thoughts into text, conventions, etc. (refer to skill development sequences for encoding, spelling, morphology, vocabulary, etc.)

Actively participate in expressive communication for the purpose of writing.

Engage with an audience for writing

Generate multiple sentences that contain correct conventions, including capitalization, punctuation, and spelling.

Generate several sentences that contain correct conventions of capitalization, punctuation, and spelling.

Use capital letters and ending punctuation in sentences; spell phonetically regular words correctly.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Virginia Tufte’s Artful Sentences) for guidance as needed. b. Apply an understanding of syntax to the study of complex texts when reading.

Use word choice and style appropriate to content.

Use proper sentence structure.

Communicate using appropriate grammar.

Identify the difference between formal and informal style, which affects syntax.

Match varied sentence structures to varied style or meaning.

Interact with others using language.

Engage with others for the purpose of communicating.

Apply conventions of language to communicate effectively in different contexts.

Generate and communicate sentences in varied contexts, tailoring language and behavior to the situation.

Use language to interact with others in varied situations and for varied purposes, tailoring language and behavior to the situation.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. c. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. d. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). e. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage. f. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Connect the meaning of a word or phrase to its sentence or paragraph level context.

Identify words represented in text or visually that have multiple meanings.

Use technology tools to look up and define the literal or primary meaning of an unknown word (denotation) as needed.

Match individual morphemes from and unknown word to its meaning.

Identify the morphemes within an unknown word.

Identify unknown words in text.

Actively engage with textual and visual representations of unknown words.

Actively engage with textual and visual representations of words with various meanings.

Use context clues, word structure, or reference materials to determine the meaning of unknown words and multiple-meaning words at grade-level complexity.

Use context clues to determine the meaning of unknown or multiple-meaning words.

Select a picture or written text that matches the meaning of a word.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

Identify real-life connections between words and their use.

Identify figurative language within text.

Can identify the literal meaning (denotation) and feelings associated with that word (connotation). (i.e. “the word “discipline” is defined as training people to obey rules but also has unhappy connotations of punishment and repression associated with the word)

Identify when a word or phrase is being used in a nonliteral way.

Recognize that meanings of words do not always represent the same function/part of speech (e.g., rock is a noun and a verb).

Recognize words that have multiple meanings

Identify words that have the same meaning.

Actively engage with words and phrases that have multiple or hidden meanings, using both visual and tactile representations.

Engage with text or people who use figures of speech.

Explain the meaning of figurative language in context (e.g., hyperbole, paradox).

Explain the difference between figurative and literal language.

Identify words, phrases, or pictures that represent figurative language.

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

Describe the meaning of academic words and phrases

Identify domain specific vocabulary within a subject area or text.

Match terms with their associated subjects

Identify content specific terms within text and speech.

Match academic vocabulary with pictures or objects

Actively engage in the reading of various content-area texts.

Demonstrate understanding of grade-level/ age-appropriate academic and domain-specific words and phrases by using them in context in the appropriate subject area.

Use grade-level/age-appropriate academic and domain-specific words and phrases in conversations and writing.

Use words acquired through learning activities (e.g., using a science term during a science lab).

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Distinguish between explicit and inference in the text.

Identify details in the text related to the topic in the question..

Identify the topic within the question.

Identify questions about the text.

Actively engage in the reading of informational text.

By the end of grade 11, read and comprehend literature— including stories, dramas, and poems—in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text. By the end of grade 12, read and comprehend literature—including stories, dramas, and poems—at the high end of the grades 11– CCR text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text.

Compare personal experiences with ethical references in text.

Awareness skills

Actively engage in the reading of grade-level, literary non-fiction including stories, dramas and poems.

Define ethical context in a text as having to do with right and wrong.

Compare personal experiences with social references in text.

Define social context in a text as having to do with popular or general societal practices or beliefs.

Compare personal experiences with historical references in text.

Define historical context in a text as having to do with factual past events.

Compare personal experiences with cultural references in text.

Define cultural context in a text as having to do with ideas, customs, lifestyle or behaviors of a group of people.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Text-to-World Connections

Demonstrate a purpose for reading by making text connections (textto-self, text-to-text, text-to-world) before, during or after reading.

Identify text-to-world connection related to a specific text.

Gather information, concepts and experiences from a given text that have real world connections beyond one’s own experiences. (“This could happen in real life.” Or “I saw this happen on the news, TV show, social media…”)

Acknowledge that people, places and events are broader than one’s own experiences.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Decoding / Phonological Awareness

Decode all word types with automaticity - this includes automatic

Recall of all sound symbol correspondences and automaticity with all Phonemic

Read grade-level/ age-appropriate, adapted informational or technical text.

Read supported grade-level/age-appropriate, adapted informational or technical text.

Actively participate in supported grade-level/ age-appropriate, adapted informational or technical text.

Cite details from the text where information is uncertain and use this information to draw inferences about what might be meant.

Cite details from the text where information is uncertain.

Identify details from the text to support the answers to questions.

Analyze informational text development. a. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. b. Craft an informative abstract that delineates how the central ideas of a text interact and build on one another.

Describe what an abstract should include.

Describe what an abstract should exclude.

Identify how the details appear in the paragraphs of the text.

Identify details about the topic.

Identify the topic of the text.

Distinguish between main ideas and details in the text.

Identify details in the text that support the main idea.

Identify the main idea in the text.

Identify the central idea in reference to informational text.

Identify details within the paragraphs text.

Actively engage during the sharing of a sentence or paragraph from informational text.

Actively engage during the sharing of a sentence or paragraph from informational text.

Summarize the central ideas in a text and explain how one central idea builds on or supports another.

Identify the topic of a text and support it with details from the text.

Sequence two or more main ideas related to the central idea of a text.

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

Identify steps, ideas or events in historical, scientific or technical text.

Describe a text, idea, or event connection in an informational text.

Distinguish between distinguish between historical, scientific or technical text. add LP identify characteristics of historical, scientific or technical text.

Identify characteristics of historical, scientific, or technical text.

Actively engage in the sharing of the text.

Explain how the author ordered events and developed ideas to support the conclusions offered.

Explain connections among events, ideas, individuals, or steps and how they lead to the conclusion.

Explain connections between two events, ideas, individuals, or steps in a historical, scientific, or technical text.

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

Identify multiple meanings of words and phrases related to the topic

Explain the difference between literal and nonliteral language

Identify how the author uses certain words and phrases to set the tone of the text

Identify how words in the text impact meaning in the text

Match pictures to words or phrases based on how they are used in a text (e.g., match a picture of rain or snow with the word precipitation)

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words in a text

Determine the figurative and connotative meanings of words and phrases; explain how the author uses contentspecific terms to clarify or expand understanding of an idea.

Determine the meaning of key words or phrases based on context clues or graphic supports in a text.

Identify content-specific words, key terms, or technical terms in a text.

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

Discuss the purpose of argument in a text.

Examine how arguments are structured in a text.

Identify the difference between relevant and irrelevant information as it relates to the topic.

Identify words in the text that are specific to the text topic • Identify the topic of the text.

Actively engage in the sharing of informational texts with clear arguments.

Explain how well the author uses various structures (e.g., engaging topics and tone, convincing details, clear points) in the text.

Categorize relevant and irrelevant information related to an argument/claim.

Identify the author’s argument.

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

Identify the difference between author’s perspective and purpose

Define the different types of author’s purpose.

Identify the topic of the text.

Identify words in the text that are specific to the text topic.

Identify the author’s style.

Examine multiple types of styles in text.

