READ ME FIRST – Overview of EL’s Common Core Learning Targets

What We Have Created and Why

 A group of 15 EL staff members wrote long-term learning targets aligned with
the Common Core State Standards for English Language Arts (K-12),
Disciplinary Reading (6-12), and Math.
 EL is committed to purposeful learning; to that end, learning targets are a key
resource for students, teachers, and instructional leaders. Our hope is that
these targets help launch teachers into what we’ve learned is the most
powerful work: engaging students with targets during the learning process.
 The Common Core State Standards (CCSS) unite us nationally. The standards,
along with these long-term learning targets provide us with a common
framework and language.
 We offer these targets as an open educational resource (OER), intended to be
shared publicly at no charge.

Next Steps for Schools and Teachers

 Determine importance and sort for long-term vs. supporting targets.
In most cases, there are more targets here than teachers can realistically
instruct to and assess, and not each target is “worthy” of being a long-term
target. We suggest that leadership teams, disciplinary teams, or grade-level
teams analyze these targets to determine which ones you consider to be truly
long-term versus supporting. Reorganize them as necessary to make them
yours.
 Build out contextualized supporting targets and assessments, looking
back at the full text of the standard. Our intention is to offer a “clean
translation” of the standards in student-friendly language to serve as a
jumping-off point for teachers when developing daily targets used with
students during instruction and formative assessment.

Resources
 A specific resource we recommend is The Common Core: Clarifying
Expectations for Teachers & Students (2012), by Align Assess, Achieve, LLC
and distributed through McGraw Hill. These are a series of grade level
booklets for Math, ELA, and Literacy in Science, Social Studies & Technology.
They include enduring understandings, essential questions, suggested daily-
level learning targets and vocabulary broken out by cluster and standard. Find
more information at www.mheonline.com/aaa/index.php?page=flipbooks. (Each
grade-level booklet costs $15-25.)

ELA CCSS and long-term learning targets – December, 2013

 We also recommend installing the free Common Core Standards app by
MasteryConnect. It’s very useful to have the standards at your fingertips!
http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Quick Links
Kindergarten 6th Grade ELA 11th-12th
ELA 7th Grade ELA th th
6 -8 Grade Grade
1st Grade ELA 8th Grade ELA Disciplinary Disciplinary
2nd Grade ELA 9th-10th Grade Reading Reading
3rd Grade ELA ELA 9th-10th Grade
4th Grade ELA 11th-12th Disciplinary
5th Grade ELA Grade ELA Reading

ELA CCSS and long-term learning targets – December, 2013 2

ELA Common Core State Standards and Long-Term Learning Targets
Kindergarten
CCS Standards: Reading -
Literature
RL.K.1. With prompting and support,
ask and answer questions about key
details in a text.
RL.K.2. With prompting and support,
retell familiar stories, including key
details.
RL.K.3. With prompting and support,
identify characters, settings, and major characters, setting and major events of
events in a story.
RL.K.4. Ask and answer questions
about unknown words in a text.
RL.K.5. Recognize common types of
texts (e.g., storybooks, poems).
RL.K.6. With prompting and support,
name the author and illustrator of a
story and define the role of each in
telling the story.
RL.K.7. With prompting and support,
describe the relationship between
illustrations and the story in which
they appear (e.g., what moment in a
story an illustration depicts).
RL.K.9. With prompting and support,
compare and contrast the adventures
and experiences of characters in
familiar stories.
RL.K.10. Actively engage in group
reading activities with purpose and
understanding.
CCS Standards: Reading –
Informational Text
Long-Term Target(s)
With support, I can ask questions
about important details in a literary
text.
With support, I can answer questions
about important details in a literary
text.
With support, I can retell a story I
know using important details.
With support, I can describe the
a story using details.
I can ask questions about words I don’t
know in a literary text.
I can answer questions about words I
don’t know in a literary text.
I can identify different types of literary
texts. (e.g., storybooks, poems).
With support, I can describe the
author's job in telling a story.
With support, I can describe the
illustrator's job in telling a story.
With support, I can make connections
between pictures and words in a story.
With support, I can compare and
contrast things that happen to
characters in stories that I know.
I can actively participate in group
reading activities.
Long-Term Target(s)
RI.K.1. With prompting and support,
ask and answer questions about key
details in a text.
RI.K.2. With prompting and support,
identify the main topic and retell key
details of a text.
With support, I can ask questions
about important details in an
informational text.
With support, I can answer questions
about important details in an
informational text.
With support, I can identify the main
topic and details of an informational
text.
RI.K.3. With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
RI.K.4. With prompting and support,
ask and answer questions about
unknown words in a text.
With support, I can describe how two
people, events, and/or ideas are
connected in informational texts.
With support, I can ask questions
about words I don't know in
informational texts.

With support, I can answer questions

about words I don't know in
informational texts.
RI.K.5. Identify the front cover, back I can identify the front cover, back
cover, and title page of a book. cover and title page of an informational
text.
RI.K.6. Name the author and illustrator I can describe the author's role in
of a text and define the role of each in creating an informational text.
presenting the ideas or information in
a text. I can describe the illustrator’s role in
creating an informational text.
RI.K.7. With prompting and support, With support, I can make connections
describe the relationship between between the pictures and words in an
illustrations and the text in which they informational text.
appear (e.g., what person, place, thing,
or idea in the text an illustration
depicts).
RI.K.8. With prompting and support, With support, I can describe details an
identify the reasons an author gives to author gives in an informational text.
support points in a text.
RI.K.9. With prompting and support, With support, I can compare and
identify basic similarities in and contrast informational texts about the
differences between two texts on the same topic (illustrations, descriptions,
same topic (e.g., in illustrations, procedures).
descriptions, or procedures).
RI.K.10. Actively engage in group I can actively participate in group
reading activities with purpose and reading activities.
understanding.
CCS Standards: Reading – Long-Term Target(s)
Foundational Skills
RF.K.1. Demonstrate understanding of I can show how words are organized
the organization and basic features of and used in a text.
print. a. I can follow words from left to right,
a. Follow words from left to right, top top to bottom and page by page.
to bottom, and page by page. b. I can describe how words I hear can
be written in letters.
b. Recognize that spoken words are
c. I can identify spaces between words
represented in written language by
 specific sequences of letters. in print.
c. Understand that words are d. I can name all upper and lower case
letters of the alphabet
separated by spaces in print.
d. Recognize and name all upper- and
lowercase letters of the alphabet.
RF.K.2. Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming
words.
b. Count, pronounce, blend, and
segment syllables in spoken words.
c. Blend and segment onsets and
rimes of single-syllable spoken
words.
d. Isolate and pronounce the initial,
medial vowel, and final sounds
(phonemes) in three-phoneme
(consonant-vowel-consonant, or
CVC) words.1 (This does not include
CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds
(phonemes) in simple, one-syllable
words to make new words.
RF.K.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Demonstrate basic knowledge of
letter-sound correspondences by
producing the primary or most
frequent sound for each consonant.
b. Associate the long and short sounds
with the common spellings
(graphemes) for the five major
vowels.
c. Read common high-frequency words
by sight
(e.g., the, of, to, you, she, my, is, ar
e, do, does).
d. Distinguish between similarly
spelled words by identifying the
sounds of the letters that differ.
RF.K.4. Read emergent-reader texts
with purpose and understanding.
Standards: Writing
I can use sound patterns to read
words.
a. I can identify rhyming words.
a. I can make rhyming words.
b. I can count the number of syllables
in a word I hear.
b. I can say each syllable in a word I
hear.
b. I can break up words I hear into
syllables.
c. I can put syllables together in words
I hear.
c. I can blend onsets and rimes in one
syllable words.
c. I can identify onsets and rimes in
one-syllable words.
d. I can say the beginning, middle and
end sounds of c-v-c words.
e. I can change sounds in simple, one
syllable words to make new words.
I can read words using different
strategies.
a. I can match consonants with the
sounds they make (say).
b. I can say the long sound for each
vowel.
b. I can say the short sound for each
vowel.
c. I can read common sight words in a
snap. (e.g.,
the, of, to, you, she, my, is, are, do,
does)
d. I can identify which letters and
sounds are different when looking at
similar words.
I can read kindergarten texts to make
meaning.
Long-Term Target(s)
W.K.1. Use a combination of drawing, I can share my thoughts and opinions
dictating, and writing to compose about a book using pictures and words.
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the
topic or book (e.g., My favorite book
is...).
W.K.2. Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which
they name what they are writing about
and supply some information about the
topic.
W.K.3. Use a combination of drawing,
dictating, and writing to narrate a
single event or several loosely linked
events, tell about the events in the
order in which they occurred, and
provide a reaction to what happened.
W.K.5. With guidance and support from
adults, respond to questions and
suggestions from peers and add details
to strengthen writing as needed.
W.K.6. With guidance and support from
adults, explore a variety of digital tools
to produce and publish writing,
including in collaboration with peers.
W.K.7. Participate in shared research
and writing projects (e.g., explore a
number of books by a favorite author
and express opinions about them).
W.K.8. With guidance and support from
adults, recall information from
experiences or gather information
from provided sources to answer a
question.
CCS Standards: Speaking &
Listening
SL.K.1. Participate in collaborative
conversations with diverse partners
about kindergarten topics and
texts with peers and adults in small
and larger groups.
a. Follow agreed-upon rules for
discussions (e.g., listening to others
and taking turns speaking about the
topics and texts under discussion).
b. Continue a conversation through
I can teach my reader about a topic
using pictures and words.
I can tell a story to my reader using
pictures and words.
With support from adults, I can use
feedback from peers to make my
writing stronger.
With support from adults, I can revise
my writing by adding details.
With support from adults, I can use
digital tools to publish my writing.
I can participate in shared research
projects.
I can participate in shared writing
projects.
With support from adults, I can answer
questions about things I’ve done or
learned about.
Long-Term Target(s)
I can participate in small and larger
group conversations with peers and
adults about kindergarten topics and
texts.
a. I can follow our class norms when I
participate in a conversation.
b. I can build upon what others say
when I participate in a
conversation.
 multiple exchanges.
SL.K.2. Confirm understanding of a
text read aloud or information
presented orally or through other
media by asking and answering
questions about key details and
requesting clarification if something is
not understood.
I can ask questions when I am
confused about a text or information
that has been read aloud or shown to
me.
I can answer questions to show what I
know about a text or information that
has been read aloud or shown to me.
SL.K.3. Ask and answer questions in
order to seek help, get information, or
clarify something that is not
understood.
SL.K.4. Describe familiar people,
places, things, and events and, with
prompting and support, provide
additional detail.
SL.K.5. Add drawings or other visual
displays to descriptions as desired to
provide additional detail.
SL.K.6. Speak audibly and express
thoughts, feelings, and ideas clearly.
CCS Standards: Language
L.K.1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Print many upper- and lowercase
letters.
b. Use frequently occurring nouns and
verbs.
c. Form regular plural nouns orally by
adding /s/ or /es/ (e.g., dog, dogs;
wish, wishes).
d. Understand and use question words
(interrogatives) (e.g., who, what,
where, when, why, how).
e. Use the most frequently occurring
prepositions (e.g., to, from, in, out,
on, off, for, of, by, with).
f. Produce and expand complete
sentences in shared language
activities.
L.K.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
I can ask questions when I am
confused.
I can answer questions to show what I
know.
I can describe people, places, things,
and events that I know. (with support)
With support, I can use details when I
speak to send a clear message to my
listener.
I can use pictures to send a clear
message to my listener.
I can speak in a loud and clear voice so
my listener can understand me.
Long-Term Target(s)
I can use grammar conventions to send
a clear message to a reader or listener.
a. I can print many upper and lower
case letters.
b. I can use common nouns and verbs.
c. I can write regular plural nouns.
(e.g., dog, dogs; wish, wishes)
d. I can use question words.
(e.g., who, what, where, when, why,
how)
e. I can use common prepositions.
(e.g., to, from, in, out, on, off, for, of,
by, with)
f. I can write complete sentences
when working with a group.
I can use conventions to send a clear
message to my reader.
a. I can capitalize the first word in a
sentence.
spelling when writing.
a. Capitalize the first word in a
sentence and the pronoun I.
b. Recognize and name end
punctuation.
c. Write a letter or letters for most
consonant and short-vowel sounds
(phonemes).
d. Spell simple words phonetically,
drawing on knowledge of sound-
letter relationships.
a. I can capitalize the pronoun I.
b. I can identify ending punctuation
marks.
c. I can write letters for consonant
sounds.
c. I can write letters for short-vowel
sounds.
d. I can use sound patterns to spell
words I don't know.
L.K.4. Determine or clarify the
meaning of unknown and multiple-
meaning words and phrases based on
kindergarten reading and content.
a. Identify new meanings for familiar
words and apply them accurately
(e.g., knowing duck is a bird and
learning the verb to duck).
b. Use the most frequently occurring
inflections and affixes (e.g., -ed, -s,
re-, un-, pre-, -ful, -less) as a clue to
the meaning of an unknown word.
L.K.5. With guidance and support from
adults, explore word relationships and
nuances in word meanings.
a. Sort common objects into
categories (e.g., shapes, foods) to
gain a sense of the concepts the
categories represent.
b. Demonstrate understanding of
frequently occurring verbs and
adjectives by relating them to their
opposites (antonyms).
c. Identify real-life connections
between words and their use (e.g.,
note places at school that are
colorful).
d. Distinguish shades of meaning
among verbs describing the same
general action (e.g., walk, march,
strut, prance) by acting out the
meanings.
L.K.6. Use words and phrases acquired
through conversations, reading and
being read to, and responding to texts.
I can use a variety of strategies to read
words I don’t know.
a. I can identify new meanings for
words I know.
a. I can use words I know in different
ways that make sense. (e.g.,
knowing duck is a bird and learning
the verb to duck).
b. I can use common beginnings and
endings to help me know what a
word means. (e.g., -ed, -s, re-, un-,
pre-, -ful, -less)
I can use a variety of strategies to
figure out what words mean. (with
support)
a. I can sort words into categories.
b. I can identify antonyms of common
verbs and adjectives. This means I
can name the opposite words for
common verbs and adjectives.
c. I can make connections between
words and their use.
d. I can act out the meanings of similar
action verbs to show that I know the
differences between them.
I can speak using words I hear in
conversations.
I can speak using words I hear in
books.
ELA Common Core State Standards and Long-Term Learning Targets
Grade 1
CCS Standards: Reading -
Literature
RL.1.1. Ask and answer questions about
key details in a text.
RL.1.2. Retell stories, including key
details, and demonstrate understanding
of their central message or lesson.
RL.1.3. Describe characters, settings,
and major events in a story, using key
details.
RL.1.4. Identify words and phrases in
stories or poems that suggest feelings
or appeal to the senses.
RL.1.5. Explain major differences
between books that tell stories and
books that give information, drawing on
a wide reading of a range of text types.
RL.1.6. Identify who is telling the story
at various points in a text.
RL.1.7. Use illustrations and details in a
story to describe its characters, setting,
or events.
RL.1.9. Compare and contrast the
adventures and experiences of
characters in stories.
RL.1.10. With prompting and support,
read prose and poetry of appropriate
complexity for grade 1.
CCS Standards: Reading –
Informational Text
RI.1.1. Ask and answer questions about
key details in a text.
I can answer questions about details in
informational text.
RI.1.2. Identify the main topic and retell I can identify the main idea of an
Long-Term Target(s)
I can ask questions about details in a
literary text.
I can answer questions about details in
a literary text.
I can retell a story, including important
details.
I can explain the important message or
lesson of a story.
I can describe the characters, setting
and major events of a story using
details.
I can identify feeling and sense words
in stories and poems.
I can compare and contrast books that
tell stories and books that give
information.
I can identify who is telling the story at
different places in a text.
I can use pictures and details to
describe the characters, setting and
events of a story.
I can compare and contrast things that
happen to characters in stories.
With support, I can read first grade
literary texts.
Long-Term Target(s)
I can ask questions about details in
informational text.
key details of a text. informational text.

