English Language Arts Curriculum Standards

Receptive
Reading
Listening
Nevada
Speaking
Expressive
Expressive
Writing
English Language Arts

Standards
Speaking
Integrating Content and Process

Adopted on November 30, 2007
Nevada Department of Education
700 East Fifth Street
Carson City, Nevada 89701
www.doe.nv.gov
Dr. Keith W. Rheault

State Superintendent of Public Instruction
Gloria Dopf
State Deputy Superintendent of Public Instruction
Dr. Paul LaMarca

Assistant Deputy Superintendent
Director of Assessments, Program Accountability and Curriculum
Tracy Gruber
K-12 English Language Arts Consultant
Cindy Sharp
HSPE/CRT Consultant
ii
Table of Contents
Introduction .............................................................................................. iv Standard 5.0: Effective Writing ......................................................39
Reading and Understanding the Standards ............................................. .v Prewriting ...................................................................................39
Content Standards ................................................................................. vi Drafting.......................................................................................39
K - 12 Overview……………………………………………………………….viii Revising .....................................................................................41
Edit for Mechanics......................................................................43
Process Standards Edit for Usage of Words .............................................................45
Reading Process ............................................................................... 1 Edit for Sentence Structure ........................................................45
Writing Process ................................................................................. 2 Publishing...................................................................................47
Content Standards Standard 6.0: Types of Writing.......................................................49
Standard 1.0: Word Analysis............................................................ 3 Expository ..................................................................................49
Phonological Awareness .............................................................. 3 Narrative/Descriptive..................................................................51
Phonemic Awareness ................................................................... 3 Poetry.........................................................................................53
Phonics and Structural Analysis .................................................. 5 Responses to Literature .............................................................53
Vocabulary Development.............................................................. 7 Responses to Expository Text....................................................55
Fluency and Comprehension........................................................ 9 Persuasive .................................................................................55
Table of Contents
Standard 2.0: Reading Strategies .................................................. 11 Personal and Professional Communication ...............................57
Before Reading Strategies.......................................................... 11 Directions...................................................................................57
During Reading Strategies.......................................................... 11 Research....................................................................................59
After Reading Strategies.............................................................13 Standard 7.0: Listening...................................................................61
Standard 3.0: Literary Text .............................................................15 Message.....................................................................................61
Setting and Plot .........................................................................15 Content and Delivery..................................................................63
Characterization..........................................................................17 Vocabulary Development ...........................................................65
Theme.........................................................................................19 Language ...................................................................................65
Point of View...............................................................................19 Conversations and Group Discussions ......................................65
Language....................................................................................21 Standard 8.0: Speaking...................................................................69
Tone, Mood, and Irony................................................................21 Giving Directions ........................................................................69
Cultures and Time Periods .........................................................23 Language ...................................................................................69
Predictions ..................................................................................23 Presentations .............................................................................71
Responding to Text.....................................................................25 Group Discussions .....................................................................73
Standard 4.0: Expository Text……………………………… ............27 Phonology ………………………………………………………….. 75
Text Features ..............................................................................27
Language ....................................................................................29
Organizational and Structural Patterns .......................................31 Glossary............................................................................................77
Cultures and Times .....................................................................33 Acknowledgements ...........................................................................83
Responding to Text .....................................................................33
Predictions, Inferences, and Conclusions ...................................35
Directions....................................................................................37
iii
Introduction to the Nevada English Language Arts
The K-12 overviews on pages viii and ix outline student expectations with a
Standards snapshot of each grade level’s expectations so parents can easily monitor
their student’s progress.
To ensure that Nevada students can function proficiently in a global society,
they must become life-long learners with strong literacy skills. In Nevada, the The reading and writing process standards are located on pages 1 and 2
format for developing these skills is encompassed in the English Language Arts prior to the content standards to emphasize the importance of the skills
Standards which outline the developmental progression needed to read, write, taught across grade spans and content areas. Reading and writing are
speak, and listen at proficient levels. recursive processes and reflect increased complexity at each grade level.
These skills are positioned on facing pages to demonstrate to the reader the
Nevada teachers respond to these literacy needs by having students read and connections to reading and writing.
write daily. In addition, they monitor student learning and adjust instruction
based on assessments and standards. Nevada teachers use a variety of Content standards describe what students need to know and be able to do
instructional strategies and grade-appropriate materials aligned to the at each grade level. In Nevada, these content standards are considered the
standards and help students make connections between their academic and floor, not the ceiling, for student learning and performance. This document
Introduction
social lives through reading, writing, listening, and speaking. Nevada teachers serves as a framework to guide districts in creating their curriculum based on
view diversity as a strength and recognize its impact on student learning. the state standards. It is essential that the content standards are not
taught in isolation; rather, multiple standards are taught within a single
The Nevada English Language Arts Standards document clearly presents lesson ensuring teachers, students, and parents make the connections
descriptions and definitions to clarify student expectations across the state. between reading and writing to enhance performance. Some indicator
The Achievement Indicators, a companion document, should be accessed to language does not change from grade level to grade level as all skills are
further enhance this content document. The purpose of the Achievement grade-appropriate. Grade-appropriate in this document is determined by
Indicators is to describe and demonstrate “what it looks like” when students are length of text, vocabulary, sentence complexity, layers of meaning,
learning and completing the skills delineated within the content standards to complexity of concept, and percentage of text versus pictures. To allow
reflect the state testing achievement levels: emergent/developing, approaching, students to learn reading and writing skills, time and developmental
meeting, and exceeding standards. Each content standard grade level readiness must be reflected. To allow for this scaffolding, the term with
indicator has an accompanying narrative at each of the levels describing “what assistance is used to reflect: 1) that many skills require more than one year
it looks like” followed by examples of student work. for a student to become proficient, 2) that students are provided support from
teachers, peers, and other resources when appropriate, and/or 3) that these
Page v is a typical page in the Nevada English Language Arts Standards with skills are not state testable at this grade level.
accompanying definitions, language, and position of elements. According to
this page, a standard is the overall description of the learning objective, A glossary has been provided to establish a common vocabulary among all
strands are skill subsets that help define the standard, and indicators are the Nevada educators, students, and parents. This shared vocabulary provides
specific learning expectations at each grade level. a foundation for consistent practice across the state.
The acknowledgement pages express our appreciation to all participants

who helped with this document.
iv
The chart below represents a typical page in the Nevada English Language Arts Standards. This information is provided to assist in reading the document. Assessment coding is
provided with its corresponding standard. For example, the notation I/S found in the upper right-hand corner of the 3rd grade standard 3.3.2 indicates that this standard contains
Important knowledge and will be assessed at the State level. The notation E/I/S found in the upper right-hand corner of the 4th grade standard 3.4.2 indicates that this standard
contains Enduring and Important knowledge that will be assessed at the State level.
E = Enduring knowledge may be tested using a performance task.

I = Important knowledge may be tested using multiple choice questions.
L = Nevada Academic Standards that are assessed at the local level ONLY.
S = Nevada Academic Standards that are assessed at the state and local levels.
Standard
Reading and Understanding the Standards

All indicators in this document, tested or not, are of equal importance in attaining student proficiency.
Nevada English Language Arts Standards Content
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and Standard with
times. learning
Information that applies across grade levels is placed expectation
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills. below the content standards to avoid repetition of
All indicators are used to aid comprehension. language within each strand.
At a minimum, students will maintain previously-learned skills and attain the following:
Content Standard K 1 2 3 4
3.0 Literary Text
Grade Level 3.K.2 I/L 3.1.2 I/L 3.2.2 I/L 3.3.2 I/S 3.4.2 E/I/S
Strand Number With assistance, With assistance, Describe physical Describe physical Describe physical
Indicator
Characterization
listen to, identify, identify and and personality and personality and personality
and describe describe physical traits. traits. traits.
physical traits. traits.
Strand
I/L I/L I/L I/S E/I/S
With assistance, With assistance, With assistance, Identify a lesson Explain a lesson
listen to, identify, identify and identify a lesson learned based on learned based on
and describe describe learned based on a a character’s a character’s
personality traits. personality traits. character’s actions. actions. actions.
Page
Number 17
v
Content Standard 1.0
Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.

Content Standards
Students use reading process skills and strategies to build comprehension.
Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
vi
Students write a variety of texts using the writing process.
Content Standards
Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and that are appropriate to audience and purpose.
Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to
offer information, clarify ideas, and support a position.
vii
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade
Kindergarten students begin the First grade students Second grade students decode Third grade students determine Fourth grade students
reading process as they develop demonstrate phonological unfamiliar words using structural the meaning of unfamiliar words determine the meaning of
phonological and phonemic awareness and phonemic analysis. While listening to, in text using their knowledge of unfamiliar words while reading
awareness. Environmental awareness. They demonstrate reading, and discussing a structural analysis. Students text using their knowledge of
print, sight words, and letter- the ability to decode words. variety of grade-appropriate expand their vocabulary and structural analysis. Students
sound relationships are used to While listening to and discussing text, students expand their use knowledge of words through expand their vocabulary and
read text. While listening to and a variety of grade-appropriate of reading strategies. They read context, word study, and various knowledge of words through
discussing a variety of grade- text, students begin to use fluently and comprehend text. resources. They read and context, word study, and various
appropriate text, students are reading strategies. They begin Students compose a variety of comprehend grade-appropriate resources. They read and
introduced to reading strategies. to read with fluency and to text and edit their written work. text with fluency and expand comprehend grade-appropriate
They listen to comprehend text comprehend text. They continue to develop writing their use of reading strategies text with fluency and expand
and build vocabulary. Students compose simple skills and may publish their and skills. their use of reading strategies
Students begin the writing sentences and begin to edit their work. Students begin to Students generate their own and skills.
process by drawing and/or writing. They continue to formulate and answer research ideas to compose paragraphs They use the writing process to
dictating basic text which they develop writing skills and share questions and record using the writing process. They compose essays and
share with others. their work with others. information. edit their written work. They compositions with an awareness
K-12 Overview
They participate in group Students participate in large and They participate in and continue to develop writing skills of audience and purpose.
discussions using turn taking to small group discussions to sometimes lead group and may publish their work. Students revise drafts and then
develop listening and speaking develop listening and speaking discussions with an emphasis Students formulate a topic, edit for mechanics, word usage,
skills. skills. on developing listening and conduct research, and record and sentence structure. They
speaking skills. information. formulate questions, research a
They participate in and topic, and write multi-paragraph
sometimes lead group papers to inform or persuade.
discussions with an emphasis Students also write summaries.
on developing listening and Students may publish their work.
speaking skills. They participate in and
sometimes lead group
discussions with an emphasis
on developing listening and
speaking skills.
viii
5th Grade 6th Grade 7th Grade 8th Grade 9th – 12th Grade
Fifth grade students determine the Sixth grade students expand Seventh grade students expand Eighth grade students enhance High school students enhance
meaning of unfamiliar words in text reading comprehension skills reading comprehension skills reading comprehension skills reading comprehension skills
using structural analysis. Students using structural analysis. using structural analysis. using structural analysis. using structural analysis.
expand their vocabulary and Students expand their Students expand their Students expand their Students expand their
knowledge of words through context, vocabulary and knowledge of vocabulary and knowledge of vocabulary and knowledge of vocabulary and knowledge of
word study, and multi-media words through context, word words through context, word words through context, word words through context, word
resources. They read and study, and multi-media study, and multi-media study, and multi-media study, and multi-media
comprehend grade-appropriate text resources. They read and resources. They read and resources. They read and resources. They read and
with fluency and expand their use of comprehend grade- comprehend grade- comprehend grade- comprehend grade-
reading strategies and skills across appropriate text with fluency appropriate text with fluency appropriate text with fluency appropriate text with fluency
content areas. and expand their use of reading and expand their use of reading and expand their use of reading and expand their use of reading
They use the writing process to strategies and skills across strategies and skills across strategies and skills across strategies and skills across
compose a variety of multi-paragraph content areas. content areas. content areas. content areas.
texts with an awareness of audience They use the writing process to They use the writing process to They use the writing process to They use the writing process to
and purpose. Students revise drafts compose a variety of multi- compose a variety of multi- compose a variety of multi- compose a variety of multi-
and then edit for mechanics, word paragraph texts with an paragraph texts with an paragraph texts with an paragraph texts with an
usage, and sentence structure. They awareness of audience and awareness of audience and awareness of audience and awareness of audience and
K-12 Overview
formulate questions, research a topic, purpose. Students revise drafts purpose. Students revise drafts purpose. Students revise drafts purpose. Students revise drafts
and write multi-paragraph text to and then edit for mechanics, and then edit for mechanics, and then edit for mechanics, and then edit for mechanics,
inform or persuade. Students also word usage, and sentence word usage, and sentence word usage, and sentence word usage, and sentence
write summaries. Students may structure. They formulate structure. They formulate structure. They formulate structure. They formulate
publish their work. questions, research a topic, and questions, research a topic, and questions, research a topic, and questions, research a topic, and
They participate in and sometimes write multi-paragraph text to write multi-paragraph text to write multi-paragraph text to write multi-paragraph text to
lead group discussions. Students inform or persuade. Students inform or persuade. Students inform or persuade. Students inform or persuade. Students
expand active listening skills and also write summaries. Students also write summaries. Students also write summaries. Students also write summaries. Students
demonstrate public speaking may publish their work. may publish their work. may publish their work. may publish their work.
techniques. They participate in and They participate in and They participate in and They participate in and
sometimes lead group sometimes lead group sometimes lead group sometimes lead group
discussions. Students expand discussions. Students expand discussions. Students expand discussions. Students expand
active listening skills and active listening skills and active listening skills and active listening skills and
demonstrate public speaking demonstrate public speaking demonstrate public speaking demonstrate public speaking
techniques. techniques. techniques. techniques.
ix
Nevada English Language Arts Standards Nevada English Language Arts Standards
Grades K-1 Reading Process: Delineates skills students need in order to learn to Grades 2 -12 Reading Process: Delineates skills students need in order
read and establishes the connection to writing. to be proficient readers and establishes the connection to writing. The
reading process includes explicitly taught metacognitive skills.
Learning to Read Reading to Learn
Grades K-1 Before Reading Grades 2-12
Understanding the Conventions of Print • Preview Text
• Directionality • Access Prior Knowledge
• Top-to-Bottom • Build Background Knowledge
• Concept of Word in Print • Set Purpose for Reading
• Make Predictions
Developing Sight Vocabulary • Determine Reading Rate
• Determine Text Type
K – 12 Reading Process
Grades K-1 During Reading Grades 2-12

Phonemic Awareness • Use Self-Correcting Strategies
Concept of Word in Print • Make, Confirm, and Revise Predictions
Understanding of the Alphabetic Principle • Understand and Use Key Vocabulary
• Encoding • Identify Main Idea and Supporting Details
• Decoding • Make Inferences
• Adjust Reading Rate
Development of Fluency • Apply Knowledge of Text Type
Grades K-1 After Reading Grades 2-12

Development of Fluency • Recall Details
• Restate Main Ideas
• Organize Information
• Record Information
• Synthesize Text
• Evaluate Text
• Evaluate Effectiveness of Reading Strategies
1
Nevada English Language Arts Standards
Grades K-12 Writing Process: Delineates integral skills students need in order to be proficient writers and establishes the connection to reading
Prewriting Grades K-1 Prewriting Grades 2-12
With teacher assistance, students prewrite. • Determine Purpose
• Determine Audience
• Ask Questions
• Explore a Topic
• Refine a Topic
• Generate and Organize Ideas
Drafting Grades K-1 Drafting Grades 2-12

With teacher assistance, students draft. • Review Prewriting
• Review Purpose and Audience
• Review and Modify
K-12 Writing Process

• Generate Text
Revising Grades K-1 Revising Grades 2-12

With teacher assistance, students revise their own work. • Review Draft
• Reconsider Purpose and Audience
• Peer Review and Provide Feedback
• Evaluate and Refine Ideas
• Evaluate and Refine Organization
• Evaluate and Refine Style
Editing Grades K-1 Editing Grades 2-12

With teacher assistance, students edit their own work. • Identify and Correct for Standard English
Grammar, Usage, and Mechanics
Publishing Grades K-1 Publishing Grades 2-12