Actively engage in the sharing of informational texts with various purposes or perspectives.

Cite evidence from the text to support how the style and content of a text enhances the author’s perspective or purpose.

Describe how the content of a text enhances the author’s perspective.

Identify style and how it relates to the purpose of a text.

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

Identify various print and multimedia depictions of the same topic.

Actively engage with two different media formats on the same topic

Select appropriate text presented in different media or formats to determine their relevance in answering a question or solving a problem.

Using a set of multiple resources in various media or formats, determine their relevance in answering questions or solving problems.

Identify two or more sources of information for a specific topic.

Delineate and evaluate the reasoning in seminal U.S. texts and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist papers, presidential addresses).

Identify the difference between delineating and evaluating a text.

Identify what is considered a seminal U.S. text.

Identify the differences between a seminal U.S. text and one that is not.

Identify the difference between relevant and irrelevant information as it relates to the topic.

Actively engage in reading a historical U.S. document.

Compare and contrast why statements about seminal U.S. texts are relevant or irrelevant

Identify relevant information from seminal U.S. text (e.g., Martin Luther King Jr.’s “I Have a Dream” speech).

Identify one or more examples of seminal U. S. texts (i.e., the U.S. Constitution, the Emancipation Proclamation, the Gettysburg Address, etc.).

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

Read U.S. primary documents

Identify the theme in U.S. primary documents.

Define theme.

Identify main ideas and overarching concepts in U.S. seminal documents.

Actively engage with the sharing of the same or similar topics from two or more U.S. documents.

Determine the themes and/ or purpose of seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance.

Given a quote from the document, identify a concept presented in seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance.

Match images or objects that represent meanings from within a document of historical or literary significance (e.g., match a picture of Abraham Lincoln with the Gettysburg Address).

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves information uncertain.

Understand the difference between inferences from the text and when the text leaves matters uncertain.

Identify details that are stated in a text.

Identify descriptors of a literary text.

Distinguish between the main points and details in a text.

Identify the setting in the text.

Identify the main focus of the text.

Identify characters in the text

Actively engage in the experience of reading a literary text.

Actively engage in the experience of reading a literary text.

By the end of grade 11, read and comprehend literature— including stories, dramas, and poems—in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text.

Personal Societal and Ethical Connections

Compare personal experiences with ethical references in text.

Define ethical context in a text as having to do with right and wrong.

Compare personal experiences with social references in text.

Define societal context in a text as having to do with social relations stemming from practices or beliefs.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Text-to-Text, Text-to-Self, and Text-to-World Connections / Comparisons

Demonstrate a purpose for reading by making text connections (text-to-self, text-totext, text-to-world) before, during or after reading.

Identify text-to-world connection related to a specific text.

Gather information, concepts and experiences from a given text that have real world connections beyond one’s own experiences. (“This could happen in real life.” Or “I saw this happen on the news, TV show, social media…”)

Acknowledge that people, places and events are broader than one’s own experiences.

Decoding / Phonological Awareness

Actively engage in the reading of grade-level, literary text. (stories, dramas, and poems)

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively engage with grade-level stories, dramas and poems.

Read grade-level/ age-appropriate, adapted literature materials.

Read supported grade-level/age-appropriate, adapted literature materials.

Actively participate in supported grade-level/ age-appropriate, adapted literature materials.

Cite details from the text where information is unclear and use this information to draw inferences about what might be meant.

Cite details from the text where information is uncertain.

Identify details from the text to support the answers to questions.

Analyze literary text development. a. Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another. b. Produce a thorough analysis of the text.

Explain two or more overarching lessons learned from the story

Explain how the problem is solved

Identify the problem the characters are facing.

Explain 1-2 overarching concepts in the story

Identify where the story takes place.

Identify the characters of a story.

Actively engage in discussing one or more of the events in a story.

Actively engage in discussing one or more of the events in a story.

Explain the importance of setting and character actions on the development and interaction of themes within the text.

Describe the theme of a text and show how it supports the main events.

Sequence main events and details related to the theme using grade-level/age-appropriate text.

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

Order events in the story either with a partner or independently.

Identify events in the story.

Identify the setting in the story.

Identify which characters solve the problems in the story.

Match characters to the problems in the story.

Identify problems in the story.

Identify characters in a story.

Actively engage in the retelling of a story.

Actively engage in the retelling of a story.

Explain how the way the author ordered events and developed characters achieved the resolution of the story.

Explain how the story elements affect plot development.

Match the introduction of each character to the appropriate event in the story.

Determine the connotative, denotative, and figurative meanings of words and phrases as they are used in the text; analyze the impact of the author’s diction, including multiple-meaning words or language that is particularly evocative to the tone and mood of the text.

Define diction as word choice to convey meaning

Define diction as enunciation to convey meaning

Use diction to convey meaning in own speech and writing

Define tone as sounds in our voice that express feelings/ emotions

Define tone as words that convey feelings/emotions

Define more than two meanings for a multiple meaning word

Determine the literal meaning (denotation) of a word or symbol

Determine an alternate meaning (connotation) of a word or symbol

Select a phrase or symbol that matches figurative language in text, including metaphors using “like” or “as”

Identify figures of speech in spoken or printed text

Select words that convey different emotions in printed or spoken language

Select text or spoken words that suggest tone or mood

Use spoken or printed words that convey tone or mood

Identify emotion/feelings words

Match mood/feelings with facial features and body language in photos or real-life applications

Identify one’s own mood

Express mood to others

Actively engage with mood-related pictures or text.

Actively engage with mood-related pictures or text.

Analyze figurative language, connotation, and tone in a grade-level/age-appropriate text.

Determine the meaning of words or phrases based on how they are used in a text (connotation as well as denotation).

Match pictures to words or phrases based on how they are used in a text (e.g., match a picture of a sad face with the phrase “sat with his head down”).

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

Identify author choices/structures in text that contribute to reader connections (feelings, emotions, similar experiences, etc.,)

Answer questions about the author’s choices at the beginning and end of a story

Describe the beginning of a story

Describe the end of the story

Navigate to or indicate the beginning and end of the story

Identify elements in a story that the author can choose (i.e. character-names, looks, feelings, language, real or imaginary, setting-location, sensory elements, real or imaginary, descriptive word choice, mood, tone, ending, purpose, etc.)

Identify the author of the book

Actively engage in various parts of a text.

Actively engage in various parts of a text.

Explain how the author’s decisions about the structure of the story (e.g., where it begins or ends; the tone evoked) make the story effective.

Identify the structure of the text (e.g., time, comedy, setting, parody).

Describe the structure that the author uses in a text.

Analyze a case in which grasping a point of view or perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement) and evaluate the impact of these literary devices on the content and style of the text.

Recognize the presence of literary devices, such as understatement or irony, in a text.

Explain what is directly stated in a text and how it differs from what is actually meant (e.g., understatement, satire, irony).

Locate a phrase or sentence in a text that contradicts or exaggerates literal language into non-literal meanings

Define satire

Provide examples for satire in texts.

Define sarcasm

Provide examples for sarcasm in texts.

Define irony

Provide examples for irony in texts.

Actively engage in discussion with teacher or peers about what the text says and means.

Recognize satire, sarcasm, and irony in everyday life, such as in movies, television shows, conversations, and speeches.

Actively engage in what is stated in a text.

Actively engage in what is stated in a text.

Explain what is directly stated in a text and how it differs from what is meant (e.g., understatement, satire, irony).

Recognize literary devices in text (e.g., irony).

Identify real and imaginary information in a text.