I can retell details in an informational

text.
RI.1.3. Describe the connection I can describe how two people, events,
between two individuals, events, ideas, and/or ideas are connected in
or pieces of information in a text. informational texts.
RI.1.4. Ask and answer questions to
help determine or clarify the meaning
of words and phrases in a text.
RI.1.5. Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic menus,
icons) to locate key facts or information
in a text.
RI.1.6. Distinguish between information
provided by pictures or other
illustrations and information provided
by the words in a text.
RI.1.7. Use the illustrations and details
in a text to describe its key ideas.
RI.1.8. Identify the reasons an author
gives to support points in a text.
RI.1.9. Identify basic similarities in and
differences between two texts on the
same topic (e.g., in illustrations,
descriptions, or procedures).
RI.1.10. With prompting and support,
read informational texts appropriately
complex for grade 1.
CCS Standards: Reading –
Foundational Skills
RF.1.1. Demonstrate understanding of
the organization and basic features of
print.
a. Recognize the distinguishing
features of a sentence (e.g., first
word, capitalization, ending
punctuation).
RF.1.2. Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
a. Distinguish long from short vowel
I can ask questions about unknown
words and phrases in informational
texts.
I can answer questions about unknown
words and phrases in informational
texts.
I can identify features of informational
text. (e.g. headings, tables of contents,
glossaries, electronic menus, icons).
I can use text features to find
important facts in informational text.
I can compare and contrast the facts
from words and pictures in
informational texts.
I can use pictures and details to
describe the main ideas of
informational text.
I can identify the author's reasons that
support the main idea of an
informational text.
I can compare and contrast
informational texts about the same
topic.
With support, I can read first grade
informational texts.
Long-Term Target(s)
I can explain how words are organized
and used in a text.
a. I can identify the parts of a
sentence.
I can use sound patterns to read
words.
a. I can identify long and short vowels
in one-syllable words I hear.
b. I can say one-syllable words by
 sounds in spoken single-syllable
words.
b. Orally produce single-syllable words
by blending sounds (phonemes),
including consonant blends.
c. Isolate and pronounce initial, medial
vowel, and final sounds (phonemes)
in spoken single-syllable words.
d. Segment spoken single-syllable
words into their complete sequence
of individual sounds (phonemes).
RF.1.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs (two letters that
represent one sound).
b. Decode regularly spelled one-
syllable words.
c. Know final -e and common vowel
team conventions for representing
long vowel sounds.
d. Use knowledge that every syllable
must have a vowel sound to
determine the number of syllables in
a printed word.
e. Decode two-syllable words following
basic patterns by breaking the words
into syllables.
f. Read words with inflectional
endings.
g. Recognize and read grade-
appropriate irregularly spelled
words.
RF.1.4. Read with sufficient accuracy
and fluency to support comprehension.
a. Read grade-level text with purpose
and understanding.
b. Read grade-level text orally with
accuracy, appropriate rate, and
putting sounds together.
c. I can say the beginning, middle and
end sounds of one- syllable words.
d. I can break up one syllable words
into their sounds.
I can use a variety of strategies to read
words.
a. I can match letters and sounds for
common consonant teams. (digraph:
two letters that make one sound).
b. I can read one-syllable words that"
play fair"
c. I can read long vowel words with a
silent e.
c. I can read long vowel “team”
words.
d. I can use vowel sounds to identify
the number of syllables in a word.
e. I can read two-syllable words that
by breaking the words into
syllables.
f. I can read words with endings (ing,
ed, s, es).
g. I can read high frequency words
that don't “play fair.”
I can read 1st grade level texts
accurately and fluently to make
meaning.
a. I can read 1st grade level texts with
purpose.
b. I can read 1st grade level texts with
 expression.
c. Use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
Standards: Writing
W.1.1. Write opinion pieces in which
they introduce the topic or name the
book they are writing about, state an
opinion, supply a reason for the
opinion, and provide some sense of
closure.
W.1.2. Write informative/explanatory
texts in which they name a topic, supply has a clear topic.
some facts about the topic, and provide
some sense of closure.
fluency.
c. I can use clues in the text to check
my accuracy.
c. I can re-read to make sure that
what I’m reading makes sense.
Long-Term Target(s)
I can write an opinion piece (about a
book) with a clear topic, support for my
opinion, and closure.
I can write an informational text that
I can include supporting facts about a
topic in an informational text.
I can include an ending to my
informational text.
W.1.3. Write narratives in which they
recount two or more appropriately
sequenced events, include some details
regarding what happened, use temporal
words to signal event order, and
provide some sense of closure.
W.1.5. With guidance and support from
adults, focus on a topic, respond to
questions and suggestions from peers,
and add details to strengthen writing as
needed.
W.1.6. With guidance and support from
adults, use a variety of digital tools to
produce and publish writing, including
in collaboration with peers.
W.1.7. Participate in shared research
and writing projects (e.g., explore a
number of “how-to” books on a given
topic and use them to write a sequence
of instructions).
W.1.8. With guidance and support from
adults, recall information from
experiences or gather information from
provided sources to answer a question.
CCS Standards: Speaking &
Listening
SL.1.1. Participate in collaborative
conversations with diverse partners
about grade 1 topics and texts with
peers and adults in small and larger
groups.
a. Follow agreed-upon rules for
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
b. Build on others’ talk in conversations
by responding to the comments of
others through multiple exchanges.
I can sequence at least two events in a
story.
I can include details that tell what
happened in my story.
I can use transitional words and
expressions in my story.
I can include an ending for my story.
With support from adults, I can use
feedback from peers to make my
writing stronger.
With support from adults, I can revise
my writing by adding details.
With support from adults, I can use
digital tools to publish my writing.
I can participate in shared research
projects.
With support from adults, I can answer
questions about things I’ve done or
learned about.
Long-Term Target(s)
I can participate in small and larger
group conversations with peers and
adults about 1st grade topics and texts.
a. I can follow our class norms when I
participate
in a conversation.
b. I can build upon what others say
when I
participate in a conversation.
c. I can ask questions so I’m clear
about what is
being discussed.
c. Ask questions to clear up any
confusion about the topics and texts
under discussion.
SL.1.2. Ask and answer questions about
key details in a text read aloud or
information presented orally or through
other media.
I can ask questions about a text or
information that has been read aloud
or shown to me.
I can answer questions to show what I
know about a text or information that
has been read aloud or shown to me.
SL.1.3. Ask and answer questions about
what a speaker says in order to gather
additional information or clarify
something that is not understood.
SL.1.4. Describe people, places, things,
and events with relevant details,
expressing ideas and feelings clearly.
SL.1.5. Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas, thoughts,
and feelings.
SL.1.6. Produce complete sentences
when appropriate to task and situation.
CCS Standards: Language
L.1.1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Print all upper- and lowercase
letters.
b. Use common, proper, and possessive
nouns.
c. Use singular and plural nouns with
matching verbs in basic sentences
(e.g., He hops; We hop).
d. Use personal, possessive, and
indefinite pronouns (e.g., I, me, my;
they, them, their, anyone,
everything).
e. Use verbs to convey a sense of past,
present, and future (e.g., Yesterday I
walked home; Today I walk home;
Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring
conjunctions (e.g., and, but, or, so,
because).
h. Use determiners (e.g., articles,
I can ask questions when I am
confused or want more information
when listening to a speaker.
I can answer questions to show what I
know after listening to a speaker.
I can describe people, places, things,
and events with appropriate details.
I can use drawings or other visual
displays to help me express myself.
I can speak in complete sentences.
Long-Term Target(s)
I can use grammar conventions to send
a clear message to a reader or listener.
a. I can print all upper and lower case
letters.
b. I can use common, proper and
possessive nouns in my writing.
c. I can write basic sentences that
include nouns and matching verbs.
d. I can use pronouns in my writing.
(e.g., I, me, my; they, them, their,
anyone, everything)
e. I can use verbs to show past,
present, and future. (e.g., Yesterday
I walked home; Today I walk home;
Tomorrow I will walk home)
f. I can use common adjectives in my
writing.
g. I can use conjunctions in my
writing. (e.g., and, but, or, so,
because)
h. I can use words that point out a
specific noun (e.g. this, that, the).
i. I can use common prepositions in
my writing. (e.g., during, beyond,
toward)
j. I can write complex and compound
sentences.
 demonstratives).
i. Use frequently occurring
prepositions (e.g., during, beyond,
toward).
j. Produce and expand complete
simple and compound declarative,
interrogative, imperative, and
exclamatory sentences in response
to prompts.
L.1.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Capitalize dates and names of
people.
b. Use end punctuation for sentences.
c. Use commas in dates and to
separate single words in a series.
d. Use conventional spelling for words
with common spelling patterns and
for frequently occurring irregular
words.
e. Spell untaught words phonetically,
drawing on phonemic awareness and
spelling conventions.
L.1.4. Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 1
reading and content, choosing flexibly
from an array of strategies.
a. Use sentence-level context as a clue
to the meaning of a word or phrase.
b. Use frequently occurring affixes as a
clue to the meaning of a word.
c. Identify frequently occurring root
words (e.g., look) and their
inflectional forms (e.g., looks,
looked, looking).
L.1.5. With guidance and support from
adults, demonstrate understanding of
figurative language, word relationships
and nuances in word meanings.
a. Sort words into categories (e.g.,
colors, clothing) to gain a sense of
the concepts the categories
represent.
b. Define words by category and by one
or more key attributes (e.g.,
a duck is a bird that swims; a tiger is
a large cat with stripes).
I can use grammar conventions to send
a clear message to a reader.
a. I can capitalize dates and names of
people.
b. I can use ending punctuation in
sentences.
c. I can use commas in dates and when
writing a list.
d. I can spell grade-level words
correctly.
e. I can use sound patterns to spell
words I don't know.
I can use a variety of strategies to
determine what word means.
a. I can use sentence clues to help me
determine what a word means.
b. I can use prefixes and suffixes to
determine the meaning of a word
c. I can identify common root words
and their endings.
With support, I can describe what
figurative and complex words and
phrases mean.
a. I can sort words into categories.
b. I can sort words by one or more
attributes.
c. I can identify real-life connection
between words and their uses.
d. I can tell the difference between
similar verbs and adjectives.
c. Identify real-life connections
between words and their use (e.g.,
note places at home that are cozy).
d. Distinguish shades of meaning
among verbs differing in manner
(e.g., look, peek, glance, stare, glare,
scowl) and adjectives differing in
intensity (e.g., large, gigantic) by
defining or choosing them or by
acting out the meanings.
L.1.6. Use words and phrases acquired
through conversations, reading and
being read to, and responding to texts,
including using frequently occurring
conjunctions to signal simple
relationships (e.g., because).
I can speak using words I hear in
conversations.
I can speak using words I hear in
books.
ELA Common Core State Standards and Long-Term Learning Targets
Grade 2
CCS Standards: Reading -
Literature
RL.2.1. Ask and answer such questions
as who, what, where, when, why,
and how to demonstrate understanding
of key details in a text.
RL.2.2. Recount stories, including
fables and folktales from diverse
cultures, and determine their central
message, lesson, or moral.
RL.2.3. Describe how characters in a
story respond to major events and
challenges.
RL.2.4. Describe how words and
phrases (e.g., regular beats,
alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story,
poem, or song.
RL.2.5. Describe the overall structure
of a story, including describing how the
beginning introduces the story and the
ending concludes the action.
RL.2.6. Acknowledge differences in the
points of view of characters, including
by speaking in a different voice for each
character when reading dialogue aloud.
RL.2.7. Use information gained from
the illustrations and words in a print or
digital text to demonstrate
understanding of its characters, setting,
or plot.
RL.2.9. Compare and contrast two or
more versions of the same story (e.g.,
Long-Term Target(s)
I can ask questions before, during and
after reading that help me
understanding the meaning of a
literary text. (e.g.; who, what, where,
when, why, and how)
I can answer questions during and
after reading to show my
understanding of a literary text.
I can retell a story using important
details.
I can determine the important
message, lesson or moral in a story.
I can describe how characters in story
solve problems and overcome
challenges.
I can describe how rhymes, repeated
lines, and alliteration supply rhythm
and meaning in songs and poems.
I can describe the structure of a story.
I can identify different characters'
points of view in a story.
I can speak in different voices to match
the characters’ dialogue when I read a
story out loud.
I can use pictures from text to describe
a story’s characters, setting and plot.
I can compare and contrast the same
story by different authors or from
Cinderella stories) by different authors
or from different cultures.
RL.2.10. By the end of the year, read
and comprehend literature, including
stories and poetry, in the grades 2–3
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
different cultures. (e.g., Cinderella
stories)
I can make meaning from 2nd grade
stories and poems.
I can read above-grade literary texts
with scaffolding and support.
CCS Standards: Reading –
Informational Text
RI.2.1. Ask and answer such questions
as who, what, where, when, why,
and how to demonstrate understanding
of key details in a text.
RI.2.2. Identify the main topic of a
multi-paragraph text as well as the
focus of specific paragraphs within the
text.
RI.2.3. Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps in
technical procedures in a text.
RI.2.4. Determine the meaning of words
and phrases in a text relevant to
a grade 2 topic or subject area.
RI.2.5. Know and use various text
features (e.g., captions, bold print,
subheadings, glossaries, indexes,
electronic menus, icons) to locate key
facts or information in a text efficiently.
RI.2.6. Identify the main purpose of a
text, including what the author wants to
answer, explain, or describe.
RI.2.7. Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to and
clarify a text.
RI.2.8. Describe how reasons support
specific points the author makes in a
text.
RI.2.9. Compare and contrast the most
important points presented by two texts
on the same topic.
RI.2.10. By the end of year, read and
comprehend informational texts,
including history/social studies,
Long-Term Target(s)
I can ask questions to find information
(who, what, where, when, why and
how) in text.
I can answer questions to show what I
learned in an informational text.
I can identify the main idea of each
paragraph in an informational text.
I can identify the main idea of a multi-
paragraph informational text.
I can describe the connection between
events, ideas or concepts in an
informational text.
I can find the meaning of words and
phrases in 2nd grade informational
texts.
I can use text features (bold, captions,
subheadings, glossaries, indexes,
icons) to efficiently find facts in
informational texts.
I can identify the main idea of an
informational text.
I can explain how images help a reader
make meaning from informational
texts. (e.g., a diagram showing how a
machine works)
I can describe how reasons (details)
support an author’s facts.
I can compare and contrast the most
important points in two texts on the
same topic.
I can make meaning from 2nd grade
informational texts.
science, and technical texts, in the I can read above-grade informational
grades 2–3 text complexity band texts with scaffolding and support.
proficiently, with scaffolding as needed
at the high end of the range.
CCS Standards: Reading –
Foundational Skills
RF.2.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Distinguish long and short vowels
when reading regularly spelled one-
syllable words.
b. Know spelling-sound
correspondences for additional
common vowel teams.
c. Decode regularly spelled two-
syllable words with long vowels.
d. Decode words with common prefixes
and suffixes.
e. Identify words with inconsistent but
common spelling-sound
correspondences.
f. Recognize and read grade-
appropriate irregularly spelled
words.
RF.2.4. Read with sufficient accuracy
and fluency to support comprehension.
a. Read grade-level text with purpose
and understanding.
b. Read grade-level text orally with
accuracy, appropriate rate, and
expression.
c. Use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
Standards: Writing
W.2.1. Write opinion pieces in which
they introduce the topic or book they
are writing about, state an opinion,
supply reasons that support the
opinion, use linking words
(e.g., because, and, also) to connect
opinion and reasons, and provide a
Long-Term Target(s)
I can use a variety of strategies to read
words.
a. I can identify long and short vowels
in one-syllable words.
b. I can match letters and sounds for
common vowel teams.
c. I can read two-syllable words with
long vowels.
d. I can read words with prefixes and
suffixes.
e. I can read words that sound the way
they are spelled, even when they
don’t follow a normal pattern.
f. I can read high frequency words
that don’t “play fair.”
I can read 2nd grade level texts
accurately and fluently to make
meaning.
a. I can read 2nd grade level texts with
purpose.
b. I can read 2nd grade level texts with
fluency.
c. I can use clues in the text to check
my accuracy.
c. I can re-read to make sure that
what I’m reading makes sense.
Long-Term Target(s)
I can write an opinion piece with a
clear topic.
I can include reasons that support my
opinion.
I can use linking words to connect my
opinion and reasons.
concluding statement or section.
W.2.2. Write informative/explanatory
texts in which they introduce a topic,
use facts and definitions to develop
points, and provide a concluding
statement or section.
I can write an informative/explanatory
text that has a clear topic.
I can include supporting facts about a
topic in an informative/explanatory
text.
I can construct a closure on the topic
of an informative/explanatory text.
W.2.3. Write narratives in which they
recount a well-elaborated event or
short sequence of events, include
details to describe actions, thoughts,
and feelings, use temporal words to
signal event order, and provide a sense
of closure.
W.2.5. With guidance and support from
adults and peers, focus on a topic and
strengthen writing as needed by
revising and editing.
W.2.6. With guidance and support from
adults, use a variety of digital tools to
produce and publish writing, including
in collaboration with peers.
W.2.7. Participate in shared research
and writing projects (e.g., read a
number of books on a single topic to
produce a report; record science
observations).
W.2.8. Recall information from
experiences or gather information from
provided sources to answer a question.
CCS Standards: Speaking &
Listening
SL.2.1. Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and larger
groups.
a. Follow agreed-upon rules for
discussions (e.g., gaining the floor in
respectful ways, listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
b. Build on others’ talk in conversations
by linking their comments to the
I can write a story that has a clear
sequence of events.
I can include details that tell what
happened in my story.
I can use transitional words and
expressions in my story.
I can close my story.
With support, I can strengthen my
writing through revising.
With support, I can strengthen my
writing through editing.
With support, I can use digital tools to
publish my writing.
I can participate in shared research
projects.
I can answer questions about things
I’ve done or learned about.
Long-Term Target(s)
I can participate in small and larger
group conversations with peers and
adults about 2nd grade topics and texts.
a. I can follow our class norms when I
participate in a conversation.
b. I can build upon what others say
when I participate in a
conversation.
c. I can ask questions so I’m clear
about what is being discussed.
 remarks of others.
c. Ask for clarification and further
explanation as needed about the
topics and texts under discussion.
SL.2.2. Recount or describe key ideas
or details from a text read aloud or
information presented orally or through
other media.
SL.2.3. Ask and answer questions about
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding
of a topic or issue.
SL.2.4. Tell a story or recount an
experience with appropriate facts and
relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.5. Create audio recordings of
stories or poems; add drawings or other poem.
visual displays to stories or recounts of
experiences when appropriate to clarify displays to support what I say.
ideas, thoughts, and feelings.
SL.2.6. Produce complete sentences
when appropriate to task and situation
in order to provide requested detail or
clarification.
CCS Standards: Language
L.2.1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring
irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, d. I can use the past tense of irregular
ourselves).
d. Form and use the past tense of
frequently occurring irregular verbs e. I can use adverbs to describe
(e.g., sat, hid, told).
e. Use adjectives and adverbs, and
I can describe key ideas or details
about a text or information that has
been read aloud or shown to me.
I can ask questions when I am
confused, to learn new things or to
deepen my understanding of a topic
when listening to a speaker.
I can answer questions to show what I
know when listening to a speaker.
I can tell a story or describe an
experience using facts and details.
I can speak clearly and use full
sentences to tell a story or describe an
experience.
I can create a recording of a story or
I can use drawings or other visual
I can speak in complete sentences.
Long-Term Target(s)
I can use grammar conventions to send
a clear message to a reader or listener.
a. I can use collective nouns.
(e.g., group)
b. I can use irregular plural nouns.
(e.g., feet, children, teeth, mice,
fish)
c. I can use reflexive pronouns.
(e.g., myself, ourselves)
verbs. (e.g., sat, hid, told)
e. I can use adjectives to describe
nouns.
actions.
f. I can create, expand, and rearrange
 choose between them depending on complete simple and compound
what is to be modified. sentences.
f. Produce, expand, and rearrange
complete simple and compound
sentences (e.g., The boy watched the
movie; The little boy watched the
movie; The action movie was
watched by the little boy).
L.2.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names,
and geographic names.
b. Use commas in greetings and
closings of letters.
c. Use an apostrophe to form
contractions and frequently
occurring possessives.
d. Generalize learned spelling patterns
when writing words (e.g., cage →
badge; boy → boil).
e. Consult reference materials,
including beginning dictionaries, as
needed to check and correct
spellings.
L.2.3. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening.
a. Compare formal and informal uses of
English.
L.2.4. Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 2
reading and content, choosing flexibly
from an array of strategies.
a. Use sentence-level context as a clue
to the meaning of a word or phrase.
b. Determine the meaning of the new
word formed when a known prefix is
added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to
the meaning of an unknown word
with the same root (e.g., addition,
additional).
d. Use knowledge of the meaning of
individual words to predict the
I can use conventions to send a clear
message to my reader.
a. I can capitalize holidays, product
names, and geographic names.
b. I can use commas in greetings and
closings of letters.
c. I can use apostrophes to form
contractions and possessives.
d. I can use spelling patterns to spell
words correctly.
e. I can use resources to check and
correct my spelling.
I can express myself using language
correctly.
I can compare formal and informal
language.
I can use a variety of strategies to
determine the meaning of a word.
a. I can use sentence clues to help me
to determine what a word means.
b. I can use common prefixes to help
me determine what a word means.
c. I can use root words to determine
what a word means. (e.g., addition,
additional)
d. I can predict the meaning of
compound words by knowing the
meaning of the individual words.
(e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook,
bookmark)
e. I can use resource materials
(glossaries and dictionaries) to help
me determine the meaning of
unknown words and phrases.
 meaning of compound words
(e.g., birdhouse, lighthouse,
housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning
dictionaries, both print and digital,
to determine or clarify the meaning
of words and phrases.
L.2.5. Demonstrate understanding of I can describe what figurative words
figurative language, word relationships mean.
a. I can identify real-life connections
and nuances in word meanings.
between words and their uses.
a. Identify real-life connections (e.g., describe foods that are spicy
between words and their use or juicy)
(e.g., describe foods that are spicy b. I can identify synonyms.
or juicy).
b. Distinguish shades of meaning
among closely related verbs
(e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender,
skinny, scrawny).
L.2.6. Use words and phrases acquired I can speak using words I hear in
through conversations, reading and conversations.
being read to, and responding to texts,
including using adjectives and adverbs I can speak using words I hear in
to describe (e.g., When other kids are books.
happy that makes me happy).
ELA Common Core State Standards and Long-Term Learning Targets
Grade 3
CCS Standards: Reading - Literature
RL.3.1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
RL.3.2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central message,
lesson, or moral and explain how it is
conveyed through key details in the text.
RL.3.3. Describe characters in a story
(e.g., their traits, motivations, or feelings)
and explain how their actions contribute
to the sequence of events.
RL.3.4. Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteral
language.
RL.3.5. Refer to parts of stories, dramas,
and poems when writing or speaking
about a text, using terms such as chapter,
scene, and stanza; describe how each
successive part builds on earlier sections.
RL.3.6. Distinguish their own point of
view from that of the narrator or those of
the characters.
RL.3.7. Explain how specific aspects of a
text’s illustrations contribute to what is
conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a
character or setting).
RL.3.9. Compare and contrast the
themes, settings, and plots of stories
written by the same author about the
Long-Term Target(s)
I can ask questions to deepen my
understanding of a literary text.
I can answer questions using specific
details from literary text.
I can retell a story using key details
from the text.
I can identify the main message or
lesson of a story using key details
from the text.
I can describe the characters in a
story (traits, motivations, feelings).
I can explain how a character's
actions contribute to the events in
the story.
I can determine the meaning of
words using clues from the story.
I can identify literal and nonliteral
language in a story.
I can use literary terms to describe
parts of a story or poem (e.g.,
chapter, scene stanza).
I can describe how parts of a story
build on one another.
I can distinguish between a narrator
or character's point of view and my
own.
I can explain how an illustration
contributes to the story (e.g., mood,
tone, character, setting).
I can compare and contrast stories
(themes, setting, plots) of stories by
the same author (e.g. series books).
same or similar characters (e.g., in books
from a series).
RL.3.10. By the end of the year, read and I can read grade-level literacy texts
comprehend literature, including stories, proficiently and independently.
dramas, and poetry, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
CCS Standards: Reading –
Informational Text
RI.3.1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
RI.3.2. Determine the main idea of a text;
recount the key details and explain how
they support the main idea.
RI.3.3. Describe the relationship between
a series of historical events, scientific
ideas or concepts, or steps in technical
procedures in a text, using language that
pertains to time, sequence, and
cause/effect.
RI.3.4. Determine the meaning of general
academic and domain-specific words and
phrases in a text relevant to a grade 3
topic or subject area.
RI.3.5. Use text features and search tools
(e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given
topic efficiently.
RI.3.6. Distinguish their own point of view
from that of the author of a text.
RI.3.7. Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur).
RI.3.8. Describe the logical connection
between particular sentences and
paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a
sequence).
RI.3.9. Compare and contrast the most
important points and key details
presented in two texts on the same topic.
Long-Term Target(s)
I can ask questions to deepen my
understanding of informational text.
I can answer questions using specific
details from informational text.
I can determine the main idea of an
informational text.
I can retell key ideas from an
informational text.
I can describe how events, ideas, or
concepts in an informational text are
related.
I can describe steps in a procedure,
in the order they should happen.
I can determine the meaning of
unknown words in informational text.
I can use text features to locate
information efficiently.
I can distinguish between my point of
view and the author's point of view.
I can use information from
illustrations (maps, photographs) to
understand informational texts.
I can use information from the words
to understand informational texts.
I can make connections between
specific sentences and paragraphs
and the overall text. (e.g.,
comparison, cause/effect,
first/second/third in a sequence)
I can compare and contrast the main
ideas and key details in two texts on
the same topic.
RI.3.10. By the end of the year, read and I can read grade-level informational
comprehend informational texts, texts proficiently and independently.
including history/social studies, science,
and technical texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
CCS Standards: Reading –