With teacher assistance, students publish their work. • Format Text
• Share or Present Text
Students share their work.
2
English Language Arts Standards
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
K 1 2 3 4
1.K.1 I/L 1.1.1 I/L
Demonstrate phonological Demonstrate phonological
awareness of spoken words awareness of spoken words
Phonological Awareness
through through
• rhyming • rhyming
• concept of word • concept of word
• syllable awareness • syllable awareness
1.0 Word Analysis
• onset and rime • onset and rime

awareness awareness
1.K.2 I/L 1.1.2 I/L 1.2.2 I/L

Demonstrate phonemic Demonstrate phonemic Demonstrate phonemic
awareness of spoken words awareness of spoken words awareness of spoken words
through through through
• matching • matching • matching
Phonemic Awareness
• isolating • isolating • isolating

• blending • blending • blending
• segmenting • segmenting • segmenting
• deleting • deleting • deleting
• substituting • substituting • substituting
3
5 6 7 8 9-12
Phonological Awareness
1.0 Word Analysis

Phonemic Awareness
4
K 1 2 3 4
1.K.3 I/L 1.1.3 I/L 1.2.3 I/L 1.3.3 I/S 1.4.3 I/S
Recognize and name upper With assistance, decode Decode words in text Decode words in text using Decode words in text using
and lower case letters of the words in text through through phonics and structural phonics and structural
alphabet. • short/long vowels • letter-sound analysis through analysis through
I/L • digraphs relationships • short/long vowels • base words
Identify letter-sound • blends • short/long vowels • digraphs • suffixes
relationships. • diphthongs • digraphs • diphthongs • prefixes
• word families • blends • base words • compound words
1.0 Word Analysis
• spelling patterns • diphthongs • suffixes

• word families • prefixes
Phonics and Structural Analysis
• spelling patterns • compound words

I/L I/L I/L
I/L I/L
Decode words using Decode words using Decode words in text using
With assistance, decode Decode words in text using
letter/sound relationships. letter/sound relationships. phonics and structural phonics and structural
words through structural
analysis using analysis through analysis through
• base words • blends • short/long vowels
• suffixes • word families • digraphs
• prefixes • spelling patterns • diphthongs
• syllables • syllables • blends
• compound words • word families
I/L • spelling patterns
I/L • syllables
With assistance, decode With assistance, decode
words in text through words through structural
short/long vowels. analysis using
• base words
• suffixes
• prefixes
• syllables
• compound words
5
5 6 7 8 9-12
1.5.3 I/L 1.6.3 I/L 1.7.3 I/L 1.8.3 I/L 1.12.3 I/L
Decode unknown words in Decode unknown words in Decode unknown words in Decode unknown words in Decode unknown words in
text using structural analysis text using structural analysis text using structural analysis text using structural analysis text using structural analysis
through through through through through
• spelling patterns • spelling patterns • base words • base words • base words
• base words • base words • root words • root words • root words
• root words • root words • suffixes • suffixes • suffixes
1.0 Word Analysis

• suffixes • suffixes • prefixes • prefixes • prefixes
• prefixes • prefixes • syllables • syllables • syllables
• syllables • syllables • compound words • compound words • compound words
Phonics and Structural Analysis

• compound words • compound words
6
K 1 2 3 4
1.K.4 I/L 1.1.4 I/L 1.2.4 I/L 1.3.4 I/L 1.4.4 I/L
Comprehend vocabulary using Comprehend vocabulary Comprehend vocabulary using Comprehend, build, and extend Comprehend, build, and extend
• pictures using • homographs vocabulary using vocabulary using
• symbols • suffixes • homophones • syntax • syntax
• environmental print • synonyms • abbreviations • parts of speech • parts of speech
• antonyms • synonyms • homographs • homographs
• antonyms
I/L I/L I/L I/S I/S
With assistance, comprehend With assistance, With assistance, comprehend Comprehend, build, and extend Comprehend, build, and extend
vocabulary using comprehend vocabulary vocabulary using vocabulary using vocabulary using
1.0 Word Analysis
• suffixes using • context clues • homophones • homophones

• synonyms • homographs • structural analysis • synonyms • synonyms
• antonyms • homophones • syntax • antonyms • antonyms
• abbreviations • parts of speech • context clues • context clues
Vocabulary Development
• context clues • structural analysis • structural analysis

I/L I/L I/L I/L I/L
Sequence the letters of the Sequence the letters of the Apply alphabetic order to locate Apply alphabetic order to Apply alphabetic order to
alphabet to understand alphabet to understand words using the first letter of each locate words using the first and locate words in resources.
alphabetic order. alphabetic order. word. second letters of each word.
I/L
With assistance, apply
alphabetic order to locate
words using the first letter of
each word.
I/L I/L I/L I/L I/L
With assistance, use resources With assistance, use With assistance, use resources to Use resources to find and/or Use resources to find and/or
to find the meaning of resources to find and/or find and/or confirm meaning of confirm meaning of unknown confirm meaning of unknown
unknown words encountered in confirm meaning of unknown words encountered in words encountered in text. words encountered in text.
text. unknown words encountered text. I/L
in text. With assistance, use resources
to confirm word origins.
I/L I/L I/L
With assistance, identify With assistance, identify Identify connotative and
connotative and denotative connotative and denotative denotative meaning in text.
meaning in text. meaning in text.
I/L I/L I/L I/L I/L
Build vocabulary using Build vocabulary using Build vocabulary using Build vocabulary using Build vocabulary using
• pictures • pictures • pictures • pictures • pictures
• symbols • symbols • symbols • symbols • symbols
7
5 6 7 8 9-12
1.5.4 I/L 1.6.4 I/L 1.7.4 I/L 1.8.4 I/L 1.12.4 I/L
Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend
vocabulary using vocabulary using vocabulary using vocabulary using vocabulary using
• homographs • homographs • homographs • homographs • homographs
• homophones • homophones • homophones • homophones • homophones
• syntax • syntax • syntax • syntax • syntax
• parts of speech • parts of speech • parts of speech • parts of speech • parts of speech
• synonyms • synonyms • synonyms • synonyms • synonyms
• antonyms • antonyms • antonyms • antonyms • antonyms
1.0 Word Analysis

I/S I/S I/S I/S I/S
Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend
vocabulary using vocabulary using vocabulary using vocabulary using vocabulary using
• context clues • context clues • context clues • context clues • context clues
• structural analysis • structural analysis • structural analysis • structural analysis • structural analysis
I/L I/L I/L I/L I/L

Apply alphabetic order to Apply alphabetic order to Apply alphabetic order to Apply alphabetic order to Apply alphabetic order to
locate words in resources locate words in resources locate words in resources. locate words in resources. locate words in resources.
I/L I/L I/L I/L I/L
Use resources to find and/or Use resources to find and/or Use resources to find and/or Use resources to find and/or Use resources to find and/ or
confirm meaning of confirm meaning of confirm meaning of confirm meaning of confirm meaning of
• unknown words • unknown words • unknown words • unknown words • unknown words
• word origins • word origins • word origins • word origins • word origins
• Greek word roots • Greek word roots • Greek word roots • Greek word roots
• Latin word roots • Latin word roots • Latin word roots • Latin word roots
I/L
With assistance, use resources
to find and/or confirm meaning
of
• Greek word roots
• Latin word roots
I/L I/L I/L I/L I/L
Identify differences between Explain differences between Explain differences between Evaluate authors’ use of Evaluate authors’ use of
connotative and denotative connotative and denotative connotative and denotative connotation and denotation in connotation and denotation in
meaning in text. meaning in text. meaning in text. text. text.
I/L I/L I/L I/L I/L
Build vocabulary using Build vocabulary using Build vocabulary using Build vocabulary using Build vocabulary using
• pictures • pictures • pictures • pictures • pictures
• symbols • symbols • symbols • symbols • symbols
8
K 1 2 3 4
1.K.5 I/L 1.1.5 I/L 1.2.5 I/L 1.3.5 I/L 1.4.5 I/L
Identify high frequency Identify high frequency Apply knowledge of high Apply knowledge of high Apply knowledge of high
words to build fluency and words to build fluency and frequency words in text to frequency words in text to frequency words in text to
Fluency and Comprehension
comprehension. comprehension. build fluency and build fluency and build fluency and
comprehension. comprehension. comprehension.
I/L I/L I/L I/L

With assistance, identify With assistance, identify With assistance, identify Identify content-specific
1.0 Word Analysis
content-specific vocabulary content-specific vocabulary content-specific vocabulary vocabulary in text.

in text. in text. in text.
I/L I/L I/L I/L
With assistance, read aloud With assistance, read aloud Read aloud with a focus on Read fluently aloud and/or
with a focus on with a focus on • prosody silently with a focus on
• prosody • prosody • accuracy • prosody
• accuracy • accuracy • automaticity • accuracy
• automaticity • automaticity • reading rate • automaticity
• reading rate • reading rate • reading rate
9
5 6 7 8 9-12
1.5.5 I/L 1.6.5 1.7.5 1.8.5 1.12.5
Apply knowledge of high
frequency words in text to
Fluency and Comprehension

build fluency and
comprehension.
I/L I/L I/L I/L I/L
Apply knowledge of Apply knowledge of Apply knowledge of Apply knowledge of Apply knowledge of
content-specific vocabulary content-specific vocabulary content-specific vocabulary content-specific vocabulary content-specific vocabulary
in text to build in text to build in text to build in text to build in text to build
1.0 Word Analysis

comprehension. comprehension. comprehension. comprehension. comprehension.
I/L I/L I/L I/L I/L
Read fluently aloud and/or Read fluently aloud and/or Read fluently aloud and/or Read fluently aloud and/or Read fluently aloud and/or
silently with a focus on silently with a focus on silently with a focus on silently with a focus on silently with a focus on
• prosody • prosody • prosody • prosody • prosody
• accuracy • accuracy • accuracy • accuracy • accuracy
• automaticity • automaticity • automaticity • automaticity • automaticity
• reading rate • reading rate • reading rate • reading rate • reading rate
10
Content Standard 2.0 Students use reading process skills and strategies to build comprehension.
K 1 2 3 4
2.K.1 I/L 2.1.1 I/L 2.2.1 I/L 2.3.1 I/L 2.4.1 I/L
Demonstrate concept of Demonstrate concept of With assistance, use before Use before reading Select before reading
Before Reading Strategies
print. print. reading strategies based on strategies based on text and strategies appropriate to text
I/L I/L text and purpose to purpose to and purpose to
Demonstrate concept of Demonstrate concept of • preview text • preview text • preview text
word. word. • access prior • access prior • access prior
I/L I/L knowledge knowledge knowledge
Demonstrate voice-to-print Demonstrate voice-to-print • build background • build background • build background
2.0 Reading Strategies
match. match. knowledge knowledge knowledge

I/L I/L • set purpose for • set purpose for • set purpose for
Identify author and Identify author and reading reading reading
illustrator. illustrator. • make predictions • make predictions. • make predictions
• determine reading • determine reading • determine reading
rate rate rate
• determine text type • determine text type • determine text type
2.K.2 I/L 2.1.2 I/L 2.2.2 I/L 2.3.2 I/L 2.4.2 I/L
With assistance, use during With assistance, use during With assistance, use during Use during reading Select during reading
reading strategies based on reading strategies based on reading strategies based on strategies based on text and strategies appropriate to text
During Reading Strategies
text and purpose to text and purpose to text and purpose to purpose to and purpose to
• make predictions • make predictions • use self-correcting • use self-correcting • use self-correcting
• identify key • identify key strategies strategies strategies
vocabulary vocabulary • make, confirm, and • make, confirm, and • make, confirm, and
• make inferences • make inferences revise predictions revise predictions revise predictions
• understand and use • understand and use • understand and use
key vocabulary key vocabulary key vocabulary
• identify main idea • identify main idea • identify main idea
and supporting and supporting and supporting
details details details
• make inferences • make inferences • make inferences
• adjust reading rate • adjust reading rate • adjust reading rate
• apply knowledge of • apply knowledge of • apply knowledge of
text type text type text type
11
5 6 7 8 9-12
2.5.1 I/L 2.6.1 I/L 2.7.1 I/L 2.8.1 I/L 2.12.1 I/L
Select before reading Select before reading Select before reading Select before reading Select before reading
Before Reading Strategies

strategies appropriate to text strategies appropriate to text strategies appropriate to text strategies appropriate to text strategies appropriate to text
and purpose to and purpose to and purpose to and purpose to and purpose to
• preview text • preview text • preview text • preview text • preview text
• access prior • access prior • access prior • access prior • access prior

knowledge knowledge knowledge knowledge knowledge
• build background • build background • build background • build background • build background
knowledge knowledge knowledge knowledge knowledge
• set purpose for • set purpose for • set purpose for • set purpose for • set purpose for
reading reading reading reading reading
• make predictions • make predictions • make predictions • make predictions • make predictions
• determine reading • determine reading • determine reading • determine reading • determine reading
rate rate rate rate rate
• determine text type • determine text type • determine text type • determine text type • determine text type
2.5.2 I/L 2.6.2 I/L 2.7.2 I/L 2.8.2 I/L 2.12.2 I/L
Select during reading Select during reading Select during reading Select during reading Select during reading
During Reading Strategies

• use self-correcting • use self-correcting • use self-correcting • use self-correcting • use self-correcting
strategies strategies strategies strategies strategies
• make, confirm, and • make, confirm, and • make, confirm, and • make, confirm, and • make, confirm, and
revise predictions revise predictions revise predictions revise predictions revise predictions
• understand and use • understand and use • understand and use • understand and use • understand and use
key vocabulary key vocabulary key vocabulary key vocabulary key vocabulary
• identify main idea and • identify main idea and • identify main idea and • identify main idea and • identify main idea and
supporting details supporting details supporting details supporting details supporting details
• make inferences • make inferences • make inferences • make inferences • make inferences
• adjust reading rate • adjust reading rate • adjust reading rate • adjust reading rate • adjust reading rate
• apply knowledge of • apply knowledge of • apply knowledge of • apply knowledge of • apply knowledge of
text type text type text type text type text type
12
K 1 2 3 4
2.K.3 I/L 2.1.3 I/L 2.2.3 I/L 2.3.3 I/L 2.4.3 I/L
With assistance, use after With assistance, use after With assistance, use after With assistance, select Select after reading
reading strategies based on reading strategies based on reading strategies based on after reading strategies strategies appropriate to text
After Reading Strategies
text and purpose to text and purpose to text and purpose to based on text and purpose to and purpose to
• orally recall details • orally recall details • recall details • recall details • recall details
• orally restate main • orally restate main • restate main ideas • restate main ideas • restate main ideas
ideas ideas • organize information • organize information • organize information
• record information • record information • record information

• synthesize text • synthesize text • synthesize text
• evaluate text • evaluate text • evaluate text
• evaluate the • evaluate the • evaluate the
effectiveness of effectiveness of effectiveness of
reading strategies reading strategies reading strategies
13
5 6 7 8 9-12
2.5.3 I/L 2.6.3 I/L 2.7.3 I/L 2.8.3 I/L 2.12.3 I/L
Select after reading Select after reading Select after reading Select after reading Select after reading
After Reading Strategies

• recall details • recall details • recall details • recall details • recall details
• restate main ideas • restate main ideas • restate main ideas • restate main ideas • restate main ideas
• organize information • organize information • organize information • organize information • organize information
• record information • record information • record information • record information • record information

• synthesize text • synthesize text • synthesize text • synthesize text • synthesize text
• evaluate text • evaluate text • evaluate text • evaluate text • evaluate text
• evaluate the • evaluate the • evaluate the • evaluate the • evaluate the
effectiveness of effectiveness of effectiveness of effectiveness of effectiveness of
reading strategies reading strategies reading strategies reading strategies reading strategies
14
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
K 1 2 3 4
3.K.1 I/L 3.1.1 I/L 3.2.1 I/L 3.3.1 I/S 3.4.1 E/I/S
With assistance, listen for With assistance, listen for Identify Describe Explain
and identify and identify • setting • setting • setting
• setting • setting • sequence of events • sequence of events • sequence of events
• sequence of events • sequence of events • conflict • conflict
• resolution • climax
• resolution
• turning point
I/L I/L
3.0 Literary Text
With assistance, identify With assistance, identify

conflict. • climax
I/L • turning point
With assistance, identify
resolution.
I/L
Setting and Plot
With assistance, describe

internal and external conflict.
I/L
With assistance, identify and
discuss main plot and
subplots.
I/L I/S E/I/S

With assistance, identify how Identify how one event may Identify how one event may
one event may cause another cause another event. cause another event.
event.
I/L I/L I/L I/S I/S

