Az Standards

Arizonas
College and Career Ready Standards

English Language Arts and Literacy
in History/Social Studies, Science, and Technical Subjects
Kindergarten 12th Grade
ARIZONADEPARTMENTOFEDUCATION
HIGHACADEMICSTANDARDSFORSTUDENTS
StateBoardApprovedJune2010
October2013Publication
Arizonas College and Career Ready Standards English Language Arts K12
Table of Contents
Introduction.........................................................................................................................................................................................................................v
KeyDesignConsiderations..............................................................................................................................................................................................vi
WhatIsNotCoveredbytheStandards..........................................................................................................................................................................ix
StudentsWhoAreCollegeandCareerReadyinReading,Writing,Speaking,Listening,andLanguage........................................................................x
HowtoReadThisDocument..........................................................................................................................................................................................xi
Kindergarten5thGradeArizonaReadingStandardsLiteratureandInformationalText............................................................................................13
CollegeandCareerReadinessAnchorStandardsforReading.....................................................................................................................................13
ReadingStandardsforLiteratureK2...........................................................................................................................................................................14
ReadingStandardsforLiterature35...........................................................................................................................................................................16
ReadingStandardsforInformationalTextK2.............................................................................................................................................................18
ReadingStandardsforInformationalText35.............................................................................................................................................................20
Kindergarten5thGradeArizonaReadingStandardsFoundationalSkills...................................................................................................................22
ReadingStandards:FoundationalSkills(K1)...............................................................................................................................................................22
ReadingStandards:FoundationalSkills(K2)...............................................................................................................................................................23
ReadingStandards:FoundationalSkills(35)...............................................................................................................................................................24
Kindergarten5thGradeArizonaWritingStandards......................................................................................................................................................25
CollegeandCareerReadinessAnchorStandardsforWriting......................................................................................................................................25
WritingStandardsK2..................................................................................................................................................................................................26
WritingStandards35..................................................................................................................................................................................................28
Kindergarten5thGradeArizonaSpeakingandListeningStandards.............................................................................................................................32
CollegeandCareerReadinessAnchorStandardsforSpeakingandListening.............................................................................................................32
SpeakingandListeningStandardsK2.........................................................................................................................................................................33
SpeakingandListeningStandards35.........................................................................................................................................................................34
Kindergarten5thGradeArizonaLanguageStandards...................................................................................................................................................36
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageiiof90
CollegeandCareerReadinessAnchorStandardsforLanguage...................................................................................................................................36
LanguageStandardsK2...............................................................................................................................................................................................37
LanguageStandards35...............................................................................................................................................................................................40
LanguageProgressiveSkills,byGrade......................................................................................................................................................................43
Standard10:Range,Quality,andComplexityofStudentReadingK5...................................................................................................................44
TextsIllustratingtheRange,Quality,andComplexityofStudentReadingK5.......................................................................................................45
StayingonTopicwithinaGradeandAcrossGrades................................................................................................................................................46
th
6 Grade12thGradeArizonaReadingStandardsLiteratureandInformationalText...............................................................................................47
ReadingStandardsforLiterature68...........................................................................................................................................................................48
ReadingStandardsforLiterature912.........................................................................................................................................................................50
ReadingStandardsforInformationalText68.............................................................................................................................................................52
ReadingStandardsforInformationalText912...........................................................................................................................................................54
6thGrade12thGradeArizonaWritingStandards..........................................................................................................................................................56
WritingStandards68..................................................................................................................................................................................................57
WritingStandards912................................................................................................................................................................................................62
6thGrade12thGradeArizonaSpeakingandListeningStandards.................................................................................................................................66
CollegeandCareerReadinessAnchorStandardsforSpeakingandListening.............................................................................................................66
SpeakingandListeningStandards68.........................................................................................................................................................................67
SpeakingandListeningStandards912.......................................................................................................................................................................69
th
6 Grade12thGradeArizonaLanguageStandards.......................................................................................................................................................71
CollegeandCareerReadinessAnchorStandardsforLanguage...................................................................................................................................71
LanguageStandards68...............................................................................................................................................................................................72
LanguageStandards912.............................................................................................................................................................................................75
LanguageProgressiveSkills,byGrade......................................................................................................................................................................77
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageiiiof90
Standard10:Range,Quality,andComplexityofStudentReading612.................................................................................................................78
TextsIllustratingtheComplexity,Quality,andRangeofStudentReading612.....................................................................................................79
6thGrade12thGradeArizonaReadingStandardsLiteracyinHistory/SocialStudies................................................................................................80
ReadingStandardsforLiteracyinHistory/SocialStudies612....................................................................................................................................81
6thGrade12thGradeArizonaReadingStandardsLiteracyinScienceandTechnicalSubjects..................................................................................83
ReadingStandardsforLiteracyinScienceandTechnicalSubjects612.....................................................................................................................84
th
6 Grade12thGradeArizonaWritingStandardsLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects.............................................86
WritingStandardsforLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects612................................................................................87
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageivof90
INTRODUCTION
ArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsandLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects(theStandards)arethe
culminationofanextended,broadbasedefforttofulfillthechargeissuedbythestatestocreatethenextgenerationofK12standardsinordertohelpensurethatallstudents
arecollegeandcareerreadyinliteracynolaterthantheendofhighschool.
Thepresentwork,ledbytheCouncilofChiefStateSchoolOfficers(CCSSO)andtheNationalGovernorsAssociation(NGA),buildsonthefoundationlaidbystatesintheir
decadeslongworkoncraftinghighqualityeducationstandards.TheStandardsalsodrawonthemostimportantinternationalmodelsaswellasresearchandinputfrom
numeroussources,includingstatedepartmentsofeducation,scholars,assessmentdevelopers,professionalorganizations,educatorsfromkindergartenthroughcollege,
parents,students,andothermembersofthepublic.Intheirdesignandcontent,refinedthroughsuccessivedraftsandnumerousroundsoffeedback,theStandardsrepresenta
synthesisofthebestelementsofstandardsrelatedworktodateandanimportantadvanceoverthatpreviouswork.
AsspecifiedbyCCSSOandNGA,theStandardsare(1)researchandevidencebased,(2)alignedwithcollegeandworkexpectations,(3)rigorous,and(4)internationally
benchmarked.Aparticularstandardwasincludedinthedocumentonlywhenthebestavailableevidenceindicatedthatitsmasterywasessentialforcollegeandcareer
readinessinatwentyfirstcentury,globallycompetitivesociety.TheStandardsareintendedtobealivingwork;asnewandbetterevidenceemerges,theStandardswillbe
revisedaccordingly.
TheStandardsareanextensionofapriorinitiativeledbyCCSSOandNGAtodevelopCollegeandCareerReadiness(CCR)standardsinreading,writing,speaking,listening,and
languageaswellasinmathematics.TheCCRReading,Writing,andSpeakingandListeningStandards,releasedindraftforminSeptember2009,serve,inrevisedform,asthe
backboneforthepresentdocument.GradespecificK12standardsinreading,writing,speaking,listening,andlanguagetranslatethebroad(and,fortheearliestgrades,
seeminglydistant)aimsoftheCCRstandardsintoageandattainmentappropriateterms.
TheStandardssetrequirementsnotonlyforEnglishlanguagearts(ELA)butalsoforliteracyinhistory/socialstudies,science,andtechnicalsubjects.Justasstudentsmustlearn
toread,write,speak,listen,anduselanguageeffectivelyinavarietyofcontentareas,sotoomusttheStandardsspecifytheliteracyskillsandunderstandingsrequiredfor
collegeandcareerreadinessinmultipledisciplines.Literacystandardsforgrade6andabovearepredicatedonteachersofELA,history/socialstudies,science,andtechnical
subjectsusingtheircontentareaexpertisetohelpstudentsmeettheparticularchallengesofreading,writing,speaking,listening,andlanguageintheirrespectivefields.Itis
importanttonotethatthe612literacystandardsinhistory/socialstudies,science,andtechnicalsubjectsarenotmeanttoreplacecontentstandardsinthoseareasbutrather
tosupplementthem.Statesmayincorporatethesestandardsintotheirstandardsforthosesubjectsoradoptthemascontentarealiteracystandards.
Asanaturaloutgrowthofmeetingthechargetodefinecollegeandcareerreadiness,theStandardsalsolayoutavisionofwhatitmeanstobealiteratepersoninthetwenty
firstcentury.Indeed,theskillsandunderstandingsstudentsareexpectedtodemonstratehavewideapplicabilityoutsidetheclassroomorworkplace.Studentswhomeetthe
Standardsreadilyundertaketheclose,attentivereadingthatisattheheartofunderstandingandenjoyingcomplexworksofliterature.Theyhabituallyperformthecritical
readingnecessarytopickcarefullythroughthestaggeringamountofinformationavailabletodayinprintanddigitally.Theyactivelyseekthewide,deep,andthoughtful
engagementwithhighqualityliteraryandinformationaltextsthatbuildsknowledge,enlargesexperience,andbroadensworldviews.Theyreflexivelydemonstratethecogent
reasoninganduseofevidencethatisessentialtobothprivatedeliberationandresponsiblecitizenshipinademocraticrepublic.Inshort,studentswhomeettheStandards
developtheskillsinreading,writing,speaking,andlisteningthatarethefoundationforanycreativeandpurposefulexpressioninlanguage.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPagevof90
Key Design Considerations

CCRandgradespecificstandards
TheCCRstandardsanchorthedocumentanddefinegeneral,crossdisciplinaryliteracyexpectationsthatmustbemetforstudentstobepreparedtoentercollegeand
workforcetrainingprogramsreadytosucceed.TheK12gradespecificstandardsdefineendofyearexpectationsandacumulativeprogressiondesignedtoenablestudentsto
meetcollegeandcareerreadinessexpectationsnolaterthantheendofhighschool.TheCCRandhighschool(grades912)standardsworkintandemtodefinethecollegeand
careerreadinesslinetheformerprovidingbroadstandardsandthelatterprovidingadditionalspecificity.Hence,bothshouldbeconsideredwhendevelopingcollegeand
careerreadinessassessments.
Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandards,retainorfurtherdevelopskillsandunderstandingsmasteredinpreceding
grades,andworksteadilytowardmeetingthemoregeneralexpectationsdescribedbytheCCRstandards.
GradelevelsforK8;gradebandsfor910and1112
TheStandardsuseindividualgradelevelsinkindergartenthroughgrade8toprovideusefulspecificity;theStandardsusetwoyearbandsingrades912toallowschools,
districts,andstatesflexibilityinhighschoolcoursedesign.
Afocusonresultsratherthanmeans
Byemphasizingrequiredachievements,theStandardsleaveroomforteachers,curriculumdevelopers,andstatestodeterminehowthosegoalsshouldbereachedandwhat
additionaltopicsshouldbeaddressed.Thus,theStandardsdonotmandatesuchthingsasaparticularwritingprocessorthefullrangeofmetacognitivestrategiesthatstudents
mayneedtomonitoranddirecttheirthinkingandlearning.Teachersarethusfreetoprovidestudentswithwhatevertoolsandknowledgetheirprofessionaljudgmentand
experienceidentifyasmosthelpfulformeetingthegoalssetoutintheStandards.
Anintegratedmodelofliteracy
AlthoughtheStandardsaredividedintoReading,Writing,SpeakingandListening,andLanguagestrandsforconceptualclarity,theprocessesofcommunicationareclosely
connected,asreflectedthroughoutthisdocument.Forexample,writingstandard9requiresthatstudentsbeabletowriteaboutwhattheyread.Likewise,Speakingand
Listeningstandard4setstheexpectationthatstudentswillsharefindingsfromtheirresearch.
ResearchandmediaskillsblendedintotheStandardsasawhole
Tobereadyforcollege,workforcetraining,andlifeinatechnologicalsociety,studentsneedtheabilitytogather,comprehend,evaluate,synthesize,andreportoninformation
andideas,toconductoriginalresearchinordertoanswerquestionsorsolveproblems,andtoanalyzeandcreateahighvolumeandextensiverangeofprintandnonprinttexts
inmediaformsoldandnew.Theneedtoconductresearchandtoproduceandconsumemediaisembeddedintoeveryaspectoftodayscurriculum.Inlikefashion,research
andmediaskillsandunderstandingsareembeddedthroughouttheStandardsratherthantreatedinaseparatesection.
Sharedresponsibilityforstudentsliteracydevelopment
TheStandardsinsistthatinstructioninreading,writing,speaking,listening,andlanguageisasharedresponsibilitywithintheschool.TheK5standardsincludeexpectationsfor
reading,writing,speaking,listening,andlanguageapplicabletoarangeofsubjects,includingbutnotlimitedtoELA.Thegrades612standardsaredividedintotwosections,
oneforELAandtheotherforhistory/socialstudies,science,andtechnicalsubjects.Thisdivisionreflectstheunique,timehonoredplaceofELAteachersindevelopingstudents
literacyskillswhileatthesametimerecognizingthatteachersinotherareasmusthavearoleinthisdevelopmentaswell.
PartofthemotivationbehindtheinterdisciplinaryapproachtoliteracypromulgatedbytheStandardsisextensiveresearchestablishingtheneedforcollegeandcareerready
studentstobeproficientinreadingcomplexinformationaltextindependentlyinavarietyofcontentareas.Mostoftherequiredreadingincollegeandworkforcetraining
programsisinformationalinstructureandchallengingincontent;postsecondaryeducationprogramstypicallyprovidestudentswithbothahighervolumeofsuchreadingthan
isgenerallyrequiredinK12schoolsandcomparativelylittlescaffolding.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageviof90
TheStandardsarenotaloneincallingforaspecialemphasisoninformationaltext.The2009readingframeworkoftheNationalAssessmentofEducationalProgress(NAEP)
requiresahighandincreasingproportionofinformationaltextonitsassessmentasstudentsadvancethroughthegrades.
DistributionofLiteraryandInformationalPassagesbyGradeinthe2009NAEPReadingFramework
Grade
4
8
12
Literary
50%
45%
30%
Informational
50%
55%
70%
Source:NationalAssessmentGoverningBoard.(2008).Readingframeworkforthe2009National
AssessmentofEducationalProgress.Washington,DC:U.S.GovernmentPrintingOffice.
TheStandardsaimtoaligninstructionwiththisframeworksothatmanymorestudentsthanatpresentcanmeettherequirementsofcollegeandcareerreadiness.InK5,the
StandardsfollowNAEPsleadinbalancingthereadingofliteraturewiththereadingofinformationaltexts,includingtextsinhistory/socialstudies,science,andtechnical
subjects.InaccordwithNAEPsgrowingemphasisoninformationaltextsinthehighergrades,theStandardsdemandthatasignificantamountofreadingofinformationaltexts
takeplaceinandoutsidetheELAclassroom.FulfillingtheStandardsfor612ELArequiresmuchgreaterattentiontoaspecificcategoryofinformationaltextliterary
nonfictionthanhasbeentraditional.BecausetheELAclassroommustfocusonliterature(stories,drama,andpoetry)aswellasliterarynonfiction,agreatdealof
informationalreadingingrades612musttakeplaceinotherclassesiftheNAEPassessmentframeworkistobematchedinstructionally.1Tomeasurestudentsgrowthtoward
collegeandcareerreadiness,assessmentsalignedwiththeStandardsshouldadheretothedistributionoftextsacrossgradescitedintheNAEPframework.
NAEPlikewiseoutlinesadistributionacrossthegradesofthecorepurposesandtypesofstudentwriting.The2011NAEPframework,liketheStandards,cultivatesthe
developmentofthreemutuallyreinforcingwritingcapacities:writingtopersuade,toexplain,andtoconveyrealorimaginedexperience.Evidenceconcerningthedemandsof
collegeandcareerreadinessgatheredduringdevelopmentoftheStandardsconcurswithNAEPsshiftingemphases;standardsforgrades912describewritinginallthree
forms,but,consistentwithNAEP,theoverwhelmingfocusofwritingthroughouthighschoolshouldbeonargumentsandinformative/explanatorytexts.2
DistributionofCommunicativePurposesbyGradeinthe2011NAEPWritingFramework
Grade
4
8
12
ToPersuade
30%
35%
40%
ToExplain
35%
35%
40%
ToConveyExperience
35%
30%
20%
Source:NationalAssessmentGoverningBoard.(2007).Writingframeworkforthe2011National
AssessmentofEducationalProgress,prepublicationedition.IowaCity,IA:ACT,Inc.
ItfollowsthatwritingassessmentsalignedwiththeStandardsshouldadheretothedistributionofwritingpurposesacrossgradesoutlinedbyNAEP.
Thepercentagesonthetablereflectthesumofstudentreading,notjustreadinginELAsettings.TeachersofseniorEnglishclasses,forexample,arenotrequiredtodevote70percentofreadingtoinformationaltexts.
Rather,70percentofstudentreadingacrossthegradeshouldbeinformational.
2
Aswithreading,thepercentagesinthetablereflectthesumofstudentwriting,notjustwritinginELAsettings.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageviiof90
Focusandcoherenceininstructionandassessment
WhiletheStandardsdelineatespecificexpectationsinreading,writing,speaking,listening,andlanguage,eachstandardneednotbeaseparatefocusforinstructionand
assessment.Often,severalstandardscanbeaddressedbyasinglerichtask.Forexample,wheneditingwriting,studentsaddressWritingstandard5(Developandstrengthen
writingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach)aswellasLanguagestandards13(whichdealwithconventionsofStandardEnglishand
knowledgeoflanguage).WhendrawingevidencefromliteraryandinformationaltextsperWritingstandard9,studentsarealsodemonstratingtheircomprehensionskillin
relationtospecificstandardsinReading.Whendiscussingsomethingtheyhavereadorwritten,studentsarealsodemonstratingtheirspeakingandlisteningskills.TheCCR
anchorstandardsthemselvesprovideanothersourceoffocusandcoherence.
ThesametenCCRanchorstandardsforReadingapplytobothliteraryandinformationaltexts,includingtextsinhistory/socialstudies,science,andtechnicalsubjects.Theten
CCRanchorstandardsforWritingcovernumeroustexttypesandsubjectareas.Thismeansthatstudentscandevelopmutuallyreinforcingskillsandexhibitmasteryofstandards
forreadingandwritingacrossarangeoftextsandclassrooms.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageviiiof90
What Is Not Covered by the Standards

TheStandardsshouldberecognizedforwhattheyarenotaswellaswhattheyare.Themostimportantintentionaldesignlimitationsareasfollows:
1.
TheStandardsdefinewhatallstudentsareexpectedtoknowandbeabletodo,nothowteachersshouldteach.Forinstance,theuseofplaywithyoungchildrenisnot
specifiedbytheStandards,butitiswelcomeasavaluableactivityinitsownrightandasawaytohelpstudentsmeettheexpectationsinthisdocument.Furthermore,
whiletheStandardsmakereferencestosomeparticularformsofcontent,includingmythology,foundationalU.S.documents,andShakespeare,theydonotindeed,
cannotenumerateallorevenmostofthecontentthatstudentsshouldlearn.TheStandardsmustthereforebecomplementedbyawelldeveloped,contentrich
curriculumconsistentwiththeexpectationslaidoutinthisdocument.
2.
WhiletheStandardsfocusonwhatismostessential,theydonotdescribeallthatcanorshouldbetaught.Agreatdealislefttothediscretionofteachersand
curriculumdevelopers.TheaimoftheStandardsistoarticulatethefundamentals,nottosetoutanexhaustivelistorasetofrestrictionsthatlimitswhatcanbetaught
beyondwhatisspecifiedherein.
3.
TheStandardsdonotdefinethenatureofadvancedworkforstudentswhomeettheStandardspriortotheendofhighschool.Forthosestudents,advancedworkin
suchareasasliterature,composition,language,andjournalismshouldbeavailable.Thisworkshouldprovidethenextlogicalstepupfromthecollegeandcareer
readinessbaselineestablishedhere.
4.
TheStandardssetgradespecificstandardsbutdonotdefinetheinterventionmethodsormaterialsnecessarytosupportstudentswhoarewellbeloworwellabove
gradelevelexpectations.Nosetofgradespecificstandardscanfullyreflectthegreatvarietyinabilities,needs,learningrates,andachievementlevelsofstudentsin
anygivenclassroom.However,theStandardsdoprovideclearsignpostsalongthewaytothegoalofcollegeandcareerreadinessforallstudents.
5.
ItisalsobeyondthescopeoftheStandardstodefinethefullrangeofsupportsappropriateforEnglishlanguagelearnersandforstudentswithspecialneeds.Atthe
sametime,allstudentsmusthavetheopportunitytolearnandmeetthesamehighstandardsiftheyaretoaccesstheknowledgeandskillsnecessaryintheirposthigh
schoollives.
6.
EachgradewillincludestudentswhoarestillacquiringEnglish.Forthosestudents,itispossibletomeetthestandardsinreading,writing,speaking,andlistening
withoutdisplayingnativelikecontrolofconventionsandvocabulary.
7.
TheStandardsshouldalsobereadasallowingforthewidestpossiblerangeofstudentstoparticipatefullyfromtheoutsetandaspermittingappropriate
accommodationstoensuremaximumparticipationofstudentswithspecialeducationneeds.Forexample,forstudentswithdisabilitiesreadingshouldallowfortheuse
ofBraille,screenreadertechnology,orotherassistivedevices,whilewritingshouldincludetheuseofascribe,computer,orspeechtotexttechnology.Inasimilar
vein,speakingandlisteningshouldbeinterpretedbroadlytoincludesignlanguage.
8.
WhiletheELAandcontentarealiteracycomponentsdescribedhereinarecriticaltocollegeandcareerreadiness,theydonotdefinethewholeofsuchreadiness.
Studentsrequireawideranging,rigorousacademicpreparationand,particularlyintheearlygrades,attentiontosuchmattersassocial,emotional,andphysical
developmentandapproachestolearning.Similarly,theStandardsdefineliteracyexpectationsinhistory/socialstudies,science,andtechnicalsubjects,butliteracy
standardsinotherareas,suchasmathematicsandhealtheducation,modeledonthoseinthisdocumentarestronglyencouragedtofacilitateacomprehensive,school
wideliteracyprogram.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageixof90
Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language
Thedescriptionsthatfollowarenotstandardsthemselvesbutinsteadofferaportraitofstudentswhomeetthestandardssetoutinthisdocument.Asstudentsadvance
throughthegradesandmasterthestandardsinreading,writing,speaking,listening,andlanguage,theyareabletoexhibitwithincreasingfullnessandregularitythese
capacitiesoftheliterateindividual.
Theydemonstrateindependence.
Studentscan,withoutsignificantscaffolding,comprehendandevaluatecomplextextsacrossarangeoftypesanddisciplines,andtheycanconstructeffectiveargumentsand
conveyintricateormultifacetedinformation.Likewise,studentsareableindependentlytodiscernaspeakerskeypoints,requestclarification,andaskrelevantquestions.They
buildonothersideas,articulatetheirownideas,andconfirmtheyhavebeenunderstood.Withoutprompting,theydemonstratecommandofStandardEnglishandacquireand
useawiderangingvocabulary.Morebroadly,theybecomeselfdirectedlearners,effectivelyseekingoutandusingresourcestoassistthem,includingteachers,peers,andprint
anddigitalreferencematerials.
Theybuildstrongcontentknowledge.
Studentsestablishabaseofknowledgeacrossawiderangeofsubjectmatterbyengagingwithworksofqualityandsubstance.Theybecomeproficientinnewareasthrough
researchandstudy.Theyreadpurposefullyandlistenattentivelytogainbothgeneralknowledgeanddisciplinespecificexpertise.Theyrefineandsharetheirknowledge
throughwritingandspeaking.
Theyrespondtothevaryingdemandsofaudience,task,purpose,anddiscipline.
Studentsadapttheircommunicationinrelationtoaudience,task,purpose,anddiscipline.Theysetandadjustpurposeforreading,writing,speaking,listening,andlanguageuse
aswarrantedbythetask.Theyappreciatenuances,suchashowthecompositionofanaudienceshouldaffecttonewhenspeakingandhowtheconnotationsofwordsaffect
meaning.Theyalsoknowthatdifferentdisciplinescallfordifferenttypesofevidence(e.g.,documentaryevidenceinhistory,experimentalevidenceinscience).
Theycomprehendaswellascritique.
Studentsareengagedandopenmindedbutdiscerningreadersandlisteners.Theyworkdiligentlytounderstandpreciselywhatanauthororspeakerissaying,buttheyalso
questionanauthorsorspeakersassumptionsandpremisesandassesstheveracityofclaimsandthesoundnessofreasoning.Theyvalueevidence.Studentscitespecific
evidencewhenofferinganoralorwritteninterpretationofatext.Theyuserelevantevidencewhensupportingtheirownpointsinwritingandspeaking,makingtheirreasoning
cleartothereaderorlistener,andtheyconstructivelyevaluateothersuseofevidence.
Theyusetechnologyanddigitalmediastrategicallyandcapably.
Studentsemploytechnologythoughtfullytoenhancetheirreading,writing,speaking,listening,andlanguageuse.Theytailortheirsearchesonlinetoacquireusefulinformation
efficiently,andtheyintegratewhattheylearnusingtechnologywithwhattheylearnoffline.Theyarefamiliarwiththestrengthsandlimitationsofvarioustechnologicaltools
andmediumsandcanselectandusethosebestsuitedtotheircommunicationgoals.
Theycometounderstandotherperspectivesandcultures.
Studentsappreciatethatthetwentyfirstcenturyclassroomandworkplacearesettingsinwhichpeoplefromoftenwidelydivergentculturesandwhorepresentdiverse
experiencesandperspectivesmustlearnandworktogether.Studentsactivelyseektounderstandotherperspectivesandculturesthroughreadingandlistening,andtheyare
abletocommunicateeffectivelywithpeopleofvariedbackgrounds.Theyevaluateotherpointsofviewcriticallyandconstructively.Throughreadinggreatclassicand
contemporaryworksofliteraturerepresentativeofavarietyofperiods,cultures,andworldviews,studentscanvicariouslyinhabitworldsandhaveexperiencesmuchdifferent
thantheirown.
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How to Read This Document