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

Explain how a multimedia version of a story, drama, or poem is different from the text version.

Compare and contrast two different mediums of the same subject or text.

Identify common elements of a story, poem, or drama, including characters, settings, narrators, events, and themes.

Recognize various media formats.

Actively engage with two different media formats of a text.

Actively engage with two different media formats of a text.

Explain the effect of pairing a text with other artistic media (e.g., poem/ song and painting/ statue) and how it compares to the original source text.

Describe the key similarities and differences between print and other artistic media (e.g., poem/song and painting/statue).

Identify multiple interpretations of a story.

(Not applicable to literature)

(Not applicable to literature)

Compare and contrast stories about the same time period.

Identify the theme in a work of literature.

Explain what the story is about.

Identify the time period from which the story is being told.

Define setting.

Recognize setting in a text.

Recognize words or phrases that are time period specific.

Recognize that stories are set in various time periods.

Engage in texts from various time periods in American history.

Engage in texts from various time periods in American history.

Compare and contrast themes from two related works of classical literature translated into modern literature (e.g., Romeo and Juliet into West Side Story).

Identify the theme conveyed through a work of American literature from the eighteenth-, nineteenth-, and early twentieth-century.

Identify works of American literature from the eighteenth-, nineteenth-, and early twentieth-century from an array of sample texts.

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

Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making; set clear goals and deadlines; and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Explain the difference between asking a question and making statements.

Identity the differences between questions and statements.

Identify verbal and nonverbal cues.

Identify when a conversation calls for an opinion or facts.

Demonstrate understanding of how to ask questions that further conversation (i.e., open-ended questions).

Recognize the difference between facts and opinions.

Demonstrate active listening through body language, eye contact, body language, nodding, repeating the question, etc.

Actively engage in verbal and/or nonverbal communication with peers.

Initiate and participate in discussions with communication partners or engage in conversational turn-taking about age-appropriate topics or texts with a diverse range of partners. Compromise in decision-making when there is a disagreement. Respond critically and thoughtfully to the comments of others. Participate in the setting of goals, establishing roles, and clarifying conclusions.

Participate in discussions with communication partners or engage in conversational turn-taking about age-appropriate topics or texts. State and defend an opinion on a topic. Pose and respond to specific questions to participate in a discussion.

Participate in conversational exchanges with communication partners or engage in conversational turn-taking about age-appropriate topics or texts. Respond to opinions, questions, comments, and exchanges of others when prompted.

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Recognize that multiple sources connect to the same problem or topic.

Identify how and where to find various sources.

Identify how to narrow sources to a single topic.

Identify a problem that needs to be solved.

Identify main ideas and key details in a text or other source.

Actively engage with various materials about a topic.

Differentiate information from multiple sources to form an opinion and solve problems. Explain how the information influenced the opinion or contributed to the solution of the problem.

Categorize information from two or three sources to solve a problem.

Use information from various sources to solve a problem.

Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Identify when the speaker is giving an opinion or presenting points about a topic.

Identify details that support the point the speaker is making.

Identify the speaker in a text or speech

Recognize that a text or speech has a narrator or speaker.

Recognize the difference between main points and details

Actively engage in guided discussion about a particular topic.

Explain a speaker’s point of view (attitudes, feelings, beliefs) and cite relevant support that the speaker provides.

Identify a speaker’s point of view and cite a reason given for that point of view.

Identify a speaker’s point of view.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Identify important details in a text.

Locate sources on a topic.

Identify the purpose of a presentation.

Identify the differences between facts and falsehoods.

Identify the common rules of giving presentations (e.g., speak clearly, make eye contact, volume).

Gain and maintain attention with an audience of any size

Demonstrate active engagement

Present an evidence-based perspective in an organized manner appropriate to the purpose, topic, and audience.

Present pertinent opinions as appropriate to the topic or purpose of the presentation and the audience.

Present an opinion that is appropriate to the topic or purpose of the presentation.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Recognize the importance of including multimedia elements in presentations.

List the many choices of multimedia that can be added to presentations to enhance meaning.

Identify the role of assistive technology in presentations.

Use assistive technology in order to add multimedia components to presentations.

Actively engage in various formats on a chosen topic.

Integrate multimedia and visual components and explain their relevance to a presentation.

Apply multimedia and visual components to a presentation.

Select one or more findings from a different format (text, audio, visual, or interactive) to use in a media presentation.

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 language standards 1 and 3 for specific expectations.)

Identify various contexts in which speeches are given

Identify the style in which a speech is given..

Understand the difference between formal and informal English.

Recognize when to use formal register and a time to use casual register.

Demonstrate use of formal and informal registers in appropriate situations

Match speech contexts with specific tasks or scenarios. (i.e. formal speech should be used when giving a speech about research vs. text messaging a friend using slang and abbreviated speech patterns

Listen to or watch speeches in various styles.

Actively engage in communication with adults.

Actively engage in communication with peers.

Actively engage in communication with peers.

Adapt communication specific to the formal or informal situation.

Effectively communicate in a variety of formal and informal situations.

Effectively communicate in informal situations.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Establish a clear and thorough thesis to present a complex argument. b. Introduce precise, knowledgeable claim(s); establish the significance of the claim(s); distinguish the claim(s) from alternative or opposing claims; and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. c. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. d. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the argument presented.

Identify claim and counterclaim in a text.

Define claim and counterclaim.

Identify the elements of persuasive writing (intro, body, and conclusion).

Identify characteristics of an argument.

Identify evidence to support a position.

Identify the purpose of a persuasive writing.

Identify various positions in a text.

Determine relevant facts in a text.

Distinguish relevant facts from reasons when supporting a position.

Actively participate in the sharing of a claim on a topic.

Engage in expressive communication with others

Engage in receptive communication with others

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Generate writing for projects and knowledge demonstration across subject areas.

Break large writing task into smaller segments of writing.

Capture thoughts and communications as writing

Use of assistive technology to share ideas that will eventually be published as writing.

Actively participate in a shared writing experience using assistive technology tools as needed.

Increase the number of communication expressions over given time period

Develop a formal mode of communication that is understood by others

Establish a mode of access for communication

Engage in expressive communications (gestures, facial expressions, utterances, choice making – gaze, direct select, switch)

Actively participate in shared writing.

Generate written text routinely for a range of discipline-specific tasks, purposes, and audiences within formats and content. (Adaptations to the writing expectations should reflect the writing standards above.)

Participate routinely in supported writing/ communication activities for a range of discipline-specific tasks, purposes, and audiences within formats and content. (Adaptations to the writing expectations should reflect the writing standards above.)

Actively participate in shared writing/ communication activities for a range of discipline-specific tasks, purposes, and audiences within formats and content. (Adaptations to the writing expectations should reflect the writing standards above.)

Generate a position; provide relevant support from the text; examine counterclaims; use appropriate style, tone, and organization; and provide an appropriate conclusion.

Compose an argument to support a position by selecting reasons and relevant facts from the text.

Generate a written text by selecting reasons and relevant facts including a personal position on a given topic.

Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Establish a clear and thorough thesis to present and explain information. b. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid comprehension, if needed. c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. e. Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. g. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Identify text features that help to organize writing and support the reader. (i.e. table of contents, figures, multimedia, transitions, headings, charts, bolded vocabulary, and graphics, glossary, etc.)

Identify the key elements of an informative/explanatory essay (intro, body, and conclusion

Use a sentence frame or other scaffold, as needed, to generate a sentence.

Identify the required elements of a sentence.

Identify the topic to be included within a topic and concluding sentence.