With assistance, make With assistance, make With assistance, make Make inferences and draw Make inferences and draw
inferences and draw inferences and draw inferences and draw conclusions about setting and conclusions about setting and
conclusions about setting and conclusions about setting and conclusions about setting and plot based on evidence. plot based on evidence.
plot based on evidence. plot based on evidence. plot based on evidence.
15
5 6 7 8 9-12
3.5.1 E/I/S 3.6.1 E/I/S 3.7.1 E/I/S 3.8.1 E/I/S 3.12.1 I/S
Explain Explain setting. Analyze setting. Analyze setting. Analyze setting.
• setting
• sequence of events E/I/S E/I/S E/I/S I/S
• conflict Describe plot development Analyze plot development Analyze plot development Analyze plot development
• climax with a focus on with a focus on with a focus on with a focus on
• resolution • climax • climax • climax • climax
• turning point • resolution • resolution • resolution • resolution
• turning point • turning point • turning point • turning point
3.0 Literary Text

I/L I/L I/L I/L I/L
With assistance, describe Describe plot development Analyze plot development Analyze plot development Analyze plot development
plot development with a with a focus on with a focus on with a focus on with a focus on
focus on • exposition • exposition • exposition • exposition
• exposition • rising action • rising action • rising action • rising action
• rising action • falling action • falling action • falling action • falling action
Setting and Plot

• falling action
E/I/S E/I/S E/I/S E/I/S I/S
Describe internal and external Describe internal and external Describe internal and external Describe internal and external Describe internal and
conflict. conflict. conflict. conflict. external conflict.
I/S I/S I/S I/S I/S
Describe main plot and Describe main plot and Describe main plot and Describe main plot and Describe main plot and
subplots. subplots. subplots. subplots. subplots.
Describe how one event may Describe how one event may Describe how one event may Analyze how one event may Analyze how one event may
cause another event. cause another event. cause another event. cause another event. cause another event.
I/L E/I/S E/I/S E/I/S I/S
With assistance, explain an Explain an author’s use of Explain an author’s use of Analyze an author’s use of Analyze an author’s use of
author’s use of flashback. flashback. flashback. flashback. flashback.
I/L I/L I/L I/S I/S
With assistance, explain an With assistance, analyze an With assistance, analyze an Analyze an author’s use of Analyze an author’s use of
author’s use of author’s use of author’s use of flashback. foreshadowing. foreshadowing.
foreshadowing. foreshadowing. E/I/S
Analyze an author’s use of
foreshadowing.
I/S I/S I/S I/S I/S
Make inferences and draw Make inferences and draw Make inferences and draw Make inferences and draw Make inferences and draw
conclusions about setting and conclusions about setting and conclusions about setting and conclusions about setting and conclusions about setting
plot based on evidence. plot based on evidence. plot based on evidence. plot based on evidence. and plot based on evidence.
16
K 1 2 3 4
3.K.2 I/L 3.1.2 I/L 3.2.2 I/L 3.3.2 I/S 3.4.2 E/I/S
With assistance, listen With assistance, identify Describe physical and Describe physical and Describe physical and
to, identify, and describe and describe physical traits. personality traits. personality traits. personality traits.
physical traits.
I/L I/L I/L I/S I/S
With assistance, listen With assistance, identify With assistance, identify a Describe the motivation for Describe the motivation for
to, identify, and describe and describe personality lesson learned based on a a character’s actions. a character’s actions.
personality traits. traits. character’s actions. I/L I/L
3.0 Literary Text
the protagonist and the protagonist and

antagonist. antagonist.
I/L I/L I/L I/S I/S

With assistance, make With assistance, make With assistance, make Make inferences and draw Make inferences and draw
inferences and draw inferences and draw inferences and draw conclusions about a conclusions about a
Characterization
conclusions about a conclusions about a conclusions about a character(s) based on character(s) based on
character(s) based on character(s) based on character(s) based on evidence. evidence.
evidence. evidence. evidence.
17
5 6 7 8 9-12
3.5.2 E/I/S 3.6.2 3.7.2 3.8.2 3.12.2
Describe physical and
personality traits.
I/L I/S I/S I/S I/S

With assistance, identify Explain an author’s use of Explain an author’s use of Analyze methods of Evaluate methods of
elements of characterization. characterization. characterization used by the characterization used by the
characterization. author. author.
3.0 Literary Text

Describe the motivation for Describe the motivation for Describe the motivation for Describe the motivation for Describe the motivation for a
a character’s actions. a character’s actions. a character’s actions. a character’s actions. character’s actions.
I/L I/L E/I/S E/I/S I/S
Identify the protagonist and Identify the protagonist and Explain the relationships Explain the author’s Analyze author’s
Characterization
antagonist. antagonist. among protagonists, development of a character. development of characters.
antagonists, and supporting
characters.
E/ I/S E/I/S E/I/S E/I/S I/S
conclusions about a conclusions about a conclusions about a conclusions about a conclusions about a
character(s) based on character(s) based on character(s) based on character(s) based on character(s) based on
evidence. evidence. evidence. evidence. evidence.
18
K 1 2 3 4
3.K.3 I/L 3.1.3 I/L 3.2.3 I/L 3.3.3 I/S 3.4.3 I/S
With assistance, listen to Identify the main idea. Explain the main idea. Explain the main idea Explain the main idea
and identify the main supported by evidence. supported by evidence.
idea. I/L I/L I/L I/S
With assistance, identify With assistance, identify With assistance, identify Identify theme.
Theme
theme. theme. theme.

I/S I/S
3.0 Literary Text
Identify a lesson learned Identify a lesson learned

based on events and/or a based on events and/or a
character’s actions. character’s actions.
3.K.4 I/L 3.1.4 I/L 3.2.4 I/L 3.3.4 I/L 3.4.4 I/L
With assistance, listen to With assistance, identify With assistance, identify Identify first-person point of Identify first-person point of
and identify first-person first-person point of view. first-person point of view. view. view.
point of view. I/L I/L
With assistance, identify Identify third-person limited
third-person limited point of point of view.
view. I/L
Point of View

third-person omniscient
point of view.
19
5 6 7 8 9-12
3.5.3 E/I/S 3.6.3 E/I/S 3.7.3 E/I/S 3.8.3 E/I/S 3.12.3 I/S
Describe a theme based on Describe a theme based on Describe a theme based on Describe a theme based on Analyze a theme based on
I/L I/L I/L I/L
With assistance, compare Compare themes generated Compare themes generated Compare themes generated
themes generated by a by a single topic. by a single topic. by a single topic.
Theme
single topic.
3.0 Literary Text

Explain a lesson learned Explain a lesson learned Explain a lesson learned Explain a lesson learned Explain a lesson learned
based on events and/or a based on events and/or a based on events and/or a based on events and/or a based on events and/or a
character’s actions. character’s actions. character’s actions. character’s actions. character’s actions.
3.5.4 I/L 3.6.4 E/I/S 3.7.4 E/I/S 3.8.4 E/I/S 3.12.4 I/S
Describe an example of Describe the effect of an Analyze the effect of an Analyze the effect of an Evaluate the effect of an
first-person point of view. author’s use of author’s use of author’s use of author’s use of
I/L • first-person point of view • first-person point of view • first-person point of view • first-person point of view
Identify third-person limited • third-person limited point • third-person limited point • third-person limited point • third-person limited point
point of view. of view of view of view of view
I/L • third-person omniscient • third-person omniscient • third-person omniscient • third-person omniscient
Identify third-person point of view point of view point of view point of view
Point of View
omniscient point of view.
I/L I/L I/L I/L I/L

With assistance, Distinguish between third- Distinguish between third- Distinguish between third- Distinguish between third-
distinguish between third- person limited and third- person limited and third- person limited and third- person limited and third-
person limited and third- person omniscient point of person omniscient point of person omniscient point of person omniscient point of
person omniscient point of view. view. view. view.
view.
20
K 1 2 3 4
3.K.5 I/L 3.1.5 I/L 3.2.5 I/L 3.3.5 I/L 3.4.5 E/I/S
With assistance, listen to With assistance, identify Identify examples of Identify examples of Explain how the author uses
and identify examples of examples of • imagery • imagery • imagery
words that create images. • imagery • sensory words • similes • similes
• sensory words • similes • personification • personification
• similes • metaphors
I/L I/L I/L I/L I/L
With assistance, listen to With assistance, identify Identify the effects of Identify the effects of Identify the effects of
and identify the effects of the effects of rhythm and rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text.
rhythm and rhyme. rhyme.
3.0 Literary Text
I/L I/L I/L I/L

Language
I/L
With assistance, listen to With assistance, identify With assistance, identify Identify Explain how the author uses
and identify dialect. dialect. • dialect • idioms • idioms
• slang • alliteration • alliteration
I/L • sensory words • sensory words
With assistance, identify • dialect • hyperbole
personification. • slang • dialect
I/L I/L • slang
With assistance, identify With assistance, identify • formal language
examples of alliteration. • metaphors • informal language
I/L • hyperbole
With assistance, identify I/L
idioms. With assistance, identify
the use of formal and
informal language.
3.K.6 I/L 3.1.6 I/L 3.2.6 I/L 3.3.6 I/L 3.4.6 I/S
With assistance, listen to With assistance, listen to With assistance, listen to Identify words and phrases Identify words and phrases
Tone, Mood, and
and identify words, and and identify words, and and identify words, and that reveal tone. that reveal tone.
phrases that reveal tone. phrases that reveal tone. phrases that reveal tone. I/L
Irony
With assistance, explain

how words and phrases
create mood.
I/L
21 examples of irony.
5 6 7 8 9-12
3.5.5 E/I/S 3.6.5 E/I/S 3.7.5 E/I/S 3.8.5 E/I/S 3.12.5 I/S
Explain the use of Explain the use of Analyze the use of Analyze the use and Evaluate the use and
• imagery • imagery • imagery purpose of purpose of
• figurative language • figurative language • figurative language • imagery • imagery
• figurative language • figurative language
I/L I/L I/L I/L I/L

Identify the effects of Identify the effects of Identify the effects of Identify the effects of Identify the effects of
Language
rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text.
3.0 Literary Text

I/L I/L I/L I/L I/L
Explain the use of Explain the use of Analyze the use of Analyze the use and Evaluate the use and
• sound devices • sound devices • sound devices purpose of purpose of
• dialect • dialect • dialect • sound devices • sound devices
• slang • slang • slang • dialect • dialect
• formal language • formal language • formal language • slang • slang
• informal language • informal language • informal language • formal language • formal language
• informal language • informal language
`
3.5.6 E/I/S 3.6.6 E/I/S 3.7.6 E/I/S 3.8.6 E/I/S 3.12.6 I/S
Identify words and phrases Explain how the use of Explain how the use of Explain the use of stylistic Evaluate the use of stylistic
that reveal tone. words and phrases reveal words and phrases reveal devices to create tone and devices to create tone and
Tone, Mood, and Irony

tone. tone. mood. mood.
I/L E/I/S E/I/S E/I/S I/L

Explain how words and Analyze how words and Analyze how words and Analyze how words and Compare uses of stylistic
phrases create mood. phrases create mood. phrases create mood. phrases create mood. devices to create mood.
I/S
I/S I/S I/S I/S
Explain the use of irony.
Identify examples of irony. Explain examples of irony. Explain the use of irony. Explain the use of irony.
I/L
I/L I/L
Analyze uses of various
types of irony.
various types of irony. various types of irony.
22
K 1 2 3 4
3.K.7 I/L 3.1.7 I/L 3.2.7 I/L 3.3.7 I/L 3.4.7 I/L
With assistance, listen to, With assistance, listen to, Read and discuss text from Compare text from different Compare text from different
read, and discuss text from read and discuss text from different • cultures • cultures
Cultures and Time Periods
different different • cultures • time periods • time periods

• cultures • cultures • time periods
• time periods • time periods I/L I/L
With assistance, compare With assistance,
text from different explain the influence of
3.0 Literary Text
• cultures historical events.

• time periods I/L
With assistance,
explain the influence of
cultures.
I/L
With assistance,
explain the influence of
time periods.
3.K.8 I/L 3.1.8 I/L 3.2.8 I/L 3.3.8 I/S 3.4.8 E/I/S
With assistance, listen Make predictions based Make predictions based Make and revise Make and revise
to and make predictions on evidence. on evidence. predictions based on predictions based on
based on evidence. evidence. evidence.
Predictions
23
5 6 7 8 9-12
3.5.7 I/L 3.6.7 I/L 3.7.7 I/L 3.8.7 I/L 3.12.7 I/L
Explain the influence of Compare text from the same Make inferences about an Analyze the influence of Analyze the influence of
historical events. historical period written by author’s cultural and historical events and historical events and
Cultures and Time Periods

various authors. historical viewpoints. culture. culture.
I/L I/L
I/L I/L I/L
Analyze the influence of Analyze the influence of
Explain the influence of Explain the influence of Explain the influence of
historical events and culture historical events and culture
cultures. cultures. cultures.
3.0 Literary Text

on author’s works. on author’s works.
I/L I/L I/L I/L I/L
Explain the influence of Explain the influence of Explain the influence of With assistance, analyze Analyze the influence of an
time periods. time periods. time periods. the influence of an author’s author’s work on historical
work on historical events. events.
I/L I/L
With assistance, compare With assistance, make
texts from the same inferences about an author’s
historical period on a single cultural and historical
topic. viewpoints.
3.5.8 E/I/S 3.6.8 E/I/S 3.7.8 E/I/S 3.8.8 E/I/S 3.12.8 I/S
Make and revise Make and revise Make and revise Make and revise Make and revise
predictions based on predictions based on predictions based on predictions based on predictions based on
Predictions
24
K 1 2 3 4
3.K.9 I/L 3.1.9 I/L 3.2.9 I/L 3.3.9 I/L 3.4.9 I/L
With assistance, make With assistance, make With assistance, make Make connections to self, Make connections to self,
connections to self, other connections to self, other connections to self, other other text, and/or the world. other text, and/or the world.
Responding to Text
text, and/or the world. text, and/or the world. text, and/or the world.
I/L I/L I/L I/L
With assistance, use Use information to answer Use information to answer Use information to answer
information to answer specific questions. specific questions. specific questions.
specific questions. I/L I/L
3.0 Literary Text
With assistance, Summarize information.

summarize information.
25
25
5 6 7 8 9-12
3.5.9 I/L 3.6.9 I/L 3.7.9 I/L 3.8.9 I/L 3.12.9 I/L
Make connections to self, Make connections to self, Make connections to self, Make connections to self, Make connections to self,
other text, and/or the world. other text, and/or the world. other text, and/or the world. other text, and/or the world. other text, and/or the world.
Responding to Text
I/L I/L I/L I/L I/L
Use information to answer Use information to answer Use information to answer Use information to answer Use information to answer
specific questions. specific questions. specific questions. specific questions. specific questions.
3.0 Literary Text

I/L I/L I/L I/L I/L
Summarize information. Summarize information. Summarize information. Summarize information. Summarize information.
I/L I/L I/L

Synthesize information. Synthesize information. Synthesize information.
I/L I/L I/L I/L
With assistance, synthesize With assistance, Paraphrase information. Paraphrase information.
information. paraphrase information.
26
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
K 1 2 3 4
4.K.1 I/L 4.1.1 I/L 4.2.1 I/L 4.3.1 I/S 4.4.1 I/S
With assistance, listen to With assistance, identify Identify the purpose of and Identify the purpose of and Identify the purpose of and
and identify the purpose of the purpose of and gain gain information from gain information from gain information from
and gain information from information from • illustrations • illustrations • illustrations
• illustrations • illustrations • graphs • graphs • graphs
• graphs • graphs • charts • charts • charts
• charts • charts • titles • titles • titles
• titles • titles • text boxes • text boxes • text boxes
4.0 Expository Text
• text boxes • diagrams • diagrams • diagrams

• diagrams • headings • headings • headings
• headings • table of contents • maps • maps
• table of contents
I/L I/L I/L
With assistance, gain Identify the purpose of and Identify the purpose of and
Text Features
information from gain information from gain information from

• glossaries • table of contents • table of contents
• indices • glossaries • glossaries
• maps • indices • indices
I/L I/L I/S I/S