Overall Document Organization
TheStandardscomprisethreemainsections:acomprehensiveK5sectionandtwocontentareaspecificsectionsforgrades612,oneforELAandoneforhistory/social
studies,science,andtechnicalsubjects.Threeappendicesaccompanythemaindocument.
Eachsectionisdividedintostrands.K5and612ELAhaveReading,Writing,SpeakingandListening,andLanguagestrands;the612history/socialstudies,science,and
technicalsubjectssectionfocusesonReadingandWriting.EachstrandisheadedbyastrandspecificsetofCollegeandCareerReadinessAnchorStandardsthatisidentical
acrossallgradesandcontentareas.
StandardsforeachgradewithinK8andforgrades910and1112followtheCCRanchorstandardsineachstrand.Eachgradespecificstandard(asthesestandardsare
collectivelyreferredto)correspondstothesamenumberedCCRanchorstandard.Putanotherway,eachCCRanchorstandardhasanaccompanyinggradespecificstandard
translatingthebroaderCCRstatementintogradeappropriateendofyearexpectations.
IndividualCCRanchorstandardscanbeidentifiedbytheirstrand,CCRstatus,andnumber(R.CCR.6,forexample).Individualgradespecificstandardscanbeidentifiedbytheir
strand,grade,andnumber(ornumberandletter,whereapplicable),sothatRI.4.3,forexample,standsforReading,InformationalText,grade4,standard3andW.5.1astands
forWriting,grade5,standard1a.Stranddesignationscanbefoundinbracketsalongsidethefullstrandtitle.
WhoisresponsibleforwhichportionoftheStandards?
AsingleK5sectionlistsstandardsforreading,writing,speaking,listening,andlanguageacrossthecurriculum,reflectingthefactthatmostoralloftheinstructionstudentsin
thesegradesreceivecomesfromoneteacher.Grades612arecoveredintwocontentareaspecificsections,thefirstfortheEnglishlanguageartsteacherandthesecondfor
teachersofhistory/socialstudies,science,andtechnicalsubjects.EachsectionusesthesameCCRanchorstandardsbutalsoincludesgradespecificstandardstunedtothe
literacyrequirementsoftheparticulardiscipline(s).
Key Features of the Standards

Reading:Textcomplexityandthegrowthofcomprehension
TheReadingstandardsplaceequalemphasisonthesophisticationofwhatstudentsreadandtheskillwithwhichtheyread.Standard10definesagradebygradestaircaseof
increasingtextcomplexitythatrisesfrombeginningreadingtothecollegeandcareerreadinesslevel.Whatevertheyarereading,studentsmustalsoshowasteadilygrowing
abilitytodiscernmorefromandmakefulleruseoftext,includingmakinganincreasingnumberofconnectionsamongideasandbetweentexts,consideringawiderrangeof
textualevidence,andbecomingmoresensitivetoinconsistencies,ambiguities,andpoorreasoningintexts.
Writing:Texttypes,respondingtoreading,andresearch
TheStandardsacknowledgethefactthatwhereassomewritingskills,suchastheabilitytoplan,revise,edit,andpublish,areapplicabletomanytypesofwriting;otherskillsare
moreproperlydefinedintermsofspecificwritingtypes:arguments,informative/explanatorytexts,andnarratives.Standard9stressestheimportanceofthewritingreading
connectionbyrequiringstudentstodrawuponandwriteaboutevidencefromliteraryandinformationaltexts.Becauseofthecentralityofwritingtomostformsofinquiry,
researchstandardsareprominentlyincludedinthisstrand,thoughskillsimportanttoresearchareinfusedthroughoutthedocument.
SpeakingandListening:Flexiblecommunicationandcollaboration
Includingbutnotlimitedtoskillsnecessaryforformalpresentations,theSpeakingandListeningstandardsrequirestudentstodeveloparangeofbroadlyusefuloral
communicationandinterpersonalskills.Studentsmustlearntoworktogether,expressandlistencarefullytoideas,integrateinformationfromoral,visual,quantitative,and
mediasources,evaluatewhattheyhear,usemediaandvisualdisplaysstrategicallytohelpachievecommunicativepurposes,andadaptspeechtocontextandtask.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPagexiof90
Language:Conventions,effectiveuse,andvocabulary
TheLanguagestandardsincludetheessentialrulesofstandardwrittenandspokenEnglish,buttheyalsoapproachlanguageasamatterofcraftandinformedchoiceamong
alternatives.Thevocabularystandardsfocusonunderstandingwordsandphrases,theirrelationships,andtheirnuancesandonacquiringnewvocabulary,particularlygeneral
academicanddomainspecificwordsandphrases.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPagexiiof90
Arizona Reading Standards English Language Arts Literature and Informational Text K5
KINDERGARTEN 5TH GRADE
ARIZONA READING STANDARDS LITERATURE AND INFORMATIONAL TEXT
College and Career Readiness Anchor Standards for Reading

TheK5standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.TheycorrespondtotheCollegeandCareer
Readiness(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroadstandardsandthelatter
providingadditionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.
KeyIdeasandDetails
1.
2.
3.
Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextual
evidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsand
ideas.
Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
CraftandStructure
4.
5.
6.
Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurative
meanings,andanalyzehowspecificwordchoicesshapemeaningortone.
Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,a
section,chapter,scene,orstanza)relatetoeachotherandthewhole.
Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
IntegrationofKnowledgeandIdeas
7.
8.
9.
Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasin
words.*
Delineateandevaluatetheargumentandspecificclaimsinatext,includingthevalidityofthereasoningaswellasthe
relevanceandsufficiencyoftheevidence.
Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparethe
approachestheauthorstake.
RangeofReadingandLevelofTextComplexity
10. Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
NOTE ON RANGE AND CONTENT OF

STUDENT READING
Tobuildafoundationforcollegeandcareer
readiness,studentsmustreadwidelyand
deeplyfromamongabroadrangeofhigh
quality,increasinglychallengingliteraryand
informationaltexts.Throughextensive
readingofstories,dramas,poems,and
mythsandexposuretovisualmediafrom
diverseculturesanddifferenttimeperiods,
studentsgainliteraryandcultural
knowledgeaswellasfamiliaritywith
varioustextstructuresandelements.By
readingtextsinhistory/socialstudies,
science,andotherdisciplines,studentsbuild
afoundationofknowledgeinthesefields
thatwillalsogivethemthebackgroundto
bebetterreadersinallcontentareas.
Studentscanonlygainthisfoundationwhen
thecurriculumisintentionallyand
coherentlystructuredtodeveloprich
contentknowledgewithinandacross
grades.Studentsalsoacquirethehabitsof
readingindependentlyandclosely,which
areessentialtotheirfuturesuccess.
Pleasesee"ResearchtoBuildandPresentKnowledge"inWritingand"ComprehensionandCollaboration"inSpeakingandListeningforadditionalstandardsrelevanttogathering,assessing,andapplyinginformationfrom
printanddigitalsources.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage13of90
Arizona Reading Standards English Language Arts Literature K2
Reading Standards for Literature K2

Thefollowingstandardsofferafocusforinstructioneachyearandhelpensurethatstudentsgainadequateexposuretoarangeoftextsandtasks.Rigorisalsoinfusedthroughthe
requirementthatstudentsreadincreasinglycomplextextsthroughthegrades.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandards
andretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Kindergarteners:
KeyIdeasandDetails
1. Withpromptingandsupport,askandanswer
questionsaboutkeydetailsinatext.(K.RL.1)
2.
Withpromptingandsupport,retellfamiliarstories,
includingkeydetails.(K.RL.2)
3.
Grade1students:
Grade2students:
1.
Askandanswerquestionsaboutkeydetailsinatext.
(1.RL.1)
1.
2.
Retellstories, includingkeydetails,anddemonstrate
understandingoftheircentralmessageorlesson.
(1.RL.2)
Describecharacters,settings,andmajoreventsina
story,usingkeydetails.(1.RL.3)
2.
Withpromptingandsupport,identifycharacters,
settings,andmajoreventsinastory.(K.RL.3)
CraftandStructure
4. Askandanswerquestionsaboutunknownwordsina
text.(K.RL.4)
3.
4.
Identifywordsandphrasesinstoriesorpoemsthat
suggestfeelingsorappealtothesenses.(1.RL.4)
5.
Recognizecommontypesoftexts(e.g.,storybooks,
poems).(K.RL.5)
5.
6.
Withpromptingandsupport,nametheauthorand
illustratorofastoryanddefinetheroleofeachin
tellingthestory.(K.RL.6)
6.
Explainmajordifferencesbetweenbooksthattell
5.
storiesandbooksthatgiveinformation,drawingona
widereadingofarangeoftexttypes.(1.RL.5)
Identifywhoistellingthestoryatvariouspointsina 6.
text.(1.RL.6)
7. Withpromptingandsupport,describethe
relationshipbetweenillustrationsandthestoryin
whichtheyappear(e.g.,whatmomentinastoryan
illustrationdepicts).(K.RL.7)
8. (Notapplicabletoliterature)(K.RL.8)
9. Withpromptingandsupport,compareandcontrast
theadventuresandexperiencesofcharactersin
familiarstories.(K.RL.9)
3.
4.
7.
Useillustrationsanddetailsinastorytodescribeits
characters,setting,orevents.(1.RL.7)
7.
8.
9.
(Notapplicabletoliterature) (1.RL.8)
Compareandcontrasttheadventuresand
experiencesofcharactersinstories.(1.RL.9)
8.
9.
Askandanswersuchquestionsaswho,what,where,
when,why,andhowtodemonstrateunderstandingof
keydetailsinatext.(2.RL.1)
Recountstories,includingfablesandfolktalesfrom
diversecultures,anddeterminetheircentralmessage,
lesson,ormoral.(2.RL.2)
Describehowcharactersinastoryrespondtomajor
eventsandchallenges.(2.RL.3)
Describehowwordsandphrases(e.g.,regularbeats,
alliteration,rhymes,repeatedlines)supplyrhythm
andmeaninginastory,poem,orsong.(2.RL.4)
Describetheoverallstructureofastory,including
describinghowthebeginningintroducesthestoryand
theendingconcludestheaction.(2.RL.5)
Acknowledgedifferencesinthepointsofviewof
characters,includingbyspeakinginadifferentvoice
foreachcharacterwhenreadingdialoguealoud.
(2.RL.6)
Useinformationgainedfromtheillustrationsand
wordsinaprintordigitaltexttodemonstrate
understandingofitscharacters,setting,orplot.
(2.RL.7)
Compareandcontrasttwoormoreversionsofthe
samestory(e.g.,Cinderellastories)bydifferent
authorsorfromdifferentcultures.(2.RL.9)
Arizona Reading Standards English Language Arts Literature K2

Kindergarteners:
10. Activelyengageingroupreadingactivitieswith
purposeandunderstanding.(K.RL.10)
Grade1students:
Grade2students:
10. Withpromptingandsupport,readproseandpoetry
ofappropriatecomplexityforgrade1.(1.RL.10)
10. Bytheendoftheyear,readandcomprehend
literature,includingstoriesandpoetry,inthegrades
23textcomplexitybandproficiently,withscaffolding
asneededatthehighendoftherange.(2.RL.10)
Arizona Reading Standards English Language Arts Literature 35
Reading Standards for Literature 35

Grade3students:
KeyIdeasandDetails
1. Askandanswerquestionstodemonstrate
1.
understandingofatext,referringexplicitlytothetext
asthebasisfortheanswers.(3.RL.1)
2. Recountstories,includingfables,folktales,andmyths 2.
fromdiversecultures;determinethecentral
message,lesson,ormoralandexplainhowitis
conveyedthroughkeydetailsinthetext.(3.RL.2)
3.
Describecharactersinastory(e.g.,theirtraits,
motivations,orfeelings)andexplainhowtheir
actionscontributetothesequenceofevents.(3.RL.3)
CraftandStructure
4. Determinethemeaningofwordsandphrasesasthey
areusedinatext,distinguishingliteralfrom
nonliterallanguage.(3.RL.4)
Refertodetailsandexamplesinatextwhen
explainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.(4.RL.1)
Determineathemeofastory,drama,orpoemfrom
detailsinthetext;summarizethetext.(4.RL.2)
Grade5 students:
1.
2.
3.
3.
Describeindepthacharacter,setting,oreventina
storyordrama,drawingonspecificdetailsinthetext
(e.g.,acharactersthoughts,words,oractions).
(4.RL.3)
4.
Determinethemeaningofwordsandphrasesasthey 4.
areusedinatext,includingthosethatalludeto
significantcharactersfoundinmythology(e.g.,
Herculean).(4.RL.4)
Explainmajordifferencesbetweenpoems,drama,
5.
andprose,andrefertothestructuralelementsof
poems(e.g.,verse,rhythm,meter)anddrama(e.g.,
castsofcharacters,settings,descriptions,dialogue,
stagedirections)whenwritingorspeakingabouta
text.(4.RL.5)
Compareandcontrastthepointofviewfromwhich
6.
differentstoriesarenarrated,includingthedifference
betweenfirstandthirdpersonnarrations.(4.RL.6)
5.
Refertopartsofstories,dramas,andpoemswhen
writingorspeakingaboutatext,usingtermssuchas
chapter,scene,andstanza;describehoweach
successivepartbuildsonearliersections.(3.RL.5)
5.
6.
Distinguishtheirownpointofviewfromthatofthe
narratororthoseofthecharacters.(3.RL.6)
6.
7. Explainhowspecificaspectsofatextsillustrations
contributetowhatisconveyedbythewordsina
story(e.g.,createmood,emphasizeaspectsofa
characterorsetting).(3.RL.7)
8. (Notapplicabletoliterature)(3.RL.8)
Grade4 students:
7.
8.
Makeconnectionsbetweenthetextofastoryor
dramaandavisualororalpresentationofthetext,
identifyingwhereeachversionreflectsspecific
descriptionsanddirectionsinthetext.(4.RL.7)
7.
8.
Quoteaccuratelyfromatextwhenexplainingwhat
thetextsaysexplicitlyandwhendrawinginferences
fromthetext.(5.RL.1)
Determineathemeofastory,drama,orpoemfrom
detailsinthetext,includinghowcharactersinastory
ordramarespondtochallengesorhowthespeaker
inapoemreflectsuponatopic;summarizethetext.
(5.RL.2)
Compareandcontrasttwoormorecharacters,
settings,oreventsinastoryordrama,drawingon
specificdetailsinthetext(e.g.,howcharacters
interact).(5.RL.3)
Determinethemeaningofwordsandphrasesasthey
areusedinatext,includingfigurativelanguagesuch
asmetaphorsandsimiles.(5.RL.4)
Explainhowaseriesofchapters,scenes,orstanzas
fitstogethertoprovidetheoverallstructureofa
particularstory,drama,orpoem.(5.RL.5)
Describehowanarratorsorspeakerspointofview
influenceshoweventsaredescribed.(5.RL.6)
Analyzehowvisualandmultimedia elements
contributetothemeaning,tone,orbeautyofatext
(e.g.,graphicnovel,multimediapresentationof
fiction,folktale,myth,andpoem).(5.RL.7)
(Notapplicableto literature) (5.RL.8)
Arizona Reading Standards English Language Arts Literature 35

Grade3students:
9. Compareandcontrastthethemes,settings,andplots
ofstorieswrittenbythesameauthoraboutthesame
orsimilarcharacters(e.g.,inbooksfromaseries).
(3.RL.9)
literature,includingstories,dramas,andpoetry,at
thehighendofthegrades23textcomplexityband
independentlyandproficiently.(3.RL.10)
Grade4 students:
9.
Compareandcontrastthetreatmentofsimilar
themesandtopics(e.g.,oppositionofgoodandevil)
andpatternsofevents(e.g.,thequest)instories,
myths,andtraditionalliteraturefromdifferent
cultures.(4.RL.9)
Grade5 students:
9.
Compare andcontraststoriesinthesamegenre(e.g.,
mysteriesandadventurestories)ontheirapproaches
tosimilarthemesandtopics.(5.RL.9)
literature,includingstories,dramas,andpoetry,at
literature,includingstories,dramas,andpoetry,in
thegrades45textcomplexitybandproficiently,with
thehighendofthegrades45textcomplexityband
scaffoldingasneededatthehighendoftherange.
(4.RL.10)
Arizona Reading Standards English Language Arts Informational Text K2
Reading Standards for Informational Text K2

Kindergarteners:
KeyIdeasandDetails
questionsaboutkeydetailsinatext.(K.RI.1)
Grade1students:
Grade2students:
1.
Askandanswerquestionsaboutkeydetailsinatext.
(1.RI.1)
1.
2.
Identifythemaintopicandretellkeydetailsofatext.
(1.RI.2)
2.
Withpromptingandsupport,describetheconnection 3.
betweentwoindividuals,events,ideas,orpiecesof
informationinatext.(K.RI.3)
CraftandStructure
4.
questionsaboutunknownwordsinatext.(K.RI.4)
Describetheconnectionbetweentwoindividuals,
events,ideas,orpiecesofinformationinatext.
(1.RI.3)
3.
5.
Knowandusevarioustextfeatures(e.g.,headings,
5.
tablesofcontents,glossaries,electronicmenus,
icons)tolocatekeyfactsorinformationinatext.
(1.RI.5)
Distinguishbetweeninformationprovidedbypictures 6.
orotherillustrationsandinformationprovidedbythe
wordsinatext.(1.RI.6)
2.
Withpromptingandsupport,identifythemaintopic
andretellkeydetailsofatext.(K.RI.2)
3.
Identifythefrontcover,backcover,andtitlepageof
abook.(K.RI.5)
5.
Nametheauthorandillustratorofatextanddefine
theroleofeachinpresentingtheideasor
informationinatext.(K.RI.6)
7. Withpromptingandsupport,describethe
relationshipbetweenillustrationsandthetextin
whichtheyappear(e.g.,whatperson,place,thing,or
ideainthetextanillustrationdepicts).(K.RI.7)
8. Withpromptingandsupport,identifythereasonsan
authorgivestosupportpointsinatext.(K.RI.8)
9. Withpromptingandsupport,identifybasic
similaritiesinanddifferencesbetweentwotextson
thesametopic(e.g.,inillustrations,descriptions,or
procedures).(K.RI.9)
6.
6.
Askandanswerquestionstohelpdetermineorclarify 4.
themeaningofwordsandphrasesinatext.(1.RI.4)
Askandanswersuchquestionsaswho,what,where,
when,why,andhowtodemonstrateunderstanding
ofkeydetailsinatext.(2.RI.1)
Identifythemaintopicofamultiparagraphtextas
wellasthefocusofspecificparagraphswithinthe
text.(2.RI.2)
Describetheconnectionbetween aseriesof
historicalevents,scientificideasorconcepts,orsteps
intechnicalproceduresinatext.(2.RI.3)
Determinethemeaningofwordsandphrasesina
textrelevanttoagrade2topicorsubjectarea.
(2.RI.4)
Knowandusevarioustextfeatures(e.g.,captions,
boldprint,subheadings,glossaries,indexes,
electronicmenus,icons)tolocatekeyfactsor
informationinatextefficiently.(2.RI.5)
Identifythemainpurposeofatext,includingwhat
theauthorwantstoanswer,explain,ordescribe.
(2.RI.6)
7.
Usetheillustrationsanddetailsinatexttodescribe
itskeyideas.(1.RI.7)
7.
Explainhowspecificimages(e.g.,adiagramshowing
howamachineworks)contributetoandclarifya
text.(2.RI.7)
8.
Identify thereasonsanauthorgivestosupportpoints
inatext.(1.RI.8)
Identifybasicsimilaritiesinanddifferencesbetween
twotextsonthesametopic(e.g.,inillustrations,
descriptions,orprocedures).(1.RI.9)
8.
Describehowreasonssupportspecificpointsthe
authormakesinatext.(2.RI.8)
Compareandcontrastthemostimportantpoints
presentedbytwotextsonthesametopic.(2.RI.9)
9.
9.
Arizona Reading Standards English Language Arts Informational Text K2

Kindergarteners:
Grade1students:
Grade2students:
10. Activelyengageingroupreadingactivitieswith
10. Withpromptingandsupport,readinformationaltexts 10. Bytheendofyear,readandcomprehend
appropriatelycomplexforgrade1.(1.RI.10)
purposeandunderstanding.(K.RI.10)
informationaltexts,includinghistory/socialstudies,
a. Withpromptingandsupport,readfunctional
a. Activelyengageingroupreadingofinformational
science,andtechnicaltexts,inthegrades23text
complexitybandproficiently,withscaffoldingas
textsincludinghistory/socialstudies,science,
andfunctionaltexts,includinghistory/social
neededatthehighendoftherange.(2.RI.10)
andtechnicaltexts,appropriatelycomplexfor
studies,science,andtechnicaltexts,with
a. Bytheendofyear,readandcomprehend
grade1.(AZ.1.RI.10)
purposeandunderstanding.(AZ.K.RI.10)
functionaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,inthegrades23
textcomplexitybandproficiently,with
scaffoldingasneededatthehighendofthe
range.(AZ.2.RI.10)
Arizona Reading Standards English Language Arts Informational Text 35
Reading Standards for Informational Text 35

Grade3students:
KeyIdeasandDetails
1. Askandanswerquestionstodemonstrate
understandingofatext,referringexplicitlytothetext
asthebasisfortheanswers.(3.RI.1)
2. Determinethemainideaofatext;recountthekey
detailsandexplainhowtheysupportthemainidea.
(3.RI.2)
3. Describetherelationshipbetweenaseriesof
historicalevents,scientificideasorconcepts,orsteps
intechnicalproceduresinatext,usinglanguagethat
pertainstotime,sequence,andcause/effect.(3.RI.3)
CraftandStructure
4. Determinethemeaningofgeneralacademicand
domainspecificwordsandphrasesinatextrelevant
toagrade3topicorsubjectarea.(3.RI.4)
5. Usetextfeaturesandsearchtools(e.g.,keywords,
sidebars,hyperlinks)tolocateinformationrelevantto
agiventopicefficiently.(3.RI.5)
6.
Distinguishtheirownpointofviewfromthatofthe
authorofatext.(3.RI.6)
7. Useinformationgainedfromillustrations(e.g.,maps,
photographs)andthewordsinatexttodemonstrate
understandingofthetext(e.g.,where,when,why,
andhowkeyeventsoccur).(3.RI.7)
8.
Describethelogicalconnectionbetweenparticular
sentencesandparagraphsinatext(e.g.,comparison,
cause/effect,first/second/thirdinasequence).
(3.RI.8)
Grade4 students:
1.
2.
3.
4.
5.
6.
7.
8.
Refertodetailsandexamplesinatextwhen
explainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.(4.RI.1)
Determinethemainideaofatextandexplainhowit
issupportedbykeydetails;summarizethetext.
(4.RI.2)
Explainevents,procedures,ideas,orconceptsina
historical,scientific,ortechnicaltext,includingwhat
happenedandwhy,basedonspecificinformationin
thetext.(4.RI.3)
Grade5 students:
1.
2.
3.
4.
Determinethemeaningofgeneralacademicand
domainspecificwordsorphrasesinatextrelevantto
agrade4topicorsubjectarea.(4.RI.4)
Describetheoverallstructure(e.g.,chronology,
5.
comparison,cause/effect,andproblem/solution)of
events,ideas,concepts,orinformationinatextor
partofatext.(4.RI.5)
Compareandcontrastafirsthandandsecondhand
6.
accountofthesameeventortopic;describethe
differencesinfocusandtheinformationprovided.
(4.RI.6)
Interpretinformationpresentedvisually,orally,or
quantitatively(e.g.,incharts,graphs,diagrams,time
lines,animations,orinteractiveelementsonWeb
pages)andexplainhowtheinformationcontributes
toanunderstandingofthetextinwhichitappears.
(4.RI.7)
Explainhowan authorusesreasonsandevidenceto
supportparticularpointsinatext.(4.RI.8)
Quoteaccuratelyfromatextwhenexplainingwhat
thetextsaysexplicitlyandwhendrawinginferences
fromthetext.(5.RI.1)
Determinetwoormoremainideasofatextand
explainhowtheyaresupportedbykeydetails;
summarizethetext.(5.RI.2)
Explaintherelationshipsorinteractionsbetweentwo
ormoreindividuals,events,ideas,orconceptsina
historical,scientific,ortechnicaltextbasedon
specificinformationinthetext.(5.RI.3)
Determinethemeaningofgeneralacademicand
domainspecificwordsandphrasesinatextrelevant
toagrade5topicorsubjectarea.(5.RI.4)
Compareandcontrasttheoverallstructure(e.g.,
chronology,comparison,cause/effect,and
problem/solution)ofevents,ideas,concepts,or
informationintwoormoretexts.(5.RI.5)
Analyzemultipleaccountsofthesameeventortopic,
notingimportantsimilaritiesanddifferencesinthe
pointofviewtheyrepresent.(5.RI.6)
7.
Drawoninformationfrommultipleprintordigital
sources,demonstratingtheabilitytolocatean
answertoaquestionquicklyortosolveaproblem
efficiently.(5.RI.7)
8.
Explainhowanauthorusesreasonsandevidenceto
supportparticularpointsinatext,identifyingwhich
reasonsandevidencesupportwhichpoint(s).(5.RI.8)
Arizona Reading Standards English Language Arts Informational Text 35

Grade3students:
9. Compareandcontrastthemostimportantpointsand
keydetailspresentedintwotextsonthesametopic.
(3.RI.9)
science,andtechnicaltexts,atthehighendofthe
grades23textcomplexitybandindependentlyand
proficiently.(3.RI.10)
a. Bytheendoftheyear,readandcomprehend
science,andtechnicaltexts,atthehighendof
thegrades23textcomplexityband
independentlyandproficiently.(AZ.3.RI.10)
Grade4 students:
9.
Integrateinformationfromtwotextsonthesame
topicinordertowriteorspeakaboutthesubject
knowledgeably.(4.RI.9)
10. Bytheendofyear,readandcomprehend
science,andtechnicaltexts,inthegrades45text
complexitybandproficiently,withscaffoldingas
neededatthehighendoftherange.(4.RI.10)
a. Bytheendofyear,readandcomprehend
science,andtechnicaltexts,inthegrades45
textcomplexitybandproficiently,with
scaffoldingasneededatthehighendofthe
range.(AZ.4.RI.10)
Grade5 students:
9.
Integrateinformationfromseveraltextsonthesame
topicinordertowriteorspeakaboutthesubject
knowledgeably.(5.RI.9)
science,andtechnicaltexts,atthehighendofthe
grades45textcomplexitybandindependentlyand
proficiently.(5.RI.10)
science,andtechnicaltexts,atthehighendof
thegrades45textcomplexityband
Arizona Reading Standards English Language Arts Foundational Skills K5

ARIZONA READING STANDARDS FOUNDATIONAL SKILLS
Reading Standards: Foundational Skills