Identify the structure and elements within a paragraph. (topic sentence, sentences containing supporting details, concluding statement.

Select facts and details from a reliable source to include in writing about a given topic.

Identify the purpose of an informative text.

Actively engage in the sharing of facts on a topic or personal story.

Generate a written informative/ explanatory text that provides relevant, wellorganized support (including transitions, headings, charts, and graphics). Use appropriate style, tone, and domain-specific terms and provide an appropriate conclusion using a template or graphic organizer with support.

Generate an informative text on a topic, including a topic sentence, supporting facts and details, and a concluding sentence.

Compose a text on a topic, including a topic sentence and conclusion.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/ or characters; create a smooth progression of experiences or events. b. Use narrative techniques— such as dialogue, pacing, description, reflection, and multiple plot lines—to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). |d. Use precise words and phrases, details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Create dialogue to align with the sequential details. Identify narrative techniques (e.g., dialogue, description, or reflection).

Map sequential details and ideas for the story (beginning, middle, and resolution).

Identify plot development.

Identify setting in relation to the story.

Identify characters and roles in the story.

Identify the elements of a story.

Actively engage in personal storytelling.

Actively engage in personal storytelling.

Generate a narrative text that includes a setting, narrator, and/ or characters, and a structured series of events. Include appropriate techniques (e.g., dialogue, pacing, description, reflection) and appropriate sensory language. Provide an appropriate conclusion or resolution.

Generate a narrative text that includes dialogue, pacing, description, a logical sequence of events, and a conclusion (e.g., what was experienced, observed, or resolved).

Generate narrative text with a logical sequence of events, descriptive details, and a conclusion that reflects on the experience or resolves the conflict.

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

Develop an outline to demonstrate organization of writing.

Identify how to construct an outline (e.g., Intro, thesis, topic sentences, etc.,).

Define style as demonstrated in various types of writing (persuasive, informative, and narrative)

Identify various styles in multiple texts.

Distinguish between language used for each writing style (persuasive, informative, and narrative).

Match language to corresponding text type.

Identify the types of language used in persuasive, informative, and narrative writing.

Identify characteristics of persuasive, informative and narrative text.

Develop writing skills including generating ideas, organizing ideas, converting communication/thoughts into text, conventions, etc. (refer to skill development sequences for encoding, spelling, morphology, vocabulary, etc.)

Actively participate in expressive communication for the purpose of writing.

Engage with an audience for writing

Actively engage with texts with various purposes.

Identify the required form of writing to a specific audience based on a given purpose.

Generate writing that uses appropriate forms of organization for persuasive, informative, or narrative tasks.

Determine whether a passage is persuasive, informative, or narrative.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Revise sentences to clarify the meaning of writing task.

Identify whether or not sentences are clear in meaning-- according to the task.

Edit writing for spelling.

Edit writing for conventions.

Practice editing sentences with errors in capitalization and end punctuation.

Identify punctuation and capitalization errors that need editing.

Identify the rules for capitalization.

Identify the rules for ending punctuation.

Generate written sentences using technology and assistive technologies as needed.

Develop writing skills including generating ideas, converting communication/thoughts into text, grammar, conventions, etc. (refer to skill development sequences for encoding, spelling, morphology, vocabulary, etc.)

Actively participate in converting thoughts and communications in written form

Actively participate in expressive communication for the purpose of writing.

Engage with an audience of one or more

Actively engage in the sharing of text with and without errors in convention.

Edit and revise written text to provide correct language conventions (capitalization, punctuation, spelling, accurate terms), and the conventions of a persuasive, informative, or narrative task. Recognize and edit irrelevant information using a template or graphic organizer with support.

Edit and revise sentences to provide correct capitalization punctuation, and varied syntax, accurate terms, and the conventions of a persuasive, informative, or narrative task using a template or graphic organizer with support.

With guidance and support, edit and revise sentences and paragraphs to strengthen the overall meaning of a text (e.g., recognize where capital letters and ending punctuation are needed; select effective terms for a topic of persuasive, informative, or narrative text).

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Develop independence in the use of technology, including assistive technology for communication, writing and research.

Determine which technology can assist with composing writing.

Use technology tools to review sentences for autocorrect errors.

Actively participate in a shared writing experience using assistive technology tools.

Actively participate in the use of assistive technology to share ideas that will eventually be published as writing.

Use information from print or digital sources to produce or update a paragraph on a given topic.

Use information from print or digital sources to generate a paragraph relevant to a given topic.

Use information from print or digital sources to generate simple sentences that are relevant to a given topic.

Conduct short as well as sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Outline a large research project by ordering the steps from beginning to end.

Evaluate source material for its relevance to a topic or claim.

Identify related information from different sources.

Sort information from various sources to show its relevance to different sections of a project.

Explain why information is relevant to the section.

Collect information from relevant sources to find the answer to a question or solve a problem.

Determine whether a source is on topic or off topic.

Determine whether a source is relevant or irrelevant based on the research topic.

Identify a topic, problem or complex question or problem for large scale research project.v

Identify a simple question for short-term research project.

Engage with information sources for the purpose of research.

Collect information from relevant sources to find the answer to a question or solve a problem.

Select one or more relevant sources to find the answer to a question or solve a problem.

Identify a topic of interest for research and select a source to gather information on that topic.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

Use advanced search features to refine search accuracy and reliability.

Use tools to evaluate internet resources and content.

Use digital tools (bibme, citation machine, citavi, citefast, easybib, ottobib, etc.), that create properly formatted (APA, MLA) citations.

Use digital tools, including search features to access relevant information.

Match topics to potential sources (recipe in a cookbook, election results in the newspaper).

Identify sources of digital and print based research information.

Identify characteristics of a reliable source.

Gather information from a range of sources to address a topic, describe an idea, or support an argument. Organize the information into a cohesive report. Cite sources using a template or graphic organizer with support.

Compare information from various sources to determine strengths and weaknesses; cite sources using a template or graphic organizer with support.

Identify one or more sources that are likely to provide relevant information about a topic or idea.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a.Apply grades 11–12 reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth-, and early twentiethcentury foundational works of American literature, including how two or more diverse texts from the same period treat similar themes and/or topics”). b.Apply grades 11–12 reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist papers, presidential addresses]”).

Determine evidence from text that will support the claims in a text.

Demonstrate skills required to reading literature and/ or information text. (identify themes and topics, identify claims and evidence, etc.)

Identify a claim.

Actively explore fiction and nonfiction sources on a chosen topic for writing.

Use evidence from an age-appropriate source, fiction or nonfiction, to support writing.

Select evidence from an age-appropriate source to support writing.

Identify whether a fiction or nonfiction source will support writing.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

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

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

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

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

Observe hyphenation conventions.

Spell correctly.

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

Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed.

Apply an understanding of syntax to the study of complex texts when reading.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

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

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

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

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

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

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

Analyze nuances in the meaning of words with similar denotations.

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

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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

Analyze informational text development.

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another.

Craft an informative abstract that delineates how the central ideas of a text interact and build on one another.

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

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

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

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

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

Delineate and evaluate the reasoning in seminal U.S. texts and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

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

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text.

Analyze literary text development.

Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another.

Produce a thorough analysis of the text.

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

Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text; analyze the impact of author's diction, including multiple-meaning words or language that is particularly evocative to the tone and mood of the text.

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

Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary devices on the content and style of the text.

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

Not applicable to literature

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

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

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

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

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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

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

Establish a clear and thorough thesis to present a complex argument.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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

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

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

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

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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

Establish a clear and thorough thesis to present and explain information.