Foundational Skills
RF.3.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Identify and know the meaning of the
most common prefixes and derivational
suffixes.
b. Decode words with common Latin
suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly
spelled words.
RF.3.4. Read with sufficient accuracy and
fluency to support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry
orally with accuracy, appropriate rate,
and expression.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
Standards: Writing
W.3.1. Write opinion pieces on topics or
texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons.
b. Provide reasons that support the
opinion.
c. Use linking words and phrases
(e.g., because, therefore, since, for exa
mple) to connect opinion and reasons.
d. Provide a concluding statement or
section.
Long-Term Target(s)
I can use a variety of strategies to
read words.
a. I can identify the meaning of
common prefixes and suffixes.
b. I can read words with common
suffixes.
c. I can read words with more than one
syllable.
d. I can read high-frequency words that
don’t “play fair.”
I can read 3rd grade level texts
accurately and fluently to make
meaning.
a. I can read 3rd grade level texts
with purpose.
b. I can read 3rd grade level texts
with fluency.
c. I can use clues in the text to check
my accuracy.
c. I can re-read to make sure that
what I’m
reading makes sense.
Long-Term Target(s)
I can write an opinion piece that
supports a point of view with
reasons. .
a. I can introduce the topic of my
opinion piece.
a. I can create an organizational
structure that
lists reasons for my opinion.
b. I can identify reasons that support
my opinion.
c. I can use linking words to connect
my opinion and reasons.
d. I can construct a concluding
statement or section for my
opinion piece.
W.3.2. Write informative/explanatory texts
to examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related
information together; include
illustrations when useful to aiding
comprehension.
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more, but) to
connect ideas within categories of
information.
d. Provide a concluding statement or
section.
W.3.3. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Establish a situation and introduce a
narrator and/or characters; organize
an event sequence that unfolds
naturally.
b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations.
c. Use temporal words and phrases to
signal event order.
d. Provide a sense of closure.
W.3.4. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose. (Grade-
I can write informative/explanatory
texts that convey ideas and
information clearly.
a. I can write an
informative/explanatory text that
has a clear topic.
a. I can group supporting facts
together about a
topic in an
informative/explanatory text using
both text and illustrations.
b. I can develop the topic with facts,
definitions, and details.
c. I can use linking words and
phrases to connect ideas within
categories of information. (e.g.,
also, another, and, more, but)
d. I can construct a closure on the
topic of an
informative/explanatory text.
I can craft narrative texts about real
or imagined experiences or events.
a. I can establish a situation.
a. I can introduce the narrator
and/or characters of my narrative.
a. I can organize events in an order
that makes
sense in my narrative.
a. I can use dialogue to show the
actions, thoughts and feelings of
my characters.
b. I can use descriptive words to
show the
actions, thoughts and feelings of
my characters.
b. I can use transitional words and
expressions to show passage of
time in a narrative text.
c. I can write a conclusion to my
narrative.
With support from adults, I can
produce writing that is appropriate
to task and purpose. (with support)
specific expectations for writing types are
defined in standards 1–3 above.)
W.3.5. With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
W.3.6. With guidance and support from
adults, use technology to produce and
publish writing (using keyboarding skills)
as well as to interact and collaborate with
others.
W.3.7. Conduct short research projects
that build knowledge about a topic.
W.3.8. Recall information from
experiences or gather information from
print and digital sources; take brief notes
on sources and sort evidence into
provided categories.
W.3.10. Write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
CCS Standards: Speaking & Listening
SL.3.1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under
discussion.
b. Follow agreed-upon rules for
discussions (e.g., gaining the floor in
With support from peers and adults, I
can a the writing process to plan,
revise and edit my writing.
With support from adults, I can use
technology to publish a piece of
writing.
I can use technology to collaborate
with others on a piece of writing.
I can conduct a research project to
become knowledgeable about a
topic.
I can recall information from
experiences.
I can document what I learn about a
topic by taking notes.
I can sort evidence into provided
categories.
I can adjust my writing practices for
different time frames, tasks,
purposes, and audiences.
Long-Term Target(s)
I can effectively engage in
discussions with diverse partners
about 3rd grade topics and texts.
I can express my own ideas clearly
during discussions.
I can build on other’s ideas during
discussions.
a. I can prepare myself to
participate in discussions.
a. I can draw on information to
explore the
ideas in a discussion.
 respectful ways, listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
c. Ask questions to check understanding
of information presented, stay on
topic, and link their comments to the
remarks of others.
d. Explain their own ideas and
understanding in light of the
discussion.
SL.3.2. Determine the main ideas and
supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally.
SL.3.3. Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail.
SL.3.4. Report on a topic or text, tell a
story, or recount an experience with
appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
SL.3.5. Create engaging audio recordings
of stories or poems that demonstrate fluid
reading at an understandable pace; add
visual displays when appropriate to
emphasize or enhance certain facts or
details.
SL.3.6. Speak in complete sentences
when appropriate to task and situation in
order to provide requested detail or
clarification.
CCS Standards: Language
L.3.1. Demonstrate command of the
b. I can follow our class norms when
I participate in a conversation.
c. I can ask questions so I’m clear
about what is being discussed.
c. I can ask questions that are on
the topic
being discussed.
c. I can connect my questions to
what others
say.
d. I can explain what I understand
about the topic being discussed.
I can determine the main idea and
supporting details in text that is read
aloud to me.
I can determine the main idea and
supporting details of information that
is presented in visual media and/or
numbers.
I can ask questions when I am
confused about what a speaker is
saying.
I can answer questions to show what
I know when listening to a speaker.
I can use facts and details to tell
about a story or experience.
I can speak clearly and at an
understandable pace.
I can demonstrate fluency when
reading stories or poems for an audio
recording.
I can use drawings or other visual
displays to support what I say.
I can speak in complete sentences
with appropriate detail.
Long-Term Target(s)
I can use grammar conventions to
conventions of standard English grammar
and usage when writing or speaking.
a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions
in particular sentences.
b. Form and use regular and irregular
plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular
verbs.
e. Form and use the simple (e.g., I
walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and pronoun-
antecedent agreement.*
g. Form and use comparative and
superlative adjectives and adverbs,
and choose between them depending
on what is to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and
complex sentences.
send a clear message to a reader or
listener.
a. I can explain the functions of
(nouns, pronouns, verbs,
adjectives, and adverbs).
b. I can use regular and irregular
plural nouns.
c. I can use abstract nouns.
(e.g., childhood)
d. I can use regular and irregular
verbs.
e. I can use simple verb tenses.
(e.g., I walked; I walk; I will walk)
f. I can make subjects and verbs
agree in my writing.
f. I can make pronouns and
antecedents agree
in my writing.
g. I can use adjectives to describe
nouns.
g. I can use adverbs to describe
actions.
h. I can use coordinating and
subordinating conjunctions.
i. I can write simple, complex and
compound sentences.
L.3.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in
dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-
frequency and other studied words and
for adding suffixes to base words
(e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful
word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to
check and correct spellings.
L.3.3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences
between the conventions of spoken
and written standard English.
L.3.4. Determine or clarify the meaning of
unknown and multiple-meaning word and
phrases based on grade 3 reading and
content, choosing flexibly from a range of
strategies.
a. Use sentence-level context as a clue to
the meaning of a word or phrase.
b. Determine the meaning of the new
word formed when a known affix is
added to a known word
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
I can use conventions to send a clear
message to my reader.
a. I can capitalize appropriate words
in titles.
b. I can use commas in addresses.
c. I can use commas and quotation
marks in dialogue.
d. I can use possessives in my
writing.
e. I can spell words that have
suffixes added to base words
correctly.
f. I can use spelling patterns to spell
words correctly.
g. I can use resources to check and
correct my spelling.
I can express ideas using carefully
chosen words.
I can compare how people use
language when they write versus
when they talk.
I can use a variety of strategies to
determine the meaning of words and
phrases.
a. I can use what the sentence says
to help me to determine what a
word or phrase means.
b. I can use common prefixes to help
me determine what a word means.
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat)
c. I can use the meaning of root
words to help me determine the
meaning of new words with the
 care/careless, heat/preheat). same root. (e.g., company,
c. Use a known root word as a clue to the companion)
d. I can use resource materials
meaning of an unknown word with the
(glossaries and dictionaries) to
same root (e.g., company, companion). help me determine the meaning of
d. Use glossaries or beginning key words and phrases.
dictionaries, both print and digital, to
determine or clarify the precise
meaning of key words and phrases.
L.3.5. Demonstrate understanding of
figurative language, word relationships
and nuances in word meanings.
a. Distinguish the literal and nonliteral
meanings of words and phrases in
context (e.g., take steps).
b. Identify real-life connections between
words and their use (e.g., describe
people who are friendly or helpful).
c. Distinguish shades of meaning among
related words that describe states of
mind or degrees of certainty
(e.g., knew, believed, suspected,
heard, wondered).
L.3.6. Acquire and use accurately grade-
appropriate conversational, general
academic, and domain-specific words and
phrases, including those that signal
spatial and temporal relationships (e.g.,
After dinner that night we went looking
for them).
I can analyze figurative language,
word relationships, and slight
differences in word meanings.
a. I can describe the difference
between literal and non-literal
meaning of words and phrases in
context. (e.g., take steps)
b. I can identify real-life connections
between words and their uses.
(e.g., describe people who are
friendly or helpful)
c. I can tell the difference between
related words. (e.g., knew,
believed, suspected, heard,
wondered)
I can accurately use 3rd grade
academic vocabulary to express my
ideas.
ELA Common Core State Standards and Long-Term Learning Targets
Grade 4
CCS Standards: Reading - Literature Long-Term Target(s)
RL.4.1. Refer to details and examples in a I can explain what a text says using
text when explaining what the text says specific details from the text.
explicitly and when drawing inferences
I can make inferences using specific
from the text. details from text.
RL.4.2. Determine a theme of a story, I can determine the theme of a story,
drama, or poem from details in the text; drama, or poem.
summarize the text.
I can summarize a story, drama, or
poem.
RL.4.3. Describe in depth a character, I can describe a story's character,
setting, or event in a story or drama, setting, or events using specific
details from the text.
drawing on specific details in the text
(e.g., a character’s thoughts, words, or
actions).
RL.4.4. Determine the meaning of words I can determine word meaning in a
and phrases as they are used in a text, text.
including those that allude to significant
I can identify word meaning alluding
characters found in mythology (e.g., from classic mythology.
Herculean).
RL.4.5. Explain major differences I can use literary terms to describe
between poems, drama, and prose, and parts of a story, poem, or drama
(e.g., verse, rhythm, meter, casts of
refer to the structural elements of poems
characters, settings, descriptions,
(e.g., verse, rhythm, meter) and drama dialogue, stage directions).
(e.g., casts of characters, settings,
descriptions, dialogue, stage directions) I can describe the differences in
when writing or speaking about a text. structure of poems, drama and
prose.
RL.4.6. Compare and contrast the point of I can compare and contrast different
view from which different stories are narrators’ points of view.
narrated, including the difference
between first- and third-person
narrations.
RL.4.7. Make connections between the I can make connections between a
text of a story or drama and a visual or text and the text's visuals.
oral presentation of the text, identifying
where each version reflects specific
descriptions and directions in the text.
RL.4.9. Compare and contrast the
treatment of similar themes and topics
(e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in
stories, myths, and traditional literature
from different cultures.
RL.4.10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with
scaffolding as needed at the high end of
the range.
CCS Standards: Reading –
Informational Text
RI.4.1. Refer to details and examples in a
text when explaining what the text says
explicitly and when drawing inferences
from the text.
RI.4.2. Determine the main idea of a text
and explain how it is supported by key
details; summarize the text.
RI.4.3. Explain events, procedures, ideas,
or concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information in
the text.
RI.4.4. Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4
topic or subject area.
RI.4.5. Describe the overall structure
(e.g., chronology, comparison,
cause/effect, problem/solution) of events,
ideas, concepts, or information in a text
or part of a text.
RI.4.6. Compare and contrast a firsthand
and secondhand account of the same
I can compare how similar ideas and
stories are portrayed between
different cultures.
I can read grade-level literary texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.
Long-Term Target(s)
I can explain what a text says using
specific details from the text.
I can make inferences using specific
details from the text.
I can determine the main idea using
specific details from the text.
I can summarize informational or
persuasive text.
I can explain the main points in a
historical, scientific, or technical
text, using specific details in the text.
I can determine the meaning of
academic words or phrases in an
informational text.
I can determine the meaning of
content words or phrases in an
informational text.
I can describe the organizational
structure in informational or
persuasive text (chronology,
comparison, cause/effect,
problem/solution).
I can compare and contrast a first-
hand and second-hand account of the
same event or topic.
event or topic; describe the differences in
focus and the information provided.
RI.4.7. Interpret information presented
visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines,
animations, or interactive elements on
Web pages) and explain how the
information contributes to an
understanding of the text in which it
appears.
RI.4.8. Explain how an author uses
reasons and evidence to support
particular points in a text.
RI.4.9. Integrate information from two
texts on the same topic in order to write
or speak about the subject
knowledgeably.
I can interpret information presented
through charts, graphs, timelines, or
websites.
I can explain how visual or graphic
information helps me understand the
text around it.
I can explain how an author uses
reasons and evidence to support
particular points in a text.
I can accurately synthesize
information from two texts on the
same topic.
RI.4.10. By the end of year, read and
comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 4–5 text
complexity band proficiently, with
scaffolding as needed at the high end of
the range.
CCS Standards: Reading –
Foundational Skills
RF.4.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-
sound correspondences, syllabication
patterns, and morphology (e.g., roots
and affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
RF.4.4. Read with sufficient accuracy and
fluency to support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry
orally with accuracy, appropriate rate,
and expression.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
Standards: Writing
W.4.1. Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
a. Introduce a topic or text clearly, state
an opinion, and create an
organizational structure in which
related ideas are grouped to support
the writer’s purpose.
b. Provide reasons that are supported by
facts and details.
c. Link opinion and reasons using words
I can read grade-level informational
texts proficiently and independently.
I can read above-grade informational
texts with scaffolding and support.
Long-Term Target(s)
I can use a variety of strategies to
read words.
I can read 4th grade level texts
accurately and fluently to make
meaning.
a. I can read 4th grade level texts
with purpose.
b. I can read 4th grade level texts
with fluency.
c. I can use clues in the text to check
my accuracy.
c. I can re-read to make sure that
what I’m
reading makes sense.
Long-Term Target(s)
I can write an opinion piece that
supports a point of view with reasons
and information.
a. I can introduce the topic of my
opinion piece.
a. I can create an organizational
structure in
which I group together related
ideas.
b. I can identify reasons that support
my opinion.
c. I can use linking words to connect
my opinion and reasons.
 and phrases (e.g., for instance, in d. I can construct a concluding
order to, in addition). statement or section for my
opinion piece.
d. Provide a concluding statement or
section related to the opinion
presented.
W.4.2. Write informative/explanatory texts
to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly and group
related information in paragraphs and
sections; include formatting (e.g.,
headings), illustrations, and
multimedia when useful to aiding
comprehension.
b. Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic.
c. Link ideas within categories of
information using words and phrases
(e.g., another, for
example, also, because).
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.
W.4.3. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and description to
develop experiences and events or
show the responses of characters to
situations.
c. Use a variety of transitional words and
phrases to manage the sequence of
events.
d. Use concrete words and phrases and
sensory details to convey experiences
I can write informative/explanatory
texts that convey ideas and
information clearly.
a. I can introduce a topic clearly.
a. I can group supporting facts
together about a
topic in an
informative/explanatory text
a. I can use text, formatting,
illustrations, and
multi-media to support my topic.
b. I can develop the topic with facts,
definitions, details, and
quotations.
c. I can use linking words and
phrases to connect ideas within
categories of information.
(e.g., another, for
example, also, because)
d. I can use precise, content-specific
language/vocabulary to inform or
explain about a topic.
e. I can construct a concluding
statement or section of an
informative/explanatory text.
I can write narrative text about real
or imagined experiences or events.
a. I can establish a situation.
a. I can introduce the narrator
and/or characters of my narrative.
a. I can organize events in an order
that makes
sense in my narrative.
a. I can use dialogue and
descriptions to show the actions,
thoughts and feelings of my
characters.
b. I can use transitional words and
phrases to show the sequence of
events in a narrative text.
c. I can use sensory details to
describe experiences and events
precisely.
d. I can write a conclusion to my
 and events precisely.
e. Provide a conclusion that follows from
the narrated experiences or events.
W.4.4. Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience.
W.4.5. With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
narrative.
I can produce writing that is
appropriate to task, purpose, and
audience.
With support from peers and adults, I
can use the writing process to
produce clear and coherent writing
(with support).
W.4.6. With some guidance and support
from adults, use technology, including the
Internet, to produce and publish writing
as well as to interact and collaborate with
others; demonstrate sufficient command
of keyboarding skills to type a minimum
of one page in a single sitting.
W.4.7. Conduct short research projects
that build knowledge through
investigation of different aspects of a
topic.
W.4.8. Recall relevant information from
experiences or gather relevant
information from print and digital
sources; take notes and categorize
information, and provide a list of sources.
W.4.9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 4 Reading standards to
literature (e.g., “Describe in depth a
character, setting, or event in a story
or drama, drawing on specific details
in the text [e.g., a character’s
thoughts, words, or actions].”).
b. Apply grade 4 Reading standards to
informational texts (e.g., “Explain how
an author uses reasons and evidence
to support particular points in a text”).
W.4.10. Write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
With support, I can use technology to
publish a piece of writing.
I can use technology to collaborate
with others to produce a piece of
writing.
I can type at least one page of
writing in a single setting.
I can conduct a research project to
become knowledgeable about a
topic.
I can recall information that is
important to a topic.
I can document what I learn about a
topic by taking notes.
I can sort my notes into categories.
I can provide a list of sources I used
to gather information.
I can choose evidence from literary
or informational texts to support
analysis, reflection and research.
a. (e.g., “Describe in depth a
character, setting, or event in a
story or drama, drawing on
specific details in the text [e.g., a
character’s thoughts, words, or
actions].”).
b. (e.g., “Explain how an author uses
reasons and evidence to support
particular points in a text”).
I can adjust my writing practices for
different time frames, tasks,
purposes, and audiences.
CCS Standards: Speaking & Listening
SL.4.1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 4 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under
discussion.
b. Follow agreed-upon rules for
discussions and carry out assigned
roles.
c. Pose and respond to specific questions
to clarify or follow up on information,
and make comments that contribute to
the discussion and link to the remarks
of others.
d. Review the key ideas expressed and
explain their own ideas and
understanding in light of the
discussion.
SL.4.2. Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally.
SL.4.3. Identify the reasons and evidence
a speaker provides to support particular
points.
SL.4.4. Report on a topic or text, tell a
story, or recount an experience in an
Long-Term Target(s)
I can effectively engage in
discussions with diverse partners
about 4th grade topics and texts.
I can express my own ideas clearly
during discussions.
I can build on other’s ideas during
discussions.
a. I can prepare myself to
participate in discussions.
a. I can draw on information to
explore ideas in
the discussion.
b. I can follow our class norms when
I participate in a conversation.
c. I can ask questions that are on the
topic being discussed.
c. I can answer questions about the
topic being
discussed.
c. I can connect my questions and
responses to
what others say.
d. After a discussion, I can explain
what I understand about the topic
being discussed.
I can paraphrase portions of a text
that is read aloud to me.
I can paraphrase information that is
presented in visual media and/or
numbers.
I can identify the reason a speaker
provides to support a particular
point.
I can identify evidence a speaker
provides to support particular points.
I can report on a topic or text using
organized facts and details.
organized manner, using appropriate
facts and relevant, descriptive details to I can speak clearly and at an
understandable pace.
support main ideas or themes; speak
clearly at an understandable pace.
SL.4.5. Add audio recordings and visual I can add audio or visual support to a
displays to presentations when presentation in order to enhance
main ideas or themes.
appropriate to enhance the development
of main ideas or themes.
SL.4.6. Differentiate between contexts
that call for formal English (e.g.,
presenting ideas) and situations where
informal discourse is appropriate (e.g.,
small-group discussion); use formal
English when appropriate to task and
situation.
CCS Standards: Language
L.4.1. Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
a. Use relative pronouns (who, whose,
whom, which, that) and relative
adverbs (where, when, why).
b. Form and use the progressive (e.g., I
was walking; I am walking; I will be
walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may,
must) to convey various conditions.
d. Order adjectives within sentences
according to conventional patterns
(e.g., a small red bag rather than a red
small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences,
recognizing and correcting
inappropriate fragments and run-ons.*
g. Correctly use frequently confused
words (e.g., to, too, two; there, their).*
L.4.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to
mark direct speech and quotations
from a text.
c. Use a comma before a coordinating
conjunction in a compound sentence.
d. Spell grade-appropriate words
I use formal English when
appropriate.
Long-Term Target(s)
I can use grammar conventions to
send a clear message to a reader or
listener.
a. I can use relative pronouns. (e.g.;
who, whose, whom, which, that)
a. I can use relative adverbs. (e.g.;
where, when,
why)
b. I can use progressive verb tenses.
(e.g., I was walking; I am walking;
I will be walking)
c. I can use ‘can’, ‘may’, and ‘must’
correctly.”
d. I can use conventional patterns to
order adjectives within sentences.
(e.g., a small red bag rather
than a red small bag)
e. I can use prepositional phrases.
f. I can write complete sentences.
f. I can recognize fragmented and
run-on
sentences.
g. I can correctly use homophones.
(e.g., to, too, two; there, their)
I can use conventions to send a clear
message to my reader.
a. I can use correct capitalization in
my writing.
b. I can use commas and quotation
marks to identify speech and
quotations from a text.
c. I can use a comma before a
coordinating conjunction in a
compound sentence.
d. I can spell grade-appropriate
words correctly.
correctly, consulting references as d. I can use resources to check and
needed. correct my
spelling.
L.4.3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey
ideas precisely.*
b. Choose punctuation for effect.*
c. Differentiate between contexts that
call for formal English (e.g., presenting
ideas) and situations where informal
discourse is appropriate (e.g., small-
group discussion).
L.4.4. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 4 reading
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., definitions,
examples, or restatements in text) as a
clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek
and Latin affixes and roots as clues to
the meaning of a word (e.g., telegraph,
photograph, autograph).
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation and determine or clarify
the precise meaning of key words and
phrases.
L.4.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
a. Explain the meaning of simple similes
and metaphors (e.g., as pretty as a
picture) in context.
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
c. Demonstrate understanding of words
by relating them to their opposites
I can express ideas using carefully
chosen words.
I can choose punctuation for effect in
my writing.
I use formal English when
appropriate.
I can use a variety of strategies to
determine the meaning of words and
phrases.
a. I can use context to help me to
determine what a word or phrase
means.
b. I can use common affixes and
roots as clues to help me
determine what a word means.
(e.g., telegraph, photograph,
autograph)
c. I can use resource materials
(glossaries, dictionaries,
thesauruses) to help me
determine the pronunciation and
meaning of key words and
phrases.
I can analyze figurative language,
word relationships, and slight
differences in word meanings.
a. I can explain the meaning of
simple similes in context.
a. I can explain the meaning of
simple
metaphors in context.
b. I can explain the meaning of
common idioms.
b. I can explain the meaning of
(antonyms) and to words with similar common
but not identical meanings (synonyms). adages.
b. I can explain the meaning of
common
proverbs.
c. I can name synonyms and
antonyms for vocabulary words.
L.4.6. Acquire and use accurately grade- I can accurately use 4th grade
appropriate general academic and academic vocabulary to express my
domain-specific words and phrases, ideas.
including those that signal precise
actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are
basic to a particular topic (e.g., wildlife,
conservation, and endangered when
discussing animal preservation).
ELA Common Core State Standards and Long-Term Learning Targets
Grade 5
CCS Standards: Reading - Literature Long-Term Target(s)
RL.5.1. Quote accurately from a text I can explain what a text says using
when explaining what the text says quotes from the text.
explicitly and when drawing inferences
I can make inferences using quotes
from the text. from text.
RL.5.2. Determine a theme of a story, I can determine a theme based on
drama, or poem from details in the text, details in a literary text.
including how characters in a story or
I can summarize a literary text.
drama respond to challenges or how the
speaker in a poem reflects upon a topic;
summarize the text.
RL.5.3. Compare and contrast two or I can compare and contrast literary
more characters, settings, or events in a elements using details from the text
(two or more characters' points of
story or drama, drawing on specific
view, settings, events).
details in the text (e.g., how characters
interact).
RL.5.4. Determine the meaning of words I can determine the meaning of
and phrases as they are used in a text, literal and figurative language
(metaphors and similes) in text.
including figurative language such as
metaphors and similes.
RL.5.5. Explain how a series of chapters, I can explain how a series of
scenes, or stanzas fits together to provide chapters, scenes of stanzas fit
together to create a larger literary
the overall structure of a particular story,
text.
drama, or poem.
RL.5.6. Describe how a narrator’s or I can describe how a narrator's point
speaker’s point of view influences how of view influences the description of
events.
events are described.