Thesestandardsaredirectedtowardfosteringstudentsunderstandingandworkingknowledgeofconceptsofprint,thealphabeticprinciple,andotherbasicconventionsofthe
Englishwritingsystem.Thesefoundationalskillsarenotanendinandofthemselves;rather,theyarenecessaryandimportantcomponentsofaneffective,comprehensivereading
programdesignedtodevelopproficientreaderswiththecapacitytocomprehendtextsacrossarangeoftypesanddisciplines.Instructionshouldbedifferentiated;goodreaders
willneedmuchlesspracticewiththeseconceptsthanstrugglingreaderswill.Thepointistoteachstudentswhattheyneedtolearnandnotwhattheyalreadyknowtodiscern
whenparticularchildrenoractivitieswarrantmoreorlessattention.
Note:Inkindergarten,childrenareexpectedtodemonstrateincreasingawarenessandcompetenceintheareasthatfollow.
Kindergarteners:
PrintConcepts
1. Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
a. Followwordsfromlefttoright,toptobottom,andpagebypage.
b. Recognizethatspokenwordsarerepresentedinwrittenlanguagebyspecific
sequencesofletters.
c. Understandthatwordsareseparatedbyspacesinprint.
d. Recognizeandnameallupperandlowercaselettersofthealphabet.(K.RF.1)
PhonologicalAwareness
2. Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
a. Recognizeandproducerhymingwords.
b. Count,pronounce,blend,andsegmentsyllablesinspokenwords.
Blendandsegmentonsetsandrimesofsinglesyllablespokenwords.
c. Isolateandpronouncetheinitial,medialvowel,andfinalsounds(phonemes)in
threephoneme(consonantvowelconsonant,orCVC)words.*(Thisdoesnot
includeCVCsendingwith/l/,/r/,or/x/.)
d. Addorsubstituteindividualsounds(phonemes)insimple,onesyllablewordsto
makenewwords.(K.RF.2)
Grade1students:
1. Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
a. Recognizethedistinguishingfeaturesofasentence(e.g.,firstword,
capitalization,endingpunctuation).(1.RF.1)
2. Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
a. Distinguishlongfromshortvowelsoundsinspokensinglesyllablewords.
b. Orallyproducesinglesyllablewordsbyblendingsounds(phonemes),including
consonantblends.
c. Isolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)in
spokensinglesyllablewords.
d. Segmentspokensinglesyllablewordsintotheircompletesequenceof
individualsounds(phonemes).(1.RF.2)
Words,syllables,orphonemeswrittenin/slashes/refertotheirpronunciationorphonology.Thus,/CVC/isawordwiththreephonemesregardlessofthenumberoflettersinthespellingoftheword.
Arizona Reading Standards English Language Arts Foundational Skills K2
Reading Standards: Foundational Skills K2

Note:Inkindergarten,childrenareexpectedtodemonstrateincreasingawarenessandcompetenceintheareasthatfollow.
Kindergarteners:
PhonicsandWordRecognition
3. Knowandapplygradelevelphonicsandword
3.
analysisskillsindecodingwords.
a. Demonstratebasicknowledgeofonetoone
lettersoundcorrespondencesbyproducingthe
primaryormanyofthemostfrequentsoundfor
eachconsonant.
b. Associatethelongandshortsoundswith
commonspellings(graphemes)forthefivemajor
vowels.
c. Readcommonhighfrequencywordsbysight
(e.g.,the,of,to,you,she,my,is,are,do,does).
d. Distinguishbetweensimilarlyspelledwordsby
identifyingthesoundsofthelettersthatdiffer.
(K.RF.3)
Fluency
4. Reademergentreadertextswithpurposeand
understanding.(K.RF.4)
4.
Grade1students:
Knowandapplygradelevelphonicsandword
a. Knowthespellingsoundcorrespondencesfor
commonconsonantdigraphs.
b. Decoderegularlyspelledonesyllablewords.
c. Knowfinaleandcommonvowelteam
conventionsforrepresentinglongvowelsounds.
d. Useknowledgethateverysyllablemusthavea
vowelsoundtodeterminethenumberof
syllablesinaprintedword.
e. Decodetwosyllablewordsfollowingbasic
patternsbybreakingthewordsintosyllables.
f. Readwordswithinflectionalendings.
g. Recognizeandreadgradeappropriateirregularly
spelledwords.(1.RF.3)
Readwithsufficientaccuracyandfluencytosupport
comprehension.
a. Readonleveltextwithpurposeand
understanding.
b. Readonleveltextorallywithaccuracy,
appropriaterate,andexpressiononsuccessive
readings.
c. Usecontexttoconfirmorselfcorrectword
recognitionandunderstanding,rereadingas
necessary.(1.RF.4)
Grade2students:
3.
4.
a. Distinguishlongandshortvowelswhenreading
regularlyspelledonesyllablewords.
b. Knowspellingsoundcorrespondencesfor
additionalcommonvowelteams.
c. Decoderegularlyspelledtwosyllablewordswith
longvowels.
d. Decodewordswithcommonprefixesand
suffixes.
e. Identifywordswithinconsistentbutcommon
spellingsoundcorrespondences.
f. Recognizeandreadgradeappropriateirregularly
spelledwords.(2.RF.3)
comprehension.
understanding.
b. Readonleveltextorallywithaccuracy,
appropriaterate,andexpressiononsuccessive
readings.
necessary.(2.RF.4)
Arizona Reading Standards English Language Arts Foundational Skills 35
Reading Standards: Foundational Skills 35

Grade3students:
PhonicsandWordRecognition
3. Knowandapplygradelevelphonicsandword
a. Identifyandknowthemeaningofthemost
commonprefixesandderivationalsuffixes.
b. DecodewordswithcommonLatinsuffixes.
c. Decodemultisyllablewords.
d. Readgradeappropriateirregularlyspelled
words.(3.RF.3)
Fluency
4. Readwithsufficientaccuracyandfluencytosupport
comprehension.
understanding.
b. Readonlevelproseandpoetryorallywith
accuracy,appropriaterate,andexpressionon
successivereadings.
necessary.(3.RF.4)
Grade4 students:
3.
a. Usecombinedknowledgeofalllettersound
correspondences,syllabicationpatterns,and
morphology(e.g.,rootsandaffixes)toread
accuratelyunfamiliarmultisyllabicwordsin
contextandoutofcontext.(4.RF.3)
4.
comprehension.
understanding.
successivereadings.
necessary.(4.RF.4)
Grade5 students:
3.
4.
a. Usecombinedknowledgeofalllettersound
correspondences,syllabicationpatterns,and
morphology(e.g.,rootsandaffixes)toread
accuratelyunfamiliarmultisyllabicwordsin
contextandoutofcontext.(5.RF.3)
comprehension.
understanding.
successivereadings.
d. Usecontexttoconfirmorselfcorrectword
necessary.(5.RF.4)
Arizonas College and Career Ready Standards English Language Arts Writing K5
ARIZONA WRITING STANDARDS
College and Career Readiness Anchor Standards for Writing

TextTypesandPurposes
1.
2.
3.
Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantand
sufficientevidence.
Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccurately
throughtheeffectiveselection,organization,andanalysisofcontent.
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,wellchosendetails,and
wellstructuredeventsequences.
ProductionandDistributionofWriting
4.
5.
6.
Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,
andaudience.
Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.
Usetechnology,includingtheInternet,toproduceandpublishwritingandtointeractandcollaboratewithothers.
ResearchtoBuildandPresentKnowledge
7.
8.
9.
Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions,demonstratingunderstandingof
thesubjectunderinvestigation.
Gatherrelevantinformationfrommultipleprintanddigitalsources,assessthecredibilityandaccuracyofeachsource,
andintegratetheinformationwhileavoidingplagiarism.
Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
RangeofWriting
10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes
(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

STUDENT WRITING
readiness,studentsneedtousewritingasa
toolforlearningandcommunicatingto
offerandsupportopinions,demonstrate
understandingofthesubjectstheyare
studying,andconveyrealandimagined
experiencesandevents.Theylearnto
appreciatethatakeypurposeofwritingis
tocommunicateclearlytoanexternal,
sometimesunfamiliaraudience,andthey
begintoadapttheformandcontentoftheir
writingtoaccomplishaparticulartaskand
purpose.Theydevelopthecapacitytobuild
knowledgeonasubjectthroughresearch
projectsandtorespondanalyticallyto
literaryandinformationalsources.Tomeet
thesegoals,studentsmustdevote
significanttimeandefforttowriting,
producingnumerouspiecesovershortand
extendedtimeframesthroughouttheyear.
Writing Standards K2
ThefollowingstandardsforK2offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Eachyearintheir
writing,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,andthey
shouldaddressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurther
developskillsandunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselvesandinthecollectionof
annotatedstudentwritingsamplesinAppendixC.
Kindergarteners:
1. Useacombinationofdrawing,dictating,andwriting
tocomposeopinionpiecesinwhichtheytellareader
thetopicorthenameofthebooktheyarewriting
aboutandstateanopinionorpreferenceaboutthe
topicorbook(e.g.,Myfavoritebookis...).(K.W.1)
2.
Useacombinationofdrawing,dictating,andwriting
tocomposeinformative/explanatorytextsinwhich
theynamewhattheyarewritingaboutandsupply
someinformationaboutthetopic.(K.W.2)
3. Useacombinationofdrawing,dictating,andwriting
tonarrateasingleeventorseverallooselylinked
events,tellabouttheeventsintheorderinwhich
theyoccurred,andprovideareactiontowhat
happened.(K.W.3)
4. Withguidanceandsupportfromadults,produce
writinginwhichthedevelopmentandorganization
areappropriatetotaskandpurpose.(Gradespecific
expectationsforwritingtypesaredefinedin
standards13above).(K.W.4)
a. Withguidanceandsupportfromadults,produce
functionalwriting(e.g.,classroomrules,
experiments,notes/messages,friendlyletters,
labels,graphs/tables)inwhichthedevelopment
andorganizationareappropriatetotaskand
purpose.(AZ.K.W.4)
Grade1students:
Grade2students:
1.
Writeopinionpiecesinwhichtheyintroducethe
topicornamethebooktheyarewritingabout,state
anopinion,supplyareasonfortheopinion,and
providesomesenseofclosure.(1.W.1)
1.
2.
Writeinformative/explanatorytextsinwhichthey
nameatopic,supplysomefactsaboutthetopic,and
providesomesenseofclosure.(1.W.2)
2.
3.
3.
Writenarrativesinwhichtheyrecounttwoormore
appropriatelysequencedevents,includesomedetails
regardingwhathappened,usetemporalwordsto
signaleventorder,andprovidesomesenseof
closure.(1.W.3)
Writeopinionpiecesinwhichtheyintroducethe
topicorbooktheyarewritingabout,statean
opinion,supplyreasonsthatsupporttheopinion,use
linkingwords(e.g.,because,and,also)toconnect
opinionandreasons,andprovideaconcluding
statementorsection.(2.W.1)
Writeinformative/explanatorytextsinwhichthey
introduceatopic,usefactsanddefinitionstodevelop
points,andprovideaconcludingstatementor
section.(2.W.2)
Writenarrativesinwhichtheyrecountawell
elaboratedeventorshortsequenceofevents,
includedetailstodescribeactions,thoughts,and
feelings,usetemporalwordstosignaleventorder,
andprovideasenseofclosure.(2.W.3)
4.
Withguidanceandsupportfromadults,produce
standards13above).(1.W.4)
labels,graphs/tables,directions,posters)in
whichthedevelopmentandorganizationare
appropriatetotaskandpurpose.(AZ.1.W.4.)
Withguidanceandsupportfromadults,produce
standards13above).(2.W.4)
labels,graphs/tables,directions,posters)in
whichthedevelopmentandorganizationare
appropriatetotaskandpurpose.(AZ.1.W.4)
4.
Kindergarteners:
5. Withguidanceandsupportfromadults,respondto
questionsandsuggestionsfrompeersandadddetails
tostrengthenwritingasneeded.(K.W.5)
5.
6.
Withguidanceandsupportfromadults,explorea
varietyofdigitaltoolstoproduceandpublishwriting,
includingincollaborationwithpeers.(K.W.6)
7. Participateinsharedresearchandwritingprojects
(e.g.,exploreanumberofbooksbyafavoriteauthor
andexpressopinionsaboutthem).(K.W.7)
6.
8.
8.
Withguidanceandsupportfromadults,recall
informationfromexperiencesorgatherinformation
fromprovidedsourcestoansweraquestion.(K.W.8)
9. (Beginsingrade4)(K.W.9)
RangeofWriting
10. (Beginsingrade3)(K.W.10)
Grade1students:
7.
9.
Withguidanceandsupportfromadults,focusona
topic,respondtoquestionsandsuggestionsfrom
peers,andadddetailstostrengthenwritingas
needed.(1.W.5)
Withguidanceandsupportfromadults,useavariety
ofdigitaltoolstoproduceandpublishwriting,
includingincollaborationwithpeers.(1.W.6)
Participateinsharedresearchandwritingprojects
(e.g.,exploreanumberof"howto"booksonagiven
topicandusethemtowriteasequenceof
instructions).(1.W.7)
Withguidanceandsupportfromadults,recall
informationfromexperiencesorgatherinformation
fromprovidedsourcestoansweraquestion.(1.W.8)
(Beginsingrade4) (1.W.9)
10. (Beginsingrade3) (1.W.10)
Grade2students:
5.
Withguidanceandsupportfromadultsandpeers,
focusonatopicandstrengthenwritingasneededby
revisingandediting.(2.W.5)
6.
Withguidanceandsupportfromadults,useavariety
ofdigitaltoolstoproduceandpublishwriting,
includingincollaborationwithpeers.(2.W.6)
7.
Participateinsharedresearchandwritingprojects
(e.g.,readanumberofbooksonasingletopicto
produceareport;recordscienceobservations).
(2.W.7)
Recallinformationfromexperiencesorgather
informationfromprovidedsourcestoanswera
question.(2.W.8)
(Beginsingrade4) (2.W.9)
8.
9.
10. (Beginsingrade3) (2.W.10)
Arizonas College and Career Ready Standards English Language Arts Writing 35
Writing Standards 35
Thefollowingstandardsfor35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Eachyearintheir
writing,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,andthey
shouldaddressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurther
developskillsandunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselvesandinthecollectionof
annotatedstudentwritingsamplesinAppendixC.
Grade3students:
1. Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasons.
a. Introducethetopicortexttheyarewriting
about,stateanopinion,andcreatean
organizationalstructurethatlistsreasons.
b. Providereasonsthatsupporttheopinion.
c. Uselinkingwordsandphrases(e.g.,because,
therefore,since,forexample)toconnectopinion
andreasons.
d. Provideaconcludingstatementorsection.
(3.W.1)
Grade4 students:
1.
Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,
andcreateanorganizationalstructureinwhich
relatedideasaregroupedtosupportthewriters
purpose.
b. Providereasonsthataresupportedbyfactsand
details.
c. Linkopinionandreasonsusingwordsand
phrases(e.g.,forinstance,inorderto,in
addition).
d. Provideaconcludingstatementorsection
relatedtotheopinionpresented.(4.W.1)
Grade5 students:
1.
Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,
andcreateanorganizationalstructureinwhich
ideasarelogicallygroupedtosupportthe
writerspurpose.
b. Providelogicallyorderedreasonsthatare
supportedbyfactsanddetails.
c. Linkopinionandreasonsusingwords,phrases,
andclauses(e.g.,consequently,specifically).
d. Provideaconcludingstatementorsection
relatedtotheopinionpresented.(5.W.1)
Grade3students:
2. Writeinformative/explanatorytextstoexaminea
topicandconveyideasandinformationclearly.
a. Introduceatopicandgrouprelatedinformation
together;includeillustrationswhenusefulto
aidingcomprehension.
b. Developthetopicwithfacts,definitions,and
details.
c. Uselinkingwordsandphrases(e.g.,also,
another,and,more,but)toconnectideaswithin
categoriesofinformation.
d. Provideaconcludingstatementorsection.
(3.W.2)
Grade4 students:
2.
Writeinformative/explanatorytextstoexaminea
a. Introduceatopicclearlyandgrouprelated
informationinparagraphsandsections;include
formatting(e.g.,headings),illustrations,and
multimediawhenusefultoaiding
comprehension.
b. Developthetopicwithfacts,definitions,
concretedetails,quotations,orother
informationandexamplesrelatedtothetopic.
c. Linkideaswithincategoriesofinformationusing
wordsandphrases(e.g.,another,forexample,
also,because).
d. Usepreciselanguageanddomainspecific
vocabularytoinformaboutorexplainthetopic.
e. Provideaconcludingstatementorsection
relatedtotheinformationorexplanation
presented.(4.W.2)
Grade5 students:
2.
a. Introduceatopicclearly,provideageneral
observationandfocus,andgrouprelated
informationlogically;includeformatting(e.g.,
headings),illustrations,andmultimediawhen
usefultoaidingcomprehension.
b. Developthetopicwithfacts,definitions,
informationandexamplesrelatedtothetopic.
c. Linkideaswithinandacrosscategoriesof
informationusingwords,phrases,andclauses
(e.g.,incontrast,especially).
relatedtotheinformationorexplanation
presented.(5.W.2)
Grade3students:
3. Writenarrativestodeveloprealorimagined
3.
experiencesoreventsusingeffectivetechnique,
descriptivedetails,andcleareventsequences.
a. Establishasituationandintroduceanarrator
and/orcharacters;organizeaneventsequence
thatunfoldsnaturally.
b. Usedialogueanddescriptionsofactions,
thoughts,andfeelingstodevelopexperiences
andeventsorshowtheresponseofcharactersto
situations.
c. Usetemporalwordsandphrasestosignalevent
order.
d. Provideasenseofclosure.(3.W.3)
4. Withguidanceandsupportfromadults,produce
standards13above.)(3.W.4)
functionalwriting(e.g.,friendlyandformal
letters,recipesexperiments,notes/messages,
labels,graphs/tables,procedures,invitations,
envelopes)inwhichthedevelopmentand
organizationareappropriatetotaskand
purpose.(AZ.3.W.4)
5. Withguidanceandsupportfrompeersandadults,
developandstrengthenwritingasneededby
planning,revising,andediting.(Editingfor
conventionsshoulddemonstratecommandof
Languagestandards13uptoandincludinggrade3.)
(3.W.5)
4.
5.
Grade4 students:
Grade5 students:
Writenarrativestodeveloprealorimagined
3.
a. Orientthereaderbyestablishingasituationand
introducinganarratorand/orcharacters;
organizeaneventsequencethatunfolds
naturally.
b. Usedialogueanddescriptiontodevelop
experiencesandeventsorshowtheresponsesof
characterstosituations.
c. Useavarietyoftransitionalwordsandphrasesto
managethesequenceofevents.
d. Useconcretewordsandphrasesandsensory
detailstoconveyexperiencesandevents
precisely.
e. Provideaconclusionthatfollowsfromthe
narratedexperiencesorevents.(4.W.3)
Writenarratives todeveloprealorimagined
a. Orientthereaderbyestablishingasituationand
introducinganarratorand/orcharacters;
organizeaneventsequencethatunfolds
naturally.
b. Usenarrativetechniques,suchasdialogue,
description,andpacing,todevelopexperiences
andeventsorshowtheresponsesofcharacters
tosituations.
c. Useavarietyoftransitionalwords,phrases,and
clausestomanagethesequenceofevents.
d. Useconcretewordsandphrasesandsensory
detailstoconveyexperiencesandevents
precisely.
Produceclearandcoherentwritinginwhichthe
developmentandorganizationareappropriateto
task,purpose,andaudience.(Gradespecific
standards13above.)(4.W.4)
a. Produceclearandcoherentfunctionalwriting
(e.g.,friendlyandformalletters,recipes,
experiments,notes/messages,labels,
graphs/tables,procedures,invitations,
envelopes)inwhichthedevelopmentand
organizationareappropriatetotaskand
purpose.(AZ.4.W.4)
Withguidanceandsupportfrompeersandadults,
planning,revising,andediting.(Editingfor
(4.W.5)
4.
task,purpose,andaudience.(Gradespecific
standards13above.(5.W.4)
(e.g.,formalletters,recipes,experiments,
notes/messages,labels,timelines,graphs/tables,
procedures,invitations,envelopes)inwhichthe
taskandpurpose.(AZ.5.W.4)
5.
Withguidanceandsupportfrompeersandadults,
planning,revising,editing,rewriting,ortryinganew
approach.(Editingforconventionsshould
demonstratecommandofLanguagestandards13up
toandincludinggrade5.)(5.W.5)
Grade3students:
6. Withguidanceandsupportfromadults,use
technologytoproduceandpublishwriting(using
keyboardingskills)aswellastointeractand
collaboratewithothers.(3.W.6)
Grade4 students:
6.
7. Conductshortresearchprojectsthatbuildknowledge 7.
aboutatopic.(3.W.7)
8.
Recallinformationfromexperiencesorgather
informationfromprintanddigitalsources;takebrief
notesonsourcesandsortevidenceintoprovided
categories.(3.W.8)
8.
9.
(Beginsingrade4)(3.W.9)
9.
RangeofWriting
10. Writeroutinelyoverextendedtimeframes(timefor
research,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeof
disciplinespecifictasks,purposes,andaudiences.
(3.W.10)
Grade5 students:
6.
Withsomeguidanceandsupportfromadults,use
technology,includingtheInternet,toproduceand
publishwritingaswellastointeractandcollaborate
withothers;demonstratesufficientcommandof
keyboardingskillstotypeaminimumofonepageina
singlesitting.(4.W.6)
Withsomeguidanceandsupportfromadults,use
technology,includingtheInternet,toproduceand
publishwritingaswellastointeractandcollaborate
withothers;demonstratesufficientcommandof
keyboardingskillstotypeaminimumoftwopagesin
asinglesitting.(5.W.6)
Conductshortresearchprojectsthatbuildknowledge 7.
throughinvestigationofdifferentaspectsofatopic.
(4.W.7)
8.
Recallrelevantinformationfromexperiencesor
gatherrelevantinformationfromprintanddigital
sources;takenotesandcategorizeinformation,and
providealistofsources.(4.W.8)
Conductshortresearchprojectsthatuseseveral
sourcestobuildknowledgethroughinvestigationof
differentaspectsofatopic.(5.W.7)
Recallrelevantinformationfromexperiencesor
gatherrelevantinformationfromprintanddigital
sources;summarizeorparaphraseinformationin
notesandfinishedwork,andprovidealistofsources.
(5.W.8)
Drawevidencefromliteraryorinformationaltextsto
supportanalysis,reflection,andresearch.
a. Applygrade5Readingstandardstoliterature
(e.g.,"Compareandcontrasttwoormore
characters,settings,oreventsinastoryora
drama,drawingonspecificdetailsinthetext
[e.g.,howcharactersinteract]").
b. Applygrade5Readingstandardsto
informationaltexts(e.g.,"Explainhowanauthor
usesreasonsandevidencetosupportparticular
pointsinatext,identifyingwhichreasonsand
evidencesupportwhichpoint[s]").(5.W.9)
(e.g.,"Describeindepthacharacter,setting,or
eventinastoryordrama,drawingonspecific
detailsinthetext[e.g.,acharactersthoughts,
words,oractions].").
b. Applygrade4Readingstandardsto
informationaltexts(e.g.,"Explainhowanauthor
usesreasonsandevidencetosupportparticular
pointsinatext").(4.W.9)
(4.W.10)
9.
(5.W.10)

Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards K5
ARIZONA SPEAKING AND LISTENING STANDARDS
College and Career Readiness Anchor Standards for Speaking and Listening
ComprehensionandCollaboration
1.
2.
3.
Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiversepartners,buildingon
others'ideasandexpressingtheirownclearlyandpersuasively.
Integrateandevaluateinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.
Evaluateaspeaker'spointofview,reasoning,anduseofevidenceandrhetoric.
PresentationofKnowledgeandIdeas
4.
5.
6.
Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthelineofreasoningandthe
organization,development,andstyleareappropriatetotask,purpose,andaudience.
Makestrategicuseofdigitalmediaandvisualdisplaysofdatatoexpressinformationandenhanceunderstandingof
presentations.
Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstratingcommandofformalEnglishwhen
indicatedorappropriate.