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid comprehension, if needed.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

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

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

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

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

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

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

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

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

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

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

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

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

Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more diverse texts from the same period treat similar themes and/or topics").

Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Vocabulary Acquisition and Use

Learning Progression

Complexity c

Complexity b

Complexity a

Knowledge of Language

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Conventions of Standard English

Language

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Presentation of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Comprehension and Collaboration

Speaking and Listening

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Research to Build and Present Knowledge

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Production and Distribution of Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Text Types and Purposes

Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Reading and Level of Complexity

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Integration of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Craft and Structure

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Key Ideas and Details

Reading Standards for Informational Text

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Learning Progression

Complexity c

Complexity b

Complexity a

Integration of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Craft and Structure

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Key Ideas and Details

Reading Standards for Literature

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations

Define Phrases and Clauses

Recognize that a clause can be a complete sentence.

Include conventions of grammar such as endings, tenses, and parts of speech into communications to clarify meaning.

If used in a series (list) in the sentence, the words that begin the series must match in endings, tenses, or parts of speech.

Write sentences with proper spelling, capitalization, punctuation, and grammar.

Identify words that can have multiple endings and/or spellings, depending on their function and place in the sentence.

Identify the elements of a complete sentence (i.e., complete sentence is made of a subject and verb).

Identify nouns and verbs in sentences

Actively communicate during writing and speaking opportunities.

Select words and phrases to use in communication.

Engage with a communication partner.

Demonstrate the conventions of grammar when writing or speaking by forming declarative, imperative, interrogative sentences and complex sentences that contain conditional clauses (e.g., “If I finish my homework, I can play a game.”).

Generate a simple sentence with beginning capitalization, capitalization of names, ending punctuation, and correct spellings.

Use words and phrases to communicate (e.g., during a shared writing or speaking activity).

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell words correctly.

Identify independent clauses within sentences.

Identify when a semicolon is appropriate or an option.

Describe the difference between a colon and a semicolon and their functions in a sentence.

Demonstrate an understanding of basic spelling rules.

Identify the components of a complete sentence.

Distinguish between various sentence types.

Sort words by parts of speech.

Actively engage in reviewing multiple examples of proper capitalization, punctuation, and spelling.

Engage with punctuation and capital letters.

Actively engage in reviewing multiple examples of proper capitalization, punctuation, and spelling.

Generate multiple sentences that contain correct conventions, including capitalization, punctuation, and spelling. Use correct spelling.

Generate several sentences that contain correct conventions of capitalization, punctuation, and spelling. Use correct spelling.

Use capital letters for familiar names and at the beginning of sentences. Use appropriate punctuation at the end of sentences. Use correct spelling.

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

Use and respond to verbal cues in conversations with various audiences.

Identify the audience when speaking or writing.

Identify components of a complete sentence.

Use appropriate language during spoken and written communication.

Actively participate in conversations with various audiences.

Actively communicate for different purposes and with various audiences.

Actively engage (through any communication mode) in a conversation with one participant.

Actively engage (through any communication mode) in a conversation with one participant.

Generate language to communicate effectively in different contexts, spoken and written (e.g., using formal or informal discourse as appropriate).

Generate and communicate sentences in varied contexts.

Use language to communicate in varied situations and for varied purposes.

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

Match the meaning of a word to its sentence or paragraph level context.

Identify words represented in text or visually that have multiple meanings

Identify parts of a text or visual that shows the context for the word.

Match a word or picture to its correct meaning.

Match words to images to demonstrate an understanding of word denotation (dictionary definition).

Use technology tools to look up and define the literal or primary meaning of an unknown word (denotation) as needed.

Match individual morphemes from and unknown word to its meaning.

Identify the morphemes within an unknown word.

Identify unknown words in text.

Actively engage with textual and visual representations of unknown words.

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words.

Use context clues, word structure, or reference materials to determine the meaning of unknown and multiple-meaning words.

Use context clues to determine the meaning of unknown or multiple-meaning words.

Select a picture or written text that matches the meaning of a word.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

Identify conceptual differences (e.g., hot/cold)

Identify when a word or phrase is being used in a nonliteral way.

Identify words that share meaning.

Identify words that have multiple meanings meaning (e.g. the word “rock” as a noun vs. a verb).

Match pictures to words.

Demonstrates an understanding of denotation (dictionary definition) and connotation (alternate meanings based on feelings associated with a word).

Actively engage in guided sharing of words with hidden meanings using graphic and tactile representations.

Explain the meaning of figurative language in context (e.g., euphemism, oxymoron).

Explain the difference between literal and nonliteral meanings of words/ phrases in context.

Match figurative word pictures and phrases to their meanings.

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

Describe the meaning of academic words and phrases

Choose appropriate domain-specific words from a word bank for writing or speaking during a learning activity.

Identify content specific terms within text and speech.

Identify domain specific vocabulary within a subject area or text.

Match academic vocabulary with pictures or objects

Actively engage in the reading of various content-area texts.

Engage in content area learning.

Demonstrate understanding of grade-level/ age-appropriate academic and domain-specific words and phrases by using them in context in the appropriate subject area.

Use grade-level/ageappropriate academic and domain-specific words and phrases in conversation and writing.

Use words acquired through learning activities (e.g., using a science term during a science lab).

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

Answer questions that are logically derived (inferred) from the text.

Answer factual (literal) questions about a text.

Define the term literal.

Distinguish between explicitly stated details and an inference.

Identify characteristics of an inferential question.

Identify details about a topic from the text.

Identify the topic of the text.

Actively engage in the reading of informational text.

Engage with images or objects that represent details from the text.

Actively engage in the reading of informational text.

By the end of grade 9, read and comprehend literature— including stories, dramas, and poems—in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex texts. By the end of grade 10, read and comprehend literature— including stories, dramas, and poems—at the high end of the grades 9–10 text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex texts.

Historical and Cultural Connections

Compare personal experiences with cultural references in text.

Define cultures in a text as having to do with human intellectual achievement.

Compare personal experiences with historical references in text.

Define historical representations in a text as having to do with factual past events.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Text-to-Text, Text-to-Self, and Text-to-World Connections / Comparisons

Demonstrate a purpose for reading by making text connections (textto-self, text-to-text, text-to-world) before, during or after reading.

Identify text-to-world connection related to a specific text.

Gather information, concepts and experiences from a given text that have real world connections beyond one’s own experiences. (“This could happen in real life.” Or “I saw this happen on the news, TV show, social media…”)

Acknowledge that people, places and events are broader than one’s own experiences.

Decoding / Phonological Awareness

Actively engage in the reading of grade-level, literary text. (stories, dramas, and poems)

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively engage with grade-level stories, dramas, and poems.

Read grade-level/ age-appropriate, adapted informational or technical texts.

Read supported gradelevel/age-appropriate, adapted informational or technical texts.

Actively participate in supported grade-level/ age-appropriate, adapted informational or technical texts.

Cite details from the text to support the answers to literal and inferential questions using a grade-level/ageappropriate text.

Cite details from the text to support the answers to literal questions.

Answer literal questions from the text.

Analyze informational text development. a. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details. b. Provide an objective summary of the text that includes the development of the central idea and how details impact this idea.

Describe the characteristics of an objective summary. (the resume of the writer including goals, skills and qualifications)

Describe what a summary includes/excludes.

Identify details about the topic.

Identify the topic of the text.

Use maps, bar graphs, venn diagrams or other graphic organizer to develop and support the understanding of main ideas, central ideas and topics within text.