RL.5.7. Analyze how visual and I can analyze how visual and
multimedia elements contribute to the multimedia elements add to the
meaning, tone or beauty of literary
meaning, tone, or beauty of a text (e.g.,
text.
graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
RL.5.9. Compare and contrast stories in I can compare and contrast stories in
the same genre (e.g., mysteries and the same genre for approach to
theme and topic.
adventure stories) on their approaches to
similar themes and topics.
RL.5.10. By the end of the year, read and I can read grade-level literary texts
comprehend literature, including stories, proficiently and independently.
dramas, and poetry, at the high end of the
grades 4–5 text complexity band
independently and proficiently.
CCS Standards: Reading –
Informational Text
RI.5.1. Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
RI.5.2. Determine two or more main ideas
of a text and explain how they are
supported by key details; summarize the
text.
RI.5.3. Explain the relationships or
interactions between two or more
individuals, events, ideas, or concepts in a
historical, scientific, or technical text
based on specific information in the text.
RI.5.4. Determine the meaning of general I can determine the meaning of
academic and domain-specific words and
phrases in a text relevant to a grade 5
topic or subject area.
RI.5.5. Compare and contrast the overall
structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events,
ideas, concepts, or information in two or
more texts.
RI.5.6. Analyze multiple accounts of the
same event or topic, noting important
similarities and differences in the point of
view they represent.
RI.5.7. Draw on information from multiple
print or digital sources, demonstrating
the ability to locate an answer to a
question quickly or to solve a problem
efficiently.
RI.5.8. Explain how an author uses
reasons and evidence to support
particular points in a text, identifying
Long-Term Target(s)
I can explain what a text says using
quotes from the text.
I can make inferences using quotes
from the text.
I can determine the main idea(s) of
an informational text based on key
details.
I can summarize an informational
text.
I can explain important relationships
between people, events, and ideas in
a historical, scientific, or technical
text using specific details in the text.
academic words or phrases in an
informational text.
I can determine the meaning of
content words or phrases in an
informational text.
I can compare and contrast the
organizational structure of different
informational texts.
I can compare and contrast multiple
accounts of the same event or topic.
I can locate an answer or solve a
problem efficiently, drawing from
multiple informational sources.
I can explain how authors use
evidence and reasons to support
their points in informational texts.
which reasons and evidence support
which point(s).
RI.5.9. Integrate information from several
texts on the same topic in order to write
or speak about the subject
knowledgeably.
RI.5.10. By the end of the year, read and
comprehend informational texts,
including history/social studies, science,
and technical texts, at the high end of the
grades 4–5 text complexity band
independently and proficiently.
CCS Standards: Reading –
Foundational Skills
RF.5.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-
sound correspondences, syllabication
patterns, and morphology (e.g., roots
and affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
RF.5.4. Read with sufficient accuracy and
fluency to support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry
orally with accuracy, appropriate rate,
and expression.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
Standards: Writing
W.5.1. Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
a. Introduce a topic or text clearly, state
an opinion, and create an
organizational structure in which ideas
are logically grouped to support the
I can accurately synthesize
information from multiple texts on
the same topic.
I can read grade-level informational
texts proficiently and independently.
Long-Term Target(s)
I can use a variety of strategies to
read words.
I can read 5th grade level texts
accurately and fluently to make
meaning.
a. I can read 5th grade texts with
purpose and understanding.
b. I can read 5th grade texts with
fluency.
c. I can use clues in the text to check
my accuracy.
c. I can re-read to make sure that
what I’m
reading makes sense.
Long-Term Target(s)
I can write an opinion piece that
supports a point of view with reasons
and information.
a. I can introduce the topic of my
opinion piece.
a. I can create an organizational
structure in
which I group together related
 writer’s purpose.
b. Provide logically ordered reasons that
are supported by facts and details.
c. Link opinion and reasons using words,
phrases, and clauses
(e.g., consequently, specifically).
d. Provide a concluding statement or
section related to the opinion
presented.
ideas.
b. I can identify reasons that support
my opinion.
c. I can use linking words to connect
my opinion and reasons.
d. I can construct a concluding
statement or section for my
opinion piece.
W.5.2. Write informative/explanatory texts
to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a
general observation and focus, and
group related information logically;
include formatting (e.g., headings),
illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic.
c. Link ideas within and across
categories of information using words,
phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.
W.5.3. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or
show the responses of characters to
situations.
c. Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and
sensory details to convey experiences
I can write informative/explanatory
texts that convey ideas and
information clearly.
a. I can introduce a topic clearly.
a. I can group supporting facts
together about a
topic in an
informative/explanatory text
a. I can use text, formatting,
illustrations, and
multi-media to support my topic.
b. I can develop the topic with facts,
definitions, details, and
quotations.
c. I can use linking words and
phrases to connect ideas within
categories of information.
(e.g., in contrast, especially)
d. I can use precise, content-specific
vocabulary to inform or explain
about a topic.
e. I can construct a concluding
statement or section of an
informative/explanatory text.
I can write narrative texts about real
or imagined experiences using
descriptive details and clearly
sequenced events.
a. I can establish a situation.
a. I can introduce the narrator
and/or
characters of my narrative.
a. I can organize events in an order
that makes
sense in my narrative.
b. I can show the actions, thoughts
and feelings of my characters
through dialogue, description, and
careful pacing.
c. I can use transitional words,
phrases and clauses to show the
order of events in a narrative text.
d. I can use sensory details to
describe experiences and events
 and events precisely.
e. Provide a conclusion that follows from
the narrated experiences or events.
W.5.4. Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience.
W.5.5. With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach.
precisely.
e. I can write a conclusion to my
narrative.
I can produce clear and coherent
writing that is appropriate to task,
purpose, and audience.
With support from peers and adults, I
can use a writing process to produce
clear and coherent writing.
W.5.6. With some guidance and support
from adults, use technology, including the
Internet, to produce and publish writing
as well as to interact and collaborate with
others; demonstrate sufficient command
of keyboarding skills to type a minimum
of two pages in a single sitting.
W.5.7. Conduct short research projects
that use several sources to build
knowledge through investigation of
different aspects of a topic.
W.5.8. Recall relevant information from
experiences or gather relevant
information from print and digital
sources; summarize or paraphrase
information in notes and finished work,
and provide a list of sources.
W.5.9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 5 Reading standards to
literature (e.g., “Compare and contrast
two or more characters, settings, or
events in a story or a drama, drawing
on specific details in the text [e.g., how
characters interact]”).
b. Apply grade 5 Reading standards to
informational texts (e.g., “Explain how
an author uses reasons and evidence
to support particular points in a text,
identifying which reasons and
evidence support which point[s]”).
With support from adults, I can use
technology to publish a piece of
writing.
I can use technology to collaborate
with others to produce a piece of
writing.
I can use type a minimum of two
pages in a single sitting.
I can build knowledge about multiple
aspects of a topic by conducting
research.
I can use several sources to build my
knowledge about a topic.
I can recall information that is
important to a topic.
I can document what I learn about a
topic by taking notes.
I can summarize or paraphrase
information in my notes and in
finished work.
I can provide a list of sources I used
to gather information.
I can choose evidence from literary
or informational texts to support
analysis, reflection and research.
a. (e.g., “Compare and contrast two
or more characters, settings, or
events in a story or a drama,
drawing on specific details in the
text [e.g., how characters
interact]”)
b. (e.g., “Explain how an author uses
reasons and evidence to support
particular points in a text,
identifying which reasons and
evidence support which point[s]”)
W.5.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different time frames, tasks,
and revision) and shorter time frames (a purposes, and audiences.
single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
CCS Standards: Speaking & Listening
SL.5.1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under
discussion.
b. Follow agreed-upon rules for
discussions and carry out assigned
roles.
c. Pose and respond to specific questions
by making comments that contribute
to the discussion and elaborate on the
remarks of others.
d. Review the key ideas expressed and
draw conclusions in light of
information and knowledge gained
from the discussions.
SL.5.2. Summarize a written text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally.
SL.5.3. Summarize the points a speaker
makes and explain how each claim is
supported by reasons and evidence.
SL.5.4. Report on a topic or text or
present an opinion, sequencing ideas
logically and using appropriate facts and
relevant, descriptive details to support
main ideas or themes; speak clearly at an
understandable pace.
Long-Term Target(s)
I can effectively engage in
discussions with diverse partners
about 5th grade topics and texts.
I can express my own ideas clearly
during discussions.
I can build on other’s ideas during
discussions.
a. I can prepare myself to
participate in discussions.
a. I can draw on information to
explore ideas in
the discussion.
b. I can follow our class norms when
I participate in a conversation.
c. I can ask questions that are on the
topic being discussed.
c. I can connect my questions and
responses to what others say.
d. After a discussion, I can explain
key ideas about the topic being
discussed.
I can summarize text that is read
aloud to me.
I can summarize information that is
presented in visual media and/or
numbers.
I can summarize the points a speaker
provides.
I can explain how the evidence a
speaker provides supports the points
they’re trying to make.
I can report on a topic or text using
organized facts and details.
I can speak clearly and at an
understandable pace.
SL.5.5. Include multimedia components
(e.g., graphics, sound) and visual displays
in presentations when appropriate to
enhance the development of main ideas
or themes.
SL.5.6. Adapt speech to a variety of
contexts and tasks, using formal English
when appropriate to task and situation.
I can include multimedia components
or visual support to a presentation in
order to enhance main ideas or
themes.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when appropriate.
CCS Standards: Language
L.5.1. Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in
general and their function in particular
sentences.
b. Form and use the perfect (e.g., I had
walked; I have walked; I will have
walked) verb tenses.
c. Use verb tense to convey various
times, sequences, states, and
conditions.
d. Recognize and correct inappropriate
shifts in verb tense.*
e. Use correlative conjunctions
(e.g., either/or, neither/nor).
L.5.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use punctuation to separate items in a b. I can use a comma to separate an
series.*
b. Use a comma to separate an
introductory element from the rest of
the sentence.
c. Use a comma to set off the
words yes and no (e.g., Yes, thank
you), to set off a tag question from the tag question
rest of the sentence (e.g., It’s true,
isn’t it?), and to indicate direct address (e.g., It’s true,
(e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or
italics to indicate titles of works.
e. Spell grade-appropriate words
correctly, consulting references as
needed.
Long-Term Target(s)
I can use grammar conventions to
send a clear message to a reader or
listener.
a. I can explain what conjunctions,
prepositions, and interjections are
and how they’re used in
sentences.
b. I can use the perfect verb tenses.
(e.g., I had walked; I have walked;
I will have walked)
c. I can use verb tense to convey
various times, sequences, states,
and conditions.
d. I can identify an inappropriate
shift in verb tense.
d. I can correct an inappropriate
shift in verb
tense.
e. I can use correlative conjunctions.
(e.g., either/or, neither/nor)
I can use conventions to send a clear
message to my reader.
a. I can use punctuation to separate
items in a series.
introductory word or phrase from
the rest of the sentence.
c. I can use a comma to set off the
words yes and no. (e.g., Yes, thank
you)
c. I can use a comma to set off a
from the rest of the sentence.
isn’t it?)
c. I can use a comma to indicate
direct address.
(e.g., Is that you, Steve?)
d. I can use underlining, quotation
marks, or italics to indicate titles
of works.
e. I can spell grade-appropriate
words correctly.