STUDENT SPEAKING AND
LISTENING
readiness,studentsmusthaveample
opportunitiestotakepartinavarietyof
rich,structuredconversationsaspartofa
wholeclass,insmallgroups,andwitha
partner.Beingproductivemembersofthese
conversationsrequiresthatstudents
contributeaccurate,relevantinformation;
respondtoanddevelopwhatothershave
said;makecomparisonsandcontrasts;and
analyzeandsynthesizeamultitudeofideas
invariousdomains.
Newtechnologieshavebroadenedand
expandedtherolethatspeakingand
listeningplayinacquiringandsharing
knowledgeandhavetightenedtheirlinkto
otherformsofcommunication.Digitaltexts
confrontstudentswiththepotentialfor
continuallyupdatedcontentand
dynamicallychangingcombinationsof
words,graphics,images,hyperlinks,and
embeddedvideoandaudio.
Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards K2
Speaking and Listening Standards K2

ThefollowingstandardsforK2offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Studentsadvancing
throughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Kindergarteners:
1. Participateincollaborativeconversationswithdiverse 1.
partnersaboutkindergartentopicsandtextswith
peersandadultsinsmallandlargergroups.
a. Followagreeduponrulesfordiscussions(e.g.,
listeningtoothers,takingturnsspeakingabout
thetopicsandtextsunderdiscussion).
b. Continueaconversationthroughmultiple
exchanges.(K.SL.1)
2.
3.
Confirmunderstandingofatextreadaloudor
informationpresentedorallyorthroughothermedia
byaskingandansweringquestionsaboutkeydetails
andrequestingclarificationifsomethingisnot
understood.(K.SL.2)
Askandanswerquestionsinordertoseekhelp,get
information,orclarifysomethingthatisnot
understood.(K.SL.3)
4. Describefamiliarpeople,places,things,andevents
and,withpromptingandsupport,provideadditional
detail.(K.SL.4)
5. Adddrawingsorothervisualdisplaystodescriptions
asdesiredtoprovideadditionaldetail.(K.SL.5)
6.
Speakaudiblyandexpressthoughts,feelings,and
ideasclearly.(K.SL.6)
Grade1students:
Grade2students:
Participateincollaborativeconversationswithdiverse
partnersaboutgrade1topicsandtextswithpeers
andadultsinsmallandlargergroups.
listeningtootherswithcare,speakingoneata
timeaboutthetopicsandtextsunder
discussion).
b. Buildonotherstalkinconversationsby
respondingtothecommentsofothersthrough
multipleexchanges.
c. Askquestionstoclearupanyconfusionabout
thetopicsandtextsunderdiscussion.(1.SL.1)
Askandanswerquestionsaboutkeydetailsinatext
readaloudorinformationpresentedorallyorthrough
othermedia.(1.SL.2)
1.
3.
Askandanswerquestionsaboutwhataspeakersays
inordertogatheradditionalinformationorclarify
somethingthatisnotunderstood.(1.SL.3)
3.
4.
Describepeople,places,things,andeventswith
relevantdetails,expressingideasandfeelingsclearly.
(1.SL.4)
Adddrawingsorothervisualdisplaystodescriptions
whenappropriatetoclarifyideas,thoughts,and
feelings.(1.SL.5)
2.
5.
6.
Producecompletesentenceswhenappropriateto
taskandsituation.(Seegrade1Languagestandard1
forspecificexpectations.)(1.SL.6)
Participateincollaborativeconversationswith
diversepartnersaboutgrade2topicsandtextswith
peersandadultsinsmallandlargergroups.
gainingthefloorinrespectfulways,listeningto
otherswithcare,speakingoneatatimeabout
b. Buildonotherstalkinconversationsbylinking
theircommentstotheremarksofothers.
c. Askforclarificationandfurtherexplanationas
neededaboutthetopicsandtextsunder
discussion.(2.SL.1)
2. Recountordescribekeyideasordetailsfromatext
readaloudorinformationpresentedorallyor
throughothermedia.(2.SL.2)
4.
5.
6.
Askandanswerquestionsaboutwhataspeakersays
inordertoclarifycomprehension,gatheradditional
information,ordeepenunderstandingofatopicor
issue.(2.SL.3)
Tellastoryorrecountanexperiencewithappropriate
factsandrelevant,descriptivedetails,speaking
audiblyincoherentsentences.(2.SL.4)
Createaudiorecordingsofstoriesorpoems;add
drawingsorothervisualdisplaystostoriesor
recountsofexperienceswhenappropriatetoclarify
ideas,thoughts,andfeelings.(2.SL.5)
Producecompletesentenceswhenappropriateto
taskandsituationinordertoproviderequested
detailorclarification.(Seegrade2Language
standards1and3specificexpectations.)(2.SL.6)
Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards 35
Speaking and Listening Standards 35

Thefollowingstandardsfor35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Studentsadvancing
throughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Grade3students:
1. Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)
withdiversepartnersongrade3topicsandtexts,
buildingonothersideasandexpressingtheirown
clearly.
a. Cometodiscussionspreparedhavingreador
studiedrequiredmaterial;explicitlydrawonthat
preparationandotherinformationknownabout
thetopictoexploreideasunderdiscussion.
b. Followagreeduponrulesfordiscussions(e.g.,
gainingthefloorinrespectfulways,listeningto
otherswithcare,speakingoneatatimeabout
c. Askquestionstocheckunderstandingof
informationpresented,stayontopic,andlink
theircommentstotheremarksofothers.
d. Explaintheirownideasandunderstandingin
lightofthediscussion.(3.SL.1)
2. Determinethemainideasandsupportingdetailsofa
textreadaloudorinformationpresentedindiverse
mediaandformats,includingvisually,quantitatively,
andorally.(3.SL.2)
3. Askandanswerquestionsaboutinformationfroma
speaker,offeringappropriateelaborationanddetail.
(3.SL.3)
4. Reportonatopicortext,tellastory,orrecountan
experiencewithappropriatefactsandrelevant,
descriptivedetails,speakingclearlyatan
understandablepace.(3.SL.4)
Grade4students:
1.
2.
Engageeffectivelyinarangeofcollaborative
clearly.
b. Followagreeduponrulesfordiscussionsand
carryoutassignedroles.
c. Poseandrespondtospecificquestionstoclarify
orfollowuponinformation,andmake
commentsthatcontributetothediscussionand
linktotheremarksofothers.
d. Reviewthekeyideasexpressedandexplaintheir
ownideasandunderstandinginlightofthe
discussion.(4.SL.1)
Paraphraseportionsofatextreadaloudor
informationpresentedindiversemediaandformats,
includingvisually,quantitatively,andorally.(4.SL.2)
Grade5students:
1.
clearly.
b. Followagreeduponrulesfordiscussionsand
carryoutassignedroles.
c. Poseandrespondtospecificquestionsbymaking
commentsthatcontributetothediscussionand
elaborateontheremarksofothers.
d. Reviewthekeyideasexpressedanddraw
conclusionsinlightofinformationand
knowledgegainedfromthediscussions.(5.SL.1)
2.
Summarizeawrittentextreadaloudorinformation
presentedindiversemediaandformats,including
visually,quantitatively,andorally.(5.SL.2)
3.
Summarizethepointsaspeakermakesandexplain
howeachclaimissupportedbyreasonsand
evidence.(5.SL.3)
3.
Identifythe reasonsandevidenceaspeakerprovides
tosupportparticularpoints.(4.SL.3)
4.
4.
Reportonatopicortext,tellastory,orrecountan
experienceinanorganizedmanner,usingappropriate
factsandrelevant,descriptivedetailstosupportmain
ideasorthemes;speakclearlyatanunderstandable
pace.(4.SL.4)
Reportonatopicortextorpresentanopinion,
sequencingideaslogicallyandusingappropriatefacts
andrelevant,descriptivedetailstosupportmain
ideasorthemes;speakclearlyatanunderstandable
pace.(5.SL.4)
Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards 35
Grade3students:
5. Createengagingaudiorecordingsofstoriesorpoems 5.
thatdemonstratefluidreadingatanunderstandable
pace;addvisualdisplayswhenappropriateto
emphasizeorenhancecertainfactsordetails.(3.SL.5)
6. Speakincompletesentenceswhenappropriateto
6.
taskandsituationinordertoproviderequesteddetail
orclarification.(Seegrade3Languagestandards1
and3forspecificexpectations.)(3.SL.6)
Grade4students:
Grade5students:
Addaudiorecordingsandvisualdisplaysto
presentationswhenappropriatetoenhancethe
developmentofmainideasorthemes.(4.SL.5)
5.
Differentiatebetweencontextsthatcallforformal
English(e.g.,presentingideas)andsituationswhere
informaldiscourseisappropriate(e.g.,smallgroup
discussion);useformalEnglishwhenappropriateto
taskandsituation.(Seegrade4Languagestandards1
and3forspecificexpectations.)(4.SL.6)
6.
Includemultimediacomponents(e.g.,graphics,
sound)andvisualdisplaysinpresentationswhen
appropriatetoenhancethedevelopmentofmain
ideasorthemes.(5.SL.5)
Adaptspeechtoavarietyofcontextsandtasks,using
formalEnglishwhenappropriatetotaskand
situation.(Seegrade5Languagestandards1and3
forspecificexpectations.)(5.SL.6)
Arizonas College and Career Ready Standards English Language Arts Language K5
ARIZONA LANGUAGE STANDARDS
College and Career Readiness Anchor Standards for Language

ConventionsofStandardEnglish
1.
2.
DemonstratecommandoftheconventionsofStandardEnglishgrammarandusagewhenwritingorspeaking.
DemonstratecommandoftheconventionsofStandardEnglishcapitalization,punctuation,andspellingwhenwriting.
KnowledgeofLanguage
3.
Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesfor
meaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
VocabularyAcquisitionandUse
4.
Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbyusingcontextclues,analyzing
meaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,asappropriate.
5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
6. Acquireanduseaccuratelyarangeofgeneralacademicanddomainspecificwordsandphrasessufficientforreading,
writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingathering
vocabularyknowledgewhenencounteringanunknowntermimportanttocomprehensionorexpression.

STUDENT LANGUAGE USE
readinessinlanguage,studentsmustgain
controlovermanyconventionsofStandard
Englishgrammar,usage,andmechanicsas
wellaslearnotherwaystouselanguageto
conveymeaningeffectively.Theymustalso
beabletodetermineorclarifythemeaning
ofgradeappropriatewordsencountered
throughlistening,reading,andmediause;
cometoappreciatethatwordshave
nonliteralmeanings,shadingsofmeaning,
andrelationshipstootherwords;and
expandtheirvocabularyinthecourseof
studyingcontent.TheinclusionofLanguage
standardsintheirownstrandshouldnotbe
takenasanindicationthatskillsrelatedto
conventions,effectivelanguageuse,and
vocabularyareunimportanttoreading,
writing,speaking,andlistening;indeed,
theyareinseparablefromsuchcontexts.
Language Standards K2
ThefollowingstandardsforgradesK2offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Students
advancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Kindergarteners:
1. Demonstratecommandoftheconventionsof
StandardEnglishgrammarandusagewhenwritingor
speaking.
a. Printmanyupperandlowercaseletters.
b. Usefrequentlyoccurringnounsandverbs.
c. Formregularpluralnounsorallybyadding/s/or
/es/(e.g.,dog,dogs;wish,wishes).
d. Understandandusequestionwords
(interrogatives)(e.g.,who,what,where,when,
why,how).
e. Usethemostfrequentlyoccurringprepositions
(e.g.,to,from,in,out,on,off,for,of,by,with).
f. Produceandexpandcompletesentencesin
sharedlanguageactivities.(K.L.1)
Grade1students:
1.
Demonstratecommandoftheconventionsof
speaking.
a. Printallupperandlowercaseletters.
b. Usecommon,proper,andpossessivenouns.
c. Usesingularandpluralnounswithmatching
verbsinbasicsentences(e.g.,Hehops.Wehop.)
d. Usepersonal,possessive,andindefinite
pronouns(e.g.,I,me,my;they,them,their;
anyone,everything).
e. Useverbstoconveyasenseofpast,present,and
future(e.g.,YesterdayIwalkedhome;TodayI
walkhome;TomorrowIwillwalkhome).
f. Usefrequentlyoccurringadjectives.
g. Usefrequentlyoccurringconjunctions(e.g.,and,
but,or,so,because).
h. Usedeterminers(e.g.,articles,demonstratives).
i. Usefrequentlyoccurringprepositions(e.g.,
during,beyond,toward).
j. Produceandexpandcompletesimpleand
compounddeclarative,interrogative,imperative,
andexclamatorysentencesinresponseto
prompts.(1.L.1)
k. Writemultiplesentencesinanorderthat
supportsamainideaorstory.(AZ.1.L.1)
Grade2students:
1.
StandardEnglishgrammarandusagewhenwriting
orspeaking.
a. Usecollectivenouns(e.g.,group).
b. Formandusefrequentlyoccurringirregular
pluralnouns(e.g.,feet,children,teeth,mice,
fish).
c. Usereflexivepronouns(e.g.,myself,ourselves).
d. Formandusethepasttenseoffrequently
occurringirregularverbs(e.g.,sat,hid,andtold).
e. Useadjectivesandadverbs,andchoosebetween
themdependingonwhatistobemodified.
f. Produce,expand,andrearrangecompletesimple
andcompoundsentences(e.g.,Theboywatched
themovie;Thelittleboywatchedthemovie;The
actionmoviewaswatchedbythelittleboy).
(2.L.1)
g. Writemultiplesentencesinanorderthat
Kindergarteners:
StandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
a. Capitalizethefirstwordinasentenceandthe
pronounI.
b. Recognizeandnameendpunctuation.
c. Writealetterorlettersformostconsonantand
shortvowelsounds(phonemes).
d. Spellsimplewordsphonetically,drawingon
knowledgeofsoundletterrelationships.(K.L.2)
KnowledgeofLanguage
3. (Beginsingrade2)(K.L.3)
Grade1students:
Grade2students:
2.
a. Capitalizedatesandnamesofpeople.
b. Useendpunctuationforsentences.
c. Usecommasindatesandtoseparatesingle
wordsinaseries.
d. Useconventionalspellingforwordswith
commonspellingpatternsandforfrequently
occurringirregularwords.
e. Spelluntaughtwordsphonetically,drawingon
phonemicawarenessandspellingconventions.
(1.L.2)
2.
a. Capitalizeholidays,productnames,and
geographicnames.
b. Usecommasingreetingsandclosingsofletters.
c. Useanapostrophetoformcontractionsand
frequentlyoccurringpossessives.
d. Generalizelearnedspellingpatternswhen
writingwords(e.g.,cagebadge;boyboil).
e. Consultreferencematerials,includingbeginning
dictionaries,asneededtocheckandcorrect
spellings.(L.2.2)
3.
(Beginsingrade2) (1.L.3)
3.
Useknowledgeoflanguageanditsconventionswhen
writing,speaking,reading,orlistening.
a. CompareformalandinformalusesofEnglish.
(2.L.3)
4.
Determineorclarifythemeaningofunknownand
multiplemeaningwordsandphrasesbasedongrade
1readingandcontent,choosingflexiblyfromanarray
ofstrategies.
a. Usesentencelevelcontextasacluetothe
meaningofawordorphrase.
b. Usefrequentlyoccurringaffixesasacluetothe
meaningofaword.
c. Identifyfrequentlyoccurringrootwords(e.g.,
look)andtheirinflectionalforms(e.g.,looks,
looked,looking).(1.L.4)
2readingandcontent,choosingflexiblyfromanarray
ofstrategies.
b. Determinethemeaningofthenewwordformed
whenaknownprefixisaddedtoaknownword
(e.g.,happy/unhappy,tell/retell).
c. Useaknownrootwordasacluetothemeaning
ofanunknownwordwiththesameroot(e.g.,
addition,additional).
d. Useknowledgeofthemeaningofindividual
wordstopredictthemeaningofcompound
words(e.g.,birdhouse,lighthouse,housefly;
bookshelf,notebook,bookmark).
e. Useglossariesandbeginningdictionaries,both
printanddigital,todetermineorclarifythe
meaningofwordsandphrases.(2.L.4)
4. Determineorclarifythemeaningofunknownand
4.
multiplemeaningwordsandphrasesbasedon
kindergartenreadingandcontent.
a. Identifynewmeaningsforfamiliarwordsand
applythemaccurately(e.g.,knowingduckisa
birdandlearningtheverbtoduck).
b. Usethemostfrequentlyoccurringinflectionsand
affixes(e.g.,ed,s,re,un,pre,ful,less)asa
cluetothemeaningofanunknownword.(K.L.4)
Kindergarteners:
5. Withguidanceandsupportfromadults,exploreword 5.
relationshipsandnuancesinwordmeanings.
a. Sortcommonobjectsintocategories(e.g.,
shapes,foods)togainasenseoftheconcepts
thecategoriesrepresent.
b. Demonstrateunderstandingoffrequently
occurringverbsandadjectivesbyrelatingthem
totheiropposites(antonyms).
c. Identifyreallifeconnectionsbetweenwordsand
theiruse(e.g.,noteplacesatschoolthatare
colorful).
d. Distinguishshadesofmeaningamongverbs
describingthesamegeneralaction(e.g.,walk,
march,strut,prance)byactingoutthemeanings.
(K.L.5.)
6.
Usewordsandphrasesacquiredthrough
conversations,readingandbeingreadto,and
respondingtotexts.(K.L.6)
6.
Grade1students:
Withguidanceandsupportfromadults,demonstrate
understandingofwordrelationshipsandnuancesin
wordmeanings.
a. Sortwordsintocategories(e.g.,colors,clothing)
togainasenseoftheconceptsthecategories
represent.
b. Definewordsbycategoryandbyoneormore
keyattributes(e.g.,aduckisabirdthatswims;a
tigerisalargecatwithstripes).
c. Identifyreallifeconnectionsbetweenwordsand
theiruse(e.g.,noteplacesathomethatare
cozy).
d. Distinguishshadesofmeaningamongverbs
differinginmanner(e.g.,look,peek,glance,
stare,glare,scowl)andadjectivesdifferingin
intensity(e.g.,large,gigantic)bydefiningor
choosingthemorbyactingoutthemeanings.
(1.L.5.)
Usewordsandphrasesacquiredthrough
respondingtotexts,includingusingfrequently
occurringconjunctionstosignalsimplerelationships
(e.g.,because).(1.L.6)
Grade2students:
5.
Demonstrateunderstandingofwordrelationships
andnuancesinwordmeanings.
a. Identifyreallifeconnectionsbetweenwordsand
theiruse(e.g.,describefoodsthatarespicyor
juicy).
b. Distinguishshadesofmeaningamongclosely
relatedverbs(e.g.,toss,throw,hurl)andclosely
relatedadjectives(e.g.,thin,slender,skinny,
scrawny).(2.L.5.)
6.
Usewordsand phrasesacquiredthrough
respondingtotexts,includingusingadjectivesand
adverbstodescribe(e.g.,Whenotherkidsarehappy
thatmakesmehappy).(2.L.6)
Arizonas College and Career Ready Standards English Language Arts Language 35
Language Standards 35
Thefollowingstandardsforgrades35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Students
Beginningingrade3,skillsandunderstandingsthatareparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasinglysophisticatedwriting
andspeakingaremarkedwithanasterisk(*).Seepage31inAppendixAforanexampleofhowtheseskillsdevelopinsophistication.
Grade3students:
speaking.
a. Explainthefunctionofnouns,pronouns,verbs,
adjectives,andadverbsingeneralandtheir
functionsinparticularsentences.
b. Formanduseregularandirregularpluralnouns.
c. Useabstractnouns(e.g.,childhood).
d. Formanduseregularandirregularverbs.
e. Formandusethesimple(e.g.,Iwalked;Iwalk;I
willwalk)verbtenses.
f. Ensuresubjectverbandpronounantecedent
agreement.
g. Formandusecomparativeandsuperlative
adjectivesandadverbs,andchoosebetween
themdependingonwhatistobemodified.
h. Usecoordinatingandsubordinating
conjunctions.
i. Producesimple,compound,andcomplex
sentences.(3.L.1)
j. Writemultiplesentencesinanorderthat
Grade4 students:
1.
speaking.
a. Userelativepronouns(who,whose,whom,
which,that)andrelativeadverbs(where,when,
why).
b. Formandusetheprogressive(e.g.,Iwas
walking;Iamwalking;Iwillbewalking)verb
tenses.
c. Usemodalauxiliaries(e.g.,can,may,must)to
conveyvariousconditions.
d. Orderadjectiveswithinsentencesaccordingto
conventionalpatterns(e.g.,asmallredbag
ratherthanaredsmallbag).
e. Formanduseprepositionalphrases.
f. Producecompletesentences,recognizingand
correctinginappropriatefragmentsandrunons.
g. Correctlyusefrequentlyconfusedwords(e.g.,to,
too,two;there,their).(4.L.1)
h. Writeandorganizeoneormoreparagraphs
aboutatopic.(AZ.4.L.1)
Grade5 students:
1.
StandardEnglishgrammarandusagewhenwriting
orspeaking.
a. Explainthefunctionofconjunctions,
prepositions,andinterjectionsingeneraland
theirfunctioninparticularsentences.
b. Formandusetheperfect(e.g.,Ihadwalked;I
havewalked;Iwillhavewalked)verbtenses.
c. Useverbtensetoconveyvarioustimes,
sequences,states,andconditions.
d. Recognizeandcorrectinappropriateshiftsin
verbtense.*
e. Usecorrelativeconjunctions(e.g.,either/or,
neither/nor).(5.L.1)
f. Constructoneormoreparagraphsthatcontain:
atopicsentence,
supportingdetails,
relevantinformation,and
concludingsentences.(AZ.5.L.1)
Grade3students:
a. Capitalizeappropriatewordsintitles.
b. Usecommasinaddresses.
c. Usecommasandquotationmarksindialogue.
d. Formandusepossessives.
e. Useconventionalspellingforhighfrequencyand
otherstudiedwordsandforaddingsuffixesto
basewords(e.g.,sitting,smiled,cries,
happiness).
f. Usespellingpatternsandgeneralizations(e.g.,
wordfamilies,positionbasedspellings,syllable
patterns,endingrules,meaningfulwordparts)in
writingwords.
g. Consultreferencematerials,includingbeginning
dictionaries,asneededtocheckandcorrect
spellings.(3.L.2)
KnowledgeofLanguage
3. Useknowledgeoflanguageanditsconventionswhen
a. Choosewordsandphrasesforeffect.
b. Recognizeandobservedifferencesbetweenthe
conventionsofspokenandwrittenStandard
English.(3.L.3)
Grade4 students:
Grade5 students:
2.
a. Usecorrectcapitalization.
b. Usecommasandquotationmarkstomarkdirect
speechandquotationsfromatext.
c. Useacommabeforeacoordinatingconjunction
inacompoundsentence.
d. Spellgradeappropriatewordscorrectly,
consultingreferencesasneeded.(4.L.2)
2.
a. Usepunctuationtoseparateitemsinaseries.*
b. Useacommatoseparateanintroductory
elementfromtherestofthesentence.
c. Useacommatosetoffthewordsyesandno
(e.g.,Yes,thankyou),tosetoffatagquestion
fromtherestofthesentence(e.g.,Itstrue,isnt
it?),andtoindicatedirectaddress(e.g.,Isthat
you,Steve?).
d. Useunderlining,quotationmarks,oritalicsto
indicatetitlesofworks.
e. Spellgradeappropriatewordscorrectly,
consultingreferencesasneeded.(5.L.2)
3.
a. Choosewordsandphrasestoconveyideas
precisely.
b. Choosepunctuationforeffect.*
c. Differentiatebetweencontextsthatcallfor
formalEnglish(e.g.,presentingideas)and
situationswhereinformaldiscourseis
appropriate(e.g.,smallgroupdiscussion).(4.L.3)
3.
a. Expand,combine,andreducesentencesfor
meaning,reader/listenerinterest,andstyle.
b. CompareandcontrastthevarietiesofEnglish
(e.g.,dialects,registers)usedinstories,dramas,
orpoems.(5.L.3)
Grade3students:
4.
multiplemeaningwordandphrasesbasedongrade3
readingandcontent,choosingflexiblyfromarangeof
strategies.
b. Determinethemeaningofthenewwordformed
whenaknownaffixisaddedtoaknownword
(e.g.,agreeable/disagreeable,
comfortable/uncomfortable,care/careless,
heat/preheat).
c. Useaknownrootwordasacluetothemeaning
ofanunknownwordwiththesameroot(e.g.,
company,companion).
d. Useglossariesorbeginningdictionaries,both
printanddigital,todetermineorclarifythe
precisemeaningofkeywordsandphrases.
(3.L.4)
5. Demonstrateunderstandingofwordrelationships
5.
andnuancesinwordmeanings.
a. Distinguishtheliteralandnonliteralmeaningsof
wordsandphrasesincontext(e.g.,takesteps).
b. Identifyreallifeconnectionsbetweenwordsand
theiruse(e.g.,describepeoplewhoarefriendly
orhelpful).
c. Distinguishshadesofmeaningamongrelated
wordsthatdescribestatesofmindordegreesof
certainty(e.g.,knew,believed,suspected,heard,
andwondered).(3.L.5)
6. Acquireanduseaccuratelygradeappropriate
6.
conversational,generalacademicanddomain
specificwordsandphrases,includingthosethat
signalspatialandtemporalrelationships(e.g.,After
dinnerthatnightwewentlookingforthem).(3.L.6)
Grade4 students:
Grade5 students:
4.
4readingandcontent,choosingflexiblyfromarange
ofstrategies.
a. Usecontext(e.g.,definitions,examples,or
restatementsintext)asacluetothemeaningof
awordorphrase.
b. Usecommon,gradeappropriateGreekandLatin
affixesandrootsascluestothemeaningofa
word(e.g.,telegraph,photograph,autograph).
c. Consultreferencematerials(e.g.,dictionaries,
glossaries,thesauruses),bothprintanddigital,to
findthepronunciationanddetermineorclarify
theprecisemeaningofkeywordsandphrases.
(4.L.4)
ofstrategies.
a. Usecontext(e.g.,cause/effectrelationshipsand
comparisonsintext)asacluetothemeaningof
awordorphrase.
b. Usecommon,gradeappropriateGreekandLatin
word(e.g.,photograph,photosynthesis).
findthepronunciationanddetermineorclarify
theprecisemeaningofkeywordsandphrases.
(5.L.4)
5.
Demonstrateunderstanding offigurativelanguage,
wordrelationships,andnuancesinwordmeanings.
a. Explainthemeaningofsimplesimilesand
metaphors(e.g.,asprettyasapicture)in
context.
b. Recognizeandexplainthemeaningofcommon
idioms,adages,andproverbs.
c. Demonstrateunderstandingofwordsbyrelating
themtotheiropposites(antonyms)andtowords
withsimilarbutnotidenticalmeanings
(synonyms).(4.L.5)
Acquireanduseaccuratelygradeappropriategeneral 6.
academicanddomainspecificwordsandphrases,
includingthosethatsignalpreciseactions,emotions,
orstatesofbeing(e.g.,quizzed,whined,stammered)
andthatarebasictoaparticulartopic(e.g.,wildlife,
conservation,andendangeredwhendiscussing
animalpreservation).(4.L.6)
Demonstrateunderstandingoffigurativelanguage,
a. Interpretfigurativelanguage,includingsimiles
andmetaphors,incontext.
b. Recognizeandexplainthemeaningofcommon
idioms,adages,andproverbs.
c. Usetherelationshipbetweenparticularwords
(e.g.,synonyms,antonyms,homographs)to
betterunderstandeachofthewords.(5.L.5)
Acquireanduseaccuratelygradeappropriategeneral
academicanddomainspecificwordsandphrases,
includingthosethatsignalcontrast,addition,and
otherlogicalrelationships(e.g.,however,although,
nevertheless,similarly,moreover,inaddition).(5.L.6)
Language Progressive Skills
Language Progressive Skills, by Grade

Thefollowingskills,markedwithanasterisk(*)inLanguagestandards13,areparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasingly
sophisticatedwritingandspeaking.
Standard
Grade(s)
3
910
1112
L.3.1f.Ensuresubjectverbandpronounantecedentagreement.
L.3.3a.Choosewordsandphrasesforeffect.
L.4.1f.Producecompletesentences,recognizingandcorrectinginappropriatefragmentsandrunons.
L.4.1g.Correctlyusefrequentlyconfusedwords(e.g.,to/too/two;there/their).
L.4.3a.Choosewordsandphrasestoconveyideasprecisely.*
L.4.3b.Choosepunctuationforeffect.
L.5.1d.Recognizeandcorrectinappropriateshiftsinverbtense.
L.5.2a.Usepunctuationtoseparateitemsinaseries.
L.6.1c.Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.
L.6.1d.Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).
L.6.1e.RecognizevariationsfromStandardEnglishintheirownandotherswritingandspeaking and
identifyandusestrategiestoimproveexpressioninconventionallanguage.
L.6.2a.Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.
L.6.3a.Varysentencepatternsformeaning,reader/listenerinterest,andstyle.
L.6.3b.Maintainconsistencyinstyleandtone.
L.7.1c.Placephrasesandclauseswithinasentence,recognizingandcorrectingmisplacedanddangling
modifiers.
L.7.3a.Chooselanguagethatexpressesideaspreciselyandconcisely,recognizingandeliminating
wordinessandredundancy.
L.8.1d.Recognizeandcorrectinappropriateshiftsinverbvoiceandmood.
L.910.1a.Useparallelstructure.
*SubsumedbyL.7.3a
SubsumedbyL.910.1a
SubsumedbyL.1112.3a
Range, Quality, and Complexity of Student Reading K5
Standard 10: Range, Quality, and Complexity of Student Reading K5