Select and extract information from text and place into specific areas of a graphic organizer.

Match graphic organizer with its function.

Identify specific graphic organizers by name.

Distinguish between main ideas (topic of a paragraph or segment of the text, or a summary of a section of text) and central idea (unifying theme or universal truth across text and is supported by the setting and the characters - most often found in informational text) in the text.

Identify details in the text that support the main idea.

Identify the main idea in the text.

Identify the central idea in reference to informational text.

Identify details within paragraphs in text.

Identify graphic organizers such as: maps, bar graphs or Venn diagrams.

Actively engage during the sharing of a sentence or paragraph from informational text.

Summarize a central ideas in a text, including the main topic and how the details impact ideas.

Identify the topic of a text and support it with central ideas and details.

Organize main ideas related to the central idea of a text using maps, bar graphs, or Venn diagrams.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Sequence ideas or events from text.

Distinguish between distinguish between events, ideas, individuals and steps in text.

Identify events, ideas, individuals and steps in text.

Distinguish between distinguish between events, ideas, and steps in text.

Actively engage in the sharing of the text.

Engage with images or objects representing ideas, individuals or events from text.

Explain connections among events, ideas, individuals, or steps in a text.

Identify connections between two events, ideas, individuals, or steps in a text.

Identify steps, ideas, or events in a text.

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

Identify multiple meanings of words and phrases related to the topic.

Identify how the author uses certain words and phrases to set the tone of the text.

Identify how words in the text impact meaning in the text.

Explain the difference between literal and nonliteral language

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words in a text.

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words in a text.

Determine the meaning of words and phrases as they are used in a text; analyze figurative language, connotation, and technical terms within a text.

Explain how the authors’ word choice affects the tone of a text.

Match pictures to words or phrases based on how they are used in a text (e.g., match a picture of rain or snow with the word precipitation).

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Distinguish between sentences, paragraphs, and larger portions of text.

Identify the characteristics of either informative or persuasive intent within text.

Identify characteristics of both informative and persuasive text.

Identify different text types. (informative, persuasive)

Identify the ideas and/or claims appear in the paragraphs of the text.

Identify how the author uses the text to inform (via ideas) or persuade (via claims) the reader.

Distinguish between ideas and claims.

Actively engage in the sharing of different types of informational text.

Actively engage in the sharing of different types of informational text.

Explain how the author’s use of various structures (e.g., sentences, paragraphs, chapters) contributes to the intent of the text.

Determine how the structure of the text (e.g., sentences, paragraphs) contributes to the effectiveness of the text.

Identify the intent of the text for the reader (e.g., inform, persuade).

Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that perspective or purpose.

Identify words in the text that are specific to the text topic.

Define the different types of author’s purpose.

Identify the topic of the text.

Actively engage in the sharing of informational texts with various purposes.

Actively engage in the sharing of informational texts with various purposes.

Describe how the author uses words and phrases to develop a perspective.

Determine which sentences and paragraphs in a text provide an author’s perspective.

Identify the author’s purpose in a text.

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

Compare and contrast print and multimedia presentations of the same topic.

Identify various print and multimedia depictions of the same topic.

Identify overlapping concepts or ideas in various text.

Identify the key details in the text.

Actively engage with two different media formats on the same topic.

Actively engage with two different media formats on the same topic.

Explain the effect of the similarities and differences between print and multimedia presentations of the same topic or idea.

Describe key similarities and differences within print and multimedia presentations of the same topic or idea.

Identify key details that depict differences in print and multimedia presentations of the same topic or idea.

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

Describe why a statement’s reasoning is false.

Describe how to determine if a statement is true or false.

Sort examples as relevant or irrelevant statements about a given topic.

Actively engage in various graphic and tactile representations of different topics.

Actively engage in various graphic and tactile representations of different topics.

Determine whether information is relevant to and sufficient for supporting a claim; explain when reasoning is fallacious or incomplete.

Identify relevant and irrelevant statements about a topic or claim.

Recognize relevant and irrelevant statements about a topic.

Analyze seminal documents of historical and literary significance to the United States (e.g., George Washington’s Farewell Address, Abraham Lincoln’s Gettysburg Address, Franklin D. Roosevelt’s “Four Freedoms” speech, Martin Luther King Jr.’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Identify the theme in U.S. primary documents.

Identify main ideas and overarching concepts in U.S. seminal documents.

Identify the theme or concept related to individual historical U.S. documents.

Define theme.

Identify historical U.S. documents. (Gettysburg Address, Constitution, Declaration of Independence, etc.)

Actively engage with the sharing of the same or similar topics from two or more U.S. documents.

Actively engage with the sharing of the same or similar topics from two or more U.S. documents.

Determine the themes or concepts addressed in documents of historical and/or literary significance to the United States.

Identify the importance of documents of historical and/or literary significance to the United States.

Match documents of historical and/or literary significance to the United States to a related theme or concept.

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

Answer questions that are logically derived (inferred) from the text.

Answer factual (literal) questions about a text

Distinguish between the main points and details in a text.

Identify the main focus of the text.

Identify the setting.

Identify characters in the text.

Actively engage in the experience of reading a literary text

Actively engage in the experience of reading a literary text

Range of Reading and Level of Text Complexity

Historical and Cultural Connections

Compare personal experiences with cultural references in text.

Define cultures in a text as having to do with human intellectual achievement.

Compare personal experiences with historical references in text.

Define historical representations in a text as having to do with factual past events.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Text-to-Text, Text-to-Self, Text-to-World Connections / Comparisons

Demonstrate a purpose for reading by making text connections (textto-self, text-to-text, text-to-world) before, during or after reading.

Identify text-to-world connection related to a specific text.

Gather information, concepts and experiences from a given text that have real world connections beyond one’s own experiences. (“This could happen in real life.” Or “I saw this happen on the news, TV show, social media…”)

Acknowledge that people, places and events are broader than one’s own experiences.

Decoding / Phonological Awareness

Actively engage in the reading of grade-level, literary text. (stories, dramas, and poems)

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively engage with grade-level stories, dramas, and poems.

Read grade-level/ age-appropriate, adapted literature materials.

Read supported gradelevel/age-appropriate, adapted literature materials.

Actively participate in supported grade-level/ age-appropriate, adapted literature materials.

Cite details from text to support the answers to literal and inferential questions using grade level appropriate text.

Cite details from the text to support the answers to literal questions.

Identify details that are stated in the text.

Analyze literary text development. a. Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. b. Provide an objective summary of the text that includes the theme and relevant story elements.

Identify the problem the characters are facing.

Match main events with details from a text as related to the theme.

Explain how the problem is resolved in the text.

Identify 1-2 overarching concepts in the story.

Identify the main characters.

Identify where the story takes place.

Actively engage in discussing one or more of the events in a story.

Actively engage in discussing one or more of the events in a story.

Summarize a central idea in a text, including the main topic and how the details impact ideas.

Identify the theme of a text and support it with main events and details.

Sequence main events in relation to a stated theme using a grade-level/ageappropriate text.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Identify the relationships between multiple characters.

Explain how the characters resolve the problem in the story.

Match characters to the previously identified problem areas in the plot.

Identify which characters are instrumental in resolving the problem.

Identify the internal needs of the characters.

Identify areas of the plot that apply to the problem in the story.

Identify the problem occuring in the story.

Identify the characters involved in the problem in the story.

Identify the characters in the story.

Actively engage during the retelling of a story.

Actively engage during the retelling of a story.

Explain connections among events, ideas, individuals or steps in text.