L.5.3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style.
b. Compare and contrast the varieties of
English (e.g., dialects, registers) used
in stories, dramas, or poems.
L.5.4. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 5 reading
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., cause/effect
relationships and comparisons in text)
as a clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek
and Latin affixes and roots as clues to
the meaning of a word
(e.g., photograph, photosynthesis).
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation and determine or clarify
the precise meaning of key words and
phrases.
L.5.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
a. Interpret figurative language,
including similes and metaphors, in
context.
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
c. Use the relationship between
particular words (e.g., synonyms,
antonyms, homographs) to better
e. I can consult reference materials
to check
and correct my spelling.
I can use my knowledge of language
and its conventions when writing,
speaking, reading, or listening.
a. I can use a variety of sentence
structures in my writing.
b. I can compare and contrast the
varieties of English (e.g., dialects,
registers) used in different kinds
of texts. (e.g., stories, dramas,
poems)
I can use a variety of strategies to
read grade appropriate words and
phrases I don’t know.
a. I can use context (e.g.,
cause/effect relationships and
comparisons in text) to help me
understand the meaning of a word
or phrase.
b. I can use common Greek and
Latin affixes (prefixes) and roots
as clues to help me know what a
word means. (e.g., photograph,
photosynthesis)
c. I can use resource materials
(glossaries, dictionaries,
thesauruses) to help me
determine or clarify the
pronunciation and meaning of key
words and phrases.
I can analyze figurative language,
word relationships, and slight
differences in word meanings.
a. I can interpret the meaning of
similes in context.
a. I can interpret the meaning of
metaphors in
context.
b. I can explain the meaning of
common idioms.
b. I can explain the meaning of
common
adages.
 understand each of the words.
L.5.6. Acquire and use accurately grade-
appropriate general academic and
domain-specific words and phrases,
including those that signal contrast,
addition, and other logical relationships
(e.g., however, although, nevertheless,
similarly, moreover, in addition).
b. I can explain the meaning of
common
proverbs.
c. I can use relationships between
words
(synonyms, antonyms, and
homographs) to
help me understand words.
I can accurately use 5th grade
academic vocabulary to express my
ideas.
ELA Common Core State Standards and Long-Term Learning Targets
Grade 6
CCS Standards: Reading - Literature
RL.6.1. Cite textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.6.2. Determine a theme or central idea
of a text and how it is conveyed through
particular details; provide a summary of
the text distinct from personal opinions or
judgments.
RL.6.3. Describe how a particular story’s
or drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
RL.6.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.5. Analyze how a particular
sentence, chapter, scene, or stanza fits
into the overall structure of a text and
contributes to the development of the
theme, setting, or plot.
RL.6.6. Explain how an author develops
the point of view of the narrator or
speaker in a text.
RL.6.7. Compare and contrast the
experience of reading a story, drama, or
poem to listening to or viewing an audio,
video, or live version of the text, including
contrasting what they “see” and “hear”
when reading the text to what they
perceive when they listen or watch.
RL.6.9. Compare and contrast texts in
different forms or genres (e.g., stories
Long-Term Target(s)
I can cite text-based evidence to
support an analysis of literary text.
I can determine a theme based on
details in a literary text.
I can summarize a literary text using
only information from the text.
I can describe how the plot evolves
throughout a literary text.
I can describe how the characters
change throughout a literary text.
I can determine the meaning of
literal and figurative language
(metaphors and similes) in literary
text.
I can analyze how an author's word
choice affects tone and meaning.
I can analyze how a particular
sentence, stanza, scene, or chapter
fits in and contributes to the
development of a literary text.
I can analyze how an author develops
a narrator or speaker’s point of view.
I can compare and contrast how
reading a text is different from
watching a movie or listening to a
literary text.
I can compare and contrast how
different genres communicate the
and poems; historical novels and fantasy same theme or idea.
stories) in terms of their approaches to
similar themes and topics.
RL.6.10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 6–8
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
CCS Standards: Reading –
Informational Text
RI.6.1. Cite textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
RI.6.2. Determine a central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
RI.6.3. Analyze in detail how a key
individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
RI.6.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings.
RI.6.5. Analyze how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contributes to the development of the
ideas.
RI.6.6. Determine an author’s point of
view or purpose in a text and explain how
it is conveyed in the text.
RI.6.7. Integrate information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding of a
I can read grade-level literary texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.
Long-Term Target(s)
I can cite text-based evidence to
support an analysis of informational
text.
I can determine the main idea of an
informational text based on details in
the text.
I can summarize an informational
text using only information from the
text.
I can analyze how key individuals,
events, or ideas are developed
throughout a text.
I can use a variety of strategies to
determine word meaning in
informational texts.
I can analyze how a particular
sentence, paragraph, chapter, or
section fits in and contributes to the
development of ideas in a text.
I can determine an author’s point of
view or purpose in an informational
text.
I can explain how an author’s point
of view is conveyed in an
informational text.
I can use a variety of media to
develop and deepen my
understanding of a topic or idea.
topic or issue.
RI.6.8. Trace and evaluate the argument
and specific claims in a text,
distinguishing claims that are supported
by reasons and evidence from claims that
are not.
RI.6.9. Compare and contrast one
author’s presentation of events with that
of another (e.g., a memoir written by and
a biography on the same person).
I can identify the argument and
specific claims in a text.
I can evaluate the argument and
specific claims for sufficient
evidence.
I can compare how different authors
portray the same idea or event.
RI.6.10. By the end of the year, read and
comprehend literary nonfiction in the
grades 6–8 text complexity band
proficiently, with scaffolding as needed at
the high end of the range.
Standards: Writing
W.6.1. Write arguments to support claims
with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the
reasons and evidence clearly.
b. Support claim(s) with clear reasons
and relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
clarify the relationships among
claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from the argument
presented.
W.6.2. Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
a. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details,
quotations, or other information and
I can read grade-level informational
texts proficiently and independently.
I can read above-grade informational
texts with scaffolding and support.
Long-Term Target(s)
I can write arguments to support
claims with clear reasons and
relevant evidence.
a. I can create an introduction that
states my main argument and
foreshadows the organization of
my piece.
b. I can support my claim(s) with
clear reasons and relevant
evidence.
b. I can use credible sources to
support my claim(s)
c. I can identify the relationship
between my claim(s) and reasons
by using linking words, phrases
and clauses.
d. I can maintain a formal style in
my writing.
e. I can construct a concluding
statement or section that
reinforces my main argument.
I can write informative/explanatory
texts that convey ideas and concepts
using relevant information that is
carefully selected and organized.
a. I can introduce the topic of my
text.
a. I can organize my information
using various
strategies (e.g.
definition/classification,
comparison/contrast,
cause/effect.)
a. I can include headings, graphics,
and
multimedia to help readers
understand my
ideas.
b. I can develop the topic with
 examples.
c. Use appropriate transitions to clarify
the relationships among ideas and
concepts.
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or
section that follows from the
information or explanation presented.
W.6.3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences.
a. Engage and orient the reader by
establishing a context and introducing
a narrator and/or characters; organize
an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events.
e. Provide a conclusion that follows from
the narrated experiences or events.
W.6.4. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
relevant facts, definitions,
concrete details, and quotations.
c. I can use transitions to clarify
relationships among my ideas.
d. I can use contextually specific
language/vocabulary to inform or
explain about a topic
e. I can establish and maintain a
formal style in my writing.
f. I can construct a concluding
statement or section of an
informative/explanatory text.
I can write narrative texts about real
or imagined experiences using
relevant details and event sequences
that make sense.
a. I can establish a context for my
narrative.
a. I can introduce the
narrator/characters of my
narrative.
a. I can organize events in a logical
sequence.
b. I can use dialogue and
descriptions to show the actions,
thoughts and feelings of my
characters.
c. I can use transitional words,
phrases and clauses to show
passage of time in a narrative
text.
d. I can use precise words and
phrases and sensory language to
convey experiences and events to
my reader.
d. I can use relevant descriptive
details to
convey experiences and events.
e. I can write a conclusion to my
narrative that makes sense to a
reader.
I can produce clear and coherent
writing that is appropriate to task,
purpose, and audience.
purpose, and audience.
W.6.5. With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach.
W.6.6. Use technology, including the
Internet, to produce and publish writing
as well as to interact and collaborate with
others; demonstrate sufficient command
of keyboarding skills to type a minimum
of three pages in a single sitting.
W.6.7. Conduct short research projects to
answer a question, drawing on several
sources and refocusing the inquiry when
appropriate.
With support from peers and adults, I
can use a writing process to produce
clear and coherent writing.
I can use technology to publish a
piece of writing.
I can use technology to collaborate
with others to produce a piece of
writing.
I can use type at least three pages of
writing in a single sitting.
I can conduct short research projects
to answer a question.
I can use several sources in my
research.
I can refocus or refine my question
when appropriate.
W.6.8. Gather relevant information from
multiple print and digital sources; assess
the credibility of each source; and quote
or paraphrase the data and conclusions of
others while avoiding plagiarism and
providing basic bibliographic information
for sources.
I can gather relevant information
from a variety of sources.
I can assess the credibility of each
source I use.
I can quote or paraphrase what
others say about my topic while
avoiding plagiarism.

I can provide a list of sources I used

to gather information in a
bibliography.
W.6.9. Draw evidence from literary or I can use evidence from a variety of
informational texts to support analysis, grade appropriate texts to support
analysis, reflection, and research.
reflection, and research.
a. Apply grade 6 Reading standards to
literature (e.g., “Compare and contrast
texts in different forms or genres [e.g.,
stories and poems; historical novels
and fantasy stories] in terms of their
approaches to similar themes and
topics”).
b. Apply grade 6 Reading standards to
literary nonfiction (e.g., “Trace and
evaluate the argument and specific
claims in a text, distinguishing claims
that are supported by reasons and
evidence from claims that are not”).
W.6.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different time frames, tasks,
and revision) and shorter time frames (a purposes, and audiences.
single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
CCS Standards: Speaking & Listening
SL.6.1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation by
referring to evidence on the topic, text,
or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
c. Pose and respond to specific questions
with elaboration and detail by making
comments that contribute to the topic,
text, or issue under discussion.
d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
SL.6.2. Interpret information presented in
diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under
study.
SL.6.3. Delineate a speaker’s argument
and specific claims, distinguishing claims
that are supported by reasons and
evidence from claims that are not.
SL.6.4. Present claims and findings,
sequencing ideas logically and using
Long-Term Target(s)
I can effectively engage in
discussions with diverse partners
about 6th grade topics, texts, and
issues.
I can express my own ideas clearly
during discussions.
I can build on other’s ideas during
discussions.
a. I can prepare myself to
participate in discussions.
b. I can follow our class norms when
I participate in a discussion.
c. I can pose questions that help me
clarify what is being discussed.
c. I can pose questions that
elaborate on the
topic being discussed.
c. I can respond to questions with
elaboration
and detail that connect with the
topic being
discussed.
d. After a discussion, I can
paraphrase what I understand
about the topic being discussed.
I can interpret information presented
in different media and formats.
I can explain how new information
connects to a topic, text, or issue I
am studying.
I can outline a speaker’s argument
and specific claims.
I can determine whether a speaker’s
argument is supported by reasons
and evidence or not.
I can present claims and findings in a
logical order.
pertinent descriptions, facts, and details
to accentuate main ideas or themes; use
appropriate eye contact, adequate
volume, and clear pronunciation.
I can support my main points with
descriptions, facts, and details.
I can use effective speaking
techniques (appropriate eye contact,
adequate volume, and clear
pronunciation).
SL.6.5. Include multimedia components
(e.g., graphics, images, music, sound) and
visual displays in presentations to clarify
information.
SL.6.6. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
CCS Standards: Language
L.6.1. Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
a. Ensure that pronouns are in the proper
case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself,
ourselves).
c. Recognize and correct inappropriate
shifts in pronoun number and person.*
d. Recognize and correct vague pronouns
(i.e., ones with unclear or ambiguous
antecedents).*
e. Recognize variations from standard
English in their own and others'
writing and speaking, and identify and
use strategies to improve expression in
conventional language.*
L.6.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
b. Spell correctly.
L.6.3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Vary sentence patterns for meaning,
reader/listener interest, and style.*
b. Maintain consistency in style and
I can include multimedia components
and visual displays in a presentation
to clarify information.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when indicated or
appropriate.
Long-Term Target(s)
I can use correct grammar and usage
when writing or speaking.
a. I can use the proper case of
pronouns in my writing.
b. I can use intensive pronouns.
(e.g., myself, ourselves)
c. I can correct inappropriate shifts
in pronoun number and person.
d. I can correct vague pronouns.
(i.e., ones with unclear or
ambiguous antecedents)
e. I can identify when Standard
English is and isn’t being used.
e. I can convert language into
Standard English.
I can use correct capitalization,
punctuation, and spelling to send a
clear message to my reader.
a. I can use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
b. I can spell correctly.
I can use a variety of sentence
structures to make my writing and
speaking more interesting.
I can maintain consistency in style
and tone when writing and speaking.
tone.*
L.6.4. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 6 reading
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g., audience,
auditory, audible).
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine
or clarify its precise meaning or its
part of speech.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
L.6.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
a. Interpret figures of speech (e.g.,
personification) in context.
b. Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
understand each of the words.
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful,
thrifty).
L.6.6. Acquire and use accurately grade-
I can use a variety of strategies to
determine the meaning of unknown
words and phrases.
a. I can use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) to
determine the meaning of a word
or phrase.
b. I can use common Greek and
Latin affixes (prefixes) and roots
as clues to help me determine the
meaning of a word.
(e.g., audience, auditory, audible)
c. I can use resource materials
(glossaries, dictionaries,
thesauruses) to help me
determine or clarify the
pronunciation, meaning of key
words and phrases, and its part of
speech.
d. I can check the accuracy of my
guess about the meaning of a
word or phrase by using resource
materials.
I can analyze figurative language,
word relationships, and nuances in
word meanings.
a. I can interpret figures of speech
in context. (e.g., personification)
b. I can use the relationship between
particular words to better
understand each of the words.
(e.g., cause/effect, part/whole,
item/category)
c. I can distinguish among the
connotations (associations) of
words with similar denotations
(definitions.) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty)
I can accurately use 6th grade
appropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.
academic vocabulary to express my
ideas.
I can use resources to build my
vocabulary.
ELA Common Core State Standards and Long-Term Learning Targets
Grade 7
CCS Standards: Reading - Literature
RL.7.1. Cite several pieces of textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
RL.7.2. Determine a theme or central idea
of a text and analyze its development over
the course of the text; provide an
objective summary of the text.
RL.7.3. Analyze how particular elements
of a story or drama interact (e.g., how
setting shapes the characters or plot).
RL.7.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza
of a poem or section of a story or drama.
RL.7.5. Analyze how a drama’s or poem’s
form or structure (e.g., soliloquy, sonnet)
contributes to its meaning.
RL.7.6. Analyze how an author develops
and contrasts the points of view of
different characters or narrators in a text.
RL.7.7. Compare and contrast a written
story, drama, or poem to its audio, filmed,
staged, or multimedia version, analyzing
the effects of techniques unique to each
medium (e.g., lighting, sound, color, or
camera focus and angles in a film).
RL.7.9. Compare and contrast a fictional
portrayal of a time, place, or character
and a historical account of the same
Long-Term Target(s)
I can cite several pieces of text-based
evidence to support an analysis of
informational text.
I can determine a theme or the
central ideas literary text.
I can analyze the development of a
theme or central idea throughout a
literary text.
I can objectively summarize literary
text.
I can analyze the interaction of
literary elements of a story or drama.
I can determine the meaning of
words and phrases in literary text
(figurative, connotative, and
technical meanings).
I can analyze the impact of rhymes
and repetitions of sound on a specific
section of poetry, story or drama.
I can analyze how a drama’s or
poem’s form or structure contributes
to its meaning.
I can analyze how an author develops
and contrasts the points of view of
characters and narrators in a literary
text.
I can compare and contrast different
media versions of a literary text
(written vs. audio vs. film vs. staged,
etc.).
I can analyze the impact of the
techniques unique to each medium.
I can compare and contrast a
fictional and historical account of a
time, place or character.
period as a means of understanding how
authors of fiction use or alter history.
I can analyze how authors of fiction
use or alter history based on my
comparison of a fictional and
historical account of the same time,
place or character.
RL.7.10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 6–8
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
CCS Standards: Reading –
Informational Text
RI.7.1. Cite several pieces of textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
RI.7.2. Determine two or more central
ideas in a text and analyze their
development over the course of the text;
provide an objective summary of the text.
RI.7.3. Analyze the interactions between
individuals, events, and ideas in a text
(e.g., how ideas influence individuals or
events, or how individuals influence ideas
or events).
RI.7.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
a specific word choice on meaning and
tone.
RI.7.5. Analyze the structure an author
uses to organize a text, including how the
major sections contribute to the whole
and to the development of the ideas.
RI.7.6. Determine an author’s point of
view or purpose in a text and analyze how
the author distinguishes his or her
position from that of others.
I can read grade level literary texts
proficiently and independently.
I can read above grade level texts
with scaffolding and support.
Long-Term Target(s)
I can cite several pieces of text-based
evidence to support an analysis of
informational text.
I can determine a theme or the
central ideas informational text.
I can analyze the development of a
theme or central idea throughout the
text.
I can objectively summarize
informational text.
I can analyze the interactions
between individuals, events and
ideas in a text.
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze the impact of word
choice on meaning and tone.
I can analyze the organization of an
informational text (including how the
major sections contribute to the
whole and to the development of the
ideas).
I can determine an author’s point of
view or purpose in informational
text.
I can analyze how the author
distinguishes his/her position from
others’.
RI.7.7. Compare and contrast a text to an
audio, video, or multimedia version of the
text, analyzing each medium’s portrayal
of the subject (e.g., how the delivery of a
speech affects the impact of the words).
I can compare and contrast different
media versions of informational text
(written vs. audio vs. film vs. staged,
etc.).
I can analyze impact of the
techniques unique to each medium.
RI.7.8. Trace and evaluate the argument I can identify the argument and
and specific claims in a text, assessing specific claims in a text.
whether the reasoning is sound and the
evidence is relevant and sufficient to I can evaluate the argument and
support the claims. specific claims in a text for sound
reasoning and relevant, sufficient
evidence.
RI.7.9. Analyze how two or more authors I can contrast how multiple authors
writing about the same topic shape their emphasize evidence or interpret
presentations of key information by facts differently when presenting
emphasizing different evidence or information on the same topic.
advancing different interpretations of
facts.
RI.7.10. By the end of the year, read and I can read grade-level informational
comprehend literary nonfiction in the texts proficiently and independently.
grades 6–8 text complexity band
proficiently, with scaffolding as needed at I can read above grade level texts
the high end of the range. with scaffolding and support.
Standards: Writing Long-Term Target(s)
W.7.1. Write arguments to support claims I can write arguments to support
with clear reasons and relevant evidence. claims with clear reasons and
a. Introduce claim(s), acknowledge relevant evidence.
alternate or opposing claims, and
organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
W.7.2. Write informative/explanatory texts I can write informative/explanatory
to examine a topic and convey ideas, texts that convey ideas and concepts
concepts, and information through the using relevant information that is
selection, organization, and analysis of carefully selected and organized.
relevant content.
a. Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details,
quotations, or other information and
examples.
c. Use appropriate transitions to create
cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or
section that follows from and supports
the information or explanation
presented.
W.7.3. Write narratives to develop real or I can write narrative texts about real
imagined experiences or events using or imagined experiences using
effective technique, relevant descriptive relevant details and event sequences
details, and well-structured event that make sense.
sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically.
b. Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters.
c. Use a variety of transition words,
phrases, and clauses to convey
 sequence and signal shifts from one
time frame or setting to another.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from
and reflects on the narrated
experiences or events.
W.7.4. Produce clear and coherent writing I can produce clear and coherent
in which the development, organization, writing that is appropriate to task,
and style are appropriate to task, purpose and audience.
purpose, and audience. (Grade-specific
expectations for writing types are defined
in standards 1–3 above.)
W.7.5. With some guidance and support With support from peers and adults, I
from peers and adults, develop and can use a writing process to ensure
strengthen writing as needed by that purpose and audience have been
planning, revising, editing, rewriting, or addressed.
trying a new approach, focusing on how
well purpose and audience have been
addressed.
W.7.6. Use technology, including the I can use technology to produce and
Internet, to produce and publish writing publish a piece of writing with links
and link to and cite sources as well as to to cited sources.
interact and collaborate with others,
including linking to and citing sources. I can use technology to collaborate
with others while producing a piece
of writing, linking to cited sources.
W.7.7. Conduct short research projects to I can conduct short research projects
answer a question, drawing on several to answer a question.
sources and generating additional
related, focused questions for further I can use several sources in my
research and investigation. research.