MeasuringTextComplexity:ThreeFactors
Qualitativeevaluationofthetext:
Quantitativeevaluationofthetext:
Matchingreadertotextandtask:
Levelsofmeaning,structure,languageconventionalityandclarity,and
knowledgedemands
Readabilitymeasuresandotherscoresoftextcomplexity
Readervariables(suchasmotivation,knowledge,andexperiences)and
taskvariables(suchaspurposeandthecomplexitygeneratedbythe
taskassignedandthequestionsposed)
RangeofTextTypesforK5
StudentsinK5applytheReadingstandardstothefollowingrangeoftexttypes,withtextsselectedfromabroadrangeofculturesandperiods.
Literature
InformationalText
Stories
Dramas
Poetry
LiteraryNonfictionandHistorical,ScientificandTechnicalText
Includeschildrensadventure Includesstageddialogueand
Includesnurseryrhymesandthe Includesbiographiesandautobiographies;booksabouthistory,social
stories,folktales,legends,
brieffamiliarscenes
subgenresofthenarrative
studies,science,andthearts;technicaltexts,includingdirections,
forms,andinformationdisplayedingraphs,charts,ormaps;anddigital
fables,fantasy,realistic
poem,limerick,andfreeverse
sourcesonarangeoftopics
fiction,andmyth
poem
Range, Quality, and Complexity of Student Reading K5

Texts Illustrating the Range, Quality, and Complexity of Student Reading K5
* Readaloud
** Readalong
Literature:Stories,Drama,Poetry
InformationalTexts:LiteraryNonfictionandHistorical,Scientific,andTechnicalTexts
OverintheMeadowbyJohnLangstaff(traditional)(c1800)*
ABoy,aDog,andaFrogbyMercerMayer(1967)
PancakesforBreakfastbyTomieDePaola(1978)
AStory,AStorybyGailE.Haley(1970)*
KittensFirstFullMoonbyKevinHenkes(2004)*
MyFiveSensesbyAliki(1962)**
TruckbyDonaldCrews(1980)
IReadSignsbyTanaHoban(1987)
WhatDoYouDoWithaTailLikeThis?bySteveJenkinsandRobinPage(2003)*
AmazingWhales!bySarahL.Thomson(2005)*
MixaPancakebyChristinaG.Rossetti(1893)**
Mr.PoppersPenguinsbyRichardAtwater(1938)*
LittleBearbyElseHolmelundMinarik,illustratedbyMauriceSendak
(1957)**
FrogandToadTogetherbyArnoldLobel(1971)**
Hi!FlyGuybyTeddArnold(2006)
ATreeIsaPlantbyClydeRobertBulla,illustratedbyStaceySchuett(1960)**
StarfishbyEdithThacherHurd(1962)
FollowtheWaterfromBrooktoOceanbyArthurDorros(1991)**
FromSeedtoPumpkinbyWendyPfeffer,illustratedbyJamesGrahamHale(2004)*
HowPeopleLearnedtoFlybyFranHodgkinsandTrueKelley(2007)*
23
WhoHasSeentheWind?byChristinaG.Rossetti(1893)
CharlottesWebbyE.B.White(1952)*
Sarah,PlainandTallbyPatriciaMacLachlan(1985)
TopsandBottomsbyJanetStevens(1995)
PoppletoninWinterbyCynthiaRylant,illustratedbyMarkTeague
(2001)
AMedievalFeastbyAliki(1983)
FromSeedtoPlantbyGailGibbons(1991)
TheStoryofRubyBridgesbyRobertColes(1995)*
ADropofWater:ABookofScienceandWonderbyWalterWick(1997)
Moonshot:TheFlightofApollo11byBrianFloca(2009)
45
AlicesAdventuresinWonderlandbyLewisCarroll(1865)
CaseyattheBatbyErnestLawrenceThayer(1888)
TheBlackStallionbyWalterFarley(1941)
ZlatehtheGoatbyIsaacBashevisSinger(1984)
WheretheMountainMeetstheMoonbyGraceLin(2009)
DiscoveringMars:TheAmazingStoryoftheRedPlanetbyMelvinBerger(1992)
Hurricanes:EarthsMightiestStormsbyPatriciaLauber(1996)
AHistoryofUSbyJoyHakim(2005)
HorsesbySeymourSimon(2006)
QuestfortheTreeKangaroo:AnExpeditiontotheCloudForestofNewGuineaby
SyMontgomery(2006)
Note: Givenspacelimitations,theillustrativetextslistedabovearemeantonlytoshowindividualtitlesthatarerepresentativeofawiderangeoftopicsandgenres.(See
AppendixBforexcerptsoftheseandothertextsillustrativeofK5textcomplexity,quality,andrange.)Atacurricularorinstructionallevel,withinandacrossgradelevels,
textsneedtobeselectedaroundtopicsorthemesthatgenerateknowledgeandallowstudentstostudythosetopicsorthemesindepth.Onthenextpageisanexampleof
progressionsoftextsbuildingknowledgeacrossgradelevels.
Childrenatthekindergartenandgrade1levelsshouldbeexpectedtoreadtextsindependentlythathavebeenspecificallywrittentocorrelatetotheirreadingleveland
theirwordknowledge.Manyofthetitleslistedabovearemeanttosupplementcarefullystructuredindependentreadingwithbookstoreadalongwithateacherorthat
arereadaloudtostudentstobuildknowledgeandcultivateajoyinreading.
Staying on Topic within a Grade and Across Grades

Staying on Topic within a Grade and Across Grades
How to Build Knowledge Systematically in English Language Arts K5
BuildingknowledgesystematicallyinEnglishlanguageartsislikegivingchildrenvariouspiecesofapuzzleineachgradethat,overtime,willformonebigpicture.Atacurricularor
instructionallevel,textswithinandacrossgradelevelsneedtobeselectedaroundtopicsorthemesthatsystematicallydeveloptheknowledgebaseofstudents.Withinagrade
level,thereshouldbeanadequatenumberoftitlesonasingletopicthatwouldallowchildrentostudythattopicforasustainedperiod.Theknowledgechildrenhavelearnedabout
particulartopicsinearlygradelevelsshouldthenbeexpandedanddevelopedinsubsequentgradelevelstoensureanincreasinglydeeperunderstandingofthesetopics.Childrenin
theupperelementarygradeswillgenerallybeexpectedtoreadthesetextsindependentlyandreflectontheminwriting.However,childrenintheearlygrades(particularlyK2)
shouldparticipateinrich,structuredconversationswithanadultinresponsetothewrittentextsthatarereadaloud,orallycomparingandcontrastingaswellasanalyzingand
synthesizing,inthemannercalledforbytheStandards.
Preparationforreadingcomplexinformationaltextsshouldbeginattheveryearliestelementaryschoolgrades.Whatfollowsisoneexamplethatusesdomainspecificnonfiction
titlesacrossgradelevelstoillustratehowcurriculumdesignersandclassroomteacherscaninfusetheEnglishlanguageartsblockwithrich,ageappropriatecontentknowledgeand
vocabularyinhistory/socialstudies,science,andthearts.Havingstudentslistentoinformationalreadaloudsintheearlygradeshelpslaythenecessaryfoundationforstudents
readingandunderstandingofincreasinglycomplextextsontheirowninsubsequentgrades.
ExemplarTextsona
TopicAcrossGrades
TheHumanBody
Thefivesensesandassociated
bodyparts
Studentscanbegin
learningaboutthe
humanbodystartingin
kindergartenandthen
reviewandextendtheir
learningduringeach
subsequentgrade.
MyFiveSensesbyAliki(1989)
HearingbyMariaRius(1985)
SightbyMariaRius(1985)
SmellbyMariaRius(1985)
TastebyMariaRius(1985)
TouchbyMariaRius(1985)
1
Introductiontothesystemsofthe
humanbodyandassociatedbody
parts
23
45
Digestiveandexcretorysystems
Circulatorysystem
WhatHappenstoaHamburgerby
PaulShowers(1985)
TheDigestiveSystembyChristine
TaylorButler(2008)
TheDigestiveSystembyRebeccaL.
Johnson(2006)
TheDigestiveSystembyKristinPetrie
(2007)
TheHeartbySeymourSimon(2006)
TheHeartandCirculationbyCarol
Ballard(2005)
TheCirculatorySystembyKristin
Petrie(2007)
TheAmazingCirculatorySystemby
JohnBurstein(2009)
UnderYourSkin:YourAmazingBody
byMickManning(2007)
MeandMyAmazingBodybyJoan
Sweeney(1999)
TheHumanBodybyGallimard
Jeunesse(2007)
Respiratorysystem
Takingcareofyourbody:Overview
TheBusyBodyBookbyLizzyRockwell
Takingcareofyourbody:Healthy
TheLungsbySeymourSimon(2007)
(hygiene,diet,exercise,rest)
(2008)
TheRespiratorySystembySusan
eatingandnutrition
MyAmazingBody:AFirstLookat
FirstEncyclopediaoftheHuman
Glass(2004)
GoodEnoughtoEatbyLizzyRockwell
Health&FitnessbyPatThomas
BodybyFionaChandler(2004)
TheRespiratorySystembyKristin
(1999)
(2001)
Petrie(2007)
ShowdownattheFoodPyramidby
Takingcareofyourbody:Germs,
GetUpandGo!byNancyCarlson
TheRemarkableRespiratorySystem
RexBarron(2004)
(2008)
diseases,andpreventingillness
byJohnBurstein(2009)
GoWashUpbyDoeringTourville
GermsMakeMeSickbyMarilyn
Muscular,skeletal,andnervous
(2008)
Berger(1995)
Endocrinesystem
systems
SleepbyPaulShowers(1997)
TinyLifeonYourBodybyChristine
TheEndocrineSystembyRebecca
TheMightyMuscularandSkeletal
FueltheBodybyDoeringTourville
TaylorButler(2005)
Olien(2006)
SystemsCrabtreePublishing(2009)
(2008)
GermStoriesbyArthurKornberg
TheExcitingEndocrineSystemby
MusclesbySeymourSimon(1998)
(2007)
JohnBurstein(2009)
BonesbySeymourSimon(1998)
AllAboutScabsbyGenichiroYagu
TheAstoundingNervousSystem
(1998)
CrabtreePublishing(2009)
TheNervousSystembyJoelleRiley
(2004)
Arizonas College and Career Ready Standards English Language Arts Literature and Informational Text 612
6TH GRADE 12TH GRADE
ARIZONA READING STANDARDS LITERATURE AND INFORMATIONAL TEXT

The612standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.TheycorrespondtotheCollegeandCareer
KeyIdeasandDetails
1.
2.
3.
ideas.
CraftandStructure
4.
5.
6.
7.
8.
9.
words.*

STUDENT READING
Arizonas College and Career Ready Standards English Language Arts Literature 68

Grade6students:
KeyIdeasandDetails
1. Citetextualevidencetosupportanalysisofwhatthe
textsaysexplicitlyaswellasinferencesdrawnfrom
thetext.(6.RL.1)
2. Determineathemeorcentralideaofatextandhow
itisconveyedthroughparticulardetails;providea
summaryofthetextdistinctfrompersonalopinions
orjudgments.(6.RL.2)
3.
Grade7 students:
1.
2.
Describehowaparticularstorysordramasplot
unfoldsinaseriesofepisodesaswellashowthe
charactersrespondorchangeastheplotmoves
towardaresolution.(6.RL.3)
CraftandStructure
areusedinatext,includingfigurativeand
connotativemeanings;analyzetheimpactofa
specificwordchoiceonmeaningandtone.(6.RL.4)
3.
5.
5.
6.
Analyzehowaparticularsentence,chapter,scene,or
stanzafitsintotheoverallstructureofatextand
contributestothedevelopmentofthetheme,
setting,orplot.(6.RL.5)
Explainhowanauthordevelopsthepointofviewof
thenarratororspeakerinatext.(6.RL.6)
4.
6.
Citeseveralpiecesoftextualevidencetosupport
analysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext.(7.RL.1)
Determineathemeorcentralideaofatextand
analyzeitsdevelopmentoverthecourseofthetext;
provideanobjectivesummaryofthetext.(7.RL.2)
Analyzehowparticularelementsofastoryordrama
interact(e.g.,howsettingshapesthecharactersor
plot).(7.RL.3)
Grade8 students:
1.
2.
3.
Citethetextualevidencethatmoststronglysupports
ananalysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext.(8.RL.1)
Determineathemeorcentralideaofatextand
analyzeitsdevelopmentoverthecourseofthetext,
includingitsrelationshiptothecharacters,setting,
andplot;provideanobjectivesummaryofthetext.
(8.RL.2)
Analyzehowparticularlinesofdialogueorincidents
inastoryordramapropeltheaction,revealaspects
ofacharacter,orprovokeadecision.(8.RL.3)
Determinethemeaningofwordsandphrasesas
4.
theyareusedinatext,includingfigurativeand
connotativemeanings;analyzetheimpactofrhymes
andotherrepetitionsofsounds(e.g.,alliteration)on
aspecificverseorstanzaofapoemorsectionofa
storyordrama.(7.RL.4)
Analyzehowadrama orpoemsformorstructure
5.
(e.g.,soliloquy,sonnet)contributestoitsmeaning.
(7.RL.5)
areusedinatext,includingfigurativeand
connotativemeanings;analyzetheimpactofspecific
wordchoicesonmeaningandtone,including
analogiesorallusionstoothertexts.(8.RL.4)
Analyzehowanauthor developsandcontraststhe
6.
pointsofviewofdifferentcharactersornarratorsina
text.(7.RL.6)
Analyzehowdifferencesinthepointsofviewofthe
charactersandtheaudienceorreader(e.g.,created
throughtheuseofdramaticirony)createsucheffects
assuspenseorhumor.(8.RL.6)
Compareandcontrastthestructureoftwoormore
textsandanalyzehowthedifferingstructureofeach
textcontributestoitsmeaningandstyle.(8.RL.5.)
Grade6students:
7. Compareandcontrasttheexperienceofreadinga
story,drama,orpoemtolisteningtoorviewingan
audio,video,orliveversionofthetext,including
contrastingwhatthey"see"and"hear"whenreading
thetexttowhattheyperceivewhentheylistenor
watch.(6.RL.7)
9. Compareandcontrasttextsindifferentformsor
genres(e.g.,storiesandpoems;historicalnovelsand
fantasystories)intermsoftheirapproachesto
similarthemesandtopics.(6.RL.9)
literature,includingstories,dramas,andpoems,in
thegrades68textcomplexitybandproficiently,
withscaffoldingasneededatthehighendofthe
range.(6.RL.10)
Grade7 students:
Grade8 students:
7.
Compareandcontrastawrittenstory,drama,or
poemtoitsaudio,filmed,staged,ormultimedia
version,analyzingtheeffectsoftechniquesuniqueto
eachmedium(e.g.,lighting,sound,color,orcamera
focusandanglesinafilm).(7.RL.7)
7.
Analyzetheextenttowhichafilmedorlive
productionofastoryordramastaysfaithfultoor
departsfromthetextorscript,evaluatingthechoices
madebythedirectororactors.(8.RL.7)
8.
9.
Compareandcontrastafictionalportrayalofatime,
place,orcharacterandahistoricalaccountofthe
sameperiodasameansofunderstandinghow
authorsoffictionuseoralterhistory.(7.RL.9)
8.
9.
Analyzehowamodernworkoffictiondrawson
themes,patternsofevents,orcharactertypesfrom
myths,traditionalstories,orreligiousworkssuchas
theBible,includingdescribinghowthematerialis
renderednew.(8.RL.9)
literature,includingstories,dramas,andpoems,in
thegrades68textcomplexitybandproficiently,
withscaffoldingasneededatthehighendofthe
range.(7.RL.10)
literature,includingstories,dramas,andpoems,at
thehighendofgrades68textcomplexityband

TheCCRanchorstandardsandhighschoolgradespecificstandardsworkintandemtodefinecollegeandcareerreadinessexpectationstheformerprovidingbroadstandardsand
thelatterprovidingadditionalspecificity.
Grades910students:
KeyIdeasandDetails
1. Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext.(910.RL.1)
2.
Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopment
overthecourseofthetext,includinghowitemergesandisshapedandrefinedby
specificdetails;provideanobjectivesummaryofthetext.(910.RL.2)
Grades 1112 students:

1.
2.
3.
Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflicting
3.
motivations)developoverthecourseofatext,interactwithothercharacters,and
advancetheplotordevelopthetheme.(910.RL.3)
CraftandStructure
4. Determinethemeaningofwordsandphrasesastheyareusedinthetext,including 4.
figurativeandconnotativemeanings;analyzethecumulativeimpactofspecificword
choicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeand
place;howitsetsaformalorinformaltone).(910.RL.4)
5.
Analyzehowanauthorschoicesconcerninghowtostructureatext,orderevents
withinit(e.g.,parallelplots),andmanipulatetime(e.g.,pacing,flashbacks)create
sucheffectsasmystery,tension,orsurprise.(910.RL.5)
5.
6.
Analyzeaparticularpointofvieworculturalexperiencereflectedinaworkof
literaturefromoutsidetheUnitedStates,drawingonawidereadingofworld
literature.(910.RL.6)
6.
Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethe
textleavesmattersuncertain.(1112.RL.1)
Determinetwoormorethemesorcentralideasofatextandanalyzetheir
developmentoverthecourseofthetext,includinghowtheyinteractandbuildon
oneanothertoproduceacomplexaccount;provideanobjectivesummaryofthe
text.(1112.RL.2)
Analyzetheimpactoftheauthorschoicesregardinghowtodevelopandrelate
elementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,
howthecharactersareintroducedanddeveloped).(1112.RL.3)
Determinethemeaningofwordsandphrasesastheyareusedinthetext,including
figurativeandconnotativemeanings;analyzetheimpactofspecificwordchoiceson
meaningandtone,includingwordswithmultiplemeaningsorlanguagethatis
particularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasother
authors.)(1112.RL.4)
Analyzehowanauthorschoicesconcerninghowtostructurespecificpartsofatext
(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicor
tragicresolution)contributetoitsoverallstructureandmeaningaswellasits
aestheticimpact.(1112.RL.5)
Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatis
directlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,or
understatement).(1112.RL.6)
Grades910students:
7. Analyzetherepresentationofasubjectorakeysceneintwodifferentartistic
mediums,includingwhatisemphasizedorabsentineachtreatment(e.g.,Audens
MusedesBeauxArtsandBreughelsLandscapewiththeFallofIcarus).
(910.RL.7)
9. Analyzehowanauthordrawsonandtransformssourcematerialinaspecificwork
(e.g.,howShakespearetreatsathemeortopicfromOvidortheBibleorhowalater
authordrawsonaplaybyShakespeare).(910.RL.9)
10. Bytheendofgrade9,readandcomprehendliterature,includingstories,dramas,
andpoems,inthegrades910textcomplexitybandproficiently,withscaffoldingas
neededatthehighendoftherange.(9.RL.10)
Bytheendofgrade10,readandcomprehendliterature,includingstories,dramas,
andpoems,atthehighendofthegrades910textcomplexitybandindependently
andproficiently.(10.RL.10)

7.
8.
9.
Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorlive
productionofaplayorrecordednovelorpoetry);evaluatinghoweachversion
interpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplayby
anAmericandramatist.)(1112.RL.7)
Demonstrateknowledgeofeighteenth,nineteenth, andearlytwentiethcentury
foundationalworksofAmericanliterature,includinghowtwoormoretextsfrom
thesameperiodtreatsimilarthemesortopics.(1112.RL.9)
10. Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,
andpoems,inthegrades11CCRtextcomplexitybandproficiently,withscaffolding
asneededatthehighendoftherange.(11.RL.10)
Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,
andpoems,atthehighendofthegrades11CCRtextcomplexityband
Arizonas College and Career Ready Standards English Language Arts Informational Text 68
Grade6students:
KeyIdeasandDetails
1. Citetextualevidencetosupportanalysisofwhatthe
textsaysexplicitlyaswellasinferencesdrawnfrom
thetext.(6.RI.1)
2. Determineacentralideaofatextandhowitis
conveyedthroughparticulardetails;providea
summaryofthetextdistinctfrompersonalopinions
orjudgments.(6.RI.2)
3. Analyzeindetailhowakeyindividual,event,oridea
isintroduced,illustrated,andelaboratedinatext
(e.g.,throughexamplesoranecdotes).(6.RI.3)
CraftandStructure
areusedinatext,includingfigurative,connotative,
andtechnicalmeanings.(6.RI.4)
5.
6.
Grade7 students:
1.
2.
3.
4.
5.
Analyzehowaparticularsentence,paragraph,
chapter,orsectionfitsintotheoverallstructureofa
textandcontributestothedevelopmentoftheideas.
(6.RI.5)
Determineanauthorspointofvieworpurposeina
6.
textandexplainhowitisconveyedinthetext.
(6.RI.6)
7. Integrateinformationpresentedindifferentmediaor 7.
formats(e.g.,visually,quantitatively)aswellasin
wordstodevelopacoherentunderstandingofatopic
orissue.(6.RI.7)
Citeseveralpiecesoftextualevidencetosupport
analysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext.(7.RI.1)
Determinetwoormorecentralideasinatextand
analyzetheirdevelopmentoverthecourseofthe
text;provideanobjectivesummaryofthetext.
(7.RI.2)
Analyzetheinteractionsbetweenindividuals,events,
andideasinatext(e.g.,howideasinfluence
individualsorevents,orhowindividualsinfluence
ideasorevents).(7.RI.3)
Grade8 students:
1.
2.
3.
andtechnicalmeanings;analyzetheimpactofa
specificwordchoiceonmeaningandtone.(7.RI.4)
4.
Analyzethestructureanauthorusestoorganizea
text,includinghowthemajorsectionscontributeto
thewholeandtothedevelopmentoftheideas.
(7.RI.5)
textandanalyzehowtheauthordistinguisheshisor
herpositionfromthatofothers.(7.RI.6)
5.
Compareandcontrastatexttoanaudio,video,or
multimediaversionofthetext,analyzingeach
mediumsportrayalofthesubject(e.g.,howthe
deliveryofaspeechaffectstheimpactofthewords).
(7.RI.7)
Citethetextualevidencethatmoststronglysupports
ananalysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext.(8.RI.1)
Determineacentralideaofatextandanalyzeits
developmentoverthecourseofthetext,includingits
relationshiptosupportingideas;provideanobjective
summaryofthetext.(8.RI.2)
Analyzehowatextmakesconnectionsamongand
distinctionsbetweenindividuals,ideas,orevents
(e.g.,throughcomparisons,analogies,orcategories).
(8.RI.3)
andtechnicalmeanings;analyzetheimpactof
specificwordchoicesonmeaningandtone,including
analogiesorallusionstoothertexts.(8.RI.4)
Analyzeindetailthestructureofaspecificparagraph
inatext,includingtheroleofparticularsentencesin
developingandrefiningakeyconcept.(8.RI.5)
6.
textandanalyzehowtheauthoracknowledgesand
respondstoconflictingevidenceorviewpoints.
(8.RI.6)
7.
Evaluatetheadvantagesanddisadvantagesofusing
differentmediums(e.g.,printordigitaltext,video,
multimedia)topresentaparticulartopicoridea.
(8.RI.7)
Grade6students:
8. Traceandevaluatetheargumentandspecificclaims
inatext,distinguishingclaimsthataresupportedby
reasonsandevidencefromclaimsthatarenot.
(6.RI.8)
9.
Grade7 students:
8.
9.
Compareandcontrastoneauthorspresentationof
eventswiththatofanother(e.g.,amemoirwrittenby
andabiographyonthesameperson).(6.RI.9)
10. Bytheendoftheyear,readandcomprehendliterary
nonfictioninthegrades68textcomplexityband
proficiently,withscaffoldingasneededatthehigh
endoftherange.(6.RI.10)
informationalandfunctionaltext,including
history/socialstudies,science,andtechnical
texts,inthegrades68textcomplexityband
proficiently,withscaffoldingasneededatthe
highendoftherange.(AZ.6.RI.10)
Grade8 students:
Traceandevaluatetheargumentandspecificclaims
inatext,assessingwhetherthereasoningissound
andtheevidenceisrelevantandsufficienttosupport
theclaims.(7.RI.8)
8.
Analyzehowtwoormoreauthorswritingaboutthe
sametopicshapetheirpresentationsofkey
informationbyemphasizingdifferentevidenceor
advancingdifferentinterpretationsoffacts.(7.RI.9)
9.
nonfictioninthegrades68textcomplexityband
proficiently,withscaffoldingasneededatthehigh
endoftherange.(7.RI.10)
proficiently,withscaffoldingasneededatthe
highendoftherange.(AZ.7.RI.10)
Delineateandevaluatetheargumentandspecific
claimsinatext,assessingwhetherthereasoningis
soundandtheevidenceisrelevantandsufficient;
recognizewhenirrelevantevidenceisintroduced.
(8.RI.8)
Analyzeacaseinwhichtwoormoretextsprovide
conflictinginformationonthesametopicandidentify
wherethetextsdisagreeonmattersoffactor
interpretation.(8.RI.9)
nonfictionatthehighendofthegrades68text
complexitybandindependentlyandproficiently.
(8.RI.10)

Grades910students:
KeyIdeasandDetails
1. Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext.(910.RI.1)
2.
Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseof
thetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;
provideanobjectivesummaryofthetext.(910.RI.2)
3. Analyzehowtheauthorunfoldsananalysisorseriesofideasorevents,including
theorderinwhichthepointsaremade,howtheyareintroducedanddeveloped,
andtheconnectionsthataredrawnbetweenthem.(910.RI.3)
CraftandStructure
4. Determinethemeaningofwordsandphrasesastheyareusedinatext,including
figurative,connotative,andtechnicalmeanings;analyzethecumulativeimpactof
specificwordchoicesonmeaningandtone(e.g.,howthelanguageofacourt
opiniondiffersfromthatofanewspaper).(910.RI.4)
5. Analyzeindetailhowanauthorsideasorclaimsaredevelopedandrefinedby
particularsentences,paragraphs,orlargerportionsofatext(e.g.,asectionor
chapter).(910.RI.5)
6. Determineanauthorspointofvieworpurposeinatextandanalyzehowanauthor
usesrhetorictoadvancethatpointofvieworpurpose.(910.RI.6)
7. Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,apersonslife
storyinbothprintandmultimedia),determiningwhichdetailsareemphasizedin
eachaccount.(910.RI.7)
8. Delineateandevaluatetheargumentandspecificclaimsinatext,assessing
whetherthereasoningisvalidandtheevidenceisrelevantandsufficient;identify
falsestatementsandfallaciousreasoning.(910.RI.8)