With assistance, identify With assistance, identify Identify and explain the use Identify and explain the use
and explain the use of and explain the use of of of
• bold-faced words • bold-faced words • bold-faced words • bold-faced words
• underlined words • underlined words • underlined words • underlined words
• highlighted words • highlighted words • highlighted words • highlighted words
• italicized words • italicized words • italicized words • italicized words
• abbreviations
• acronyms I/L I/L
Identify and explain the use Identify and explain the use
of of
• abbreviations • abbreviations
• acronyms • acronyms
27
5 6 7 8 9-12
4.5.1 E/I/S 4.6.1 E/I/S 4.7.1 E/I/S 4.8.1 E/I/S 4.12.1 E/I/S
Identify the purpose of and Evaluate information from Evaluate information Evaluate information from Evaluate information from
gain information from • illustrations from • illustrations • illustrations
• illustrations • graphs • illustrations • graphs • graphs
• graphs • charts • graphs • charts • charts
• charts • titles • charts • titles • titles
• titles • text boxes • titles • text boxes • text boxes
• text boxes • text boxes
4.0 Expository Text

• diagrams • diagrams • diagrams
• diagrams • headings • diagrams • headings • headings
• headings • maps • headings • maps • maps
• maps • maps
I/L I/L I/L I/L I/L
Identify the purpose of and Evaluate information from Evaluate information from Evaluate information from Evaluate information from
gain information from • table of contents • table of contents • table of contents • table of contents
• table of contents • glossaries • glossaries • glossaries • glossaries
Text Features
• glossaries • indices • indices • indices • indices
• indices
I/S I/S I/S I/S I/S

Identify and explain the use Identify and explain the use Identify and explain the use Identify and explain the use Identify and explain the use
of of of of of
• bold-faced words • bold-faced words • bold-faced words • bold-faced words • bold-faced words
• underlined words • underlined words • underlined words • underlined words • underlined words
• highlighted words • highlighted words • highlighted words • highlighted words • highlighted words
• italicized words • italicized words • italicized words • italicized words • italicized words
I/L I/L I/L I/L I/L

Identify and explain the use Identify and explain the use Identify and explain the use Identify and explain the use Identify and explain the use
of of of of of
• abbreviations • abbreviations • abbreviations • abbreviations • abbreviations
• acronyms • acronyms • acronyms • acronyms • acronyms
• parenthetical expressions • parenthetical expressions • parenthetical expressions • parenthetical expressions • parenthetical expressions
28
K 1 2 3 4
4.K.2 I/L 4.1.2 I/L 4.2.2 I/L 4.3.2 I/L 4.4.2 I/L
With assistance, identify With assistance, identify With assistance, identify Identify Identify
dialect. dialect. • dialect • dialect • dialect
• slang • slang • slang
• alliteration • alliteration
I/L I/L • informal and formal
With assistance, identify With assistance, identify language
metaphors. • alliteration • idioms
4.0 Expository Text
• informal and formal E/I/S

language Explain
I/L • similes
Identify metaphors. • metaphors
I/L • personification
With assistance, identify I/L
• idioms With assistance, explain
• similes how analogies are used.
• personification E/I/S
I/L I/L I/L I/L Identify words and phrases
With assistance, identify With assistance, identify With assistance, identify Identify words and phrases that reveal tone.
words and phrases that words and phrases that words and phrases that that reveal tone. I/L
reveal tone. reveal tone. reveal tone. Explain how language
I/L clarifies ideas and concepts.
Identify persuasive and I/L
propaganda techniques. Identify persuasive and
I/L propaganda techniques.
With assistance, identify how I/L
language creates With assistance, identify
• persuasion how language creates
• propaganda • persuasion
• propaganda
I/L
With assistance, explain
how an author uses concrete
examples to explain abstract
29 ideas.
5 6 7 8 9-12
4.5.2 I/L 4.6.2 I/L 4.7.2 I/L 4.8.2 I/ L 4.12.2 I/L
Identify Describe the use of Describe the use of Analyze the use of Analyze the use of
• dialect • dialect • dialect • dialect • dialect
• slang • slang • slang • slang • slang
• idioms • idioms • idioms • idioms • idioms
• informal and formal • informal and formal • informal and formal • informal and formal • informal and formal
language language language language language
4.0 Expository Text

E/I/S E/I/S E/I/S E/I/S E/I/S
Explain Explain the use of Explain the use of Analyze the use of Analyze the use of
• figurative language • figurative language • figurative language • figurative language • figurative language
• analogies • analogies • analogies • analogies • analogies
I/S I/S I/S I/S I/S
Identify words and phrases Identify words and phrases Explain words and phrases Explain words and phrases Explain words and phrases
that reveal an author’s tone. that reveal an author’s tone. that reveal an author’s tone. that reveal an author’s tone. that reveal an author’s tone.
I/L I/L I/L I/L I/L
Explain how language Explain how language Explain how language Explain how language Explain how language
Language
clarifies ideas and concepts. clarifies ideas and concepts. clarifies ideas and concepts. clarifies ideas and concepts. clarifies ideas and concepts.
I/L E/I/S E/I/S E/I/S I/S
Identify language used for Explain how language is Explain how language is used Explain how language is Explain how language is
the purpose of used for the purpose of for the purpose of used for the purpose of used for the purpose of
• persuasion • persuasion • persuasion • persuasion • persuasion
• propaganda • propaganda • propaganda • propaganda • propaganda
I/L I/L I/L I/L I/L
With assistance, describe Describe how an author uses Describe how an author uses Describe how an author uses Describe how an author uses
how an author uses concrete concrete examples to concrete examples to explain concrete examples to concrete examples to
examples to explain abstract explain abstract ideas. abstract ideas. explain abstract ideas. explain abstract ideas.
ideas. I/L E/I/S E/I/S I/S
With assistance, explain Explain intended and Analyze intended and Evaluate intended and
intended and unintended unintended effects of unintended effects of unintended effects of
effects of persuasive and/or persuasive and/or propaganda persuasive and/or persuasive and/or
propaganda techniques on techniques on an audience. propaganda techniques in propaganda techniques in
an audience. various media. various media.
30
K 1 2 3 4
4.K.3 I/L 4.1.3 I/L 4.2.3 I/L 4.3.3 I/L 4.4.3 I/L
With assistance, listen to Identify the topic. Explain the topic. Explain the topic supported Distinguish theme from
and identify the topic. by evidence. topic.
I/L I/L I/S
With assistance, identify With assistance, identify Identify theme.
theme. theme. I/L
I/L With assistance, describe
With assistance, distinguish the importance of
theme from topic. sequential and/or
4.0 Expository Text
chronological order.
Organizational and Structural Patterns
I/L I/L I/L I/S I/S

With assistance, listen to Describe the sequential Describe the sequential Describe sequential and/or Describe sequential and/or
and describe the sequential order. order. chronological order. chronological order.
order. I/L I/L I/S E/I/S
With assistance, describe Describe the chronological Identify a cause and its effect Explain a cause and its
the chronological order. order. on events and/or effect on events and/or
I/L I/L relationships. relationships.
With assistance, identify Identify cause and effect. I/L
cause and effect. With assistance, analyze a
I/L I/L cause and its effect on
With assistance, identify a With assistance, identify a events and/or relationships
cause and its effect on cause and its effect on in a text.
events and/or relationships. events and/or relationships.
I/L I/L I/S E/I/S
With assistance, identify With assistance, identify Identify a problem and its Explain a problem and its
problems and solutions. problems and solutions. solution. solution.
I/L I/L I/S I/S
With assistance, identify a With assistance, identify a Identify a main idea based Describe a main idea based
main idea. main idea based on on evidence. on evidence.
evidence. I/L
With assistance, compare
events.
I/L I/L
With assistance, trace the With assistance, trace the
development of an author’s development of an author’s
argument, viewpoint, or argument, viewpoint, or
perspective.
31
perspective.
31
5 6 7 8 9-12
4.5.3 I/S 4.6.3 I/S 4.7.3 I/S 4.8.3 E/I/S 4.12.3 I/S
Describe a theme based on Describe a theme based on Describe a theme based on Analyze a theme based on Analyze a theme based on
I/L I/L I/L I/L I/L
Distinguish theme from With assistance, compare Compare themes generated Compare themes generated Compare themes generated
topic. themes generated by a by a single topic. by a single topic. by a single topic.
single topic.
I/S I/S I/S I/S I/S
4.0 Expository Text

Describe the importance of Evaluate the impact of Evaluate the impact of Evaluate the impact of Evaluate the impact of
Organizational and Structural Patterns

sequential and/or sequential and/or sequential and/or sequential and/or sequential and/or
chronological order. chronological order. chronological order. chronological order. chronological order.

Explain a cause and its Evaluate a cause and its Evaluate a cause and its Evaluate a cause and its Evaluate a cause and its
effect on events and/or effect on events and/or effect on events and/or effect on events and/or effect on events and/or
relationships. relationships relationships. relationships relationships
Explain a problem and its Evaluate a problem and its Evaluate a problem and its Evaluate a problem and its Evaluate a problem and its
solution. solution. solution. solution. solution.
I/S I/S I/S I/S I/S
Describe a main idea based Describe a main idea based Describe a main idea based Describe a main idea based Describe a main idea based
on evidence. on evidence. on evidence. on evidence. on evidence.
I/L I/L I/L I/L I/L
Compare events. Compare events. Compare events. Compare events. Compare events.
I/L I/L I/L I/L I/L
With assistance, explain With assistance, explain Explain the author’s use of Evaluate the author’s use of Evaluate the author’s use of
the author’s use of the author’s use of organizational structure. organizational structure. organizational structure.
organizational structure. organizational structure.
Trace the development of an Trace the development of an Trace the development of an Analyze the development of Evaluate the development
author’s argument, author’s argument, author’s argument, an author’s argument, of an author’s argument,
viewpoint, or perspective. viewpoint, or perspective. viewpoint, and/or viewpoint, and/or viewpoint, and/or
perspective. perspective. perspective.
32
K 1 2 3 4
4.K.4 I/L 4.1.4 I/L 4.2.4 I/L 4.3.4 I/L 4.4.4 I/L
With assistance, listen to, With assistance, listen to, Read and discuss text from Compare text from different Compare text from different
Cultures and Times
read, and discuss text from read, and discuss text from different • cultures • cultures
different different • cultures • time periods • time periods
• cultures • cultures • time periods
• time periods • time periods
4.0 Expository Text
I/L I/L
With assistance, compare With assistance, explain
text from different the influence of historical
• cultures events and cultures.
• time periods
4.K.5 I/L 4.1.5 I/L 4.2.5 I/L 4.3.5 I/L 4.4.5 I/L
With assistance, make With assistance, make With assistance, make Make connections to self, Make connections to self,
connections to self, other connections to self, other connections to self, other other text, and/or the world. other text, and/or the world.
text, and/or the world. text, and/or the world. text, and/or the world.
I/L I/L I/L I/S I/S

Responding to Text
With assistance, listen to With assistance, use Use information to answer Use information to answer Use information to answer
and use information to information to answer specific questions. specific questions. specific questions.
answer specific questions. specific questions.
I/L I/L
With assistance, develop With assistance, develop
hypotheses based on hypotheses based on
information. information.
I/L I/L
33
6 7 8 9-12
4.5.4 I/L 4.6.4 I/L 4.7.4 I/L 4.8.4 I/L 4.12.4 I/L
Explain the influence of Compare text from the same Make inferences about an Make inferences about an Make inferences about an
historical events. historical period written by author’s culture and author’s culture and author’s culture and
Cultures and Times

various authors. historical viewpoints. historical viewpoints. historical viewpoints.
I/L I/L I/L I/L
Explain the influence of Explain the influence of Analyze the influence of Evaluate the influence of
cultures. cultures. historical events and historical events and
I/L culture. culture.
4.0 Expository Text

Explain the influence of
time periods.
I/L I/L
I/L I/L
Analyze the influence of Evaluate the influence of
With assistance, compare With assistance, make
historical events and culture historical events and culture
text from the same historical inferences about an author’s
on author’s works. on author’s works.
period on a single topic. cultural and historical
viewpoints.
4.5.5 I/L 4.6.5 I/L 4.7.5 I/L 4.8.5 I/L 4.12.5 I/L
Make connections to self, Make connections to self, Make connections to self, Make connections to self, Make connections to self,
other text, and/or the world. other text, and/or the world. other text, and/or the world. other text, and/or the world. other text, and/or the world.
I/S I/S I/S I/S I/S

Use information to answer Use information to answer Use information to answer Use information to answer Use information to answer
Responding to Text
specific questions. specific questions. specific questions. specific questions. specific questions.
I/L I/L I/L I/L I/L
Develop hypotheses based Evaluate hypotheses based Evaluate hypotheses based Evaluate hypotheses based Evaluate hypotheses based
on information. on information. on information. on information. on information.
I/L I/L I/L I/L I/L
I/L I/L I/L
Synthesize information. Synthesize information. Synthesize information.
I/L I/L
Paraphrase information. Paraphrase information.
I/L I/L I/L I/L
With assistance, synthesize With assistance, With assistance, synthesize Synthesize information
information. paraphrase information. information from two or from two or more texts.
more texts.
34
K 1 2 3 4
4.K.6 I/L 4.1.6 I/L 4.2.6 I/L 4.3.6 I/S 4.4.6 E/I/S
With assistance, listen With assistance, make Make predictions based Make and revise Make and revise
to and make predictions predictions based on on evidence. predictions based on predictions based on
based on evidence. evidence. evidence. evidence.
I/L I/L I/L I/S E/I/S
With assistance, listen With assistance, make With assistance, make Make inferences and draw Make inferences and draw
4.0 Expository Text
to and make inferences inferences based on inferences based on conclusions based on conclusions based on
Predictions, Inferences, and Conclusions
based on evidence. evidence. evidence. evidence. evidence.

I/L I/L I/L I/L
With assistance, listen to With assistance, draw With assistance, draw With assistance, analyze
and draw conclusions based conclusions based on conclusions based on the accuracy of facts.
on evidence. evidence. evidence.
I/L I/L I/S I/S
With assistance, identify Identify fact and opinion. Distinguish between fact Distinguish between fact
facts. and opinion. and opinion.
I/L
opinions.
35
5 6 7 8 9-12
4.5.6 E/I/S 4.6.6 E/I/S 4.7.6 E/I/S 4.8.6 E/I/S 4.12.6 I/S
Make and revise Make and revise Make and revise Make and revise Make and revise
predictions based on predictions based on predictions based on predictions based on predictions based on
conclusions based on conclusions based on conclusions based on conclusions based on conclusions based on
4.0 Expository Text

Predictions, Inferences, and Conclusions

I/L I/L I/L I/L I/L
Analyze the accuracy of Analyze the accuracy of Analyze the accuracy of facts. Analyze the accuracy of facts. Analyze the accuracy of
facts. facts. facts.
Distinguish between fact and Evaluate the author’s use of Evaluate the author’s use of Evaluate author’s use of facts Evaluate author’s use of
opinion. facts and/or opinions. facts and/or opinions. and/or opinions. facts and/or opinions.
I/L I/L I/L I/L I/L
With assistance, determine Determine reasonableness Determine reasonableness and Analyze reasonableness and Evaluate reasonableness and
accuracy of evidence. and adequacy of evidence. adequacy of evidence. adequacy of evidence. adequacy of evidence.
I/L I/L I/L I/L I/L
With assistance, verify Verify information by Verify information by Analyze information from one Evaluate information from
information by referencing referencing other sources. referencing other sources. source by referencing other one source by referencing
other sources. sources. other sources.
I/L I/S
With assistance, predict Predict events and/or
events and/or relationships if relationships if sequence is
sequence is altered. altered.
I/L I/S
With assistance, predict Predict events and/or
events and/or relationships if relationships if chronological
chronological order is altered. order is altered.
36
K 1 2 3 4
4.K.7 I/L 4.1.7 I/L 4.2.7 I/L 4.3.7 I/L 4.4.7 I/L
With assistance, listen to With assistance, follow Read and follow directions Read and follow directions Read and follow directions
and follow pictorial and pictorial and written to complete tasks. to complete tasks. to complete tasks or
written directions to directions to complete tasks. procedures.
complete tasks.
4.0 Expository Text
Directions
37
5 6 7 8 9-12
4.5.7 I/L 4.6.7 I/L 4.7.7 I/L 4.8.7 I/L 4.12.7 I/L
Read and follow directions Read and follow directions Read and follow directions Read and follow directions Read and follow directions
to complete tasks or to complete tasks or to complete tasks or to complete tasks or to complete tasks or
procedures. procedures. procedures. procedures. procedures.
I/L I/L I/L I/L