I can generate additional questions

W.7.8. Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation.
for further research.
I can gather relevant information
from a variety of sources.
I can use search terms effectively.
I can evaluate the credibility and
accuracy of each source.
I can quote or paraphrase others’
work while avoiding plagiarism.
 I can use a standard format for
citation.
W.7.9. Draw evidence from literary or I can select evidence from literary or
informational texts to support analysis, informational texts to support
reflection, and research. analysis, reflection and research.
a. Apply grade 7 Reading standards to
literature (e.g., “Compare and contrast
a fictional portrayal of a time, place, or
character and a historical account of
the same period as a means of
understanding how authors of fiction
use or alter history”).
b. Apply grade 7 Reading standards to
literary nonfiction (e.g. “Trace and
evaluate the argument and specific
claims in a text, assessing whether the
reasoning is sound and the evidence is
relevant and sufficient to support the
claims”).
W.7.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different timeframes, tasks, purposes
and revision) and shorter time frames (a and audiences.
single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
CCS Standards: Speaking & Listening Long-Term Target(s)
SL.7.1. Engage effectively in a range of I can effectively engage in
collaborative discussions (one-on-one, in discussions with diverse partners
groups, and teacher-led) with diverse about 7th grade topics, texts, and
partners on grade 7 topics, texts, and issues.
issues, building on others’ ideas and
expressing their own clearly. I can express my own ideas clearly
a. Come to discussions prepared, having during discussions.
read or researched material under
study; explicitly draw on that I can build on other’s ideas during
preparation by referring to evidence discussions.
on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions,
track progress toward specific goals
and deadlines, and define individual
roles as needed.
c. Pose questions that elicit elaboration
and respond to others’ questions and
comments with relevant observations
and ideas that bring the discussion
back on topic as needed.
d. Acknowledge new information
expressed by others and, when
warranted, modify their own views.
SL.7.2. Analyze the main ideas and I can analyze the main ideas and
supporting details presented in diverse supporting details presented in
media and formats (e.g., visually, different media and formats.
quantitatively, orally) and explain how the
ideas clarify a topic, text, or issue under I can explain how ideas clarify a
study. topic, text or issue.
SL.7.3. Delineate a speaker’s argument I can outline a speaker’s argument
and specific claims, evaluating the and specific claims.
soundness of the reasoning and the
relevance and sufficiency of the evidence. I can evaluate the reasoning and
evidence presented for soundness,
relevance, and sufficiency.
SL.7.4. Present claims and findings, I can present claims and findings
emphasizing salient points in a focused, with descriptions, facts, details and
coherent manner with pertinent examples.
descriptions, facts, details, and examples;
use appropriate eye contact, adequate I can use effective speaking
volume, and clear pronunciation. techniques (appropriate eye contact,
adequate volume and clear
pronunciation).
SL.7.5. Include multimedia components
and visual displays in presentations to
clarify claims and findings and emphasize
salient points.
SL.7.6. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
I can include multimedia components
and visual displays in a presentation
to clarify claims and to add
emphasis.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when indicated or
appropriate.
CCS Standards: Language Long-Term Target(s)
L.7.1. Demonstrate command of the I can use correct grammar and usage
conventions of standard English grammar when writing or speaking.
and usage when writing or speaking.
a. Explain the function of phrases and
clauses in general and their function in
specific sentences.
b. Choose among simple, compound,
complex, and compound-complex
sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a
sentence, recognizing and correcting
misplaced and dangling modifiers.*
L.7.2. Demonstrate command of the I can use correct capitalization,
conventions of standard English punctuation and spelling to send a
capitalization, punctuation, and spelling clear message to my reader.
when writing.
a. Use a comma to separate coordinate
adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an
old[,] green shirt).
b. Spell correctly.
L.7.3. Use knowledge of language and its I can express ideas with precision.
conventions when writing, speaking,
reading, or listening.
a. Choose language that expresses ideas
precisely and concisely, recognizing
and eliminating wordiness and
redundancy.*
L.7.4. Determine or clarify the meaning of I can use a variety of strategies to
unknown and multiple-meaning words determine the meaning of unknown
and phrases based on grade 7 reading words or phrases.
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word
(e.g., belligerent, bellicose, rebel).
c. Consult general and specialized
 reference materials (e.g., dictionaries,
glossaries, thesauruses), both print
and digital, to find the pronunciation of
a word or determine or clarify its
precise meaning or its part of speech.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
L.7.5. Demonstrate understanding of I can analyze figurative language,
figurative language, word relationships, word relationships and nuances in
and nuances in word meanings. word meanings.
a. Interpret figures of speech (e.g.,
literary, biblical, and mythological
allusions) in context.
b. Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words.
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending).
L.7.6. Acquire and use accurately grade- I can accurately use 7th grade
appropriate general academic and academic vocabulary to express my
domain-specific words and phrases; ideas.
gather vocabulary knowledge when
considering a word or phrase important I can use resources to build my
to comprehension or expression. vocabulary.
ELA Common Core State Standards and Long-Term Learning Targets
Grade 8
CCS Standards: Reading - Literature
RL.8.1. Cite the textual evidence that
most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL.8.2. Determine a theme or central idea
of a text and analyze its development over
the course of the text, including its
relationship to the characters, setting,
and plot; provide an objective summary of
the text.
RL.8.3. Analyze how particular lines of
dialogue or incidents in a story or drama
propel the action, reveal aspects of a
character, or provoke a decision.
RL.8.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts.
RL.8.5. Compare and contrast the
structure of two or more texts and
analyze how the differing structure of
each text contributes to its meaning and
style.
RL.8.6. Analyze how differences in the
points of view of the characters and the
audience or reader (e.g., created through
the use of dramatic irony) create such
effects as suspense or humor.
RL.8.7. Analyze the extent to which a
filmed or live production of a story or
drama stays faithful to or departs from
the text or script, evaluating the choices
made by the director or actors.
Long-Term Target(s)
I can cite text-based evidence that
provides the strongest support for
my analysis of literary text.
I can determine a theme or the
central ideas of literary text.
I can analyze the development of a
theme or central idea throughout the
text (including its relationship to the
characters, setting, and plot).
I can objectively summarize literary
text.
I can analyze how specific dialogue
or incidents in a plot propel the
action, reveal aspects of a character,
or provoke a decision.
I can determine the meaning of
words and phrases in literary text
(figurative, connotative, and
technical meanings)
I can analyze the impact of word
choice on meaning and tone
(analogies or allusions).
I can compare and contrast the
structure of multiple texts.
I can analyze how different
structures impact meaning and style
of a text.
I can analyze how difference in
points of view between characters
and audience create effects in
writing.
I can analyze the extent to which a
filmed or live production follows the
text or script of the same literary
text.

RL.8.9. Analyze how a modern work of
fiction draws on themes, patterns of
events, or character types from myths,
traditional stories, or religious works
such as the Bible, including describing
how the material is rendered new.
I can evaluate the choices made by
director or actors in presenting an
interpretation of a script.
I can analyze the connections
between modern fiction and myths,
traditional stories or religious works
(themes, patterns of events,
character types).
RL.8.10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, at the high end of
grades 6–8 text complexity band
independently and proficiently.
CCS Standards: Reading –
Informational Text
RI.8.1. Cite the textual evidence that most
strongly supports an analysis of what the
text says explicitly as well as inferences
drawn from the text.
RI.8.2. Determine a central idea of a text
and analyze its development over the
course of the text, including its
relationship to supporting ideas; provide
an objective summary of the text.
RI.8.3. Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events
(e.g., through comparisons, analogies, or
categories).
RI.8.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts.
RI.8.5. Analyze in detail the structure of a
specific paragraph in a text, including the
role of particular sentences in developing
and refining a key concept.
RI.8.6. Determine an author’s point of
view or purpose in a text and analyze how
the author acknowledges and responds to
conflicting evidence or viewpoints.
I can read grade-level literary texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.
Long-Term Target(s)
I can cite text-based evidence that
provides the strongest support for an
analysis of literary text.
I can determine a theme or the
central ideas of an informational
text.
I can analyze the development of a
theme or central idea throughout the
text (including its relationship to
supporting ideas).
I can objectively summarize
informational text.
I can analyze the connections and
distinctions between individuals,
ideas or events in a text.
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze the impact of word
choice on meaning and tone
(analogies or allusions).
I can analyze the structure of a
specific paragraph in a text
(including the role of particular
sentences in developing and refining
a key concept).
I can determine an author’s point of
view or purpose in informational
text.
I can analyze how the author

RI.8.7. Evaluate the advantages and
disadvantages of using different mediums
(e.g., print or digital text, video,
multimedia) to present a particular topic
or idea.
acknowledges and responds to
conflicting evidence or viewpoints.
I can evaluate the advantages and
disadvantages of using different
mediums to present an idea.
RI.8.8. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is sound
and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced.
I can identify the argument and
specific claims in a text.
I can evaluate the argument and
specific claims in a text (assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient to support the claims).

I can identify when irrelevant

evidence is used.
RI.8.9. Analyze a case in which two or I can analyze texts for disagreement
more texts provide conflicting information on facts or interpretation.
on the same topic and identify where the
texts disagree on matters of fact or
interpretation.
RI.8.10. By the end of the year, read and I can read grade-level informational
comprehend literary nonfiction at the texts proficiently and independently.
high end of the grades 6–8 text
complexity band independently and I can read above-grade informational
proficiently. texts with scaffolding and support.
Standards: Writing Long-Term Target(s)
W.8.1. Write arguments to support claims I can write arguments to support
with clear reasons and relevant evidence. claims with clear reasons and
a. Introduce claim(s), acknowledge and relevant evidence.
distinguish the claim(s) from alternate
or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
W.8.2. Write informative/explanatory texts I can write informative/explanatory
to examine a topic and convey ideas, texts that convey ideas and concepts
concepts, and information through the using relevant information that is
selection, organization, and analysis of carefully selected and organized.
relevant content.
a. Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information into broader
categories; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-
chosen facts, definitions, concrete
details, quotations, or other
information and examples.
c. Use appropriate and varied transitions
to create cohesion and clarify the
relationships among ideas and
concepts.
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or
section that follows from and supports
the information or explanation
presented.
W.8.3. Write narratives to develop real or I can write narrative texts about real
imagined experiences or events using or imagined experiences using
effective technique, relevant descriptive relevant details and event sequences
details, and well-structured event that make sense.
sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically.
b. Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one time
 frame or setting to another, and show
the relationships among experiences
and events.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from
and reflects on the narrated
experiences or events.
W.8.4. Produce clear and coherent writing I can produce clear and coherent
in which the development, organization, writing that is appropriate to task,
and style are appropriate to task, purpose and audience.
purpose, and audience. (Grade-specific
expectations for writing types are defined
in standards 1–3 above.)
W.8.5. With some guidance and support With support from peers and adults, I
from peers and adults, develop and can use the writing process to ensure
strengthen writing as needed by that purpose and audience have been
planning, revising, editing, rewriting, or addressed.
trying a new approach, focusing on how
well purpose and audience have been
addressed.
W.8.6 I can use technology to produce and
publish writing that presents
. Use technology, including the Internet, relationships between information
to produce and publish writing and and ideas efficiently.
present the relationships between
information and ideas efficiently as well I can use technology to collaborate
as to interact and collaborate with others. with others while producing and
publishing writing.
W.8.7. Conduct short research projects to I can conduct short research projects
answer a question (including a self- to answer a question (including a
generated question), drawing on several self-generated question).
sources and generating additional
related, focused questions that allow for I can use several sources in my
multiple avenues of exploration. research.

I can generate additional research

W.8.8. Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
questions for further exploration.
I can gather relevant information
from a variety of sources.
I can use search terms effectively.
I can evaluate the credibility and
plagiarism and following a standard accuracy of each source.
format for citation.
I can quote and paraphrase others’
work while avoiding plagiarism.

I can use a standard format for

citation.
W.8.9. Draw evidence from literary or I can use evidence from
informational texts to support analysis, informational texts to support
reflection, and research. analysis, reflection and research.
a. Apply grade 8 Reading standards to
literature (e.g., “Analyze how a modern
work of fiction draws on themes,
patterns of events, or character types
from myths, traditional stories, or
religious works such as the Bible,
including describing how the material
is rendered new”).
b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Delineate and
evaluate the argument and specific
claims in a text, assessing whether the
reasoning is sound and the evidence is
relevant and sufficient; recognize
when irrelevant evidence is
introduced”).
W.8.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different timeframes.
and revision) and shorter time frames (a
single sitting or a day or two.
CCS Standards: Speaking & Listening Long-Term Target(s)
SL.8.1. Engage effectively in a range of I can effectively engage in
collaborative discussions (one-on-one, in discussions with diverse partners
groups, and teacher-led) with diverse about 8th grade topics, texts, and
partners on grade 8 topics, texts, and issues.
issues, building on others’ ideas and
expressing their own clearly. I can express my own ideas clearly
a. Come to discussions prepared, having during discussions.
read or researched material under
study; explicitly draw on that I can build on other’s ideas during
preparation by referring to evidence discussions.
on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions
and decision-making, track progress
toward specific goals and deadlines,
 and define individual roles as needed.
c. Pose questions that connect the ideas
of several speakers and respond to
others’ questions and comments with
relevant evidence, observations, and
ideas.
d. Acknowledge new information
expressed by others, and, when
warranted, qualify or justify their own
views in light of the evidence
presented.
SL.8.2. Analyze the purpose of
information presented in diverse media
and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g.,
social, commercial, political) behind its
presentation.
SL.8.3. Delineate a speaker’s argument
and specific claims, evaluating the
soundness of the reasoning and relevance
and sufficiency of the evidence and
identifying when irrelevant evidence is
introduced.
SL.8.4. Present claims and findings,
emphasizing salient points in a focused,
coherent manner with relevant evidence,
sound valid reasoning, and well-chosen
details; use appropriate eye contact,
adequate volume, and clear
pronunciation.
SL.8.5. Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest.
SL.8.6. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
CCS Standards: Language
L.8.1. Demonstrate command of the
I can analyze the purpose of
information presented in different
media and formats.
I can evaluate the motives behind a
presentation.
I can determine a speaker’s
argument and specific claims.
I can evaluate the reasoning and
evidence presented for soundness
and relevance.
I can identify when irrelevant
evidence is introduced.
I can present claims and findings in a
focused, coherent manner (use
relevant evidence, sound reasoning
and well-chosen details).
I can use effective speaking
techniques (appropriate eye contact,
adequate volume and clear
pronunciation).
I can integrate multimedia
components and visual displays in a
presentation to clarify information,
strengthen claims and to add
emphasis.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when indicated or
appropriate.
Long-Term Target(s)
I can use correct grammar and usage
conventions of standard English grammar when writing or speaking.
and usage when writing or speaking.
a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences.
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. Recognize and correct inappropriate
shifts in verb voice and mood.*
L.8.2. Demonstrate command of the I can use correct capitalization,
conventions of standard English punctuation and spelling to send a
capitalization, punctuation, and spelling clear message to my reader.
when writing.
a. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
L.8.3. Use knowledge of language and its I can intentionally use verbs in active
conventions when writing, speaking, and passive voice and in the
reading, or listening. conditional and subjunctive mood.
a. Use verbs in the active and passive
voice and in the conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
the action; expressing uncertainty or
describing a state contrary to fact).
L.8.4. Determine or clarify the meaning of I can use a variety of strategies to
unknown and multiple-meaning words or determine the meaning of unknown
phrases based on grade 8 reading and words or phrases.
content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g., precede,
recede, secede).
c. Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print
 and digital, to find the pronunciation of
a word or determine or clarify its
precise meaning or its part of speech.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
L.8.5. Demonstrate understanding of I can analyze figurative language,
figurative language, word relationships, word relationships and nuances in
and nuances in word meanings. word meanings.
a. Interpret figures of speech (e.g. verbal
irony, puns) in context.
b. Use the relationship between
particular words to better understand
each of the words.
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions)
(e.g., bullheaded, willful, firm,
persistent, resolute).
L.8.6. Acquire and use accurately grade- I can accurately use 8th grade
appropriate general academic and academic vocabulary to express my
domain-specific words and phrases; ideas.
gather vocabulary knowledge when
considering a word or phrase important I can use resources to build my
to comprehension or expression. vocabulary.
ELA Common Core State Standards and Long-Term Learning Targets
Grades 9-10
CCS Standards: Reading - Literature
RL.9-10.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2. Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide an
objective summary of the text.
RL.9-10.3. Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
RL.9-10.4. Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone).
RL.9-10.5. Analyze how an author’s
choices concerning how to structure a
text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of
view or cultural experience reflected in a
work of literature from outside the United
States, drawing on a wide reading of
world literature.
Long-Term Target(s)
I can cite text-based evidence that
provides strong and thorough
support for an analysis of literary
text.
I can determine the theme or central
idea of a literary text.
I can analyze the development of the
theme or central idea over the
course of the text (how it emerges
and is shaped and refined by details).
I can objectively summarize a
literary text.
I can analyze how complex
characters develop, interact with
other characters and advance the
plot or theme.
I can determine the meaning of
words and phrases in literary text
(figurative, connotative, and
technical meanings).
I can analyze the overall impact of
word choice on meaning and tone.
I can analyze how an author’s
choices about how to structure text,
order events and manipulate time
create intended effects.
I can analyze a specific point of view
or cultural experience in world
literature.
RL.9-10.7. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Auden’s “Musée des Beaux Arts”
and Breughel’s Landscape with the Fall of
Icarus).
RL.9-10.9. Analyze how an author draws
on and transforms source material in a
specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the
Bible or how a later author draws on a
play by Shakespeare).
RL.9-10.10. By the end of grade 9, read
and comprehend literature, including
stories, dramas, and poems, in the grades
9–10 text complexity band proficiently,
with scaffolding as needed at the high
end of the range.
By the end of grade 10, read and
comprehend literature, including stories,
dramas, and poems, at the high end of the
grades 9–10 text complexity band
independently and proficiently.
CCS Standards: Reading –
Informational Text
RI.9-10.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.2. Determine a central idea of a
text and analyze its development over the
course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
RI.9-10.3. Analyze how the author unfolds
an analysis or series of ideas or events,
including the order in which the points
are made, how they are introduced and
developed, and the connections that are
I can compare and contrast the
representation of a subject or scene
in two different mediums (including
what is emphasized or absent in each
treatment).
I can analyze how an author uses and
transforms source material in a
specific work.
I can read grade-level texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.
Long-Term Target(s)
I can cite strong and thorough
evidence to support an analysis of
informational text.
I can determine the theme or central
idea of a text.
I can analyze the development of the
theme or central idea over the
course of the text (how it emerges
and is shaped and refined by details).
I can objectively summarize an
informational text.
I can analyze how an author unfolds
an analysis or series of ideas
(including the order in which the
points are made, how they are
introduced and developed, and the
drawn between them.
RI.9-10.4. Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language of a court opinion differs
from that of a newspaper).
RI.9-10.5. Analyze in detail how an
author’s ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
RI.9-10.6. Determine an author’s point of
view or purpose in a text and analyze how
an author uses rhetoric to advance that
point of view or purpose.
connections that are drawn between
them).
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze the overall impact of
word choice on meaning and tone.
I can analyze how author’s ideas or
claims are developed and refined by
other sections of text (sentences,
paragraphs, or larger portions of
text).
I can determine an author’s point of
view of purpose in informational text.
I can analyze how an author uses
rhetoric to advance his/her point of
view or purpose.
RI.9-10.7. Analyze various accounts of a
subject told in different mediums (e.g., a
person’s life story in both print and
multimedia), determining which details
are emphasized in each account.
RI.9-10.8. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and
sufficient; identify false statements and
fallacious reasoning.
I can analyze accounts of the same
subject from different mediums to
determine which details are
emphasized.
I can identify the argument and
specific claims in a text.
I can evaluate the argument and
specific claims in a text (assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient to support the claims).

I can identify false statements and

flawed reasoning.
RI.9-10.9. Analyze seminal U.S. I can analyze important US historical
documents of historical and literary documents and literary texts for
related themes and concepts.
significance (e.g., Washington’s Farewell
Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech, King’s
“Letter from Birmingham Jail”), including
how they address related themes and
concepts.
RI.9-10.10. By the end of grade 9, read I can read grade-level informational
and comprehend literary nonfiction in the texts proficiently and independently.
grades 9–10 text complexity band
I can read above-grade informational
proficiently, with scaffolding as needed at texts with scaffolding and support.
the high end of the range.