1.
2.
3.
4.
5.
6.
7.
8.
Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethe
textleavesmattersuncertain.(1112.RI.1)
Determinetwoormorecentralideasofatextandanalyzetheirdevelopmentover
thecourseofthetext,includinghowtheyinteractandbuildononeanotherto
provideacomplexanalysis;provideanobjectivesummaryofthetext.(1112.RI.2)
Analyzeacomplexsetofideasorsequenceofeventsandexplainhowspecific
individuals,ideas,oreventsinteractanddevelopoverthecourseofthetext.
(1112.RI.3)
Determinethemeaningofwordsandphrasesastheyareusedinatext,including
figurative,connotative,andtechnicalmeanings;analyzehowanauthorusesand
refinesthemeaningofakeytermortermsoverthecourseofatext(e.g.,how
MadisondefinesfactioninFederalistNo.10).(1112.RI.4)
Analyzeandevaluatetheeffectivenessofthestructureanauthorusesinhisorher
expositionorargument,includingwhetherthestructuremakespointsclear,
convincing,andengaging.(1112.RI.5)
Determineanauthorspointofvieworpurposeinatextinwhichtherhetoricis
particularlyeffective,analyzinghowstyleandcontentcontributetothepower,
persuasiveness,orbeautyofthetext.(1112.RI.6)
Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmedia
orformats(e.g.,visually,quantitatively)aswellasinwordsinordertoaddressa
questionorsolveaproblem.(1112.RI.7)
DelineateandevaluatethereasoninginseminalU.S.texts,includingtheapplication
ofconstitutionalprinciplesanduseoflegalreasoning(e.g.,inU.S.SupremeCourt
majorityopinionsanddissents)andthepremises,purposes,andargumentsin
worksofpublicadvocacy(e.g.,TheFederalist,presidentialaddresses).(1112.RI.8)
Grades910students:
9. AnalyzeseminalU.S.documentsofhistoricalandliterarysignificance(e.g.,
9.
WashingtonsFarewellAddress,theGettysburgAddress,RooseveltsFourFreedoms
speech,KingsLetterfromBirminghamJail),includinghowtheyaddressrelated
themesandconcepts.(910.RI.9)
10. Bytheendofgrade9,readandcomprehendliterarynonfictioninthegrades910
textcomplexitybandproficiently,withscaffoldingasneededatthehighendofthe
range.(910.RI.10)
a. Bytheendofgrade9,readandcomprehendinformationalandfunctional
text,includinghistory/socialstudies,science,andtechnicaltexts,inthe
grades910textcomplexitybandproficiently,withscaffoldingasneeded
atthehighendoftherange. (AZ.910.RI.10)
Bytheendofgrade10,readandcomprehendliterarynonfictionatthehighendof
thegrades910textcomplexitybandindependentlyandproficiently.(910.RI.10.)
text,includinghistory/socialstudies,science,andtechnicaltexts,atthe
highendofthegrades910textcomplexitybandindependentlyand
proficiently.(AZ.910.RI.10)

Analyzeseventeenth,eighteenth,andnineteenthcenturyfoundationalU.S.
documentsofhistoricalandliterarysignificance(includingTheDeclarationof
Independence,thePreambletotheConstitution,theBillofRights,andLincolns
SecondInauguralAddress)fortheirthemes,purposes,andrhetoricalfeatures.
(1112.RI.9)
10. Bytheendofgrade11,readandcomprehendliterarynonfictioninthegrades11
CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendof
therange.(1112.RI.10)
text,includinghistory/socialstudies,science,andtechnicaltexts,inthe
grades11CCRtextcomplexitybandproficiently,withscaffoldingas
neededatthehighendoftherange.(AZ.1112.RI.10)
Bytheendofgrade12,readandcomprehendliterarynonfictionatthehighendof
thegrades11CCRtextcomplexitybandindependentlyandproficiently.
(1112.RI.10.)
text,includinghistory/socialstudies,science,andtechnicaltexts,atthe
highendofthegrades11CCRtextcomplexitybandindependentlyand
proficiently.(AZ.1112.RI.10)
ARIZONA WRITING STANDARDS

TextTypesandPurposes*
1.
2.
3.
sufficientevidence.
4.
5.
6.
andaudience.
7.
8.
9.
RangeofWriting

STUDENT WRITING
Thesebroadtypesofwritingincludemanysubgenres.SeeAppendixAfordefinitionsofkeywritingtypes.
Thefollowingstandardsforgrades68offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Eachyearin
theirwriting,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,and
theyshouldaddressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainor
furtherdevelopskillsandunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselvesandinthe
collectionofannotatedstudentwritingsamplesinAppendixC.
Grade6students:
1. Writeargumentstosupportclaimswithclearreasons
andrelevantevidence.
a. Introduceclaim(s)andorganizethereasonsand
evidenceclearly.
b. Supportclaim(s)withclearreasonsandrelevant
evidence,usingcrediblesourcesand
demonstratinganunderstandingofthetopicor
text.
c. Usewords,phrases,andclausestoclarifythe
relationshipsamongclaim(s)andreasons.
d. Establishandmaintainaformalstyle.
e. Provideaconcludingstatementorsectionthat
followsfromtheargumentpresented.(6.W.1)
Grade7 students:
1.
Write argumentstosupportclaimswithclearreasons
a. Introduceclaim(s),acknowledgealternateor
opposingclaims,andorganizethereasonsand
evidencelogically.
b. Supportclaim(s)withlogicalreasoningand
relevantevidence,usingaccurate,credible
sourcesanddemonstratinganunderstandingof
thetopicortext.
c. Usewords,phrases,andclausestocreate
cohesionandclarifytherelationshipsamong
claim(s),reasons,andevidence.
followsfromandsupportstheargument
presented.(7.W.1)
Grade8 students:
1.
Writeargumentstosupportclaimswithclearreasons
a. Introduceclaim(s),acknowledgeanddistinguish
theclaim(s)fromalternateoropposingclaims,
andorganizethereasonsandevidencelogically.
relevantevidence,usingaccurate,credible
sourcesanddemonstratinganunderstandingof
thetopicortext.
c. Usewords,phrases,andclausestocreate
claim(s),counterclaims,reasons,andevidence.
presented.(8.W.1)
Grade6students:
2. Writeinformative/explanatorytextstoexaminea
2.
topicandconveyideas,concepts,andinformation
throughtheselection,organization,andanalysisof
relevantcontent.
a. Introduceatopic;organizeideas,concepts,and
information,usingstrategiessuchasdefinition,
classification,comparison/contrast,and
cause/effect;includeformatting(e.g.,headings),
graphics(e.g.,charts,tables),andmultimedia
whenusefultoaidingcomprehension.
b. Developthetopicwithrelevantfacts,definitions,
informationandexamples.
c. Useappropriatetransitionstoclarifythe
relationshipsamongideasandconcepts.
e. Establishandmaintainaformalstyle.
f. Provideaconcludingstatementorsectionthat
followsfromtheinformationorexplanation
presented.(6.W.2)
Grade7 students:
2.
relevantcontent.
a. Introduceatopicclearly,previewingwhatisto
follow;organizeideas,concepts,and
information,usingstrategiessuchasdefinition,
classification,comparison/contrast,and
cause/effect;includeformatting(e.g.,headings),
b. Developthetopicwithrelevantfacts,definitions,
c. Useappropriatetransitionstocreatecohesion
andclarifytherelationshipsamongideasand
concepts.
followsfromandsupportstheinformationor
explanationpresented.(7.W.2)
Grade8 students:
relevantcontent.
follow;organizeideas,concepts,andinformation
intobroadercategories;includeformatting(e.g.,
headings),graphics(e.g.,charts,tables),and
multimediawhenusefultoaiding
comprehension.
b. Developthetopicwithrelevant,wellchosen
facts,definitions,concretedetails,quotations,or
otherinformationandexamples.
c. Useappropriateandvariedtransitionstocreate
ideasandconcepts.
explanationpresented.(8.W.2)
Grade6students:
3. Writenarrativestodeveloprealorimagined
3.
relevantdescriptivedetails,andwellstructuredevent
sequences.
a. Engageandorientthereaderbyestablishinga
contextandintroducinganarratorand/or
characters;organizeaneventsequencethat
unfoldsnaturallyandlogically.
pacing,anddescription,todevelopexperiences,
events,and/orcharacters.
c. Useavarietyoftransitionwords,phrases,and
clausestoconveysequenceandsignalshiftsfrom
onetimeframeorsettingtoanother.
d. Useprecisewordsandphrases,relevant
descriptivedetails,andsensorylanguageto
conveyexperiencesandevents.
4. Produceclearandcoherentwritinginwhichthe
4.
development,organization,andstyleareappropriate
totask,purpose,andaudience.(Gradespecific
(e.g.,formalletters,recipes,experiments,
procedures,invitations,envelopes,maps,
captions)inwhichthedevelopmentand
organizationareappropriatetothetask,
purpose,andaudience.(AZ.6.W.4)
Grade7 students:
Grade8 students:
3.
relevantdescriptivedetails,andwellstructuredevent
sequences.
contextandpointofviewandintroducinga
narratorand/orcharacters;organizeanevent
sequencethatunfoldsnaturallyandlogically.
pacing,anddescription,todevelopexperiences,
events,and/orcharacters.
clausestoconveysequenceandsignalshiftsfrom
onetimeframeorsettingtoanother.
capturetheactionandconveyexperiencesand
events.
e. Provideaconclusionthatfollowsfromand
reflectsonthenarratedexperiencesorevents.
(7.W.3)
relevantdescriptivedetails,andwellstructured
eventsequences.
contextandpointofviewandintroducinga
narratorand/orcharacters;organizeanevent
sequencethatunfoldsnaturallyandlogically.
pacing,description,andreflection,todevelop
experiences,events,and/orcharacters.
clausestoconveysequence,signalshiftsfrom
onetimeframeorsettingtoanother,andshow
therelationshipsamongexperiencesandevents.
capturetheactionandconveyexperiencesand
events.
e. Provideaconclusionthatfollowsfromand
reflectsonthenarratedexperiencesorevents.
(8.W.3)
4.
(e.g.,formalletters,experiments,
captions,diagrams)inwhichthedevelopment
andorganizationareappropriatetothetask,
(e.g.,formalletters,experiments,
captions,diagrams)inwhichthedevelopment
andorganizationareappropriatetothetask,
Grade6students:
5. Withsomeguidanceandsupportfrompeersand
5.
adults,developandstrengthenwritingasneededby
approach.(Editingforconventionsshould
demonstratecommandofLanguagestandards13up
toandincludinggrade6.)(6.W.5)
6.
Grade7 students:
Withsomeguidanceandsupportfrompeersand
approach,focusingonhowwellpurposeand
audiencehavebeenaddressed.(Editingfor
(7.W.5)
Usetechnology,includingtheInternet,toproduce
andpublishwritingandlinktoandcitesourcesas
wellastointeractandcollaboratewithothers,
includinglinkingtoandcitingsources.(7.W.6)
Grade8 students:
5.
andpublishwritingaswellastointeractand
collaboratewithothers;demonstratesufficient
commandofkeyboardingskillstotypeaminimumof
threepagesinasinglesitting.(6.W.6)
7. Conductshortresearchprojectstoanswera
question,drawingonseveralsourcesandrefocusing
theinquirywhenappropriate.(6.W.7)
6.
7.
Conductshortresearchprojectstoanswera
question,drawingonseveralsourcesandgenerating
additionalrelated,focusedquestionsforfurther
researchandinvestigation.(7.W.7)
8.
8.
Gatherrelevantinformationfrommultipleprintand
8.
digitalsources,usingsearchtermseffectively;assess
thecredibilityandaccuracyofeachsource;andquote
orparaphrasethedataandconclusionsofothers
whileavoidingplagiarismandfollowingastandard
formatforcitation.(7.W.8)
digitalsources;assessthecredibilityofeachsource;
andquoteorparaphrasethedataandconclusionsof
otherswhileavoidingplagiarismandprovidingbasic
bibliographicinformationforsources.(6.W.8)
6.
7.
Withsomeguidanceandsupportfrompeersand
approach,focusingonhowwellpurposeand
audiencehavebeenaddressed.(Editingfor
(8.W.5)
andpublishwritingandpresenttherelationships
betweeninformationandideasefficientlyaswellas
tointeractandcollaboratewithothers.(8.W.6)
Conductshortresearchprojectstoansweraquestion
(includingaselfgeneratedquestion),drawingon
severalsourcesandgeneratingadditionalrelated,
focusedquestionsthatallowformultipleavenuesof
exploration.(8.W.7)
thecredibilityandaccuracyofeachsource;and
quoteorparaphrasethedataandconclusionsof
otherswhileavoidingplagiarismandfollowinga
standardformatforcitation.(8.W.8)
Grade6students:
9. Drawevidencefromliteraryorinformationaltextsto
(e.g.,"Compareandcontrasttextsindifferent
formsorgenres[e.g.,storiesandpoems;
historicalnovelsandfantasystories]intermsof
theirapproachestosimilarthemesandtopics").
b. Applygrade6Readingstandardstoliterary
nonfiction(e.g.,"Traceandevaluatethe
argumentandspecificclaimsinatext,
distinguishingclaimsthataresupportedby
reasonsandevidencefromclaimsthatarenot").
(6.W.9)
RangeofWriting
(6.W.10)
Grade7 students:
9.
Grade8 students:
Drawevidencefromliteraryorinformationaltextsto 9.
(e.g.,"Compareandcontrastafictionalportrayal
ofatime,place,orcharacterandahistorical
accountofthesameperiodasameansof
understandinghowauthorsoffictionuseoralter
history").
nonfiction(e.g."Traceandevaluatethe
argumentandspecificclaimsinatext,assessing
whetherthereasoningissoundandtheevidence
isrelevantandsufficienttosupporttheclaims").
(7.W.9)
(7.W.10)
(e.g.,"Analyzehowamodernworkoffiction
drawsonthemes,patternsofevents,or
charactertypesfrommyths,traditionalstories,
orreligiousworkssuchastheBible,including
describinghowthematerialisrenderednew").
nonfiction(e.g.,"Delineateandevaluatethe
argumentandspecificclaimsinatext,assessing
whetherthereasoningissoundandtheevidence
isrelevantandsufficient;recognizewhen
irrelevantevidenceisintroduced").(8.W.9)
(8.W.10)

Thefollowingstandardsforgrades912offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Eachyearin
theirwriting,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,and
theyshouldaddressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainor
furtherdevelopskillsandunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselvesandinthe
collectionofannotatedstudentwritingsamplesinAppendixC.
Grades910students:
1. Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,using 1.
validreasoningandrelevantandsufficientevidence.
a. Introducepreciseclaim(s),distinguishtheclaim(s)fromalternateoropposing
claims,andcreateanorganizationthatestablishesclearrelationshipsamong
claim(s),counterclaims,reasons,andevidence.
b. Developclaim(s)andcounterclaimsfairly,supplyingevidenceforeachwhile
pointingoutthestrengthsandlimitationsofbothinamannerthatanticipates
theaudiencesknowledgelevelandconcerns.
c. Usewords,phrases,andclausestolinkthemajorsectionsofthetext,create
cohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,between
reasonsandevidence,andbetweenclaim(s)andcounterclaims.
d. Establishandmaintainaformalstyleandobjectivetonewhileattendingtothe
normsandconventionsofthedisciplineinwhichtheyarewriting.
e. Provideaconcludingstatementorsectionthatfollowsfromandsupportsthe
argumentpresented.(910.W.1)

Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,using
validreasoningandrelevantandsufficientevidence.
a. Introduceprecise,knowledgeableclaim(s),establishthesignificanceofthe
claim(s),distinguishtheclaim(s)fromalternateoropposingclaims,andcreate
anorganizationthatlogicallysequencesclaim(s),counterclaims,reasons,and
evidence.
b. Developclaim(s)andcounterclaimsfairlyandthoroughly,supplyingthemost
relevantevidenceforeachwhilepointingoutthestrengthsandlimitationsof
bothinamannerthatanticipatestheaudiencesknowledgelevel,concerns,
values,andpossiblebiases.
c. Usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajor
sectionsofthetext,createcohesion,andclarifytherelationshipsbetween
claim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)and
counterclaims.
d. Establishandmaintainaformalstyleandobjectivetonewhileattendingtothe
e. Provideaconcludingstatementorsectionthatfollowsfromandsupportsthe
argumentpresented.(1112.W.1)
Grades910students:
2. Writeinformative/explanatorytextstoexamineandconveycomplexideas,
2.
concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,
organization,andanalysisofcontent.
a. Introduceatopic;organizecomplexideas,concepts,andinformationtomake
importantconnectionsanddistinctions;includeformatting(e.g.,headings),
graphics(e.g.,figures,tables),andmultimediawhenusefultoaiding
comprehension.
b. Developthetopicwithwellchosen,relevant,andsufficientfacts,extended
definitions,concretedetails,quotations,orotherinformationandexamples
appropriatetotheaudiencesknowledgeofthetopic.
c. Useappropriateandvariedtransitionstolinkthemajorsectionsofthetext,
createcohesion,andclarifytherelationshipsamongcomplexideasand
concepts.
d. Usepreciselanguageanddomainspecificvocabularytomanagethecomplexity
ofthetopic.
e. Establishandmaintainaformalstyleandobjectivetonewhileattendingtothe
f. Provideaconcludingstatementorsectionthatfollowsfromandsupportsthe
informationorexplanationpresented(e.g.,articulatingimplicationsorthe
significanceofthetopic).(910.W.2)
3. Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffective
3.
technique,wellchosendetails,andwellstructuredeventsequences.
a. Engageandorientthereaderbysettingoutaproblem,situation,or
observation,establishingoneormultiplepoint(s)ofview,andintroducinga
narratorand/orcharacters;createasmoothprogressionofexperiencesor
events.
b. Usenarrativetechniques,suchasdialogue,pacing,description,reflection,and
multipleplotlines,todevelopexperiences,events,and/orcharacters.
c. Useavarietyoftechniquestosequenceeventssothattheybuildonone
anothertocreateacoherentwhole.
d. Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconvey
avividpictureoftheexperiences,events,setting,and/orcharacters.
e. Provideaconclusionthatfollowsfromandreflectsonwhatisexperienced,
observed,orresolvedoverthecourseofthenarrative.(910.W.3)

Writeinformative/explanatorytextstoexamineandconveycomplexideas,
concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,
organization,andanalysisofcontent.
a. Introduceatopic;organizecomplexideas,concepts,andinformationsothat
eachnewelementbuildsonthatwhichprecedesittocreateaunifiedwhole;
includeformatting(e.g.,headings),graphics(e.g.,figures,tables),and
multimediawhenusefultoaidingcomprehension.
b. Developthetopicthoroughlybyselectingthemostsignificantandrelevant
facts,extendeddefinitions,concretedetails,quotations,orotherinformation
andexamplesappropriatetotheaudiencesknowledgeofthetopic.
c. Useappropriateandvariedtransitionsandsyntaxtolinkthemajorsectionsof
thetext,createcohesion,andclarifytherelationshipsamongcomplexideas
andconcepts.
d. Usepreciselanguage,domainspecificvocabulary,andtechniquessuchas
metaphor,simile,andanalogytomanagethecomplexityofthetopic.
e. Establishandmaintainaformalstyleandobjectivetonewhileattendingtothe
f. Provideaconcludingstatementorsectionthatfollowsfromandsupportsthe
informationorexplanationpresented(e.g.,articulatingimplicationsorthe
significanceofthetopic).(1112.W.2)
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffective
technique,wellchosendetails,andwellstructuredeventsequences.
a. Engageandorientthereaderbysettingoutaproblem,situation,orobservation
anditssignificance,establishingoneormultiplepoint(s)ofview,and
introducinganarratorand/orcharacters;createasmoothprogressionof
experiencesorevents.
b. Usenarrativetechniques,suchasdialogue,pacing,description,reflection,and
multipleplotlines,todevelopexperiences,events,and/orcharacters.
c. Useavarietyoftechniquestosequenceeventssothattheybuildonone
anothertocreateacoherentwholeandbuildtowardaparticulartoneand
outcome(e.g.,asenseofmystery,suspense,growth,orresolution).
d. Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconvey
avividpictureoftheexperiences,events,setting,and/orcharacters.
e. Provideaconclusionthatfollowsfromandreflectsonwhatisexperienced,
observed,orresolvedoverthecourseofthenarrative.(1112.W.3)
Grades910students:
4. Produceclearandcoherentwritinginwhichthedevelopment,organization,and
4.
styleareappropriatetotask,purpose,andaudience.(Gradespecificexpectations
forwritingtypesaredefinedinstandards13above.(910.W.4)
a. Produceclearandcoherentfunctionalwriting(e.g.,formalletters,
experiments,notes/messages,labels,timelines,graphs/tables,procedures,
invitations,envelopes,maps,captions,diagrams)inwhichthedevelopmentand
organizationareappropriatetothetask,purpose,andaudience.(AZ.910.W.4)
5.
6.
Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,
ortryinganewapproach,focusingonaddressingwhatismostsignificantfora
specificpurposeandaudience.(Editingforconventionsshoulddemonstrate
commandofLanguagestandards13uptoandincludinggrades910.)(910.W.5)
5.
Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualor 6.
sharedwritingproducts,takingadvantageoftechnology'scapacitytolinktoother
informationandtodisplayinformationflexiblyanddynamically.(910.W.6)
7.
7. Conductshortaswellasmoresustainedresearchprojectstoansweraquestion
(includingaselfgeneratedquestion)orsolveaproblem;narroworbroadenthe
inquirywhenappropriate;synthesizemultiplesourcesonthesubject,
demonstratingunderstandingofthesubjectunderinvestigation.(910.W.7)
8.
8. Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,
usingadvancedsearcheseffectively;assesstheusefulnessofeachsourcein
answeringtheresearchquestion;integrateinformationintothetextselectivelyto
maintaintheflowofideas,avoidingplagiarismandfollowingastandardformatfor
citation.(910.W.8)

Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience.(Gradespecificexpectations
forwritingtypesaredefinedinstandards13above.(1112.W.4)
a. Produceclearandcoherentfunctionalwriting(e.g.,formalletters,
experiments,notes/messages,labels,timelines,graphs/tables,procedures,
invitations,envelopes,maps,captions,diagrams)inwhichthedevelopment
andorganizationareappropriatetothetask,purpose,andaudience.
(AZ.1112.W.4)
Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,
ortryinganewapproach,focusingonaddressingwhatismostsignificantfora
specificpurposeandaudience.(Editingforconventionsshoulddemonstrate
commandofLanguagestandards13uptoandincludinggrades1112.)
(1112.W.5)
Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualor
sharedwritingproductsinresponsetoongoingfeedback,includingnewarguments
orinformation.(1112.W.6)
Conductshortaswellasmoresustainedresearchprojectstoansweraquestion
(includingaselfgeneratedquestion)orsolveaproblem;narroworbroadenthe
inquirywhenappropriate;synthesizemultiplesourcesonthesubject,
demonstratingunderstandingofthesubjectunderinvestigation.(1112.W.7)
Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,
usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeach
sourceintermsofthetask,purpose,andaudience;integrateinformationintothe
textselectivelytomaintaintheflowofideas,avoidingplagiarismandoverreliance
onanyonesourceandfollowingastandardformatforcitation.(1112.W.8)
Grades910students:
9.
9. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,
andresearch.
a. Applygrades910Readingstandardstoliterature(e.g.,"Analyzehowan
authordrawsonandtransformssourcematerialinaspecificwork[e.g.,how
ShakespearetreatsathemeortopicfromOvidortheBibleorhowalater
authordrawsonaplaybyShakespeare]").
b. Applygrades910Readingstandardstoliterarynonfiction(e.g.,"Delineateand
evaluatetheargumentandspecificclaimsinatext,assessingwhetherthe
reasoningisvalidandtheevidenceisrelevantandsufficient;identifyfalse
statementsandfallaciousreasoning").(910.W.9)
RangeofWriting
10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,and
revision)andshortertimeframes(asinglesittingoradayortwo)forarangeof
tasks,purposes,andaudiences.(910.W.10)

Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,
andresearch.
a. Applygrades1112Readingstandardstoliterature(e.g.,"Demonstrate
knowledgeofeighteenth,nineteenth,andearlytwentiethcentury
foundationalworksofAmericanliterature,includinghowtwoormoretexts
fromthesameperiodtreatsimilarthemesortopics").
b. Applygrades1112Readingstandardstoliterarynonfiction(e.g.,"Delineate
andevaluatethereasoninginseminalU.S.texts,includingtheapplicationof
constitutionalprinciplesanduseoflegalreasoning[e.g.,inU.S.SupremeCourt
Casemajorityopinionsanddissents]andthepremises,purposes,and
argumentsinworksofpublicadvocacy[e.g.,TheFederalist,presidential
addresses]").(1112.W.9)
10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,and
revision)andshortertimeframes(asinglesittingoradayortwo)forarangeof
tasks,purposes,andaudiences.(1112.W.10)
Arizonas College and Career Ready Standards English Language Arts Speaking and Listening 612
ARIZONA SPEAKING AND LISTENING STANDARDS
College and Career Readiness Anchor Standards for Speaking and Listening
1.
2.
3.
Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiversepartners,buildingon
others'ideasandexpressingtheirownclearlyandpersuasively.
Integrateandevaluateinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.
Evaluateaspeaker'spointofview,reasoning,anduseofevidenceandrhetoric.
4.
5.
6.
Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthelineofreasoningandthe
organization,development,andstyleareappropriatetotask,purpose,andaudience.
Makestrategicuseofdigitalmediaandvisualdisplaysofdatatoexpressinformationandenhanceunderstandingof
presentations.
Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstratingcommandofformalEnglishwhen
indicatedorappropriate.
NOTE ON RANGE AND CONTENT ON

STUDENT SPEAKING AND
LISTENING
readiness,studentsmusthaveample
opportunitiestotakepartinavarietyof
rich,structuredconversationsaspartofa
wholeclass,insmallgroups,andwitha
partner.Beingproductivemembersofthese
conversationsrequiresthatstudents
contributeaccurate,relevantinformation;
respondtoanddevelopwhatothershave
said;makecomparisonsandcontrasts;and
analyzeandsynthesizeamultitudeofideas
invariousdomains.
Newtechnologieshavebroadenedand
expandedtherolethatspeakingand
listeningplayinacquiringandsharing
knowledgeandhavetightenedtheirlinkto
otherformsofcommunication.Digitaltexts
confrontstudentswiththepotentialfor
continuallyupdatedcontentand
dynamicallychangingcombinationsof
words,graphics,images,hyperlinks,and
embeddedvideoandaudio.