With assistance, evaluate Evaluate directions to Evaluate directions to Evaluate directions to
4.0 Expository Text

directions to complete tasks complete tasks or complete tasks or complete tasks or
or procedures for procedures for procedures for procedures for
• clarity • clarity • clarity • clarity
• format • format • format • format
• technical vocabulary • technical vocabulary • technical vocabulary • technical vocabulary
• text features • text features • text features • text features
Directions
38
Content Standard 5.0 Students write a variety of texts using the writing process.
K 1 2 3 4
5.K.1 I/L 5.1.1 I/L 5.2.1 I/L 5.3.1 I/L 5.4.1 I/L
With assistance, use With assistance, use Use prewriting strategies to Use prewriting strategies to Use prewriting strategies to
prewriting strategies to plan prewriting strategies to plan plan written work. plan written work. plan written work.
written work. written work.
I/L I/L I/L I/L I/L

Prewriting
With assistance, choose With assistance, choose With assistance, choose Choose and narrow a topic Choose and narrow a topic
and narrow a topic to and narrow a topic to and narrow a topic to to organize ideas. to organize ideas.
organize ideas. organize ideas. organize ideas.
5.0 Effective Writing
I/L I/L I/L I/L I/L

With assistance, explore a With assistance, explore a With assistance, explore a Explore a topic to plan Explore a topic to plan
topic to plan written work. topic to plan written work. topic to plan written work. written work. written work.
5.K.2 I/L 5.1.2 I/L 5.2.2 I/L 5.3.2 I/L 5.4.2 I/L
With assistance, draw or Draw or communicate ideas Draft sentences about a Draft paragraphs about a Draft multiple paragraph
communicate ideas in in written form. single topic that address single topic that address papers about a single topic
written form. • audience • audience that address
• purpose • purpose • audience
• supporting details • supporting details • purpose
• supporting details
• introduction
• conclusion
Drafting
I/L I/L I/L I/L

With assistance, draft With assistance, draft With assistance, draft With assistance, draft
sentences about a single paragraphs about a single multiple paragraph papers multiple paragraph papers
topic that address topic that address about a single topic that about a single topic that
• audience • audience address address transitions.
• purpose • purpose • introductions
• supporting details • supporting details • conclusions
39
All indicators are based on grade-appropriate skills.
5 6 7 8 9-12
5.5.1 E/I/S 5.6.1 I/L 5.7.1 I/L 5.8.1 I/L 5.12.1 I/L
Use prewriting strategies Use prewriting strategies to Use prewriting strategies to Use prewriting strategies to Use prewriting strategies to
to plan written work. plan written work. plan written work. plan written work. plan written work.
E/I/S I/L I/L I/L I/L

Choose and narrow a topic Choose and narrow a topic Choose and narrow a topic Choose and narrow a topic Choose and narrow a topic
Prewriting
to organize ideas. to organize ideas. to organize ideas. to organize ideas. to organize ideas.

E/I/S I/L I/L I/L I/L
Explore a topic to plan Explore a topic to plan Explore a topic to plan Explore a topic to plan Explore a topic to plan
written work. written work. written work. written work. written work.
5.5.2 E/I/S 5.6.2 I/L 5.7.2 I/L 5.8.2 E/I/S 5.12.2 E/I/S
Draft multiple paragraph Draft multiple paragraph Draft multiple paragraph Draft multiple paragraph Draft multiple paragraph
papers about a single topic papers about a single topic papers about a single topic papers about a single topic papers about a single topic
that address that address that address that address that address
• audience • audience • audience • audience • audience
• purpose • purpose • purpose • purpose • purpose
• supporting details • supporting details • supporting details • supporting details • supporting details
• introduction • introduction • introduction • introduction • introduction
Drafting
• conclusion • conclusion • conclusion • conclusion • conclusion
• transitions • transitions • transitions • transitions • transitions
40
K 1 2 3 4
5.K.3 I/L 5.1.3 I/L 5.2.3 I/L 5.3.3 I/L 5.4.3 I/L
With assistance, revise With assistance, revise drafts With assistance, revise With assistance, revise Revise drafts for
drafts for for drafts for drafts for • organization
• ideas • organization • organization • organization • focused ideas
• voice • focused ideas • focused ideas • focused ideas • voice
• audience • voice • voice • voice • audience
• audience • audience • audience • purpose
• purpose • purpose • purpose • relevant details
• relevant details • relevant details • relevant details • word choice

• word choice • word choice • sentence fluency
• sentence fluency • sentence fluency
Revising
41
5 6 7 8 9-12
5.5.3 E/I/S 5.6.3 I/L 5.7.3 I/L 5.8.3 E/I/S 5.12.3 E/I/S
Revise drafts for Revise drafts for Revise drafts for Revise drafts for Revise drafts for
• voice • voice • voice • voice • voice
• organization • organization • organization • organization • organization
• focused ideas • focused ideas • focused ideas • focused ideas • focused ideas
• relevant details • relevant details • relevant details • relevant details • relevant details
• word choice • word choice • word choice • word choice • word choice
• sentence fluency • sentence fluency • sentence fluency • sentence fluency • sentence fluency

Revising
42
K 1 2 3 4
5.K.4 I/L 5.1.4 I/L 5.2.4 I/L 5.3.4 I/L 5.4.4 I/L
Edit to ensure correct With assistance, edit Edit sentences to ensure Edit paragraphs to ensure Edit paragraphs and
spelling of first and last sentences to ensure correct correct spelling of correct spelling of compositions to ensure
names. spelling of • high frequency words • high frequency words correct spelling of
• high frequency words • content words • content words • high frequency words
• content words • patterned words • patterned words • content words
• patterned words • patterned words
I/L I/L I/L I/L I/L
Edit capitalization for Edit capitalization for Edit capitalization for Edit capitalization for Edit capitalization for
first and last names. • first and last names • first and last names • beginnings of sentences • beginnings of sentences
• beginnings of sentences • beginnings of sentences • months • months
• months • days of the week • days of the week
• days of the week • proper nouns • proper nouns
• initials • initials
Editing for Mechanics
• titles • titles
• abbreviations
I/L I/L I/L
With assistance, edit With assistance, edit With assistance, edit
capitalization for capitalization for capitalization for
• months • proper nouns abbreviations.
• days of the week • initials
• titles
I/L I/L I/L I/L
With assistance, edit Edit punctuation for Edit punctuation for Edit punctuation for
punctuation for • end punctuation • end punctuation • end punctuation
• end punctuation • commas • commas • commas
• commas • apostrophes • apostrophes
• quotation marks
I/L I/L I/L

punctuation for apostrophes. punctuation for quotation punctuation for
marks. • abbreviations
• colons
43
5 6 7 8 9-12
5.5.4 E/I/S 5.6.4 I/L 5.7.4 I/L 5.8.4 E/I/S 5.12.4 E/I/S
Edit essays and compositions Edit essays and compositions Edit essays and compositions Edit essays and compositions Edit essays and
to ensure correct spelling of to ensure correct spelling of to ensure correct spelling of to ensure correct spelling of compositions to ensure
• high frequency words • high frequency words • high frequency words. • high frequency words correct spelling of
• content words • content words • content words • content words • high frequency words
• content words
E/I/S I/L I/L E/I/S E/I/S
Edit for correct capitalization. Edit for correct capitalization. Edit for correct capitalization. Edit for correct capitalization. Edit for correct

capitalization.
Edit punctuation for Edit punctuation for Edit punctuation for Edit punctuation for Edit for correct use of
• end punctuation • end punctuation • end punctuation • end punctuation internal and external
• commas • commas • commas • commas punctuation.
• apostrophes • apostrophes • apostrophes • apostrophes
Editing for Mechanics

• quotation marks • quotation marks • quotation marks • quotation marks
• abbreviations • abbreviations • abbreviations • abbreviations
• colons • colons • colons • colons
• hyphens • hyphens • hyphens
• semicolons • semicolons
• parentheses • parentheses
• varied sentence structure
I/L I/L I/L

punctuation for punctuation for punctuation for
• hyphens • semicolons • varied sentence structure
• semicolons • parentheses
44
Content Standard 5.0 Students write a variety of texts using the writing process. 43
K 1 2 3 4
5.K.5 I/L 5.1.5 I/L 5.2.5 I/L 5.3.5 I/L 5.4.5 I/L
With assistance, edit for With assistance, edit for With assistance, edit for Edit for correct use of Edit for correct use of
• nouns • nouns
Editing for Usage of Words
correct use of nouns. correct use of correct use of
• nouns • nouns • verbs • verbs
• verbs • verbs • pronouns • pronouns
• pronouns • pronouns • adjectives • adjectives
• adjectives • subject/verb agreement • subject/verb agreement
• subject/verb agreement • verb tenses • verb tenses
• verb tenses • adverbs
I/L I/L
With assistance, edit for With assistance, edit for
correct use of adverbs. correct use of
• clauses
• phrases
• pronoun/antecedent
agreement
5.K.6 I/L 5.1.6 I/L 5.2.6 I/L 5.3.6 I/L 5.4.6 I/L
With assistance, edit Edit sentence structure for Edit sentence structure for Edit sentences for Edit sentences for
sentence structure for complete sentences. complete sentences. • complete sentences • complete sentences
Editing for Sentence Structure
complete sentences. • combining sentences • combining sentences

• compound sentences
• complex sentences
I/L I/L I/L
sentences for combining sentences for sentences for the
sentences. • compound sentences elimination of
• complex sentences • fragments
• run-ons
45
5 6 7 8 9-12
5.5.5 E/I/S 5.6.5 I/L 5.7.5 I/L 5.8.5 E/I/S 5.12.5 E/I/S
Edit for correct use of Edit for correct use of Edit for correct use of Edit for correct use of Edit for correct use of
• nouns • nouns • nouns • nouns • nouns
Editing for Usage of Words

• verbs • verbs • verbs • verbs • verbs
• pronouns • pronouns • pronouns • pronouns • pronouns
• adjectives • adjectives • adjectives • adjectives • adjectives
• subject/verb • subject/verb agreement • subject/verb agreement • subject/verb agreement • subject/verb agreement
agreement • verb tenses • verb tenses • verb tenses • verb tenses

• verb tenses • adverbs • adverbs • adverbs • adverbs
• adverbs • clauses • clauses • clauses • clauses
• clauses • phrases • phrases • phrases • phrases
• phrases • pronoun/antecedent • pronoun/antecedent • pronoun/antecedent • pronoun/antecedent
• pronoun/antecedent agreement agreement agreement agreement
agreement I/L • pronoun case • pronoun case • pronoun case
With assistance, edit for
correct use of pronoun case. .
5.5.6 E/I/S 5.6.6 I/L 5.7.6 I/L 5.8.6 E/I/S 5.12.6 E/I/S
Edit sentences for Edit sentences for Edit sentences for Edit sentences for Edit sentences for
• complete sentences • complete sentences • complete sentences • complete sentences • complete sentences
• combining sentences • combining sentences • combining sentences • combining sentences • combining sentences
Editing for Sentence Structure

• compound sentences • compound sentences • compound sentences • compound sentences • compound sentences
• complex sentences • complex sentences • complex sentences • complex sentences • complex sentences
• compound-complex • compound-complex • compound-complex
sentences sentences sentences
Edit sentences for the Edit sentences for the Edit sentences for the Edit sentences for the Edit sentences for the
elimination of elimination of elimination of elimination of elimination of
• fragments • fragments • fragments • fragments • fragments
• run-ons • run-ons • run-ons • run-ons • run-ons
I/L
With assistance, edit
sentences for compound-
complex sentences.
46
K 1 2 3 4
5.K.7 I/L 5.1.7 I/L 5.2.7 I/L 5.3.7 I/L 5.4.7 I/L
Create a final draft through Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft
writing, drawing, or to display or share. to display or share. to display or share. to display or share.
dictation. I/L
With assistance, select a
publishing format
Publishing
appropriate to the audience

and purpose.
47
5 6 7 8 9-12
5.5.7 E/I/S 5.6.7 I/L 5.7.7 I/L 5.8.7 E/I/S 5.12.7 E/I/S
Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft
to display or share. to display or share. to display or share. to display or share. to display or share.
I/L I/L I/L I/L I/L

Select a publishing format Select a publishing format Select a publishing format Select a publishing format Select a publishing format
Publishing
appropriate to the audience appropriate to the audience appropriate to the audience appropriate to the audience appropriate to the audience

and purpose. and purpose. and purpose. and purpose. and purpose.
48
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
K 1 2 3 4
6.K.1 I/L 6.1.1 I/L 6.2.1 I/L 6.3.1 I/L 6.4.1 I/L
With assistance, draw or Draw or write to Write sentences using a Write paragraphs which Write multiple-paragraph
write to communicate. communicate. topic sentence include papers which include
• generated by the teacher • a topic sentence • a topic sentence
• generated by the student • supporting details • supporting details
• a concluding statement • a concluding statement
• a beginning, middle, and
end
6.0 Types of Writing
I/L I/L I/L I/L

With assistance, write With assistance, write With assistance, write With assistance, write
sentences using a topic paragraphs which include multiple-paragraph papers multiple-paragraph papers
sentence • a topic sentence which include which include
• generated by the teacher • supporting details • beginning, middle, and • a thesis statement
• generated by the student • a concluding statement end • transitions
• a thesis statement
Expository
49
purpose.
5 6 7 8 9-12
6.5.1 E/I/S 6.6.1 I/L 6.7.1 I/L 6.8.1 E/I/S 6.12.1 E/I/S
Write essays and compositions Write essays and Write essays and Write essays and Write essays and
which include compositions which include compositions which include compositions which include compositions which include
• a topic sentence • a topic sentence • a topic sentence • a topic sentence • a topic sentence
• supporting details • supporting details • supporting details • supporting details • supporting details
• a concluding statement • a concluding statement • a concluding statement • a concluding statement • a concluding statement
• a beginning, middle, and • a beginning, middle, • a beginning, middle, • a beginning, middle, • a beginning, middle,

end and end and end and end and end
• a thesis statement • a thesis statement • a thesis statement • a thesis statement • a thesis statement
• transitions • transitions • transitions • transitions • transitions
I/L I/L I/L E/I/S E/I/S
With assistance, write essays With assistance, write Write essays and Write essays and Write essays and
and compositions using essays and compositions compositions using patterns compositions that use compositions that use
patterns of organization using patterns of of organization including various organizational various organizational
including organization including • compare and contrast structures and stylistic structures and stylistic
Expository
• compare and contrast • compare and contrast • cause and effect devices. devices.
• cause and effect • cause and effect
I/L
With assistance, write
essays and compositions
that use various
organizational structures
and stylistic devices.
50
purpose.
K 1 2 3 4
6.K.2 I/L 6.1.2 I/L 6.2.2 I/L 6.3.2 I/L 6.4.2 I/L
Draw or write about Draw or write about Write sentences about Write paragraphs about Write multiple paragraph
familiar experiences and/or familiar experiences and/or experiences and/or events experiences and/or events papers about experiences
events. events. appropriate to audience and appropriate to audience and and/or events appropriate to
purpose. purpose that include audience and purpose that
• logical sequence include
• character • logical sequence
• setting • characters
• setting
• plot
• dialogue
I/L I/L I/L
Narrative/Descriptive
I/L I/L
With assistance, write With assistance, write With assistance, write With assistance, write With assistance, write
sentences about experiences sentences about experiences paragraphs about paragraphs about multiple-paragraph papers
and/or events appropriate to and/or events appropriate to experiences and/or events experiences and/or events about experiences and/or
audience and purpose. audience and purpose. appropriate to audience and appropriate to audience and events appropriate to
purpose that include purpose that include audience and purpose that
• logical sequence • plot include
• character • dialogue • figurative language
• setting. • sensory details
51
purpose.
5 6 7 8 9-12
6.5.2 E/I/S 6.6.2 I/L 6.7.2 I/L 6.8.2 E/I/S 6.12.2 E/I/S
Write multiple-paragraph Write multiple-paragraph Write multiple-paragraph Write multiple-paragraph Write multiple-paragraph
papers about experiences papers about experiences papers about experiences papers about experiences papers about experiences
and/or events appropriate to and/or events appropriate to and/or events appropriate to and/or events appropriate to and/or events appropriate to
audience and purpose that audience and purpose that audience and purpose that audience and purpose that audience and purpose that
include include include include include
• logical sequence • logical sequence • logical sequence • logical sequence • logical sequence