By the end of grade 10, read and

comprehend literary nonfiction at the
high end of the grades 9–10 text
complexity band independently and
proficiently.
CCS Standards: Writing Long-Term Target(s)
W.9-10.1. Write arguments to support I can write an analysis of substantive
claims in an analysis of substantive topics topics or texts, using valid reasoning
or texts, using valid reasoning and and sufficient evidence.
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims
fairly, supplying evidence for each
while pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to
link the major sections of the text,
create cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
W.9-10.2. Write informative/explanatory I can write informative/explanatory
texts to examine and convey complex texts that convey complex ideas and
concepts clearly and accurately,
ideas, concepts, and information clearly
using content that is carefully
and accurately through the effective selected, organized, and analyzed.
selection, organization, and analysis of
content.
a. Introduce a topic; organize complex
ideas, concepts, and information to
make important connections and
distinctions; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details,
quotations, or other information and
examples appropriate to the
audience’s knowledge of the topic.
c. Use appropriate and varied transitions
to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language and domain-
specific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or
section that follows from and supports
the information or explanation
presented (e.g., articulating
implications or the significance of the
topic).
W.9-10.3. Write narratives to develop real I can write narrative texts about real
or imagined experiences or events using or imagined experiences using well-
effective technique, well-chosen details, chosen details and effective event
and well-structured event sequences. sequences.
a. Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters.
c. Use a variety of techniques to
sequence events so that they build on
one another to create a coherent
whole.
d. Use precise words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course
of the narrative.
W.9-10.4. Produce clear and coherent I can produce clear and coherent
writing in which the development, writing appropriate to task, purpose
and audience.
organization, and style are appropriate to
task, purpose, and audience. (Grade-
specific expectations for writing types are
defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing I can use the writing process to focus
as needed by planning, revising, editing, on what is most significant for a
specific purpose and audience.
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience.
W.9-10.6. Use technology, including the I can use technology to produce,
Internet, to produce, publish, and update publish, and update writing products
that link to information and display
individual or shared writing products,
information flexibily and dynamically.
taking advantage of technology’s capacity
to link to other information and to display
information flexibly and dynamically.
W.9-10.7. Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating understanding of
the subject under investigation.
W.9-10.8. Gather relevant information
from multiple authoritative print and
digital sources, using advanced searches
effectively; assess the usefulness of each
source in answering the research
question; integrate information into the
text selectively to maintain the flow of
ideas, avoiding plagiarism and following a
standard format for citation.
I can conduct research projects to
answer a question or solve a
problem.
I can narrow or broaden my inquiry
appropriately.
I can synthesize multiple sources on
a subject.
I can gather relevant information
from a variety of authoritative
sources.
I can use advanced searched
effectively.
I can assess the usefulness of each
source in answering the research
question.

I can selectively integrate

information into the text, maintaining
the flow of the piece.

I can follow a standard format for

citation.
W.9-10.9. Draw evidence from literary or I can select evidence from literary
informational texts to support analysis, informational texts to support
analysis, reflection and research.
reflection, and research.
a. Apply grades 9–10 Reading
standards to literature (e.g., “Analyze
how an author draws on and
transforms source material in a
specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or
the Bible or how a later author draws
on a play by Shakespeare]”).
b. Apply grades 9–10 Reading
standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is valid and the
evidence is relevant and sufficient;
 identify false statements and fallacious
reasoning”).
W.9-10.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different timeframes, tasks, purposes
and revision) and shorter time frames (a and audiences.
single sitting or a day or two) for a range
of tasks, purposes, and audiences.
CCS Standards: Speaking & Listening Long-Term Target(s)
SL.9-10.1. Initiate and participate I can initiate effective discussions
effectively in a range of collaborative with diverse partners on grade 9-10
topics, texts, and issues.
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on I can express my own ideas clearly
grades 9–10 topics, texts, and issues, and persuasively.
building on others’ ideas and expressing
their own clearly and persuasively. I can build on other’s ideas.
a. Come to discussions prepared, having
read and researched material under
study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a
thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for
collegial discussions and decision-
making (e.g., informal consensus,
taking votes on key issues,
presentation of alternate views), clear
goals and deadlines, and individual
roles as needed.
c. Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes
or larger ideas; actively incorporate
others into the discussion; and clarify,
verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and
make new connections in light of the
evidence and reasoning presented.
SL.9-10.2. Integrate multiple sources of I can integrate multiple sources of
information presented in diverse media or information in various media or
formats.
formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source. I can evaluate the credibility and
accuracy of sources.
SL.9-10.3. Evaluate a speaker’s point of I can evaluate a speaker’s ideas.
view, reasoning, and use of evidence and
I can identify fallacious reasoning,
rhetoric, identifying any fallacious
exaggeration or distorted evidence.
reasoning or exaggerated or distorted
evidence.
SL.9-10.4. Present information, findings,
and supporting evidence clearly,
concisely, and logically such that listeners
can follow the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
SL.9-10.5. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest.
SL.9-10.6. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
I can present information clearly,
concisely and logically for the
appropriate purpose, audience and
task.
I can strategically use digital media
in presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when indicated or
appropriate.

CCS Standards: Language Long-Term Target(s)

L.9-10.1. Demonstrate command of the I can use correct grammar and usage
conventions of standard English grammar when writing or speaking.
and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and interest
to writing or presentations.
L.9-10.2. Demonstrate command of the I can use correct capitalization,
conventions of standard English punctuation and spelling to send a
clear message to my reader.
capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a
conjunctive adverb) to link two or
more closely related independent
clauses.
b. Use a colon to introduce a list or
quotation.
c. Spell correctly.
L.9-10.3. Apply knowledge of language to I can use a style manual appropriate
understand how language functions in for the discipline and type of writing.
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening.
a. Write and edit work so that it conforms
to the guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline and
writing type.
L.9-10.4. Determine or clarify the I can use a variety of strategies to
meaning of unknown and multiple- determine the meaning of unknown
or multiple-meaning words and
meaning words and phrases based
phrases.
on grades 9–10 reading and content,
choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning
of a sentence, paragraph, or text; a
word’s position or function in a
sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech
(e.g., analyze, analysis, analytical;
advocate, advocacy).
c. Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print
and digital, to find the pronunciation of
a word or determine or clarify its
precise meaning, its part of speech, or
its etymology.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
L.9-10.5. Demonstrate understanding of I can analyze figurative language,
figurative language, word relationships, word relationships and nuances in
and nuances in word meanings. word meanings.
a. Interpret figures of speech (e.g.,
euphemism, oxymoron) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.
L.9-10.6. Acquire and use accurately I can accurately use 9th /10th grade
general academic and domain-specific academic vocabulary to express my
words and phrases, sufficient for reading, ideas.
writing, speaking, and listening at the
college and career readiness level; I can use resources to build my
demonstrate independence in gathering vocabulary.
vocabulary knowledge when considering
a word or phrase important to
comprehension or expression.
ELA Common Core State Standards and Long-Term Learning Targets
Grades 11-12
CCS Standards: Reading - Literature
RL.11-12.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more
themes or central ideas of a text and
analyze their development over the
course of the text, including how they
interact and build on one another to
produce a complex account; provide an
objective summary of the text.
RL.11-12.3. Analyze the impact of the
author’s choices regarding how to
develop and relate elements of a story or
drama (e.g., where a story is set, how the
action is ordered, how the characters are
introduced and developed).
RL.11-12.4. Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
RL.11-12.5. Analyze how an author’s
choices concerning how to structure
specific parts of a text (e.g., the choice of
where to begin or end a story, the choice
to provide a comedic or tragic resolution)
Long-Term Target(s)
I can cite text-based evidence that
provides strong and thorough
support for an analysis of literary
text, including determining where
the text leaves matters uncertain.
I can determine multiple themes or
central ideas of a literary text.
I can analyze the development of the
theme or central idea over the
course of the text (how they interact
and build on one another to produce
a complex account).
I can objectively summarize a
literary text.
I can analyze the impact of author’s
choices on the development and
relationship of elements of a story or
drama.
I can determine the meaning of
words and phrases in literary text
(figurative, connotative, and
technical meanings).
I can analyze the overall impact of
word choices on meaning and tone
(including words with multiple
meanings or language that is
particularly fresh, engaging, or
beautiful).
I can analyze how an author’s
choices about how to structure
specific parts of a text contribute to
the overall structure, meaning and
aesthetic impact.
contribute to its overall structure and
meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which I can determine point of view
grasping a point of view requires whether it is expressed literally or
distinguishing what is directly stated in a figuratively.
text from what is really meant (e.g.,
satire, sarcasm, irony, or
understatement).
RL.11-12.7. Analyze multiple I can analyze multiple
interpretations of a story, drama, or poem representations of a story, drama or
poem to evaluate each version’s
(e.g., recorded or live production of a play
interpretation of the source text.
or recorded novel or poetry), evaluating
how each version interprets the source
text. (Include at least one play by
Shakespeare and one play by an
American dramatist.
RL.11-12.9. Demonstrate knowledge of I can describe the foundational
eighteenth-, nineteenth- and early- works of eighteenth-, nineteenth-,
twentieth-century foundational works of and twentieth-century American
American literature, including how two or literature.
more texts from the same period treat
similar themes or topics. I can compare and contrast how two
or more texts from the same period
treat similar themes or topics.
RL.11-12.10. By the end of grade 11, read I can read grade-level literary texts
and comprehend literature, including proficiently and independently.
stories, dramas, and poems, in the grades
I can read above-grade literary texts
11–CCR text complexity band proficiently, with scaffolding and support.
with scaffolding as needed at the high
end of the range.

By the end of grade 12, read and

comprehend literature, including stories,
dramas, and poems, at the high end of the
grades 11–CCR text complexity band
independently and proficiently.
CCS Standards: Reading – Long-Term Target(s)
Informational Text
RI.11-12.1. Cite strong and thorough I can cite strong and thorough
textual evidence to support analysis of evidence to support analysis of
informational text, including
what the text says explicitly as well as
determining where the text leaves
inferences drawn from the text, including matters uncertain.
determining where the text leaves
matters uncertain.
RI.11-12.2. Determine two or more
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex
analysis; provide an objective summary of
the text.
RI.11-12.3. Analyze a complex set of ideas
or sequence of events and explain how
specific individuals, ideas, or events
interact and develop over the course of
the text.
RI.11-12.4. Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze how an
author uses and refines the meaning of a
key term or terms over the course of a
text (e.g., how Madison defines faction in
Federalist No. 10).
RI.11-12.5. Analyze and evaluate the
effectiveness of the structure an author
uses in his or her exposition or argument,
including whether the structure makes
points clear, convincing, and engaging.
RI.11-12.6. Determine an author’s point
of view or purpose in a text in which the
rhetoric is particularly effective,
analyzing how style and content
contribute to the power, persuasiveness
or beauty of the text.
RI.11-12.7. Integrate and evaluate
multiple sources of information presented
in different media or formats (e.g.,
visually, quantitatively) as well as in
words in order to address a question or
solve a problem.
I can determine multiple themes or
central ideas of an informational
text.
I can analyze the development of the
theme or central idea over the
course of the text (how they interact
and build on one another to produce
a complex account).
I can objectively summarize an
informational text.
I can explain how specific
individuals, ideas, or events interact
and develop in a text with a complex
sequence of events or set of ideas.
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze how an author uses and
refines the meaning of key terms
over the course of a text.
I can evaluate the effectiveness of
the structure of an author’s
explanation or argument (including
whether the structure makes points
clear, convincing and engaging).
I can determine an author’s point of
view or purpose in a text with
effective rhetoric.
I can analyze how style and content
contribute to the power,
persuasiveness or beauty of the text.
I can integrate multiple sources of
information presented in different
media and formats to address a
question or solve a problem.
I can evaluate multiple sources of
information presented in different

RI.11-12.8. Delineate and evaluate the
reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy
(e.g., The Federalist, presidential
addresses).
RI.11-12.9. Analyze seventeenth-,
eighteenth-, and nineteenth-century
foundational U.S. documents of historical
and literary significance (including The
Declaration of Independence, the
Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and
rhetorical features.
RI.11-12.10. By the end of grade 11, read
and comprehend literary nonfiction in the
grades 11–CCR text complexity band
proficiently, with scaffolding as needed at
the high end of the range.
media or formats in order to address
a question or solve a problem.
I can evaluate the reasoning
(premises, purposes, and arguments)
in seminal US texts and works of
public advocacy (including the
application of constitutional
principles and use of legal
reasoning).
I can analyze the themes, purposes,
and rhetorical features in US
documents of historical and literary
significance from the seventeenth-,
eighteenth-, and nineteenth-
centuries.
I can read grade-level informational
texts proficiently and independently.
I can read above-grade informational
texts with scaffolding and support.

By the end of grade 12, read and

comprehend literary nonfiction at the
high end of the grades 11–CCR text
complexity band independently and
proficiently.
Standards: Writing Long-Term Target(s)
W.11-12.1. Write arguments to support I can write an analysis of substantive
claims in an analysis of substantive topics topics or text using valid reasoning
or texts, using valid reasoning and and sufficient evidence.
relevant and sufficient evidence.
a. Introduce precise, knowledgeable
claim(s), establish the significance of
the claim(s), distinguish the claim(s)
from alternate or opposing claims, and
create an organization that logically
sequences claim(s), counterclaims,
 reasons, and evidence.
b. Develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses as
well as varied syntax to link the major
sections of the text, create cohesion,
and clarify the relationships between
claim(s) and reasons, between reasons
and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
W.11-12.2. Write informative/explanatory I can write informative/explanatory
texts to examine and convey complex texts that convey complex ideas and
ideas, concepts, and information clearly concepts clearly and accurately,
and accurately through the effective using content that is carefully
selection, organization, and analysis of selected, organized, and analyzed.
content.
a. Introduce a topic; organize complex
ideas, concepts, and information so
that each new element builds on that
which precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate
to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions
and syntax to link the major sections of
the text, create cohesion, and clarify
the relationships among complex ideas
and concepts.
d. Use precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or
section that follows from and supports
the information or explanation
presented (e.g., articulating
implications or the significance of the
topic).
W.11-12.3. Write narratives to develop I can write narrative texts about real
real or imagined experiences or events or imagined experiences using well-
chosen details and effective event
using effective technique, well-chosen
sequences.
details, and well-structured event
sequences.
a. Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple point(s) of
view, and introducing a narrator
and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters.
c. Use a variety of techniques to
sequence events so that they build on
one another to create a coherent whole
and build toward a particular tone and
outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
d. Use precise words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course
of the narrative.
W.11-12.4. Produce clear and coherent I can produce clear and coherent
writing in which the development, writing appropriate to task, purpose
and audience.
organization, and style are appropriate to
task, purpose, and audience. (Grade-
specific expectations for writing types are
defined in standards 1–3 above.)
W.11-12.5. Develop and strengthen I can use the writing process to focus
writing as needed by planning, revising, on what is most significant for a
editing, rewriting, or trying a new specific purpose and audience.
approach, focusing on addressing what is
most significant for a specific purpose
and audience.
W.11-12.6. Use technology, including the I can use technology to produce,
Internet, to produce, publish, and update publish, and update writing products
in response to ongoing feedback,
individual or shared writing products in
new arguments, and new
response to ongoing feedback, including information.
new arguments or information.
W.11-12.7. Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating understanding of
the subject under investigation.
W.11-12.8. Gather relevant information
from multiple authoritative print and
digital sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
task, purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any one
source and following a standard format
for citation.
I can conduct research projects to
answer a question or solve a
problem.
I can narrow or broaden my inquiry
when appropriate.
I can synthesize multiple sources on
a subject.
I can gather relevant information
from a variety of authoritative
sources.
I can use advanced searches
effectively.
I can assess the strengths and
limitations of each source in terms of
task, purpose, and audience.
I can selectively integrate
information into text, maintaining the
flow of the piece.

I can follow a standard format for

citation.
W.11-12.9. Draw evidence from literary or I can use evidence from literary
informational texts to support analysis, informational texts to support
analysis, reflection and research.
reflection, and research.
a. Apply grades 11–12 Reading
standards to literature (e.g.,
“Demonstrate knowledge of
eighteenth-, nineteenth- and early-
twentieth-century foundational works
of American literature, including how
two or more texts from the same
period treat similar themes or topics”).
b. Apply grades 11–12 Reading
standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning
in seminal U.S. texts, including the
application of constitutional principles
and use of legal reasoning [e.g., in U.S.
 Supreme Court Case majority opinions
and dissents] and the premises,
purposes, and arguments in works of
public advocacy [e.g., The Federalist,
presidential addresses]”).
W.11-12.10. Write routinely over extended I can adjust my writing practices for
time frames (time for research, reflection, different timeframes, tasks,
and revision) and shorter time frames (a purposes, and audiences.
single sitting or a day or two) for a range
of tasks, purposes
CCS Standards: Speaking & Listening Long-Term Target(s)
SL.11-12.1. Initiate and participate I can initiate effective discussions
effectively in a range of collaborative with diverse partners on grade 11-12
topics, texts, and issues.
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on I can express my own ideas clearly
grades 11–12 topics, texts, and issues, and persuasively.
building on others’ ideas and expressing
their own clearly and persuasively. I can build on other’s ideas.
a. Come to discussions prepared, having
read and researched material under
study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a
thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to promote civil,
democratic discussions and decision-
making, set clear goals and deadlines,
and establish individual roles as
needed.
c. Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a
hearing for a full range of positions on
a topic or issue; clarify, verify, or
challenge ideas and conclusions; and
promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse
perspectives; synthesize comments,
claims, and evidence made on all sides
of an issue; resolve contradictions
when possible; and determine what
additional information or research is
required to deepen the investigation or
complete the task.
SL.11-12.2. Integrate multiple sources of I can integrate multiple sources of
information presented in diverse formats information in various media or
formats to make informed decisions
and media (e.g., visually, quantitatively,
orally) in order to make informed and solve problems.
decisions and solve problems, evaluating
I can evaluate the credibility and
the credibility and accuracy of each
accuracy of each source (noting
source and noting any discrepancies discrepancies among the data).
among the data.
SL.11-12.3. Evaluate a speaker’s point of I can evaluate a speaker’s ideas,
view, reasoning, and use of evidence and organization and style.
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used.
SL.11-12.4. Present information, findings,
and supporting evidence, conveying a
clear and distinct perspective, such that
listeners can follow the line of reasoning,
alternative or opposing perspectives are
addressed, and the organization,
development, substance, and style are
appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest.
SL.11-12.6. Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate.
CCS Standards: Language
L.11-12.1. Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
a. Apply the understanding that usage is
a matter of convention, can change
over time, and is sometimes contested.
b. Resolve issues of complex or contested
usage, consulting references
(e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11-12.3. Apply knowledge of language
to understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
I can present information
appropriate to purpose, audience and
task (conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style).
I can strategically use digital media
in presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
I can adapt my speech for a variety
of contexts and tasks, using formal
English when indicated or
appropriate.
Long-Term Target(s)
I can use correct grammar and usage
when writing or speaking.
I can use correct capitalization,
punctuation and spelling.
I can vary grammar and sentence
structure for effect, consulting
references for support.
I can analyze grammar and sentence
structure in complex text to aid my
listening. comprehension.
a. Vary syntax for effect, consulting
references (e.g., Tufte’s Artful
Sentences) for guidance as needed;
apply an understanding of syntax to
the study of complex texts when
reading.
L.11-12.4. Determine or clarify the I can use a variety of strategies to
meaning of unknown and multiple- determine the meaning of unknown
or multiple-meaning words or
meaning words and phrases based
phrases.
on grades 11–12 reading and content,
choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning
of a sentence, paragraph, or text; a
word’s position or function in a
sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech
(e.g., conceive, conception,
conceivable).
c. Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print
and digital, to find the pronunciation of
a word or determine or clarify its
precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
L.11-12.5. Demonstrate understanding of I can analyze figurative language,
figurative language, word relationships, word relationships and nuances in
word meanings.
and nuances in word meanings.
a. Interpret figures of speech (e.g.,
hyperbole, paradox) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.
L.11-12.6. Acquire and use accurately I can accurately use college- and
general academic and domain-specific career-ready academic vocabulary to
words and phrases, sufficient for reading, express my ideas.
writing, speaking, and listening at the
college and career readiness level; I can use resources to build my
demonstrate independence in gathering vocabulary.
vocabulary knowledge when considering
a word or phrase important to
comprehension or expression.
Disciplinary Reading Common Core State Standards & Long-Term Learning Targets
Grades 6-8
“BOOKEND” CCS Reading Standard
10:
Comprehend complex text
independently and proficiently
RL.8.10. By the end of grade 8, read and
comprehend literature, including stories,
dramas, and poems, at the high end of
grades 6–8 text complexity band
independently and proficiently.
RI.8.10. By the end of grade 8, read and
comprehend literary nonfiction at the
high end of the grades 6–8 text
complexity band independently and
proficiently.
RH.6-8.10. By the end of grade 8, read
and comprehend history/social studies
texts in the grades 6–8 text complexity
band independently and proficiently.
RST.6-8.10. By the end of grade 8, read
and comprehend science/technical texts
in the grades 6–8 text complexity band
independently and proficiently.
Long-Term Target(s)
I can comprehend a wide range of
complex texts on my own.
I can read grade-level literary texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.
I can read grade-level informational
texts proficiently and independently.
I can read above-grade informational
texts with scaffolding and support.
I can read grade-level primary and
secondary sources proficiently and
independently.
I can read above-grade primary and
secondary sources with scaffolding
and support.
I can read grade-level
science/technical texts proficiently
and independently.
I can read above-grade
science/technical texts with
scaffolding and support.
“BOOKEND” CCS Reading Standard Long-Term Target(s)
1:
Cite evidence I can cite strong and specific
evidence from a range of
discipline-specific texts to
support my analysis.
RL.8.1 Cite the textual evidence that most I can cite text-based evidence that
strongly supports an analysis of what the provides the strongest support for
text says explicitly as well as inferences my analysis of literary text.
drawn from the text.
RI.8.1. Cite the textual evidence that most I can cite text-based evidence that
strongly provides the strongest support for an
supports an analysis of what the text says analysis of literary text.
explicitly as well as inferences drawn
from the text.
RH.6-8.1. Cite specific textual evidence to I can cite specific evidence from
support analysis of primary and primary and secondary sources to
secondary sources. support my analysis.
RST.6-8.1. Cite specific textual evidence I can cite specific textual evidence
to support analysis of science and from scientific and technical texts to
technical texts. support my analysis.