Identify and describe how a character’s traits, motivations, or feelings contribute to the resolution of the story.

Match an action to the resolution of a problem in a story.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place an emotion, or sets a formal or informal tone).

Describe the difference between mood and tone.

Identify how words in the text impact feelings.

Identify how the author uses certain words and phrases to evoke feelings. about the text.

Distinguish the difference between literal and nonliteral language.

Identify multiple meanings of words and phrases related to the emotions of the characters or narrator.

Actively engage with mood-related pictures.

Actively engage with mood-related pictures.

Determine the meaning of words and phrases as they are used in a text; analyze figurative language, connotation, and tone within a text.

Determine the meaning of words or phrases based on the impact and how they are used in a text.

Match pictures to words or phrases based on how they are used in a text that specifically address the mood (e.g., match a picture of a sad face with the phrase “sat with his head down”).

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

Describe the flashbacks the author uses in the story.

Define pacing and flashbacks as it relates to literary text.

Identify how pacing impacts the plot.

Identify how flashbacks impact the plot.

Describe the feelings evoked when reading the text.

Identify the character’s feelings as a result of the events that occur within the text.

Actively engage with stories about characters’ feelings.

Actively engage with stories about characters’ feelings.

Explain how the author’s use of literary techniques (e.g., pacing, flashbacks) contributes to the effect of a text.

Describe how the author’s use of literary techniques (e.g., pacing, flashbacks) contributes to the effect of a text.

Identify the effects of a text on the reader (e.g., funny, sad, surprised).

Analyze how a point of view, perspective, or cultural experience is reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Define what is meant by similarities and differences.

Identify what elements of the story relate to or reference cultural experiences

Distinguish the various traits present in U.S. literature and literature from other cultures.

Identify the narrator in the literary texts being read.

Identify how characters feel about themselves, events, or other characters in the stories

Actively engage with stories about other cultures.

Actively engage with stories about other cultures.

Explain the differences between cultural experiences in a story or drama from the United States and another country.

Explain similarities between cultural experiences in a story or drama from the United States and another country.

Identify cultural experiences in a story or drama from outside the United States.

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

Trace the plot of a story.

Compare various artistic mediums of a subject.

Compare and contrast two different mediums of a subject or text.

Actively engage with two different media formats of a story.

Actively engage with two different media formats of a story.

Explain how multiple interpretations of a story are connected.

Describe multiple interpretations of a story.

Identify key similarities or differences between print and other artistic media (e.g., poem/ song and painting/ statue).

(Not applicable to literature)

(Not applicable to literature)

Analyze how an author alludes to and transforms source material in a specific work (e.g., how William Shakespeare treats a theme or topic from Ovid or the Bible, or how a later author draws on a play by Shakespeare).

Identify the theme in U.S. primary documents.

Identify main ideas and overarching concepts in U.S. seminal documents.

Identify the theme or concept related to individual historical U.S. documents.

Define theme.

Identify historical U.S. documents. (Gettysburg Address, Constitution, Declaration of Independence, etc.)

Actively engage with the sharing of the same or similar topics from two or more U.S. documents.

Actively engage with the sharing of the same or similar topics from two or more U.S. documents.

Explain the similarities and differences in how an author changes a text based on the original source material.

Describe events from two or more texts from a specific time period.

Identify events from two or more texts from a specific time period.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from the texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections considering the evidence and reasoning presented.

Identify verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).

Respond to verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).

Demonstrate active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.,).

Actively engage in verbal and/or nonverbal communication with peers.

Actively engage in verbal and/or nonverbal communication with peers.

Initiate and participate in discussions about grade-level/ age-appropriate topics or text with a diverse range of partners. Form and express an opinion on a topic. Respond thoughtfully to the comments of others. Participate in the setting of goals, establishing roles, and clarifying conclusions.

Participate in discussions about grade-level/ageappropriate topics or text. Share personal ideas on a topic. Pose and respond to specific questions to participate in a discussion.

Actively participate in conversational exchanges about grade-level/ageappropriate topics or text. Respond to questions, comments, and exchanges of others when prompted.

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

Describe how information from a source can aid in making a decision or solving a problem.

Describe the purpose of a graphic or manipulative.

Match graphics/manipulatives to its meaning.

Actively engage in shared discussions using graphics and manipulatives to make choices.

Actively engage in shared discussions using graphics and manipulatives to make choices.

Categorize information provided from multiple sources as accurate or inaccurate, relevant or irrelevant. Explain how the accuracy of the information might affect the solution to a problem.

Compare and contrast information from two or three sources to make a personal decision or solve a problem.

Use information from various sources to make a personal choice or decision.

Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Distinguish main points versus details

Identify details in a text or speech.

Describe why identifying the speaker is important.

Define perspective.

Identify the speaker.

Actively engage in a guided discussion about the main points in a text.

Actively engage in a guided discussion about the main points in a text.

Explain a speaker’s perspective and cite relevant and irrelevant support that the speaker provides.

Identify a speaker’s perspective and cite relevant support.

Identify a speaker’s perspective.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Select pertinent facts and details related to a topic.

Determine the purpose of a presentation.

Describe the importance of details in a text.

Distinguish differences between facts and falsehoods.

Actively engage with various reading materials on a topic.

Actively engage with various reading materials on a topic.

Present information and supporting information in an organized manner appropriate to the purpose, topic, and audience.

Present pertinent facts and details in appropriate order and as appropriate to the topic or purpose of the presentation and the audience.

Present pertinent facts and details that are appropriate to the topic or purpose of the presentation.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Compare the different impacts various multimedia may have on presentations. (e.g., why a presentation should use audio rather than print).

Describe the importance of multimedia in presentation.

Use assistive technology to create digital media.

Identify the many components of multimedia (e.g., text, audio, visual, or interactive).

Actively engage in various formats on a chosen topic.

Actively engage in various formats on a chosen topic.

Integrate multimedia and visual components and explain their relevance to a presentation.

Apply multimedia and visual components to enhance a presentation.

Select one or more findings from a different format (text, audio, visual, or interactive) to use in a media presentation.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Adapt communication specific to the formal or informal situation.

Effectively communicate in a variety of formal and informal situations.

Effectively communicate in informal situations.

Match speech contexts with specific tasks or scenarios. (i.e. formal speech should be used when giving a speech about research vs. text messaging a friend using slang and abbreviated speech patterns

Recognize when to use formal register and a time to use casual register.

Distinguish between formal and informal communication.

Understand the difference between formal and informal English.

Actively engage in communication with adults.

Actively engage (using any mode) in discussions with peers.

Actively engage in verbal and/or nonverbal communication with peers.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Establish a clear and thorough thesis to present an argument. b. Introduce precise claim(s), distinguish the claim(s) from alternative or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. c. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. d. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the argument presented.

Identify claim and counterclaim in a text.

Define claim and counterclaim.

Identify evidence to support a position.

Distinguish relevant facts from reasons when supporting a position.

Identify the purpose of a persuasive writing.

Identify various positions in a text.

Determine relevant facts in a text.

Identify the elements of persuasive writing (intro, body, and conclusion)

Actively engage in the sharing of opinions on a topic.

Actively engage in the sharing of opinions on a topic.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Break large writing task into smaller segments of writing.

Capture thoughts and communications as writing

Use of assistive technology to share ideas that will eventually be published as writing.

Actively participate in a shared writing experience using assistive technology tools as needed.

Increase the number of communication expressions over given time period

Develop a formal mode of communication that is understood by others

Establish a mode of access for communication

Engage in expressive communications (gestures, facial expressions, utterances, choice making – gaze, direct select, switch)

Actively participate in shared writing.