• characters • characters • characters • characters • characters
• setting • setting • setting • setting • setting
• plot • plot • plot • plot • plot
• dialogue • dialogue • dialogue • dialogue • dialogue
• figurative language • figurative language • figurative language • figurative language • figurative language
• sensory details • sensory details • sensory details • sensory details • sensory details
Narrative/Descriptive
52
purpose.
K 1 2 3 4
6.K.3 I/L 6.1.3 I/L 6.2.3 I/L 6.3.3 I/L 6.4.3 I/L
Listen to and discuss poetry. Listen to and discuss poetry. Write poetry. Write poetry. Write poetry.
I/L
poetry.
Poetry
6.K.4 I/L 6.1.4 I/L 6.2.4 I/L 6.3.4 I/L 6.4.4 I/L
With assistance, draw Write responses to literary Write responses to literary Write responses to literary Write responses that
and/or write responses to text. text. text. demonstrate an understanding
text. of setting.
I/L I/L
Responses to Literature

I/L I/L
With assistance, write With assistance, write
responses that demonstrate responses that demonstrate an
an understanding of setting. understanding of character
development and motivation.
53
purpose.
5 6 7 8 9-12
6.5.3 I/L 6.6.3 I/L 6.7.3 I/L 6.8.3 I/L 6.12.3 I/L
Write poetry. Write poetry. Write poetry. Write poetry. Write poetry.
Poetry

6.5.4 I/L 6.6.4 I/L 6.7.4 I/L 6.8.4 I/L 6.12.4 I/L
Write responses that Write responses that Write responses that Write responses that make Write literary analyses.
demonstrate an understanding demonstrate an demonstrate an connections with other text,
of character development and understanding of plot in understanding of plot, experiences, or ideas.
Responses to Literature
motivation. literary selections. character, and setting.
I/L I/L I/L I/L I/L

I/L I/L I/L I/L
With assistance, write With assistance, write With assistance, write With assistance, write
responses that demonstrate an responses that demonstrate responses that make literary analyses.
understanding of plot in an understanding of connections with other text,
literary selections. character and setting. experiences, or ideas.
54
purpose.
K 1 2 3 4
6.K.5 I/L 6.1.5 I/L 6.2.5 I/L 6.3.5 I/L 6.4.5 I/L
With assistance, draw Write responses to Write responses to Write responses to Write responses that use
Expository Text
and/or write responses to expository text. expository text. expository text. specific details from text.
Responses to
expository text. I/L I/L

responses that use specific responses that analyze the
details from text. elements of exposition and
their effects on text.
6.K.6 I/L 6.1.6 I/L 6.2.6 I/L 6.3.6 I/L 6.4.6 I/L
With assistance, draw or Draw or communicate an Write an opinion statement. Write an opinion statement. Write persuasive paragraphs
communicate an opinion. opinion. that include supporting
evidence.
I/L I/L I/L I/L
With assistance, write an With assistance, write With assistance, write With assistance, write
opinion statement. persuasive paragraphs that persuasive paragraphs that persuasive essays and
include supporting include supporting compositions that include
evidence. evidence. • a thesis statement
• supporting evidence
Persuasive
• relevant evidence
I/L
persuasive essays and
compositions that include
supporting evidence.
55
purpose.
5 6 7 8 9-12
6.5.5 I/L 6.6.5 I/L 6.7.5 I/L 6.8.5 I/L 6.12.5 I/L
Write responses that analyze Write responses that analyze Write responses that Write responses that Write analyses of
the elements of exposition. the elements of exposition. demonstrate an make connections with expository text that
Expository Text
Responses to
understanding of expository other texts, experiences, addresses effectiveness of
text supported by evidence. or ideas. the writing technique.
I/L I/L I/L

With assistance, write With assistance, write With assistance, write
responses that demonstrate an responses that make analyses of expository

understanding of expository connections with other texts, text that addresses
text supported by evidence. experiences, or ideas. effectiveness of the
writing technique.
6.5.6 E/I/S 6.6.6 I/L 6.7.6 I/L 6.8.6 E/I/S 6.12.6 E/I/S
Write persuasive essays and Write persuasive essays and Write persuasive essays and Write persuasive essays Write persuasive essays and
compositions that include compositions that include compositions that include and compositions that compositions that include
• a thesis statement • a thesis statement • a thesis statement include • a thesis statement
• supporting evidence • supporting evidence • supporting evidence • a thesis statement • supporting evidence
• relevant evidence • relevant evidence • relevant evidence • supporting evidence • relevant evidence
• cause/effect structure • relevant evidence • cause/effect structure
• cause/effect structure • problem/solution
• problem/solution structure
structure • rhetorical strategies
I/L I/L • rhetorical strategies
Persuasive
persuasive essays and persuasive essays and
compositions that include compositions that include
• cause/effect structure • problem/solution
• structure
• rhetorical strategies
I/L I/L E/I/S E/I/S

With assistance, write Write persuasive essays Write persuasive essays Write persuasive essays and
persuasive essays appropriate appropriate to audience and and compositions compositions appropriate to
to audience and purpose. purpose. appropriate to audience audience and purpose.
and purpose.
56
purpose.
K 1 2 3 4
6.K.7 I/L 6.1.7 I/L 6.2.7 I/L 6.3.7 I/L 6.4.7 I/L
With assistance, draw With assistance, write Write friendly letters Write friendly letters Write friendly letters
Professional Communication
and/or write personal friendly letters following an following an established following an established following an established
messages. established format. format. format. format.
I/L
Personal &
business and professional

letters using an established
format.
I/L
With assistance, write a
variety of communications
in appropriate formats.
6.2.8 I/L 6.3.8 I/L 6.4.8 I/L

With assistance, write Write directions to Write directions to
directions to complete complete tasks. complete tasks or
tasks. procedures.
Directions
57
purpose.
5 6 7 8 9-12
6.5.7 I/L 6.6.7 I/L 6.7.7 I/L 6.8.7 I/L 6.12.7 I/L
Professional Communication
Write a variety of Write a variety of Write a variety of Write a variety of Write a variety of
communications in communications in communications in communications in communications in
appropriate formats. appropriate formats. appropriate formats. appropriate formats. appropriate formats.
Personal &

6.5.8 I/L 6.6.8 I/L 6.7.8 I/L 6.8.8 I/L 6.12.8 I/L
Write directions to Write directions to Write directions to Write directions to Write directions to
complete tasks or complete tasks or complete tasks or complete tasks or complete tasks or
procedures. procedures with attention to procedures with attention to procedures with attention to procedures with attention to
• format • format • format • format
• text features • text features. • text features • text features
Directions
I/L
directions to complete tasks
or procedures with attention
to
• clarity
• format
• technical vocabulary
• text features
58
purpose.
K 1 2 3 4
6.K.9 I/L 6.1.9 I/L 6.2.9 I/L 6.3.9 I/L 6.4.9 I/L
With assistance, discuss, With assistance, write Write sentences that Write research papers by Write research papers by
write, and/or draw to sentences to • formulate a question • formulating and • formulating and
• formulate a question • formulate a question • record information recording questions recording questions
• record information • record information • answer a research • identifying and • identifying and
• answer a research • answer a research question collecting information collecting information
question question • recording information • recording information
from sources from sources

• organizing collected • paraphrasing and
Research
information summarizing
• documenting sources information
• organizing collected
information
• documenting sources
I/L I/L I/L I/L I/L

With assistance, identify Identify Identify With assistance, summarize With assistance,
• title • title • title information. demonstrate an
• author • author • author understanding of the
difference between original
works and plagiarized
works.
59
purpose.
5 6 7 8 9-12
6.5.9 I/L 6.6.9 I/L 6.7.9 I/L 6.8.9 I/L 6.12.9 I/L
Write research papers by Write research papers by Write research papers by Write research papers by Write research papers by
• choosing and narrowing a • choosing and narrowing a • choosing and narrowing a • choosing and narrowing a • choosing and narrowing a
research topic research topic research topic research topic research topic
• locating and collecting • locating and collecting • locating, collecting, and • locating, collecting, and • locating, collecting, and
information from primary information from primary analyzing information analyzing information analyzing information
and secondary sources and secondary sources from primary and from primary and from primary and
• recording information • recording information secondary sources secondary sources secondary sources

• paraphrasing and • paraphrasing and • recording information • recording information • recording information
summarizing information summarizing information • paraphrasing and • paraphrasing and • paraphrasing and
• organizing collected • organizing collected summarizing information summarizing information summarizing information
information information • organizing collected • organizing collected • organizing collected
• documenting sources using a • documenting sources information information information
given format using a given format • documenting sources • documenting and citing • documenting and citing
using a given format sources in a consistent sources in a consistent
format format
Research
I/L I/L I/L I/L I/L
Demonstrate an understanding Demonstrate an Demonstrate an Demonstrate an Demonstrate an
of the difference between understanding of the understanding of the understanding of the understanding of the
original works and plagiarized difference between original difference between original difference between original difference between original
works. works and plagiarized works and plagiarized works and plagiarized works and plagiarized
works. works. works. works.
I/L I/L I/L I/L
With assistance, evaluate Evaluate credibility of Evaluate credibility of Evaluate credibility of
credibility of resources. resources. resources. resources.
60
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
K 1 2 3 4
7.K.1 I/L 7.1.1 I/L 7.2.1 I/L 7.3.1 I/L 7.4.1 I/L
Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of
purposes including purposes including purposes including purposes including purposes including
• gaining information • gaining information • gaining information • gaining information • gaining information
• being entertained • being entertained • being entertained • being entertained • being entertained
• understanding directions • understanding directions • understanding directions • understanding directions • understanding directions
I/L I/L I/L I/L I/L

With assistance, listen for With assistance, listen for With assistance, listen for Listen for and identify Listen for and identify
and identify and identify and identify • main idea • main idea
• main idea • main idea • main idea • purpose • purpose
7.0 Listening
• purpose • purpose • purpose • messages • messages

• messages • messages • messages • mood • mood
• mood • tone • tone
• tone
I/L I/L I/L I/L
Message
With assistance, listen to With assistance, listen to Listen to and retell ideas Listen to and summarize
and retell ideas. and retell ideas with with supporting details. ideas and supporting details.
supporting details.
I/L I/L I/L
With assistance, listen to With assistance, listen to Listen to and distinguish fact
and summarize ideas and and distinguish fact from from opinion.
supporting details. opinion.
I/L I/L
With assistance, listen to With assistance, listen for
and summarize ideas and and identify persuasive
supporting details. techniques.
61
5 6 7 8 9-12
7.5.1 I/L 7.6.1 I/L 7.7.1 I/L 7.8.1 I/L 7.12.1 I/L
Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of
purposes including purposes including purposes including purposes including purposes including
• gaining information • gaining information • gaining information • gaining information • gaining information
• being entertained • being entertained • being entertained • being entertained • being entertained
• understanding • understanding directions • understanding directions • understanding directions • understanding directions
directions
I/L I/L I/L I/L I/L
Listen for and identify Listen for and identify Listen for and identify Listen for and identify Listen for and identify
• main idea • main idea • main idea • main idea • main idea
7.0 Listening
• mood • mood • mood • mood • mood
• messages • messages • messages • messages • messages
• tone • tone • tone • tone • tone
• persuasive techniques • persuasive techniques • persuasive techniques • persuasive techniques
Message
I/L I/L I/L I/L I/L
Listen for and distinguish Listen for and distinguish Listen for and distinguish fact Listen for and distinguish fact Listen for and distinguish fact
fact from opinion. fact from opinion. from opinion. from opinion. from opinion.
I/L I/L I/L I/L I/L

Listen for and summarize Listen for and summarize Listen for and summarize Listen for and summarize Listen for and summarize
ideas and supporting ideas and supporting details. ideas and supporting details. ideas and supporting details. ideas and supporting details.
details.
I/L I/L I/L I/L I/L
With assistance, listen for Listen for and explain the Listen for and evaluate the Listen for and evaluate the Listen for and evaluate the
and explain the effect of the effect of the speaker’s effect of the speaker’s attitude effect of the speaker’s attitude effect of the speaker’s attitude
speaker’s attitude on attitude on audience. on audience. on audience. on audience.
audience.
I/L
With assistance, listen for
and identify persuasive
techniques.
62
K 1 2 3 4
7.K.2 I/L 7.1.2 I/L 7.2.2 I/L 7.3.2 I/L 7.4.2 I/L
Listen to and respond to Listen to and respond to oral Listen to and respond to oral Listen to and respond to Listen to and evaluate content
oral communication. communication. communication. oral communication. of oral communications.
I/L I/L
With assistance, listen to With assistance, listen to and
and evaluate content of oral evaluate oral communications
communications. for
• delivery
• point of view
• ideas
7. 0 Listening
Content and Delivery
63
5 6 7 8 9-12
7.5.2 I/L 7.6.2 I/L 7.7.2 I/L 7.8.2 I/L 7.12.2 I/L
Listen to and evaluate oral Listen to and evaluate oral Listen to and evaluate oral Listen to and evaluate oral Listen to and evaluate oral
communications for communications for communications for communications for communications for
• content • content • content • content • content
• delivery • delivery • delivery • delivery • delivery
• point of view • point of view • point of view • point of view • point of view
• ideas • ideas • ideas • ideas • ideas
• purpose • purpose • purpose • purpose
• value • value • value • value
7.0 Listening
I/L I/L I/L I/L I/L
With assistance, listen to With assistance, listen for Listen for and evaluate public Listen for and evaluate the Listen for and evaluate the
and evaluate the purpose and evaluate public speaking speaking techniques. use of public speaking use of public speaking
Content and Delivery

and value of oral techniques. techniques. techniques.
communications. I/L I/L I/L
Listen to and evaluate the Listen to and evaluate the Listen to and evaluate the
logic of a speaker’s logic of a speaker’s logic of a speaker’s
argument(s). argument(s). argument(s).
I/L I/L I/L I/L
With assistance, evaluate With assistance, provide Listen to and provide Listen to and provide
the logic of a speaker’s constructive feedback on oral constructive feedback on oral constructive feedback on oral
argument(s). communications. communications. communications.
64

K 1 2 3 4
7.K.3 I/L 7.1.3 I/L 7.2.3 I/L 7.3.3 I/L 7.4.3 I/L
Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through
listening. listening. listening. listening. listening.

7.0 Listening
7.K.4 I/L 7.1.4 I/L 7.2.4 I/L 7.3.4 I/L 7.4.4 I/L
With assistance, listen for With assistance, listen for Listen for and identify Listen for and identify Listen for and identify
and identify dialect. and identify dialect. dialect. dialect. dialect and slang.
I/L I/L I/L I/L I/L
With assistance, listen for With assistance, listen for Listen for and identify the Listen for and identify the Listen for and identify the
and identify the use of and identify the use of use of formal and informal use of formal and informal use of formal and informal
formal and informal formal and informal language. language. language.
language. language. I/L I/L I/L
Language
With assistance, listen for With assistance, listen for Listen for and identify
and identify social and and identify social and social and academic
academic language. academic language. language.
65
5 6 7 8 9-12
7.5.3 I/L 7.6.3 I/L 7.7.3 I/L 7.8.3 I/L 7.12.3 I/L
Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through
listening. listening. listening. listening. listening.
Development
Vocabulary
7.0 Listening
7.5.4 I/L 7.6.4 I/L 7.7.4 I/L 7.8.4 I/L 7.12.4 I/L
Listen for and identify dialect Listen for and identify Listen for and identify Listen for and identify Listen for and identify
and slang. dialect and slang. dialect and slang. dialect and slang. dialect and slang.
I/L I/L I/L I/L I/L

Listen for and identify the use Listen for and identify the Listen for and identify the Listen for and identify the Listen for and identify the
of formal and informal use of formal and informal use of formal and informal use of formal and informal use of formal and informal
language. language. language. language. language.
I/L I/L I/L I/L I/L
Language
Listen for and distinguish Listen for and distinguish Listen for and distinguish Listen for and distinguish Listen for and distinguish
between social and academic between social and between social and between social and between social and
language. academic language. academic language. academic language. academic language.
66
K 1 2 3 4
7.K.5 I/L 7.1.5 I/L 7.2.5 I/L 7.3.5 I/L 7.4.5 I/L
Conversations and Group Discussions
Actively listen to a speaker. Actively listen to a speaker. Actively listen to a speaker. Actively listen to a speaker. Actively listen to a speaker.
I/L I/L I/L I/L I/L

Listen to and participate in Listen to and participate in Listen to and participate in Listen to and participate in Listen to and participate in
conversations. conversations. conversations. conversations. conversations.
I/L I/L
With assistance, listen to Listen to and evaluate
7.0 Listening
and evaluate constructive constructive feedback.