Thefollowingstandardsforgrades68offerafocusforinstructionineachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Students
Grade6students:
1. Engageeffectivelyinarangeofcollaborative
1.
withdiversepartnersongrade6topics,texts,and
issues,buildingonothersideasandexpressingtheir
ownclearly.
preparationbyreferringtoevidenceonthetopic,
text,orissuetoprobeandreflectonideasunder
discussion.
b. Followrulesforcollegialdiscussions,setspecific
goalsanddeadlines,anddefineindividualroles
asneeded.
c. Poseandrespondtospecificquestionswith
elaborationanddetailbymakingcommentsthat
contributetothetopic,text,orissueunder
discussion.
d. Reviewthekeyideasexpressedanddemonstrate
understandingofmultipleperspectivesthrough
reflectionandparaphrasing.(6.SL.1)
2.
Interpretinformationpresentedindiversemediaand
formats(e.g.,visually,quantitatively,andorally)and
explainhowitcontributestoatopic,text,orissue
understudy.(6.SL.2)
2.
Grade7students:
1.
ownclearly.
researchedmaterialunderstudy;explicitlydraw
onthatpreparationbyreferringtoevidenceon
thetopic,text,orissuetoprobeandreflecton
ideasunderdiscussion.
b. Followrulesforcollegialdiscussions,track
progresstowardspecificgoalsanddeadlines,and
defineindividualrolesasneeded.
c. Posequestionsthatelicitelaborationand
respondtoothersquestionsandcommentswith
relevantobservationsandideasthatbringthe
discussionbackontopicasneeded.
d. Acknowledgenewinformationexpressedby
othersand,whenwarranted,modifytheirown
views.(7.SL.1)
2.
Analyzethemainideasandsupportingdetails
presentedindiversemediaandformats(e.g.,visually,
quantitatively,andorally)andexplainhowtheideas
clarifyatopic,text,orissueunderstudy.(7.SL.2)
Grade8students:
ownclearly.
researchedmaterialunderstudy;explicitlydraw
onthatpreparationbyreferringtoevidenceon
thetopic,text,orissuetoprobeandreflecton
ideasunderdiscussion.
b. Followrulesforcollegialdiscussionsand
decisionmaking,trackprogresstowardspecific
goalsanddeadlines,anddefineindividualroles
asneeded.
c. Posequestionsthatconnecttheideasofseveral
speakersandrespondtoothers'questionsand
commentswithrelevantevidence,observations,
andideas.
d. Acknowledgenewinformationexpressedby
others,and,whenwarranted,qualifyorjustify
theirownviewsinlightoftheevidence
presented.(8.SL.1)
Analyzethepurposeofinformationpresentedin
diversemediaandformats(e.g.,visually,
quantitatively,orally)andevaluatethemotives(e.g.,
social,commercial,political)behinditspresentation.
(8.SL.2)
Grade6students:
3. Delineateaspeakersargumentandspecificclaims,
distinguishingclaimsthataresupportedbyreasons
andevidencefromclaimsthatarenot.(6.SL.3)
4. Presentclaimsandfindings,sequencingideas
logicallyandusingpertinentdescriptions,facts,and
detailstoaccentuatemainideasorthemes;use
appropriateeyecontact,adequatevolume,andclear
pronunciation.(6.SL.4)
5. Includemultimediacomponents(e.g.,graphics,
images,music,andsound)andvisualdisplaysin
presentationstoclarifyinformation.(6.SL.5)
6. Adaptspeechtoavarietyofcontextsandtasks,
demonstratingcommandofformalEnglishwhen
indicatedorappropriate.(Seegrade6Language
standards1and3forspecificexpectations.)(6.SL.6)
Grade7students:
Grade8students:
3.
Delineateaspeakersargumentandspecificclaims,
evaluatingthesoundnessofthereasoningandthe
relevanceandsufficiencyoftheevidence.(7.SL.3)
3.
Delineateaspeakersargumentandspecificclaims,
evaluatingthesoundnessofthereasoningand
relevanceandsufficiencyoftheevidenceand
identifyingwhenirrelevantevidenceisintroduced.
(8.SL.3)
4.
4.
Presentclaimsandfindings,emphasizingsalient
pointsinafocused,coherentmannerwithpertinent
descriptions,facts,details,andexamples;use
appropriateeyecontact,adequatevolume,andclear
pronunciation.(7.SL.4)
Includemultimediacomponentsandvisualdisplaysin 5.
presentationstoclarifyclaimsandfindingsand
emphasizesalientpoints.(7.SL.5)
6.
Adaptspeechtoavarietyofcontextsandtasks,
Presentclaimsandfindings,emphasizingsalient
pointsinafocused,coherentmannerwithrelevant
evidence,soundvalidreasoning,andwellchosen
details;useappropriateeyecontact,adequate
volume,andclearpronunciation.(8.SL.4)
Integratemultimediaandvisualdisplaysinto
presentationstoclarifyinformation,strengthen
claimsandevidence,andaddinterest.(8.SL.5)
Adaptspeechtoavarietyofcontextsandtasks,
5.
6.

Thefollowingstandardsforgrades912offerafocusforinstructionineachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Students
Grades910students:
1. Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(oneon
one,ingroups,andteacherled)withdiversepartnersongrades910topics,texts,
andissues,buildingonothers'ideasandexpressingtheirownclearlyand
persuasively.
a. Cometodiscussionspreparedhavingreadandresearchedmaterialunder
study;explicitlydrawonthatpreparationbyreferringtoevidencefromtexts
andotherresearchonthetopicorissuetostimulateathoughtful,well
reasonedexchangeofideas.
b. Workwithpeerstosetrulesforcollegialdiscussionsanddecisionmaking(e.g.,
informalconsensus,takingvotesonkeyissues,andpresentationofalternate
views),cleargoalsanddeadlines,andindividualrolesasneeded.
c. Propelconversationsbyposingandrespondingtoquestionsthatrelatethe
currentdiscussiontobroaderthemesorlargerideas;activelyincorporate
othersintothediscussion;andclarify,verify,orchallengeideasand
conclusions.
d. Respondthoughtfullytodiverseperspectives,summarizepointsofagreement
anddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsand
understandingandmakenewconnectionsinlightoftheevidenceand
reasoningpresented.(910.SL.1)
2. Integratemultiplesourcesofinformationpresentedindiversemediaorformats
(e.g.,visually,quantitatively,orally),evaluatingthecredibilityandaccuracyofeach
source.(910.SL.2)
Grades1112students:
1.
Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(oneon
one,ingroups,andteacherled)withdiversepartnersongrades1112topics,texts,
andissues,buildingonothersideasandexpressingtheirownclearlyand
persuasively.
a. Cometodiscussionspreparedhavingreadandresearchedmaterialunder
study;explicitlydrawonthatpreparationbyreferringtoevidencefromtexts
andotherresearchonthetopicorissuetostimulateathoughtful,well
reasonedexchangeofideas.
b. Workwithpeerstopromotecivil,democraticdiscussionsanddecisionmaking,
setcleargoalsanddeadlines,andestablishindividualrolesasneeded.
c. Propelconversationsbyposingandrespondingtoquestionsthatprobe
reasoningandevidence;ensureahearingforafullrangeofpositionsonatopic
orissue;clarify,verify,orchallengeideasandconclusions;andpromote
divergentandcreativeperspectives.
d. Respondthoughtfullytodiverseperspectives;synthesizecomments,claims,
andevidencemadeonallsidesofanissue;resolvecontradictionswhen
possible;anddeterminewhatadditionalinformationorresearchisrequiredto
deepentheinvestigationorcompletethetask.(1112.SL.1)
2.
Integratemultiplesourcesofinformationpresentedindiversemediaandformats
(e.g.,visually,quantitatively,orally)inordertomakeinformeddecisionsandsolve
problems,evaluatingthecredibilityandaccuracyofeachsourceandnotingany
discrepanciesamongthedata.(1112.SL.2)
Grades910students:
3. Evaluateaspeakerspointofview,reasoning,anduseofevidenceandrhetoric,
identifyinganyfallaciousreasoningorexaggeratedordistortedevidence.
(910.SL.3)
4. Presentinformation,findings,andsupportingevidenceclearly,concisely,and
logicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,
development,substance,andstyleareappropriatetopurpose,audience,andtask.
(910.SL.4)
5.
6.
Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,and
interactiveelements)inpresentationstoenhanceunderstandingoffindings,
reasoning,andevidenceandtoaddinterest.(910.SL.5)
Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformal
Englishwhenindicatedorappropriate.(Seegrades910Languagestandards1and
3forspecificexpectations.)(910.SL.6)
Grades1112students:
3.
Evaluateaspeakerspointofview,reasoning,anduseofevidenceandrhetoric,
assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,
andtoneused.(1112.SL.3)
4.
Presentinformation,findings,andsupportingevidence,conveyingaclearand
distinctperspective,suchthatlistenerscanfollowthelineofreasoning,alternative
oropposingperspectivesareaddressed,andtheorganization,development,
substance,andstyleareappropriatetopurpose,audience,andarangeofformal
andinformaltasks.(1112.SL.4)
Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,and
interactiveelements)inpresentationstoenhanceunderstandingoffindings,
reasoning,andevidenceandtoaddinterest.(1112.SL.5)
Adaptspeechtoavarietyofcontextsandtasks,demonstratingacommandof
formalEnglishwhenindicatedorappropriate.(Seegrades1112Language
5.
6.
ARIZONA LANGUAGE STANDARDS
College and Career Readiness Anchor Standards for Language

1.
2.
DemonstratecommandoftheconventionsofStandardEnglishgrammarandusagewhenwritingorspeaking.
DemonstratecommandoftheconventionsofStandardEnglishcapitalization,punctuation,andspellingwhenwriting.
KnowledgeofLanguage
3.
Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesfor
meaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
4.
5.
6.
Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbyusingcontextclues,analyzing
meaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,asappropriate.
Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
Acquireanduseaccuratelyarangeofgeneralacademicanddomainspecificwordsandphrasessufficientforreading,
writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingathering
vocabularyknowledgewhenencounteringanunknowntermimportanttocomprehensionorexpression.

STUDENT LANGUAGE USE
readinessinlanguage,studentsmustgain
controlovermanyconventionsofStandard
Englishgrammar,usage,andmechanicsas
wellaslearnotherwaystouselanguageto
conveymeaningeffectively.Theymustalso
beabletodetermineorclarifythemeaning
ofgradeappropriatewordsencountered
throughlistening,reading,andmediause;
cometoappreciatethatwordshave
nonliteralmeanings,shadingsofmeaning,
andrelationshipstootherwords;and
expandtheirvocabularyinthecourseof
studyingcontent.TheinclusionofLanguage
standardsintheirownstrandshouldnotbe
takenasanindicationthatskillsrelatedto
conventions,effectivelanguageuse,and
vocabularyareunimportanttoreading,
writing,speaking,andlistening;indeed,
theyareinseparablefromsuchcontexts.
Grade6students:
speaking.
a. Ensurethatpronounsareinthepropercase
(subjective,objective,andpossessive).
b. Useintensivepronouns(e.g.,myself,ourselves).
c. Recognizeandcorrectinappropriateshiftsin
pronounnumberandperson.
d. Recognizeandcorrectvaguepronouns(i.e.,ones
withunclearorambiguousantecedents).
e. RecognizevariationsfromStandardEnglishin
theirownandotherswritingandspeaking,and
identifyandusestrategiestoimproveexpression
inconventionallanguage.(6.L.1)
a. Usepunctuation(commas,parentheses,dashes)
tosetoffnonrestrictive/parentheticalelements.
b. Spellcorrectly.(6.L.2)
Grade7students:
Grade8students:
1.
speaking.
a. Explainthefunctionofphrasesandclausesin
generalandtheirfunctioninspecificsentences.
b. Chooseamongsimple,compound,complex,and
compoundcomplexsentencestosignaldiffering
relationshipsamongideas.
c. Placephrasesandclauseswithinasentence,
recognizingandcorrectingmisplacedand
danglingmodifiers.(7.L.1)
1.
speaking.
a. Explainthefunctionofverbals(gerunds,
participles,infinitives)ingeneralandtheir
functioninparticularsentences.
b. Formanduseverbsintheactiveandpassive
voice.
c. Formanduseverbsintheindicative,imperative,
interrogative,conditional,andsubjunctivemood.
d. Recognizeandcorrectinappropriateshiftsin
verbvoiceandmood.(8.L.1)
2.
a. Useacommatoseparatecoordinateadjectives
(e.g.,Itwasafascinating,enjoyablemovie.He
woreanold,greenshirt).
2.
a. Usepunctuation(comma,ellipsis,dash)to
indicateapauseorbreak.
b. Useanellipsistoindicateanomission.
c. Spellcorrectly.(8.L.2)
Grade6students:
KnowledgeofLanguage
3. Useknowledgeoflanguageanditsconventionswhen
a. Varysentencepatternsformeaning,
reader/listenerinterest,andstyle.
b. Maintainconsistencyinstyleandtone.*(6.L.3)
Grade7students:
3.
4.
ofstrategies.
a. Usecontext(e.g.,theoverallmeaningofa
sentenceorparagraph;awordspositionor
functioninasentence)asacluetothemeaning
ofawordorphrase.
b. Usecommon,gradeappropriateGreekorLatin
word(e.g.,audience,auditory,audible).
findthepronunciationofawordordetermineor
clarifyitsprecisemeaningoritspartofspeech.
d. Verifythepreliminarydeterminationofthe
meaningofawordorphrase(e.g.,bychecking
theinferredmeaningincontextorina
dictionary).(6.L.4)
Grade8students:
a. Chooselanguagethatexpressesideasprecisely
andconcisely,recognizingandeliminating
wordinessandredundancy.*(7.L.3)
3.
a. Useverbsintheactiveandpassivevoiceandin
theconditionalandsubjunctivemoodtoachieve
particulareffects(e.g.,emphasizingtheactoror
theaction;expressinguncertaintyordescribinga
statecontrarytofact).(8.L.3)
ofstrategies.
ofawordorphrase.
word(e.g.,belligerent,bellicose,rebel).
c. Consultgeneralandspecializedreference
materials(e.g.,dictionaries,glossaries,
thesauruses),bothprintanddigital,tofindthe
pronunciationofawordordetermineorclarify
itsprecisemeaningoritspartofspeech.
dictionary).(7.L.4)
4.
multiplemeaningwordsorphrasesbasedongrade8
readingandcontent,choosingflexiblyfromarangeof
strategies.
ofawordorphrase.
word(e.g.,precede,recede,andsecede).
c. Consultgeneralandspecializedreference
materials(e.g.,dictionaries,glossaries,
thesauruses),bothprintanddigital,tofindthe
pronunciationofawordordetermineorclarify
itsprecisemeaningoritspartofspeech.
dictionary).(8.L.4)
Grade6students:
5. Demonstrateunderstandingoffigurativelanguage,
5.
a. Interpretfiguresofspeech(e.g.,personification)
incontext.
b. Usetherelationshipbetweenparticularwords
(e.g.,cause/effect,part/whole,item/category)to
betterunderstandeachofthewords.
c. Distinguishamongtheconnotations
(associations)ofwordswithsimilardenotations
(definitions)(e.g.,stingy,scrimping,economical,
unwasteful,thrifty).(6.L.5)
6. Acquireanduseaccuratelygradeappropriategeneral 6.
academicanddomainspecificwordsandphrases;
gathervocabularyknowledgewhenconsideringa
wordorphraseimportanttocomprehensionor
expression.(6.L.6)
Grade7students:
5.
a. Interpretfiguresofspeech(e.g.,literary,biblical,
andmythologicalallusions)incontext.
b. Usetherelationshipbetweenparticularwords
(e.g.,synonym/antonym,analogy)tobetter
understandeachofthewords.
(definitions)(e.g.,refined,respectful,polite,
diplomatic,condescending).(7.L.5)
Acquireanduseaccuratelygradeappropriategeneral 6.
expression.(7.L.6)
Grade8students:
a. Interpretfiguresofspeech(e.g.verbalirony,
puns)incontext.
b. Usetherelationshipbetweenparticularwordsto
betterunderstandeachofthewords.
(definitions)(e.g.,bullheaded,willful,firm,
persistent,resolute).(8.L.5)
Acquireanduseaccuratelygradeappropriategeneral
expression.(8.L.6)

Grades910students:
1. DemonstratecommandoftheconventionsofStandard Englishgrammarandusage
whenwritingorspeaking.
a. Useparallelstructure.
b. Usevarioustypesofphrases(noun,verb,adjectival,adverbial,participial,
prepositional,andabsolute)andclauses(independent,dependent;noun,
relative,adverbial)toconveyspecificmeaningsandaddvarietyandinterestto
writingorpresentations.(910.L.1)
2. DemonstratecommandoftheconventionsofStandard Englishcapitalization,
punctuation,andspellingwhenwriting.
a. Useasemicolon(andperhapsaconjunctiveadverb)tolinktwoormoreclosely
relatedindependentclauses.
b. Useacolontointroducealistorquotation.
c. Spellcorrectly.(910.L.2)
KnowledgeofLanguage
3. Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferent
contexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmore
fullywhenreadingorlistening.
a. Writeandeditworksothatitconformstotheguidelinesinastylemanual(e.g.,
MLAHandbook,TurabiansManualforWriters)appropriateforthediscipline
andwritingtype.(910.L.3)
Grades1112students:
1.
2.
3.
DemonstratecommandoftheconventionsofStandard Englishgrammarandusage
whenwritingorspeaking.
a. Applytheunderstandingthatusageisamatterofconvention,canchangeover
time,andissometimescontested.
b. Resolveissuesofcomplexorcontestedusage,consultingreferences(e.g.,
MerriamWebstersDictionaryofEnglishUsage,GarnersModernAmerican
Usage)asneeded.(1112.L.1)
DemonstratecommandoftheconventionsofStandard Englishcapitalization,
punctuation,andspellingwhenwriting.
a. Observehyphenationconventions.
Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferent
contexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmore
fullywhenreadingorlistening.
a. Varysyntaxforeffect,consultingreferences(e.g.,TuftesArtfulSentences)for
guidanceasneeded;applyanunderstandingofsyntaxtothestudyofcomplex
textswhenreading.(1112.L.3)
Grades910students:
4. Determineorclarifythemeaningofunknownandmultiplemeaningwordsand
phrasesbasedongrades910readingandcontent,choosingflexiblyfromarange
ofstrategies.
a. Usecontext(e.g.,theoverallmeaningofasentence,paragraph,ortext;a
wordspositionorfunctioninasentence)asacluetothemeaningofawordor
phrase.
b. Identifyandcorrectlyusepatternsofwordchangesthatindicatedifferent
meaningsorpartsofspeech(e.g.,analyze,analysis,analytical;advocate,
advocacy).
c. Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,
glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofa
wordordetermineorclarifyitsprecisemeaning,itspartofspeech,orits
etymology.
d. Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,
bycheckingtheinferredmeaningincontextorinadictionary).(910.L.4)
5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuances
inwordmeanings.
a. Interpretfiguresofspeech(e.g.,euphemism,oxymoron)incontextandanalyze
theirroleinthetext.
b. Analyzenuancesinthemeaningofwordswithsimilardenotations.(910.L.5)
6. Acquireanduseaccuratelygeneralacademicanddomainspecificwordsand
phrases,sufficientforreading,writing,speaking,andlisteningatthecollegeand
careerreadinesslevel;demonstrateindependenceingatheringvocabulary
knowledgewhenconsideringawordorphraseimportanttocomprehensionor
expression.(910.L.6)
Grades1112students:
4.
Determineorclarifythemeaningofunknownandmultiplemeaningwordsand
phrasesbasedongrades1112readingandcontent,choosingflexiblyfromarange
ofstrategies.
a. Usecontext(e.g.,theoverallmeaningofasentence,paragraph,ortext;a
wordspositionorfunctioninasentence)asacluetothemeaningofawordor
phrase.
b. Identifyandcorrectlyusepatternsofwordchangesthatindicatedifferent
meaningsorpartsofspeech(e.g.,conceive,conception,conceivable).
c. Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,
glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofa
wordordetermineorclarifyitsprecisemeaning,itspartofspeech,its
etymology,oritsstandardusage.
d. Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,
bycheckingtheinferredmeaningincontextorinadictionary).(1112.L.4)
5.
Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuances
inwordmeanings.
a. Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyze
theirroleinthetext.
b. Analyzenuancesinthemeaningofwordswithsimilardenotations.(1112.L.5)
Acquireanduseaccuratelygeneralacademicanddomainspecificwordsand
phrases,sufficientforreading,writing,speaking,andlisteningatthecollegeand
careerreadinesslevel;demonstrateindependenceingatheringvocabulary
knowledgewhenconsideringawordorphraseimportanttocomprehensionor
expression.(1112.L.6)
6.
Language Progressive Skills
Language Progressive Skills, by Grade

Thefollowingskills,markedwithanasterisk(*)inLanguagestandards13,areparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasingly
sophisticatedwritingandspeaking.
Standard
Grade(s)
3
910
1112
L.3.1f.Ensuresubjectverbandpronounantecedentagreement.
L.3.3a.Choosewordsandphrasesforeffect.
L.4.1f.Producecompletesentences,recognizingandcorrectinginappropriatefragmentsandrunons.
L.4.1g.Correctlyusefrequentlyconfusedwords(e.g.,to/too/two;there/their).
L.4.3a.Choosewordsandphrasestoconveyideasprecisely.*
L.4.3b.Choosepunctuationforeffect.
L.5.1d.Recognizeandcorrectinappropriateshiftsinverbtense.
L.5.2a.Usepunctuationtoseparateitemsinaseries.
L.6.1c.Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.
L.6.1d.Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).
L.6.1e.RecognizevariationsfromStandardEnglishintheirownandotherswritingandspeakingand
identifyandusestrategiestoimproveexpressioninconventionallanguage.
L.6.2a.Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.
L.6.3a.Varysentencepatternsformeaning,reader/listenerinterest,andstyle.
L.6.3b.Maintainconsistencyinstyleandtone.
L.7.1c.Placephrasesandclauseswithinasentence,recognizingandcorrectingmisplacedanddangling
modifiers.
L.7.3a.Chooselanguagethatexpressesideaspreciselyandconcisely,recognizingandeliminating
wordinessandredundancy.
L.8.1d.Recognizeandcorrectinappropriateshiftsinverbvoiceandmood.
L.910.1a.Useparallelstructure.
*SubsumedbyL.7.3a
SubsumedbyL.910.1a
SubsumedbyL.1112.3a
Range, Quality, and Complexity of Student Reading 612
Standard 10: Range, Quality, and Complexity of Student Reading 612

MeasuringTextComplexity:ThreeFactors
Qualitativeevaluationofthetext:
Quantitativeevaluationofthetext:
Matchingreadertotextandtask:
Levelsofmeaning,structure,languageconventionalityandclarity,and
knowledgedemands
Readabilitymeasuresandotherscoresoftextcomplexity
Readervariables(suchasmotivation,knowledge,andexperiences)and
taskvariables(suchaspurposeandthecomplexitygeneratedbythe
taskassignedandthequestionsposed)
RangeofTextTypesfor612
Studentsin612applytheReadingstandardstothefollowingrangeoftexttypes,withtextsselectedfromabroadrangeofculturesandperiods.
Literature
InformationalText
Stories
Dramas
Poetry
LiteraryNonfiction
Includesthesubgenresofexposition,argument,andfunctionaltextin
Includesthesubgenresof
Includesoneactandmultiact Includesthesubgenresof
adventurestories,historical
plays,bothinwrittenform
narrativepoems,lyricalpoems, theformofpersonalessays,speeches,opinionpieces,essaysaboutart
orliterature,biographies,memoirs,journalism,andhistorical,
fiction,mysteries,myths,
andonfilm
freeversepoems,sonnets,
scientific,technical,oreconomicaccounts(includingdigitalsources)
sciencefiction,realisticfiction,
odes,ballads,andepics
writtenforabroadaudience
allegories,parodies,satire,
andgraphicnovels
Range, Quality, and Complexity of Student Reading 612
Texts Illustrating the Complexity, Quality, and Range of Student Reading 612
Literature:Stories,Drama,Poetry
68
910
11
CCR
Note:
LittleWomenbyLouisaMayAlcott(1869)
TheAdventuresofTomSawyerbyMarkTwain(1876)
TheRoadNotTakenbyRobertFrost(1915)
TheDarkIsRisingbySusanCooper(1973)
DragonwingsbyLaurenceYep(1975)
RollofThunder,HearMyCrybyMildredTaylor(1976)
InformationalTexts:LiteraryNonfiction
LetteronThomasJeffersonbyJohnAdams(1776)
NarrativeoftheLifeofFrederickDouglass,anAmericanSlavebyFrederick
Douglass(1845)
Blood,Toil,TearsandSweat:AddresstoParliamentonMay13th,1940by
WinstonChurchill(1940)
HarrietTubman:ConductorontheUndergroundRailroadbyAnnPetry(1955)
TravelswithCharley:InSearchofAmericabyJohnSteinbeck(1962)
TheTragedyofMacbethbyWilliamShakespeare(1592)
OzymandiasbyPercyByssheShelley(1817)
TheRavenbyEdgarAllanPoe(1845)
TheGiftoftheMagibyO.Henry(1906)
TheGrapesofWrathbyJohnSteinbeck(1939)
Fahrenheit451byRayBradbury(1953)
TheKillerAngelsbyMichaelShaara(1975)
SpeechtotheSecondVirginiaConventionbyPatrickHenry(1775)
FarewellAddressbyGeorgeWashington(1796)
GettysburgAddressbyAbrahamLincoln(1863)
StateoftheUnionAddressbyFranklinDelanoRoosevelt(1941)
LetterfromBirminghamJailbyMartinLutherKing,Jr.(1964)
Hope,DespairandMemorybyElieWiesel(1997)
OdeonaGrecianUrnbyJohnKeats(1820)
JaneEyrebyCharlotteBront(1848)
BecauseICouldNotStopforDeathbyEmilyDickinson(1890)
TheGreatGatsbybyF.ScottFitzgerald(1925)
TheirEyesWereWatchingGodbyZoraNealeHurston(1937)
ARaisinintheSunbyLorraineHansberry(1959)
TheNamesakebyJhumpaLahiri(2003)
CommonSensebyThomasPaine(1776)
WaldenbyHenryDavidThoreau(1854)
SocietyandSolitudebyRalphWaldoEmerson(1857)
TheFallacyofSuccessbyG.K.Chesterton(1909)
BlackBoybyRichardWright(1945)
PoliticsandtheEnglishLanguagebyGeorgeOrwell(1946)
TaketheTortillasOutofYourPoetrybyRudolfoAnaya(1995)
Givenspacelimitations,theillustrativetextslistedabovearemeantonlytoshowindividualtitlesthatarerepresentativeofarangeoftopicsandgenres.(SeeAppendixB
forexcerptsoftheseandothertextsillustrativeofgrades612textcomplexity,quality,andrange.)Atacurricularorinstructionallevel,withinandacrossgradelevels,
textsneedtobeselectedaroundtopicsorthemesthatgenerateknowledgeandallowstudentstostudythosetopicsorthemesindepth.
Arizonas College and Career Ready Standards Reading Literacy in History/Social Studies 612
ARIZONA READING STANDARDS LITERACY IN HISTORY/SOCIAL STUDIES