Engage by actively listening to shared writing.

Write routinely for a range of discipline specific task, purposes, and audiences.

Participate routinely in supported writing activities for a range of tasks.

Participate in shared writing.

Generate a written position and provide persuasive evidence from the text to support the position using argument, claim, and counterclaim using a template.

Generate a written position by selecting reasons and relevant facts from the text to support a topic using a template.

Generate a written position on a specific topic with relevant facts from the text using a template.

Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a.Establish a clear and thorough thesis to present information. b.Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid in comprehension, if needed. c. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. e. Use precise language and domain-specific vocabulary to manage the complexity of the topic. f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. g.Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Identify the purpose of a thesis statement

Identify text features that help to organize writing and support the reader. (i.e. table of contents, figures, multimedia, transitions, headings, charts, bolded vocabulary, and graphics, glossary, etc.)

Identify the key elements of an informative essay (intro, body, and conclusion).

Use a sentence frame or other scaffold, as needed, to generate a sentence.

Identify the required elements of a sentence.

Identify the topic to be included within a topic and concluding sentence.

Identify the structure and elements within a paragraph. (topic sentence, sentences containing supporting details, concluding statement.

Select facts and details from a reliable source to include in writing about a given topic.

Identify the purpose of an informative text.

Actively engage in the sharing of facts on a topic or personal story.

Actively engage in the sharing of facts on a topic or personal story.

Generate/write a text of one or more paragraphs on a topic. Provide an introduction with a thesis statement and logically organize details, using appropriate transitions and domain-specific terms. Include examples, definitions, charts, or tables as appropriate. Provide a concluding statement with support and/or graphic organizers.

Generate a written text on a topic, including a topic sentence and conclusion.

Generate a written text that communicates facts and details on a given topic.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques— such as dialogue, pacing, description, reflection, and multiple plot lines—to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Identify narrative techniques (e.g., dialogue, description, or reflection)

Create dialogue to align with the sequential details.

Actively engage in personal storytelling.

Map sequential details and ideas for the story (beginning, middle, and resolution).

Identify plot development

Identify setting in relation to the story.

Identify characters and roles in the story.

Use/select/create pictures that represent story details.

Recall a personal story or experience.

Engage with a storyteller.

Relate a personal experience or tell a story in writing that includes a setting, characters, and a logical sequence of events. Include narrative techniques such as description, reflection, or dialogue.

Relate a personal experience or tell a story in writing that includes a setting, characters, and a logical sequence of events that expand to include setting in the beginning section, events that illustrate the problem in the middle section, and an ending that provides a resolution.

Relate a personal experience using pictures, words, and/or sentences. Include a beginning, middle, and end that expand to include setting in the beginning section, events that illustrate the problem in the middle section, and an ending that provides a resolution.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Develop an outline using objects, images or text to demonstrate organization of writing.

Identify elements within an outline including: intro, thesis, topic sentences, supporting details, etc.,).

Distinguish between language used for each writing style (persuasive, informative, and narrative).

Identify the types of language used in persuasive, informative, and narrative writing.

Identify the purpose of persuasive, informative and narrative writing.

Actively engage with texts with various purposes.

Actively engage with texts with various purposes.

Generate writing that uses language or style that is appropriate for persuasive, informative, or narrative tasks.

Generate writing that uses appropriate forms of organization for persuasive, informative, or narrative tasks.

Recognize whether a passage is persuasive, informative, or narrative.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Edit paragraphs for conventions.

Identify various styles in multiple texts.

Define style as demonstrated in various types of writing (persuasive, informative, and narrative).

Edit sentences with errors in capitalization and end punctuation.

Identify errors in won writing.

Identify the rules for capitalization.

Identify the rules for ending punctuation.

Revise sentences to clarify the meaning of writing task.

Distinguish sentences that are clear in meaning-- according to the task.

Actively engage in the sharing of text with and without errors in convention.

Actively engage in the sharing of text with and without errors in convention.

Edit and revise sentences to provide correct capitalization and ending punctuation, accurate terms, and appropriate style of a persuasive, informative, or narrative task.

Edit and revise sentences to strengthen the overall meaning of a persuasive, informative, or narrative task with guidance and support.

Edit and revise written text to provide correct capitalization and ending punctuation, accurate terms, and the conventions of a persuasive, informative, or narrative task.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Develop independence in the use of technology, including assistive technology, for communication, writing and research.

Determine which technology can assist with composing writing.

Use technology tools to review sentences for autocorrect errors.

Identify technology tools to review sentences for autocorrect errors

Actively participate in a shared writing experience using assistive technology tools.

Actively participate in the use of assistive technology to share ideas that will eventually be published as writing.

Actively participate in a shared writing experience using assistive technology tools.

Actively participate in the use of assistive technology to share ideas that will eventually be published as writing.

Use assistive technology or other digital tools to generate a paragraph on a topic.

Use assistive technology or other digital tools to generate several relevant sentences about a topic.

Use assistive technology or other digital tools to generate simple sentences about a topic.

Conduct short as well as sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Distinguish relevant sources from irrelevant sources.

Determine what constitutes a relevant source.

Identify how to cite sources.

Select relevant information from a source related to research question.

Select sources for research.

Determine the types of questions that require research.

Actively participate in selecting a topic for research.

Actively participate in selecting a topic for research.

Collect information from relevant sources to find the answer to a question or solve a problem.

Select one or more relevant sources to find the answer to a question or solve a problem.

Identify a question of interest for research and select a source to gather information on that topic.

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

Identify the research process.

Identify how to organize research.

Identify how to cite sources.

Distinguish relevant sources from irrelevant sources.

Identify characteristics of a relevant source.

Actively engage in shared review of sources on a chosen topic.

Actively engage in shared review of sources on a chosen topic.

Gather information from a range of sources to address a topic, describe an idea, or support an argument. Organize the information into a cohesive report and cite sources using a template for guidance.

Sort gathered information into relevant/irrelevant categories and cite sources using a template for guidance.

Identify one or more sources that are likely to provide relevant information about a topic or idea.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 reading standards to literature (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Determine evidence that will support the claims in a text.

Actively explore fiction and nonfiction sources on a chosen topic for writing.

Identify whether or not a text is aligned to a specific claim or theme used to analyse, reflect, or research a topic.

Identify a claim in a text.

Identify the theme in a text.

Engage in shared fiction and nonfiction.

Use evidence from grade-level/ageappropriate fiction or nonfiction text to support a written text.

Select evidence from gradelevel/age-appropriate source material to support a written text.

Identify whether a fiction or nonfiction text source will support writing.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

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

Use parallel structure.

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

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

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

Use a colon to introduce a list or quotation.

Spell correctly.

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

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

Edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

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

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

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

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

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

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

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

Analyze nuances in the meaning of words with similar denotations.

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

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

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

Analyze informational text development.

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Provide an objective summary of the text that includes the development of the central idea and how details impact this idea.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

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

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Determine an author's perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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

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

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

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

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text.

Analyze literary text development.

Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.

Provide an objective summary of the text that includes the theme and relevant story elements.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone).

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

Analyze how a point of view, perspective, or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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

Not applicable to literature

Analyze how an author alludes to and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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

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

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

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

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

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

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

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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

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

Establish a clear and thorough thesis to present an argument.

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

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

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

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

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

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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

Establish a clear and thorough thesis to present information.

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

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

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

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

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

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

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

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

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

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

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

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

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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

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

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

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