feedback.
I/L I/L
With assistance, provide Provide constructive feedback.
constructive feedback.
I/L
With assistance, focus
attention to solve problems by
identifying, synthesizing, and
evaluating data.
67
5 6 7 8 9-12
7.5.5 I/L 7.6.5 I/L 7.7.5 I/L 7.8.5 I/L 7.12.5 I/L
Actively listen to oral Actively listen to oral Actively listen to oral Actively listen to oral Actively listen to oral
Conversations and Group Discussions

communications. communications. communications. communications. communications.
I/L I/L I/L I/L I/L

Listen to and participate in Listen to and participate in Listen to and participate in Listen to and participate in Listen to and participate in
conversations. conversations. conversations. conversations. conversations.
I/L I/L I/L I/L I/L
7.0 Listening
Listen to and evaluate Listen to and evaluate Listen to and evaluate Listen to and evaluate Listen to and evaluate
constructive feedback. constructive feedback. constructive feedback. constructive feedback. constructive feedback.
I/L I/L I/L I/L I/L

Provide constructive Provide constructive Provide constructive Provide constructive Provide constructive feedback.
feedback. feedback. feedback. feedback.
I/L I/L I/L I/L I/L

Focus attention to solve Focus attention to solve Focus attention to solve Focus attention to solve Focus attention on a speaker
problems by identifying, problems by identifying, problems by identifying, problems by identifying, to solve problems by
synthesizing, and evaluating synthesizing, and evaluating synthesizing, and evaluating synthesizing, and evaluating identifying, synthesizing, and
data. data. data. data. evaluating data.
68
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
K 1 2 3 4
8.K.1 I/L 8.1.1 I/L 8.2.1 I/L 8.3.1 I/L 8.4.1 I/L
With assistance, give With assistance, give Give directions to complete Give directions to complete Give directions to complete
directions to complete tasks. directions to complete tasks. tasks. tasks. tasks.
Giving Directions
I/L I/L I/L I/L I/L

With assistance, ask With assistance, ask Ask questions to clarify Ask questions to clarify Ask questions to clarify
questions to clarify questions to clarify directions. directions. directions.
directions. directions.
8.0 Speaking
8.K.2 I/L 8.1.2 I/L 8.2.2 I/L 8.3.2 I/L 8.4.2 I/L
Use precise language to Use precise language to Use precise language to Use precise language to Use precise language to
describe describe describe describe describe
• feelings • feelings • feelings • feelings • feelings
• experiences • experiences • experiences • experiences • experiences
• observations • observations • observations • observations • observations
Language
I/L I/L I/L I/L I/L

With assistance, apply With assistance, apply With assistance, apply Apply Standard English to Apply Standard English to
Standard English to Standard English to Standard English to communicate ideas. communicate ideas.
communicate ideas. communicate ideas. communicate ideas.
69
5 6 7 8 9-12
8.5.1 I/L 8.6.1 I/L 8.7.1 I/L 8.8.1 I/L 8.12.1 I/L
Give directions to complete Give directions to complete Give directions to complete Give directions to complete Give directions to complete
tasks. tasks or procedures with a tasks or procedures with a tasks or procedures with a tasks or procedures with a
Giving Directions
focus on focus on focus on focus on
I/L I/L I/L I/L I/L
8.0 Speaking
Ask questions to clarify Ask questions to clarify Ask questions to clarify Ask questions to clarify Ask questions to clarify
directions. directions. directions. directions. directions.
8.5.2 I/L 8.6.2 I/L 8.7.2 I/L 8.8.2 I/L 8.12.2 I/L
Use precise language to Use precise language to Use precise language to Use precise language to Use precise language to
describe describe describe and elicit describe and elicit describe and elicit
• feelings • feelings • feelings • feelings • feelings
• experiences • experiences • experiences • experiences • experiences
• observations • observations • observations • observations • observations
Language
I/L I/L I/L I/L I/L
Apply Standard English to Apply Standard English to Apply Standard English to Apply Standard English to Apply Standard English to
communicate ideas. communicate ideas. communicate ideas. communicate ideas. communicate ideas.
70
K 1 2 3 4
8.K.3 I/L 8.1.3 I/L 8.2.3 I/L 8.3.3 I/L 8.4.3 I/L
Speak clearly with prosody. Speak clearly with prosody. Speak clearly with prosody. Use public speaking Use public speaking
techniques to deliver techniques to deliver
I/L I/L I/L presentations with presentations with
Communicate personal Communicate information in With assistance, use public appropriate appropriate
experiences and retell stories. small and large groups. speaking techniques to • prosody • prosody
deliver presentations with • volume • volume
appropriate • eye contact • eye contact
• volume • enunciation • enunciation
• eye contact • posture • posture
• enunciation • expressions • expressions
8.0 Speaking
• posture • audience • audience

• expressions • purpose • purpose
• audience
• purpose
Presentations
I/L I/L I/L

I/L
With assistance, Communicate information by Communicate information by
Communicate information by
communicate information maintaining a clear focus. • maintaining a clear • maintaining a clear
that maintains a clear focus. focus focus
• following a logical • following a logical
sequence sequence
• illustrating information
I/L I/L with media aids
With assistance, With assistance,
communicate information in communicate information by
a logical sequence. illustrating information with
media aids.
I/L I/L I/L
I/L I/L
Communicate a statement Communicate statements that Communicate statements that
Communicate statements that Communicate statements that
that expresses an opinion. express an opinion. express an opinion.
express an opinion. express an opinion.
I/L I/L
With assistance, defend a Defend a position using
position using evidence. evidence.
71
5 6 7 8 9-12
8.5.3 I/L 8.6.3 I/L 8.7.3 I/L 8.8.3 I/L 8.12.3 I/L
Use public speaking Use public speaking Use public speaking Use public speaking Use public speaking
techniques to deliver techniques to deliver techniques to deliver techniques to deliver techniques to deliver
presentations with presentations with presentations with presentations with presentations with
appropriate appropriate appropriate appropriate appropriate
• prosody • prosody • prosody • prosody • prosody
• volume • volume • volume • volume • volume
• eye contact • eye contact • eye contact • eye contact • eye contact
• enunciation • enunciation • enunciation • enunciation • enunciation
• posture • posture • posture • posture • posture
8.0 Speaking
• expressions • expressions • expressions • expressions • expressions
Presentations
I/L I/L I/L I/L I/L
Communicate information Communicate information Communicate information Communicate information Communicate information
by by by by by
• maintaining a clear • maintaining a clear • maintaining a clear • maintaining a clear • maintaining a clear
focus focus focus focus focus
• following a logical • following a logical • following a logical • following a logical • following a logical
sequence sequence sequence sequence sequence
• illustrating information • illustrating information • illustrating information • illustrating information • illustrating information
with media aids with media aids with media aids with media aids with media aids
I/L I/L I/L I/L I/L

Communicate statements Communicate statements Communicate statements Communicate statements Communicate statements
that express an opinion. that express an opinion. that express an opinion. that express an opinion. that express an opinion.
I/L I/L I/L I/L I/L

Defend a position using Defend a position using Defend a position using Defend a position applying Defend a position applying
evidence. evidence. evidence. logic and citing evidence. logic and citing evidence.
72
K 1 2 3 4
8.K.4 I/L 8.1.4 I/L 8.2.4 I/L 8.3.4 I/L 8.4.4 I/L
Participate in group Participate in group Participate in group Contribute to conversations Contribute to conversations
discussions following the discussions following the discussions following the and discussions about a and discussions about a
turn-taking process. turn-taking process. turn-taking process. given topic. given topic.
I/L I/L
Respond to conversations Respond to questions to
and discussions about a clarify and extend ideas.
given topic.
I/L I/L I/L I/L I/L

8.0 Speaking
Participate in group Ask relevant questions to Ask relevant questions to Ask relevant questions to Ask relevant questions to
discussions by asking and clarify and gather clarify and gather clarify information. clarify information.
answering relevant information. information.
questions. I/L I/L
Group Discussions
With assistance, take a With assistance, take a

leadership role in leadership role in
conversations and conversations and
discussions. discussions.
I/L
With assistance distinguish
between relevant and
irrelevant information.
73
5 6 7 8 9-12
8.5.4 I/L 8.6.4 I/L 8.7.4 I/L 8.8.4 I/L 8.12.4 I/L
Contribute to conversations Contribute to conversations Provide constructive Provide constructive Participate in conversations
and discussions about a and discussions about a feedback when participating feedback using established to solve problems by
given topic. given topic. in conversations and criteria. identifying, synthesizing,
discussions. and evaluating data.
I/L I/L I/L I/L I/L

Respond to questions to Respond to questions to Respond to questions to Respond to questions with Respond to questions with
clarify and extend ideas. clarify and extend ideas. generate possible solutions specific evidence in support specific evidence in support
to a problem. of an opinion. of an opinion.
8.0 Speaking
I/L I/L I/L I/L I/L
Ask relevant questions to Ask relevant questions to Ask relevant questions to Ask relevant questions to Ask relevant questions to
clarify information and clarify information and clarify information and generate possible solutions generate possible solutions
Group Discussions
extend ideas. extend ideas. extend ideas. to a problem. to a problem.
I/L I/L I/L I/L I/L

Take a leadership role in Take a leadership role in Take a leadership role in Take a leadership role in Take a leadership role in
conversations and conversations and conversations and conversations and conversations and
discussions. discussions. discussions. discussions. discussions.
I/L I/L I/L I/L I/L

Distinguish between Distinguish between Distinguish between Distinguish between Distinguish between
relevant and irrelevant relevant and irrelevant relevant and irrelevant relevant and irrelevant relevant and irrelevant
information. information. information. information. information.
I/L I/L I/L I/L

With assistance, negotiate With assistance, negotiate Negotiate to arrive at Negotiate to arrive at
to arrive at consensus by to arrive at consensus by consensus by proposing and consensus by proposing and
proposing and examining proposing and examining examining possible options. examining possible options.
possible options. possible options.
74
K 1 2 3 4
8.K.5 I/L 8.1.5 I/L 8.2.5
Demonstrate phonological Demonstrate phonological
awareness of spoken words awareness of spoken words
through through
• rhyming • rhyming
• concept of word • concept of word
• syllable awareness • syllable awareness
• onset and rime • onset and rime
Phonology
awareness awareness
8.0 Speaking
I/L I/L I/L

Demonstrate phonemic Demonstrate phonemic Demonstrate phonemic
awareness of spoken words awareness of spoken words awareness of spoken words
through through through
• matching • matching • matching
• isolating • isolating • isolating
• blending • blending • blending
• segmenting • segmenting • segmenting
• deleting • deleting • deleting
• substituting • substituting • substituting
75
5 6 7 8 9-12
Phonology
8.0 Speaking
76
English Language Arts
Glossary
Glossary
* Additional definitions can be found in the Achievement Indicators document.