The612literacyinhistory/socialstudiesstandardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.Theycorrespondto
theCollegeandCareerReadiness(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroad
standardsandthelatterprovidingadditionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.
KeyIdeasandDetails
1.
2.
3.
ideas.
CraftandStructure
4.
5.
6.
7.
8.
9.
words.*

STUDENT READING
Reading Standards for Literacy in History/Social Studies 612

Thegrades612standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgradespan.TheycorrespondtotheCollegeand
CareerReadiness(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroadstandardsandthelatter
Grade68students:
KeyIdeasandDetails
1. Citespecifictextualevidencetosupportanalysisof
primaryandsecondarysources.(68.RH.1)
2.
Determinethecentralideasorinformationofa
primaryorsecondarysource;provideanaccurate
summaryofthesourcedistinctfrompriorknowledge
oropinions.(68.RH.2)
3. Identifykeystepsinatextsdescriptionofaprocess
relatedtohistory/socialstudies(e.g.,howabill
becomeslaw,howinterestratesareraisedor
lowered).(68.RH.3)
CraftandStructure
areusedinatext,includingvocabularyspecificto
domainsrelatedtohistory/socialstudies.(68.RH.4)
Grade910 students:
1.
2.
3.
Grade1112 students:
Citespecifictextualevidencetosupportanalysisof
1.
primaryandsecondarysources,attendingtosuch
featuresasthedateandoriginoftheinformation.
(910.RH.1)
Determinethecentralideas orinformationofa
2.
summaryofhowkeyeventsorideasdevelopover
thecourseofthetext.(910.RH.2)
Analyzeindetailaseriesofeventsdescribedinatext; 3.
determinewhetherearliereventscausedlaterones
orsimplyprecededthem.(910.RH.3)
4.
areusedinatext,includingvocabularydescribing
political,social,oreconomicaspectsofhistory/social
studies.(910.RH.4)
4.
5.
Analyzehowatextusesstructuretoemphasizekey
pointsoradvanceanexplanationoranalysis.
(910.RH.5)
5.
Comparethepointofviewoftwoormoreauthors
forhowtheytreatthesameorsimilartopics,
includingwhichdetailstheyincludeandemphasizein
theirrespectiveaccounts.(910.RH.6)
6.
5.
Describehowatextpresentsinformation(e.g.,
sequentially,comparatively,causally).(68.RH.5)
6.
Identifyaspectsofatextthatrevealanauthorspoint 6.
ofvieworpurpose(e.g.,loadedlanguage,inclusion
oravoidanceofparticularfacts).(68.RH.6)
primaryandsecondarysources,connectinginsights
gainedfromspecificdetailstoanunderstandingof
thetextasawhole.(1112.RH.1)
Determinethecentralideasorinformationofa
summarythatmakescleartherelationshipsamong
thekeydetailsandideas.(1112.RH.2)
Evaluatevariousexplanationsforactionsorevents
anddeterminewhichexplanationbestaccordswith
textualevidence,acknowledgingwherethetext
leavesmattersuncertain.(1112.RH.3)
areusedinatext,includinganalyzinghowanauthor
usesandrefinesthemeaningofakeytermoverthe
courseofatext(e.g.,howMadisondefinesfactionin
FederalistNo.10).(1112.RH.4)
Analyzeindetailhowacomplexprimarysourceis
structured,includinghowkeysentences,paragraphs,
andlargerportionsofthetextcontributetothe
whole.(1112.RH.5)
Evaluateauthorsdifferingpointsofviewonthesame
historicaleventorissuebyassessingtheauthors
claims,reasoning,andevidence.(1112.RH.6)
Grade68students:
7. Integratevisualinformation(e.g.,incharts,graphs,
7.
photographs,videos,ormaps)withotherinformation
inprintanddigitaltexts.(68.RH.7)
8.
Distinguishamongfact,opinion,andreasoned
judgmentinatext.(68.RH.8)
8.
9.
Analyzetherelationshipbetweenaprimaryand
secondarysourceonthesametopic.(68.RH.9)
9.
10. Bytheendofgrade8,readandcomprehend
history/socialstudiestextsinthegrades68text
(68.RH.10)
Grade910 students:
Integratequantitativeortechnicalanalysis(e.g.,
charts,researchdata)withqualitativeanalysisin
printordigitaltext.(910.RH.7)
Grade1112 students:
7.
8.
Assesstheextenttowhichthereasoningand
evidenceinatextsupporttheauthorsclaims.
(910.RH.8)
Compareandcontrasttreatmentsofthesametopic
9.
inseveralprimaryandsecondarysources.(910.RH.9)
10. Bytheend ofgrade10,readandcomprehend

history/socialstudiestextsinthegrades910text
(910.RH.10)
Integrateandevaluatemultiplesourcesof
informationpresentedindiverseformatsandmedia
(e.g.,visually,quantitatively,aswellasinwords)in
ordertoaddressaquestionorsolveaproblem.
(1112.RH.7)
Evaluateanauthorspremises,claims,andevidence
bycorroboratingorchallengingthemwithother
information.(1112.RH.8)
Integrateinformationfromdiversesources,both
primaryandsecondary,intoacoherent
understandingofanideaorevent,noting
discrepanciesamongsources.(1112.RH.9)
history/socialstudiestextsinthegrades11CCRtext
(1112.RH.10)
Arizonas College and Career Ready Standards Reading Literacy in Science and Technical Subjects 612
ARIZONA READING STANDARDS LITERACY IN SCIENCE AND TECHNICAL SUBJECTS

The612literacyinscienceandtechnicalsubjectsstandardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.They
correspondtotheCollegeandCareerReadiness(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerproviding
broadstandardsandthelatterprovidingadditionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.
KeyIdeasandDetails
1.
2.
3.
ideas.
CraftandStructure
4.
5.
6.
7.
8.
9.
Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellas
inwords.*

STUDENT READING
Reading Standards for Literacy in Science and Technical Subjects 612

Grade68students:
KeyIdeasandDetails
1. Citespecifictextualevidencetosupportanalysisof
scienceandtechnicaltexts.(68.RST.1)
Grade910 students:
1.
scienceandtechnicaltexts,attendingtotheprecise
detailsofexplanationsordescriptions.(910.RST.1)
2.
Determinethecentralideasorconclusionsofatext;
tracethetextsexplanationordepictionofacomplex
process,phenomenon,orconcept;providean
accuratesummaryofthetext.(910.RST.2)
Followpreciselyacomplexmultistepprocedurewhen 3.
carryingoutexperiments,takingmeasurements,or
performingtechnicaltasks,attendingtospecialcases
orexceptionsdefinedinthetext.(910.RST.3)
2.
Determinethecentralideasorconclusionsofatest;
provideanaccuratesummaryofthetextdistinct
frompriorknowledgeoropinions.(68.RST.2)
2.
3.
Followpreciselyamultistepprocedurewhencarrying
outexperiments,takingmeasurements,or
performingtechnicaltasks.(68.RST.3)
3.
CraftandStructure
4. Determinethemeaningofsymbols,keyterms,and
otherdomainspecificwordsandphrasesastheyare
usedinaspecificscientificortechnicalcontext
relevanttogrades68textsandtopics.(68.RST.4)
5.
6.
Analyzethestructureanauthorusestoorganizea
text,includinghowthemajorsectionscontributeto
thewholeandtoanunderstandingofthetopic.
(68.RST.5)
Analyzetheauthorspurposeinprovidingan
explanation,describingaprocedure,ordiscussingan
experimentinatext.(68.RST.6)
7. Integratequantitativeortechnicalinformation
expressedinwordsinatextwithaversionofthat
informationexpressedvisually(e.g.,inaflowchart,
diagram,model,graph,ortable).(68.RST.7)
Grade1112 students:
4.
5.
6.
7.
1.
scienceandtechnicaltexts,attendingtoimportant
distinctionstheauthormakesandtoanygapsor
inconsistenciesintheaccount.(1112.RST.1)
Determinethecentralideasorconclusionsofatext;
summarizecomplexconcepts,processes,or
informationpresentedinatextbyparaphrasingthem
insimplerbutstillaccurateterms.(1112.RST.2)
Followpreciselyacomplexmultistepprocedurewhen
carryingoutexperiments,takingmeasurements,or
performingtechnicaltasks;analyzethespecific
resultsbasedonexplanationsinthetext.
(1112.RST.3)
4.
Determinethemeaningofsymbols,keyterms,and
relevanttogrades910textsandtopics.
(910.RST.4)
5.
Analyzethestructureoftherelationshipsamong
conceptsinatext,includingrelationshipsamongkey
terms(e.g.,force,friction,reactionforce,energy).
(910.RST.5)
6.
experimentinatext,definingthequestiontheauthor
seekstoaddress.(910.RST.6)
Determinethemeaningofsymbols,keyterms,and
relevanttogrades1112textsandtopics.
(1112.RST.4)
Analyzehowthetextstructuresinformationorideas
intocategoriesorhierarchies,demonstrating
understandingoftheinformationorideas.
(1112.RST.5)
experimentinatext,identifyingimportantissuesthat
remainunresolved.(1112.RST.6)
7.
Integrateandevaluatemultiplesourcesof
informationpresentedindiverseformatsandmedia
(e.g.,quantitativedata,video,multimedia)inorderto
addressaquestionorsolveaproblem.(1112.RST.7)
Translatequantitativeortechnicalinformation
expressedinwordsinatextintovisualform(e.g.,a
tableorchart)andtranslateinformationexpressed
visuallyormathematically(e.g.,inanequation)into
words.(910.RST.7)
Grade68students:
8. Distinguishamongfacts,reasonedjudgmentbased
onresearchfindings,andspeculationinatext.
(68.RST.8)
8.
Assesstheextenttowhichthereasoningand
evidenceinatextsupporttheauthorsclaimora
recommendationforsolvingascientificortechnical
problem.(910.RST.8)
8.
9.
9.
Compareandcontrastfindingspresentedinatextto
thosefromothersources(includingtheirown
experiments),notingwhenthefindingssupportor
contradictpreviousexplanationsoraccounts.
(910.RST.9)
9.
Compareandcontrasttheinformationgainedfrom
experiments,simulations,videoormultimedia
sourceswiththatgainedfromreadingatextonthe
sametopic.(68.RST.9)
science/technicaltextsinthegrades68text
(68.RST.10)
Grade910 students:
10. Bytheendofgrade 10,readandcomprehend

science/technicaltextsinthegrades910text
(910.RST.10)
Grade1112 students:
Evaluatethehypotheses,data,analysis,and
conclusionsinascienceortechnicaltext,verifying
thedatawhenpossibleandcorroboratingor
challengingconclusionswithothersourcesof
information.(1112.RST.8)
Synthesizeinformationfromarangeofsources(e.g.,
texts,experiments,simulations)intoacoherent
understandingofaprocess,phenomenon,or
concept,resolvingconflictinginformationwhen
possible.(1112.RST.9)
science/technicaltextsinthegrades11CCRtext
(1112.RST.10)
Arizonas College and Career Ready Standards Writing Literacy in History/Social Studies,
Science and Technical Subjects 612
ARIZONA WRITING STANDARDS LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

The612literacyinhistory/socialstudies,science,andtechnicalsubjectsstandardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendof
eachgrade.TheycorrespondtotheCollegeandCareerReadiness(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementsthe
formerprovidingbroadstandardsandthelatterprovidingadditionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.
1.
2.
3.
sufficientevidence.
4.
5.
6.
andaudience.
7.
8.
9.
RangeofWriting

STUDENT WRITING
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 612
Thestandardsbelowbeginatgrade6;standardsforK5writinginhistory/socialstudies,science,andtechnicalsubjectsareintegratedintotheK5Writingstandards.TheCCR
anchorstandardsandhighschoolstandardsinliteracyworkintandemtodefinecollegeandcareerreadinessexpectationstheformerprovidingbroadstandardsandthelatter
providingadditionalspecificity.
Grade68students:
1. Writeargumentsfocusedondisciplinespecificcontent. 1.
a. Introduceclaim(s)aboutatopicorissue,
acknowledgeanddistinguishtheclaim(s)from
alternateoropposingclaims,andorganizethe
reasonsandevidencelogically.
relevant,accuratedataandevidencethat
demonstrateanunderstandingofthetopicortext,
usingcrediblesources.
c. Usewords,phrases,andclausestocreatecohesion
andclarifytherelationshipsamongclaim(s),
counterclaims,reasons,andevidence.
presented.(68.WHST.1)
Grade910 students:
Writeargumentsfocusedondisciplinespecificcontent. 1.
a. Introducepreciseclaim(s),distinguishtheclaim(s)
fromalternateoropposingclaims,andcreatean
organizationthatestablishesclearrelationships
amongtheclaim(s),counterclaims,reasons,and
evidence.
b. Developclaim(s)andcounterclaimsfairly,
supplyingdataandevidenceforeachwhile
pointingoutthestrengthsandlimitationsofboth
claim(s)andcounterclaimsinadiscipline
appropriateformandinamannerthatanticipates
theaudiencesknowledgelevelandconcerns.
c. Usewords,phrases,andclausestolinkthemajor
sectionsofthetext,createcohesion,andclarify
therelationshipsbetweenclaim(s)andreasons,
betweenreasonsandevidence,andbetween
claim(s)andcounterclaims.
d. Establishandmaintainaformalstyleandobjective
tonewhileattendingtothenormsandconventions
ofthedisciplineinwhichtheyarewriting.
followsfromorsupportstheargumentpresented.
(910.WHST.1)
Grade1112 students:
Writeargumentsfocusedondisciplinespecific
content.
a. Introduceprecise,knowledgeableclaim(s),
establishthesignificanceoftheclaim(s),
distinguishtheclaim(s)fromalternateor
opposingclaims,andcreateanorganization
thatlogicallysequencestheclaim(s),
counterclaims,reasons,andevidence.
b. Developclaim(s)andcounterclaimsfairlyand
thoroughly,supplyingthemostrelevantdata
andevidenceforeachwhilepointingoutthe
strengthsandlimitationsofbothclaim(s)and
counterclaimsinadisciplineappropriate
formthatanticipatestheaudiences
knowledgelevel,concerns,values,and
possiblebiases.
c. Usewords,phrases,andclausesaswellas
variedsyntaxtolinkthemajorsectionsofthe
text,createcohesion,andclarifythe
relationshipsbetweenclaim(s)andreasons,
betweenreasonsandevidence,andbetween
claim(s)andcounterclaims.
d. Establishandmaintainaformalstyleand
objectivetonewhileattendingtothenorms
andconventionsofthedisciplineinwhich
theyarewriting.
thatfollowsfromorsupportstheargument
presented.(1112.WHST.1)
Grade68students:
2. Writeinformative/explanatorytexts,includingthe
narrationofhistoricalevents,scientificprocedures/
experiments,ortechnicalprocesses.
follow;organizeideas,concepts,andinformation
intobroadercategoriesasappropriatetoachieving
purpose;includeformatting(e.g.,headings),
b. Developthetopicwithrelevant,wellchosenfacts,
definitions,concretedetails,quotations,orother
c. Useappropriateandvariedtransitionstocreate
cohesionandclarifytherelationshipsamongideas
andconcepts.
e. Establishandmaintainaformalstyleandobjective
tone.
explanationpresented.(68.WHST.2)
Grade910 students:
2.
2.
Writeinformative/explanatorytexts,includingthe
narrationofhistoricalevents,scientificprocedures/
experiments,ortechnicalprocesses.
a. Introduceatopicandorganizeideas,concepts,and
informationtomakeimportantconnectionsand
distinctions;includeformatting(e.g.,headings),
graphics(e.g.,figures,tables),andmultimedia
b. Developthetopicwithwellchosen,relevant,and
sufficientfacts,extendeddefinitions,concrete
details,quotations,orotherinformationand
examplesappropriatetotheaudiencesknowledge
ofthetopic.
c. Usevariedtransitionsandsentencestructuresto
linkthemajorsectionsofthetext,createcohesion,
andclarifytherelationshipsamongideasand
concepts.
vocabularytomanagethecomplexityofthetopic
andconveyastyleappropriatetothediscipline
andcontextaswellastotheexpertiseoflikely
readers.
e. Establishandmaintainaformalstyleandobjective
tonewhileattendingtothenormsandconventions
ofthedisciplineinwhichtheyarewriting.
explanationpresented(e.g.,articulating
implicationsorthesignificanceofthetopic).
(910.WHST.2)
Grade1112 students:
Writeinformative/explanatorytexts,including
thenarrationofhistoricalevents,scientific
procedures/experiments,ortechnicalprocesses.
a. Introduceatopicandorganizecomplex
ideas,concepts,andinformationsothateach
newelementbuildsonthatwhichprecedes
ittocreateaunifiedwhole;include
formatting(e.g.,headings),graphics(e.g.,
figures,tables),andmultimediawhenuseful
toaidingcomprehension.
b. Developthetopicthoroughlybyselectingthe
mostsignificantandrelevantfacts,extended
definitions,concretedetails,quotations,or
otherinformationandexamplesappropriate
totheaudiencesknowledgeofthetopic.
c. Usevariedtransitionsandsentence
structurestolinkthemajorsectionsofthe
text,createcohesion,andclarifythe
relationshipsamongcomplexideasand
concepts.
d. Usepreciselanguage,domainspecific
vocabularyandtechniquessuchas
metaphor,simile,andanalogytomanagethe
complexityofthetopic;conveya
knowledgeablestanceinastylethat
respondstothedisciplineandcontextaswell
astotheexpertiseoflikelyreaders.
thatfollowsfromandsupportsthe
informationorexplanationprovided(e.g.,
articulatingimplicationsorthesignificanceof
thetopic).(1112.WHST.2)
Grade68students:
Grade910 students:
Grade1112 students:
3. (Seenote;notapplicableasaseparaterequirement)
3. (Seenote;notapplicableasaseparaterequirement)
3. (Seenote;notapplicableasaseparate
(68.WHST.3)
(910.WHST.3)
requirement)(1112.WHST.3)
Note:Studentsnarrativeskillscontinuetogrowinthesegrades.TheStandardsrequirethatstudentsbeabletoincorporatenarrativeelementseffectivelyintoarguments and
informative/explanatorytexts.Inhistory/socialstudies,studentsmustbeabletoincorporatenarrativeaccountsintotheiranalysesofindividualsoreventsofhistoricalimport.
Inscienceandtechnicalsubjects,studentsmustbeabletowritepreciseenoughdescriptionsofthestepbystepprocedurestheyuseintheirinvestigationsortechnicalworkthat
otherscanreplicatethemand(possibly)reachthesameresults.
development,organization,andstyleare
totask,purpose,andaudience.(68.WHST.4)
totask,purpose,andaudience.(910.WHST.4)
appropriatetotask,purpose,andaudience.
a. Produceclearandcoherentfunctionalwriting(e.g.,
a. Produceclearandcoherentfunctionalwriting(e.g.,
(1112.WHST.4)
formalletters,envelopes,procedures,labels,
formalletters,envelopes,procedures,labels,
a. Produceclearandcoherentfunctional
timelines,graphs/tables,experiments,maps,
timelines,graphs/tables,experiments,maps,
writing(e.g.,formalletters,envelopes,
caption,charts,diagrams)inwhichthe
procedures,labels,timelines,graphs/tables,
caption,charts,diagrams)inwhichthe
experiments,maps,caption,charts,
diagrams)inwhichthedevelopment,
(AZ.910.WHST.4)
organization,andstyleareappropriateto
(AZ.68.WHST.4)
task,purpose,andaudience.
(AZ.1112.WHST.4)
5. Developandstrengthenwritingasneededbyplanning, 5. Developandstrengthenwritingasneededby
5. Withsomeguidanceandsupportfrompeersand
planning,revising,editing,rewriting,ortryinga
revising,editing,rewriting,ortryinganewapproach,
newapproach,focusingonaddressingwhatis
focusingonaddressingwhatismostsignificantfora
approach,focusingonhowwellpurposeandaudience
mostsignificantforaspecificpurposeand
specificpurposeandaudience.(910.WHST.5)
havebeenaddressed.(68.WHST.5)
audience.(1112.WHST.5)
6. Usetechnology,includingtheInternet,to
6. Usetechnology,includingtheInternet,toproduceand 6. Usetechnology,includingtheInternet,toproduce,
produce,publish,andupdateindividualorshared
publishwritingandpresenttherelationshipsbetween
publish,andupdateindividualorsharedwriting
writingproductsinresponsetoongoing
informationandideasclearlyandefficiently.
products,takingadvantageoftechnologyscapacityto
feedback,includingnewargumentsor
(68.WHST.6)
linktootherinformationandtodisplayinformation
flexiblyanddynamically.(910.WHST.6)
information.(1112.WHST.6)
Grade68students:
7. Conductshortresearchprojectstoansweraquestion
(includingaselfgeneratedquestion),drawingon
severalsourcesandgeneratingadditionalrelated,
focusedquestionsthatallowformultipleavenuesof
exploration.(68.WHST.7)
Grade910 students:
7.
8.
thecredibilityandaccuracyofeachsource;andquote
orparaphrasethedataandconclusionsofotherswhile
avoidingplagiarismandfollowingastandardformatfor
citation.(68.WHST.8)
8.
9.
Drawevidencefrominformationaltextstosupport
analysis,reflection,andresearch.(68.WHST.9)
9.
RangeofWriting
reflectionandrevision)andshortertimeframes(a
singlesittingoradayortwo)forarangeofdiscipline
specifictasks,purposes,andaudiences.(68.WHST.10)
Grade1112 students:
Conductshortaswellasmoresustainedresearch
projectstoansweraquestion(includingaself
generatedquestion)orsolveaproblem;narrowor
broadentheinquirywhenappropriate;synthesize
multiplesourcesonthesubject,demonstrating
understandingofthesubjectunderinvestigation.
(910.WHST.7)
Gatherrelevantinformationfrommultiple
authoritativeprintanddigitalsources,usingadvanced
searcheseffectively;assesstheusefulnessofeach
sourceinansweringtheresearchquestion;integrate
informationintothetextselectivelytomaintainthe
flowofideas,avoidingplagiarismandfollowinga
standardformatforcitation.(910.WHST.8)
7.
Drawevidencefrominformationaltextstosupport
analysis,reflection,andresearch.(910.WHST.9)
9.
reflectionandrevision)andshortertimeframes(a
singlesittingoradayortwo)forarangeofdiscipline
specifictasks,purposes,andaudiences.
(910.WHST.10)
8.
Conductshortaswellasmoresustainedresearch
projectstoansweraquestion(includingaself
generatedquestion)orsolveaproblem;narrow
orbroadentheinquirywhenappropriate;
synthesizemultiplesourcesonthesubject,
demonstratingunderstandingofthesubject
underinvestigation.(1112.WHST.7)
Gatherrelevantinformationfrommultiple
authoritativeprintanddigitalsources,using
advancedsearcheseffectively;assessthe
strengthsandlimitationsofeachsourceinterms
ofthespecifictask,purpose,andaudience;
integrateinformationintothetextselectivelyto
maintaintheflowofideas,avoidingplagiarism
andoverrelianceonanyonesourceandfollowing
astandardformatforcitation.(1112.WHST.8)
Drawevidencefrominformationaltextsto
(1112.WHST.9)
10. Writeroutinelyoverextendedtimeframes(time
forreflectionandrevision)andshortertime
frames(asinglesittingoradayortwo)fora
rangeofdisciplinespecifictasks,purposes,and
audiences.(1112.WHST.10)

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Az Standards

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Arizonas

College and Career Ready Standards

Key Design Considerations

What Is Not Covered by the Standards

How to Read This Document

Key Features of the Standards

College and Career Readiness Anchor Standards for Reading

NOTE ON RANGE AND CONTENT OF

Arizona Reading Standards English Language Arts Literature K2

Reading Standards for Literature K2

Arizona Reading Standards English Language Arts Literature K2

Arizona Reading Standards English Language Arts Literature 35

Reading Standards for Literature 35

Arizona Reading Standards English Language Arts Literature 35

Arizona Reading Standards English Language Arts Informational Text K2

Reading Standards for Informational Text K2

Arizona Reading Standards English Language Arts Informational Text K2

Arizona Reading Standards English Language Arts Informational Text 35

Reading Standards for Informational Text 35

Arizona Reading Standards English Language Arts Informational Text 35

Arizona Reading Standards English Language Arts Foundational Skills K5

Reading Standards: Foundational Skills

Arizona Reading Standards English Language Arts Foundational Skills K2

Reading Standards: Foundational Skills K2

Arizona Reading Standards English Language Arts Foundational Skills 35

Reading Standards: Foundational Skills 35

College and Career Readiness Anchor Standards for Writing

NOTE ON RANGE AND CONTENT OF

10. (Beginsingrade3) (1.W.10)

10. (Beginsingrade3) (2.W.10)

NOTE ON RANGE AND CONTENT OF

Speaking and Listening Standards K2

Speaking and Listening Standards 35

College and Career Readiness Anchor Standards for Language

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Language Progressive Skills

Language Progressive Skills, by Grade

Range, Quality, and Complexity of Student Reading K5

Standard 10: Range, Quality, and Complexity of Student Reading K5

Range, Quality, and Complexity of Student Reading K5

Staying on Topic within a Grade and Across Grades

College and Career Readiness Anchor Standards for Reading

NOTE ON RANGE AND CONTENT OF

Reading Standards for Literature 68

Reading Standards for Literature 912

Grades 1112 students:

Grades 1112 students:

Reading Standards for Informational Text 68

Reading Standards for Informational Text 912

Grades 1112 students:

Grades 1112 students:

College and Career Readiness Anchor Standards for Writing

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Writing Standards 912

Grades 1112 students:

Grades 1112 students:

Grades 1112 students:

Grades 1112 students:

NOTE ON RANGE AND CONTENT ON

Speaking and Listening Standards 68

Speaking and Listening Standards 912

College and Career Readiness Anchor Standards for Language

NOTE ON RANGE AND CONTENT OF