77
Academic Language: The language of a Antecedent: A word, phrase, or clause to Business Letter: A letter that follows a Colon: A punctuation mark used after a
particular discipline which a pronoun refers standard business format (e.g., block, word that introduces a quotation,
semi-block) explanation, example, or series
Acronyms: A word formed from the initial Antonym: A word opposite in meaning to
letters of a name (e.g., IRA – International another (e.g., hot and cold) Character Traits: Qualities to describe Compare: To examine so as to note
Reading Association) the character similarities or differences of
Apostrophe: A punctuation mark that is There are two major types of character
Affixes: One or more sounds or letters used to: 1) to form possessives of nouns traits: Compound-Complex Sentence: A
attached to the beginning or end of a word 2) to show the omission of letters Personality Character Trait: All the sentence made up of a compound
or base; also known as prefixes or suffixes 3) to indicate certain plurals of lowercase qualities and traits that distinguish one sentence (two or more independent
letters character from others (e.g., sarcasm, clauses) and one or more subordinate
After Reading Strategies: A systematic humor) clauses (see dependent clause)
plan to help students effectively Physical Character Trait: Quality of or
Appositive: A word or phrase that
comprehend text (e.g., identify main ideas, relating to the body (e.g., height, hair Complex Sentence: A sentence that
renames the noun or pronoun before it
themes, and summarize) color) contains an independent clause and one
(e.g., John, an experienced teacher,
or more subordinate clause(s) (see
serves on several curriculum committees.)
Alliteration: Repetition of the same letter Characterization: The techniques an dependent clause)
or sound at the beginning of two or more Audience: The intended target group of author uses to create a character through
consecutive words near one another (e.g., actions, thoughts, dialogue, description, Compound Sentence: A sentence with
a message
fly o’er waste fens and windy fields) or how other characters react to that two or more independent clauses joined
Glossary
character by a coordinating conjunction (for, and,
Author’s Purpose: Refers to the reasons
Allusion: A direct or implied reference to not, but, or, yet, so ) or a semicolon
an author has for writing something (e.g.,
literary, scientific, or historical people, Chronological Order: A record of events
to entertain, to inform, to persuade or, to
places, events, or aspects of culture express opinions) arranged in the order in which they Compound Word: A combination of two
happen or more words that function as a single
Alphabetic Order: The order of the Automaticity: Fluent processing of unit of meaning
alphabet. It is widely used in the information that requires little effort or Citation: The act of citing or quoting a
classification and ordering of lists, as well attention reference to an authority or a precedent; Concluding Sentence: The final
as in numerous official documents and using a standard acceptable style or sentence of a paragraph that may
communications Base Words: A word to which affixes may manual (e.g., MLA or APA) summarize or draw a conclusion
be added to create related words (e.g.,
Analogy: A comparison used to explain teach in reteach or teaching) Clarity: The condition or quality of being Conclusion: A decision reached after
an idea or support an argument (e.g., an clear; easily understood careful study and synthesis of facts,
analogy for how a government works Before Reading Strategies: A systematic observations, arguments, and opinions.
might be a family) plan that gives the students an Clause: A group of words with a subject Conclusions are not mere opinions or
opportunity to think about segments of a and a predicate used to form either a part guesses; they are decisions reached after
Analyze: The process or result of short story, chapter, or poem that leads to or a whole sentence carefully weighing the evidence
identifying the parts of a whole and their prediction or inference.
relationships to one another Climax: A turning point in the Conflict: A struggle between opposing
development of the plot forces (e.g., man vs. man, man vs. self,
Blends: Two or more consecutive
Antagonist: A character that opposes the man vs. nature, man vs. society)
consonants that begin a syllable with a
hero(ine); villain minimal change in those sounds (e.g.,
/bl/ in blend)
78
Conjunction: A word used to connect Dialogue: Conversation between two or Exposition: Provides important Fluency: The clear, easy, written or
words, phrase, clauses, or sentences. more characters or between a character background information and introduces spoken expression of ideas: any person
(e.g., and, or, but) and something else the setting, characters, and conflict who reads smoothly without hesitation
and with comprehension
Connotation: The attitudes and feelings Digraphs: Two letters that represent Expository: The form of non-fiction
associated with a word one speech sound (e.g., ch for /ch/ in chin writing which informs or explains Foreshadowing: The technique of giving
or ea for /e/ in bread) clues to coming events in a narrative
Content Vocabulary: Vocabulary specific External Conflict: Outside forces that
to a subject area (e.g., biology) Diphthongs: A vowel sound produced cause a character to make internal Formal Language: A style of
when the tongue glides from one vowel choices and changes. communication to inform an audience in
Context Clue: Information from the sound toward another vowel or semi- impersonal terms marked by careful
immediate textual setting that helps the vowel sound in the same syllable External Punctuation: Punctuation found attention to organization of content and to
reader comprehend the meaning of a word (e.g., bee, bay, toy, buy) at the end of a sentence (e.g., period, grammatical structure and pronunciation
or a phrase question mark, or exclamation point) (e.g., textbooks, reports, and professional
Draft: The process or result of putting lectures)
Credibility of Sources: The degree to ideas into writing in a rough form Evaluate: To find out, judge, or estimate
which a source can be believed (e.g., the value of Format: The physical arrangement of the
respected newspaper, journal, or well- During Reading Strategies: A elements on a page
published author) systematic plan that helps students make Fact: Something that has really happened
Glossary
predictions about the text; compare and is provable Fragment: An incomplete grammatical
Culture: The customs, beliefs, laws, ways events, ideas, and characters; visualize construction
of living, and all other results of human the information that is described Falling Action: The action that takes
work and thought that belong to a people place after the climax to reveal the final Friendly Letter: An informal letter written
Edit: In the writing process, correct a outcome of events to a friend or relative in a given format
Declarative Sentences: Sentences that manuscript in the text
make statements (e.g., “Becky is a Feedback: The pathway by which Grade-Appropriate: Grade level
student.”) Enunciate: To pronounce words clearly information about the results of a process readability, complexity of ideas, and
is sent back to modify or control the content suitable to age level
Decode: To analyze spoken or graphic Environmental Print: Print and other process
symbols of a familiar language to ascertain graphic symbols found in the physical High Frequency Words: Words that
their intended meaning environment (e.g., street signs, billboards, Figurative Language: Language appear many more times than most other
etc.) enriched by word images in figures of words in spoken or written language
Denotation:The literal or dictionary speech (e.g., simile, metaphor,
meaning of a word Etymology: The study of the history and personification) Homographs: Words that are spelled the
development of the structures and same, but have different pronunciations
Dialect: A social or regional variety of a meanings of words; derivation Flashback: A technique of disrupting the or meanings (e.g., the bow of a ship and a
particular language with phonological, chronology of a narrative by shifting to an bow and arrow)
grammatical, and lexical patterns that Evidence: Facts or things that help one earlier time in order to introduce
distinguish it from other varieties. find out the truth or come to a conclusion information Homophones: A word with different origin
and meaning, but the same pronunciation
as another word, whether or not spelled
alike (e.g., hair and hare)
79
Hyperbole: A figure of speech that uses Irony: A figure of speech in which the Metacognition: Awareness and Performance Task: The measurement of
intentional exaggeration for effect (e.g., literal meaning of the words is the knowledge of one’s mental processes so educational achievement through tasks
“She cried buckets of tears.”) opposite of their intended meaning that one can monitor, regulate, and direct that call for the student to produce a
There are three major types of irony: those processes to a desired end response like that required in the
Hypothesis: An assumption made to test Verbal irony: When an author says one instructional environment (e.g., portfolios,
its logical consequences thing and means something else Metaphor: A direct or implied comparison projects, constructed response on the
Dramatic irony: When an audience between two unlike things (e.g. insects state reading test, student work on the
Idiom: An expression that does not mean perceives something that a character in were living jewels) state writing test, etc.)
what it literally says (e.g., “I ran into the literature does not know
Joe the other day.”) Irony of situation: A discrepancy Modifiers: A word, phrase, or clause that Personification: Figure of speech in
between the expected result and actual adds to or qualifies the meaning of which something that is not human is
Imagery: The process or result of words result another word given human characteristics (e.g., “The
forming mental images while reading, tree lifts its arms to the sky.”)
writing, or listening to a story Legible: Clear enough to be read (e.g., Mood: A feeling or atmosphere the author
penmanship, accuracy of letter formation) creates for the reader Persuasive Techniques: Techniques
Inference: A logical assumption based on used to manipulate audiences (e.g.,
observed facts and one’s own knowledge Letter-Sound Relationships: Narrative: A type of fiction or nonfiction bandwagon, loaded language, snob
and experience Connections between letters and sounds that tells a story or a series of events appeal, testimonial and unfinished claims,
polling results, transfer appeal, logical
Glossary
Informal Language: A level of standard Literal Language: The explicit sense that Opinion: A belief based on what one fallacies, and generalities)
English that is characteristic of or is stated or clearly implied in text or thinks or feels
appropriate to ordinary, casual, or familiar speech Persuasive Writing: Writing that attempts
use Organization: The act or process of to convince others or calls them to action
Literacy: The reading, writing, listening, putting together or arranging in an orderly by providing evidence that supports a
Internal Conflict: The dilemma facing the and speaking practices governed by a way claim or an opinion
character internally and its impact on that conception of what, how, when, and why
character Organizational Patterns: see Text Phonemic Awareness: The awareness
Literary Analysis: The study of a literary Structure of and the ability to manipulate sounds in
Internal Punctuation: Punctuation within work by a critic, student, or scholar spoken words
a sentence (e.g., semicolons, comma, or Organizational Structures: The structure
apostrophes) Main Idea: The chief topic of a passage of a written text (e.g., cause/effect, Phonics: The system by which symbols
expressed or implied in a word or phrase problem/solution) represent sounds in an alphabetic writing
Intonation: The rise and fall in pitch of the system
speaker’s voice Matching: Matching a sound to another Parenthetical Expression: Used to
sound (e.g., “Which two words begin with enclose inessential or tangential words in Phonological Awareness: The
Introduction: A part that leads into or /b/; boy, drive, box?”) text awareness of constituent sounds of words
explains what will follow in learning to read and spell
Media: Multiple means of communication Paraphrase: The act or result of restating,
(e.g., smart boards, Internet/electronic in one’s own words, the meaning of Phonology: The study of speech sounds
communications, or PowerPoint) something spoken or written and their functions in a language or
languages
80
Plagiarism: Using someone else’s ideas Pronoun: A part of speech used as a Root Word: The basic part of a word that Sequence: A number of things or events
as your own without giving credit to the substitute for a noun or a noun phrase usually carries the main component of that follow each other; series
original author meaning and that cannot be further
Propaganda: Discourse aimed at analyzed without loss of identity Setting: The time of day or year; historical
Plot: The main sequence of events in a persuading an audience, often containing period, place, situation
story distortions of truth Run-on Sentence: Two independent
clauses joined without any punctuation or Simile: An explicit comparison between
Poem: A metrical form of composition in Prosody: The pitch, loudness, tempo, conjunction to separate them two unlike things using the words like or as
which word images are selected and and rhythm patterns of language that (e.g., as strong as an ox, flies like an
expressed to create powerful, often result in comprehension Scaffolding: In learning, the gradual eagle)
beautiful impressions in the listener or withdrawal of adult (e.g., teacher) support,
reader Protagonist: The central figure in a as through instruction, modeling, Slang: Informal speech composed of
drama or narrative; hero(ine) questioning, feedback, etc., for a child’s newly formed words or expressions or of
Poetry: The art of creating poems performance across successive common words and expressions whose
Reading Rate: The speed at which a engagements thus transferring more and meanings are changed or extended
Point of View: The perspective from selection is read and the manner in which more autonomy to the child
which events in a story are told it is read, depending on the purpose (e.g., Social Language: Informal language used
The three most common types of point of skimming, scanning, studying, or reading) Secondary Source: Derived or resulting in social settings; not typically academic
view: from the original (e.g., encyclopedia entry language; popular speech
First-person: the narrator is a character Resolution: The conclusion of the conflict about a person, a textbook discussion of
Glossary
in the story who tells everything in his or the Declaration of Independence) Sound Devices: Literary devices such as
her own words Resources: Something that one can turn alliteration, assonance, consonance,
Third-person omniscient: the narrator to for support or aid Self-Correcting Strategies: meter, onomatopoeia, repetition, rhyme,
is all knowing, with the ability to see into Understanding and adjusting reading rhyme scheme, and rhythm
the minds of more than one character Rhetorical Strategies: The effective use strategies to ensure comprehension
Third-person limited: the narrator has of language to influence or persuade an Standard English: The variety of English
the ability to see into the mind of only one audience Semicolon: A punctuation mark that that is generally acknowledged as the
character shows a greater degree of separation of model for the speech and writing of
Rhythm: A pattern of repeated cadence parts of a sentence than a comma does educated speakers
Prediction: The use of knowledge about or accent in speech or text
language and the context in which it Sensory Words: Words that create Strategy: A systematic plan, consciously
occurs to anticipate what is coming in Rhyme: Identical or very similar recurring images using the senses adapted and monitored to improve one’s
writing or speech final sounds in words performance in learning
Sentence: A grammatical unit of one or
Prefix: An affix attached before a base Rime: The vowel and any following more words that contain a subject, Structural Analysis: The identification of
word or root (e.g., re-, mis-, un-) consonants of a syllable (e.g., /it/ in sit, predicate, complete thought, and correct roots, affixes, compounds, hyphenated
/oat/ in float) punctuation forms, inflected and derived endings,
Primary Source: An original text or work contractions, and in some cases
written by an eye witness or a participant Rising Action: Part of the plot that leads Sentence Fluency: see fluency syllabication
(e.g., autobiography, the Declaration of up to the climax by adding complications
Independence) or expanding the conflict
81
Stylistic Devices: An author’s use of Text Structure: The organizational Voice: In writing, the distinctive way in
language: its effects and its patterns of text (e.g., expository, cause- which the writer expresses ideas with
appropriateness to the author’s intent or effect, comparison-contrast, problem- respect to style, form, content, purpose,
theme solution, description, and sequence) etc.
Subject/Verb Agreement: Using a Text Types: Different types of text (e.g., Word Awareness: the knowledge that
singular verb with a singular subject or a literary, informational, sentences consist of words and that these
plural verb with a plural subject persuasive, and functional) words can be counted (e.g., counting the
number of words in a spoken sentence,
Subplot: The underlying sequence of Theme: The major idea or proposition one to one matching)
events in a novel broad enough to cover the entire scope of
a work or a work of art Word Families: A group of words sharing
Suffix: An affix attached to the end of a a common phonic element (e.g., /it/ as in
base, root, or stems that changes Thesis Statement: The basic argument sit and hit)
meaning or grammatical function of the advanced by a speaker or writer who then
word (e.g., -ed, -ly, -ness) attempts to prove it; a proposition to be Word Origins: See etymology
proved
Summary: A brief statement that contains Writing Process: Prewriting, drafting,
the essential ideas of a longer passage or Tone: The author’s attitude reflected in revising, editing, and publishing
selection the style of the written or spoken word
Glossary
(e.g., playful, serious, bitter, angry,
Syllable: A minimum unit of speech sarcastic)
sounds comprised of a vowel sound or
vowel consonant combination Topic: The general category or class of
ideas, often stated in a word or phrase, to
Syllabication: The division of words into which the ideas of a passage as a whole
syllables belong
Synonym: One of two or more words in a Topic Sentence: A sentence intended to

language that have highly similar express the main idea of a paragraph
meanings (e.g., pretty and beautiful)
Transitions: Words, phrases, or
Syntax: The pattern or structure of word sentences that link ideas
order in sentences, clauses, and phrases
Turning point: A point at which a
Synthesize: To combine several sources decisive change takes place; a turning
of ideas in order to produce a coherent point may or may not be the climax of the
whole; a high-level critical-thinking skill story
Text Features: Components that support Usage: The way words are used correctly
and clarify text (e.g., illustrations, titles, in a sentence (e.g., subject/verb
words in bold print) agreement, pronoun/antecedent
agreement)
82
Acknowledgements
Appreciation is extended to the members of the Nevada English Language Arts Standards revision team for their time,
expertise, and commitment to ensuring that all students in Nevada achieve the state standards.
Nevada English Language Arts Standards Revision Team
Virginia Abelt Gini Cunningham Ruth Gilbert Denise Karpelenia
Writing Specialist Northeast RPDP Elementary School Teacher Coordinator, Secondary English/
Clark County School District Humboldt County School District Clark County School District Language Arts
Clark County School District
Joe Barraza Kimberly Cuevas Tracy Gruber Patti King

Elementary School Teacher RPDP 7-12 Literacy Trainer State ELA Consultant Elementary School Teacher
Clark County School District Washoe County School District Nevada Department of Education Clark County School District
Acknowledgements
Linell Bollacker Becky Davis Darrin Hardman Abby Kirst

Reading Specialist Elementary School Teacher Nevada Reading First Formative Assessment Consultant
Nevada Youth Training Center Clark County School District Nevada Department of Education Washoe County School District
Liana Bolton Sharon Deitz Carol Harriman Margaret Kiser

Middle School Administrator Speech and Language Pathologist Secondary PD Trainer/Teacher Reading First Coach
Clark County School District Retired-Clark County School District Retired-Washoe County School District Clark County School District
Hilary Boudreau Dr. Jane Detweiler Lorrie Hill Eric Lomen

ESL/English Teacher Associate Professor, English/ Rhetoric Elementary School Teacher Assessment Specialist
Lyon County School District Composition Washoe County School District Washoe County School District
Director, Core Writing Program
University of Nevada, Reno
LeNora Bredsgaurd-Brown Brenda Downs Jodi Huff Mary Jean Lang

Literacy Project Facilitator Reading Specialist Coordinator, K-12 Literacy State Writing Consultant
Clark County School District Douglas County School District Clark County School District Nevada Department of Education
Valorie Bringle Nancy Fitzgerald Andrea Jachman Cheryl Macy

Middle School Teacher Elementary School Teacher Assessment Consultant High School Teacher
Clark County School District Washoe County School District WestEd Carson City School District
Dr. Cynthia Brock Dr. Lisa Fontana Cydnie Jorgenson Robert McGinty
Associate Professor, Literacy Studies Curriculum Analyst Reading Specialist Regional Coordinator
University of Nevada, Reno WNRTP Clark County School District Northeast RPDP
83
Nevada English Language Arts Standards Revision Team
Barbara Milchak Sherrilynn Rakestraw Dr. Elizabeth Spalding Literacy Professors

Elementary School Teacher Southern Nevada RPDP Associate Professor, Curriculum and Instruction University of Nevada, Las Vegas
Washoe County School District Nye County School District University of Nevada, Las Vegas University of Nevada, Reno
Danielle Miller Diane Reitz Laura C. Supko District Literacy Staffs
Administrator Director of Literacy Elementary Literacy Trainer Carson City
Clark County School District Clark County School District Douglas County School District Clark County
Douglas County
Beverly Mudd Tara Robertson Dr. Joan Taylor Washoe County
State Writing Consultant
Acknowledgements
Elementary School Teacher Title 1 Consultant
Nevada Department of Education Washoe County School District Washoe County School District
Ann Mullin-Rishel Barbara Shapiro Dr. Shane Templeton
High School Teacher Middle School Librarian Professor, Literacy Studies
Washoe County School District Clark County School District University of Nevada, Reno
Laura Parks Cindy Sharp Lori Urbani
Secondary Literacy Trainer CRT/HSPE Consultant Parent Representative
Douglas County School District Nevada Department of Education Carson City School District
Kristi Pettengill Linda Sherer Susan Weikel
7-12 English/Language Arts Program Literacy Project Facilitator Elementary School Teacher
Coordinator Clark County School District Churchill County School District
Washoe County School District
Lynda Pearson Susan Slocum Carrie Yocum

Administrator Elementary School Teacher Success For All Facilitator K-8
Retired-Clark County School District Clark County School District Elko County School District
Carol Pittsley Joy Smith

Assessment Specialist Elementary School Teacher
Washoe County School District Douglas County School District
84

English Language Arts Curriculum Standards

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English Language Arts Curriculum Standards

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Receptive

English Language Arts

Integrating Content and Process

Dr. Keith W. Rheault

Dr. Paul LaMarca

The acknowledgement pages express our appreciation to all participants

E = Enduring knowledge may be tested using a performance task.

Reading and Understanding the Standards

Content Standard 2.0

Students use reading process skills and strategies to build comprehension.

Content Standard 3.0

Content Standard 4.0

Students write a variety of texts using the writing process.

Content Standard 6.0

Content Standard 7.0

Content Standard 8.0

Grades K-1 During Reading Grades 2-12

Grades K-1 After Reading Grades 2-12

Drafting Grades K-1 Drafting Grades 2-12

K-12 Writing Process

Revising Grades K-1 Revising Grades 2-12

Editing Grades K-1 Editing Grades 2-12

Publishing Grades K-1 Publishing Grades 2-12

• onset and rime • onset and rime

1.K.2 I/L 1.1.2 I/L 1.2.2 I/L

• isolating • isolating • isolating

1.0 Word Analysis

• spelling patterns • diphthongs • suffixes

• spelling patterns • compound words

1.0 Word Analysis

Phonics and Structural Analysis

• suffixes using • context clues • homophones • homophones

• context clues • structural analysis • structural analysis

1.0 Word Analysis

I/L I/L I/L I/L I/L

I/L I/L I/L I/L

content-specific vocabulary content-specific vocabulary content-specific vocabulary vocabulary in text.

Fluency and Comprehension

1.0 Word Analysis

match. match. knowledge knowledge knowledge

Before Reading Strategies

2.0 Reading Strategies

During Reading Strategies

• record information • record information • record information

After Reading Strategies

2.0 Reading Strategies

With assistance, identify With assistance, identify

With assistance, describe

I/L I/S E/I/S

I/L I/L I/L I/S I/S

3.0 Literary Text

Setting and Plot

the protagonist and the protagonist and

I/L I/L I/L I/S I/S

I/L I/S I/S I/S I/S

3.0 Literary Text

theme. theme. theme.

Identify a lesson learned Identify a lesson learned

With assistance, identify

3.0 Literary Text

I/L I/L I/L I/L I/L

I/L I/L I/L I/L

With assistance, explain

I/L I/L I/L I/L I/L