CCS Reading Standard 2: Long-Term Target(s)

Determine central ideas and I can determine a theme or the
summarize central ideas of a discipline-
specific text.

I can objectively and accurately

summarize discipline-specific
texts.
RL.8.2. Determine a theme or central idea I can determine a theme or the
of a text and central ideas of a literary or
analyze its development over the course informational text.
of the text,
including its relationship to the I can analyze the development of a
characters, setting, theme or central idea throughout the
and plot; provide an objective summary of text (including its relationship to the
the text. characters, setting, and plot).

I can objectively summarize literary

RI.8.2. Determine a central idea of a text
and analyze its development over the
course of the text, including its
relationship to supporting ideas; provide
text.
I can determine a theme or the
central ideas of a literary or
informational text.
an objective summary of the text.
RH.6-8.2. Determine the central ideas or
information of a primary or secondary
source; provide an accurate summary of
the source distinct from prior knowledge
or opinions.
RST.6-8.2. Determine the central ideas or
conclusions of a text; provide an accurate
summary of the text distinct from prior
knowledge or opinions.
CCS Reading Standard 3:
Analyze idea development
RL.8.3. Analyze how particular lines of
dialogue or incidents in a story or drama
propel the action, reveal aspects of a
character, or provoke a decision.
RI.8.3. Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events
(e.g., through comparisons, analogies, or
categories).
RH.6-8.3. Identify key steps in a text’s
description of a process related to
history/social studies (e.g., how a bill
becomes law, how interest rates are
raised or lowered). 
RST.6-8.3. Follow precisely a multistep
procedure when carrying out
experiments, taking measurements, or
performing technical tasks. 
CCS Reading Standard 4:
I can analyze the development of a
theme or central idea throughout the
text (including its relationship to the
characters, setting, and plot).
I can objectively summarize
informational text.
I can determine the central idea of a
primary or secondary source.
I can accurately summarize a
primary or secondary source.
I can determine the central idea or
conclusions of a scientific text.
I can objectively summarize a
scientific text.
Long-Term Target(s)
I can analyze how an author
develops ideas in a discipline-
specific text.
I can identify and follow the steps
described in a discipline-specific
text.
I can analyze how specific dialogue
or incidents in a plot propel the
action, reveal aspects of a character,
or provoke a decision.
I can analyze the connections and
distinctions between individuals,
ideas or events in a text.
I can identify key steps in a process
described in a primary or secondary
source.
I can follow precisely a multi-step
scientific or technical procedure.
Long-Term Target(s)
Interpret word meaning
RL.8.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts.
RI.8.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts.
RH.6-8.4. Determine the meaning of
words and phrases as they are used in a
text, including vocabulary specific to
domains related to history/social studies.  secondary source.
RST.6-8.4. Determine the meaning of
symbols, key terms, and other domain-
specific words and phrases as they are
used in a specific scientific or technical
context relevant to grades 6–8 texts and
topics. 
I can determine the meaning and
impact of specialized vocabulary
used in a wide range of
discipline-specific texts.
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical meanings)
I can analyze the impact of word
choice on meaning and tone
(analogies or allusions).
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze the impact of word
choice on meaning and tone
(analogies or allusions).
I can determine the meaning of
discipline- specific words and
phrases used in a primary or
I can determine the meaning of
specialized symbols and technical
vocabulary used in a scientific or
technical text.
CCS Reading Standard 5:
Analyze text structure
RL.8.5. Compare and contrast the
structure of two or more texts and
analyze how the differing structure of
each text contributes to its meaning and
style.
RI.8.5. Analyze in detail the structure of a
specific paragraph in a text, including the
role of particular sentences in developing
and refining a key concept.
RH.6-8.5. Describe how a text presents
information (e.g., sequentially,
comparatively, causally).  source.
RST.6-8.5. Analyze the structure an
author uses to organize a text, including
how the major sections contribute to the
whole and to an understanding of the
topic.
CCS Reading Standard 6:
Assess purpose and point of view
RL.8.6. Analyze how differences in the
points of view of the characters and the
audience or reader (e.g., created through
the use of dramatic irony) create such
effects as suspense or humor.
RI.8.6. Determine an author’s point of
view or purpose in a text and analyze how
the author acknowledges and responds to
conflicting evidence or viewpoints.
RH.6-8.6. Identify aspects of a text that
reveal an author’s point of view or
Long-Term Target(s)
I can analyze how and why the
structure of a discipline-specific
text helps me understand a topic
or concept.
I can compare and contrast the
structure of multiple texts.
I can analyze how different
structures impact meaning and style
of a text.
I can analyze the structure of a
specific paragraph in a text
(including the role of particular
sentences in developing and refining
a key concept).
I can describe the organizational
structure of a primary or secondary
I can analyze how different
structures impact meaning of a text.
I can analyze how the sections of a
text contribute to the overall
meaning.
Long-Term Target(s)
I can determine an author’s point
of view or purpose in a discipline-
specific text based on details in
the text.
I can analyze how difference in
points of view between characters
and audience create effects in
writing.
I can determine an author’s point of
view or purpose in informational
text.
I can analyze how the author
acknowledges and responds to
conflicting evidence or viewpoints.
I can identify aspects of the text that
reveal and author’s point of view or
purpose (e.g., loaded language, inclusion
or avoidance of particular facts). 
RST.6-8.6. Analyze the author’s purpose
in providing an explanation, describing a
procedure, or discussing an experiment in
a text. 
purpose.
I can explain why the author
describes a procedure, explains a
concept, or discusses an experiment.
CCS Reading Standard 7:
Evaluate/integrate content from
diverse formats
RL.8.7. Analyze the extent to which a
filmed or live production of a story or
drama stays faithful to or departs from
the text or script, evaluating the choices
made by the director or actors.
RI.8.7. Evaluate the advantages and
disadvantages of using different mediums
(e.g., print or digital text, video,
multimedia) to present a particular topic
or idea.
RH.6-8.7. Integrate visual information
(e.g., in charts, graphs, photographs,
videos, or maps) with other information in
print and digital texts. 
RST.6-8.7. Integrate quantitative or
technical information expressed in words
in a text with a version of that information
expressed visually (e.g., in a flowchart,
diagram, model, graph, or table). 
CCS Reading Standard 8:
Evaluate the argument
N/A
RI.8.8. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is sound
and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced.
Long-Term Target(s)
I can integrate and evaluate
content from diverse formats.
I can analyze the extent to which a
filmed or live production follows the
text or script of the same literary
text.
I can evaluate the choices made by
director or actors in presenting an
interpretation of a script.
I can evaluate the advantages and
disadvantages of using different
mediums to present an idea.
I can synthesize visual information
with information in print and digital
texts.
I can synthesize visual information
with other information in a scientific
or technical text.
Long-Term Target(s)
I can identify the argument and
specific claims in a discipline-
specific text.
I can distinguish an argument
that is logical and well supported
from an argument based on
speculation, insufficient, or
irrelevant evidence.
I can identify the argument and
specific claims in a text.
I can evaluate the argument and
specific claims in a text (assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient to support the claims).
 I can identify when irrelevant
evidence is used.
RH.6-8.8. Distinguish among fact, I can explain the differences between
opinion, and reasoned judgment in a text.  facts, reasoned judgments, and
opinions.

I can identify facts, reasoned

judgments, and opinions in a text.
RST.6-8.8. Distinguish among facts, I can explain the differences between
reasoned judgment based on research facts, reasoned judgment based on
findings, and speculation in a text.  research, and speculation.

I can identify facts, reasoned

judgment based on research, and
speculation in a scientific text.
CCS Reading Standard 9:
Analyze how multiple texts address
similar topics
RL.8.9. Analyze how a modern work of
fiction draws on themes, patterns of
events, or character types from myths,
traditional stories, or religious works
such as the Bible, including describing
how the material is rendered new.
RI.8.9. Analyze a case in which two or
more texts provide conflicting information
on the same topic and identify where the
texts disagree on matters of fact or
interpretation.
RH.6-8.9. Analyze the relationship
between a primary and secondary source
on the same topic.  the same topic.
RST.6-8.9. Compare and contrast the
information gained from experiments,
simulations, video, or multimedia sources
with that gained from reading a text on
the same topic.
Long-Term Target(s)
I can compare and contrast how
multiple texts present the same
topic.
I can analyze the connections
between modern fiction and myths,
traditional stories or religious works
(themes, patterns of events,
character types).
I can analyze texts for disagreement
on facts or interpretation.
I can compare and contrast a
primary and secondary source about
I can compare and contrast the
information gained from a variety of
sources about the same scientific
topic.
Disciplinary Reading Common Core State Standards & Long-Term Learning Targets
Grades 9-10

“BOOKEND” CCS Reading Standard Long-Term Target(s)

10:
Comprehend complex text
independently and proficiently
RL.9-10.10. By the end of grade 9, read
and comprehend literature, including
stories, dramas, and poems, in the grades
9–10 text complexity band proficiently,
with scaffolding as needed at the high
end of the range.
I can comprehend a wide range of
complex texts on my own.
I can read grade-level literary texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.

By the end of grade 10, read and

comprehend literature, including stories,
dramas, and poems, at the high end of the
grades 9–10 text complexity band
independently and proficiently.
RI.9-10.10. By the end of grade 9, read I can read grade-level informational
and comprehend literary nonfiction in the texts proficiently and independently.
grades 9–10 text complexity band
proficiently, with scaffolding as needed at I can read above-grade informational
the high end of the range. texts with scaffolding and support.

By the end of grade 10, read and

comprehend literary nonfiction at the
high end of the grades 9–10 text
complexity band independently and
proficiently.
RH.9-10.10. By the end of grade 10, read
and comprehend history/social studies
texts in the grades 9–10 text complexity
band independently and proficiently.
RST.9-10.10. By the end of grade 10, read
and comprehend science/technical texts
in the grades 9–10 text complexity band
independently and proficiently.
I can read grade-level primary and
secondary sources proficiently and
independently.
I can read above-grade primary and
secondary sources with scaffolding
and support.
I can read grade-level
science/technical texts proficiently
and independently.
I can read above-grade
science/technical texts with
scaffolding and support.
“BOOKEND” CCS Reading Standard
1:
Cite evidence
RL.9-10.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Long-Term Target(s)
I can cite strong, specific, and
thorough evidence from a range
of discipline-specific texts to
support my analysis.
I can cite text-based evidence that
provides strong and thorough
support for an analysis of literary
text.
I can cite strong and thorough
evidence to support an analysis of
informational text.
RH.9-10.1.  Cite specific textual evidence
to support analysis of primary and
secondary sources, attendingto such
features as the date and origin of the
information.  of the information).
RST.9-10.1. Cite specific textual evidence
to support analysis of science and
technical texts, attending to the precise
details of explanations or descriptions.  precise details of explanations or
CCS Reading Standard 2:
Determine central ideas and
summarize
RL.9-10.2. Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide an
objective summary of the text.
RI.9-10.2. Determine a central idea of a
text and analyze its development over the
course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
RH.9-10.2. Determine the central ideas or
information of a primary or secondary
source; provide an accurate summary of
how key events or ideas develop over the
course of the text.  events or ideas develop over the
I can cite specific evidence from
primary and secondary sources to
support my analysis (attending to
such features as the date and origin
I can cite specific textual evidence
from scientific and technical texts to
support my analysis (attending to the
descriptions).
Long-Term Target(s)
I can determine a theme or the
central ideas of a discipline-
specific text.
I can accurately and objectively
summarize discipline-specific
texts.
I can determine the theme or central
idea of a literary text.
I can analyze the development of the
theme or central idea over the
course of the text (how it emerges
and is shaped and refined by details).
I can objectively summarize a
literary text.
I can determine the theme or central
idea of a text.
I can analyze the development of the
theme or central idea over the
course of the text (how it emerges
and is shaped and refined by details).
I can objectively summarize an
informational text.
I can determine the central idea of a
primary or secondary source.
I can accurately summarize how key
course of the text.
RST.9-10.2. Determine the central ideas I can determine the central idea or
or conclusions of a text; trace the text’s conclusions of a scientific or
explanation or depiction of a complex technical text.
process, phenomenon, or concept;
provide an accurate summary of the text.  I can trace a text’s explanation or
depiction of a complex process,
phenomenon, or concept.

I can accurately summarize a

scientific or technical text.
CCS Reading Standard 3:
Analyze idea development
RL.9-10.3. Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
RI.9-10.3. Analyze how the author unfolds
an analysis or series of ideas or events,
including the order in which the points
are made, how they are introduced and
developed, and the connections that are
drawn between them.
RH.9-10.3. Analyze in detail a series of
events described in a text; determine
whether earlier events caused later ones
or simply preceded them.  I can determine whether earlier
RST.9-10.3. Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks, attending to
special cases or exceptions defined in the
text.  I can attend to special cases or
CCS Reading Standard 4:
Interpret word meaning
RL.9-10.4. Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the cumulative impact
Long-Term Target(s)
I can analyze how an author
develops ideas in a discipline-
specific text.
I can identify and follow the steps
described in a discipline-specific
text.
I can analyze how complex
characters develop, interact with
other characters, and advance the
plot or theme.
I can analyze how an author unfolds
an analysis or series of ideas
(including the order in which the
points are made, how they are
introduced and developed, and the
connections that are drawn between
them).
I can analyze a series of events
described in a text.
events caused later ones or simply
preceded them.
I can follow precisely a complex
multistep experimental procedure,
including taking measurements or
performing technical tasks.
exceptions defined in the text.
Long-Term Target(s)
I can determine the meaning and
impact of specialized vocabulary
used in a wide range of
discipline-specific texts.
I can determine the meaning of
words and phrases in literary text
(figurative, connotative, and
technical meanings)
of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone).
RI.9-10.4. Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language of a court opinion differs
from that of a newspaper).
I can analyze the overall impact of
word choice on meaning and tone.
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze the overall impact of
word choice on meaning and tone.
RH.9-10.4. Determine the meaning of
words and phrasesas they are used in a
text, including vocabulary describing
political, social, or economic aspects of
history/social studies.  vocabulary about the political, social,
RST.9-10.4. Determine the meaning of
symbols, key terms, and other domain-
specific words and phrases as they are
used in a specific scientific or technical
context relevant to grades 9–10 texts and
topics. 
CCS Reading Standard 5:
Analyze text structure
RL.9-10.5. Analyze how an author’s
choices concerning how to structure a
text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise.
RI.9-10.5. Analyze in detail how an
author’s ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
RH.9-10.5. Analyze how a text uses
structure to emphasize key points or
advance an explanation or analysis.  advance an explanation or analysis.
RST.9-10.5.5. Analyze the structure of the
relationships among concepts in a text,
including relationships among key terms
(e.g., force, friction, reaction force,
energy).  I can explain the relationship among
CCS Reading Standard 6:
Assess purpose and point of view
I can determine the meaning of
specific words and phrases used in a
primary or secondary source
(including discipline-specific
or economic aspects of history).
I can determine the meaning of
specialized symbols and technical
vocabulary used in a scientific or
technical text.
Long-Term Target(s)
I can analyze how and why the
structure of a discipline-specific
text helps me understand a topic
or concept.
I can analyze how an author’s
choices about how to structure text,
order events, and manipulate time
create intended effects.
I can analyze how author’s ideas or
claims are developed and refined by
other sections of text (sentences,
paragraphs, or larger portions of
text).
I can analyze how a text uses
structure to emphasize key points or
I can analyze the relationships
among concepts and processes in a
scientific text.
key terms in a scientific or technical
text.
Long-Term Target(s)
I can determine an author’s point
of view or purpose in a discipline-
specific text based on details in
 the text.

RL.9-10.6. Analyze a particular point of I can analyze a specific point of view

view or cultural experience reflected in a or cultural experience in world
work of literature from outside the United literature.
States, drawing on a wide reading of
world literature.
RI.9-10.6. Determine an author’s point of I can determine an author’s point of
view or purpose in a text and analyze how view of purpose in informational text.
an author uses rhetoric to advance that
point of view or purpose. I can analyze how an author uses
rhetoric to advance his/her point of
view or purpose.
RH.9-10.6. Compare the point of view of I can compare and contrast the point
two or more authors for how they treat of view of two or more authors for
the same or similar topics, including how they treat similar topics
which details they include and emphasize (including which details they include
in their respective accounts.  and emphasize in their respective
accounts).
RST.9-10.6. Analyze the author’s purpose I can analyze the author’s purpose
in providing an explanation, describing a for providing an explanation,
procedure, or discussing an experiment in describing a procedure or discussing
a text, defining the question the author an experiment.
seeks to address. 
I can explain the question the author
is addressing in a scientific or
technical text.

CCS Reading Standard 7: Long-Term Target(s)

Integrate/evaluate content from I can integrate and evaluate
diverse formats content from diverse formats.

RL.9-10.7. Analyze the representation of a I can compare and contrast the

subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Auden’s “Musée des Beaux Arts”
and Breughel’s Landscape with the Fall of
Icarus).
RI.9-10.7. Analyze various accounts of a
subject told in different mediums (e.g., a
person’s life story in both print and
multimedia), determining which details
are emphasized in each account.
RH.9-10.7. Integrate quantitative or
technical analysis (e.g., charts, research
data) with qualitative analysis in print or
digital text. 
RST.9-10.7. Translate quantitative or
technical information expressed in words
in a text into visual form (e.g., a table or
chart) and translate information
representation of a subject or scene
in two different mediums (including
what is emphasized or absent in each
treatment)
I can analyze various accounts of the
same subject from different mediums
to determine which details are
emphasized.
I can integrate quantitative or
technical analysis with qualitative
analysis in print or digital text.
I can create a visual representation
to translate technical information
expressed in words in a text.
expressed visually or mathematically I can translate visual or
(e.g., in an equation) into words.  mathematical text into words, using
quantitative or technical vocabulary.
CCS Reading Standard 8:
Evaluate the argument
RI.9-10.8. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and
sufficient; identify false statements and
fallacious reasoning.
RH.9-10.8. Assess the extent to which the I can assess how well an author’s
reasoning and evidence in a text support
the author’s claims.  evidence.
RST.9-10.8. Assess the extent to which the I can analyze to what degree an
reasoning and evidence in a text support
the author’s claim or a recommendation
for solving a scientific or technical
problem.  scientific or technical problem.
CCS Reading Standard 9:
Analyze how multiple texts address
similar topics
RL.9-10.9. Analyze how an author draws
on and transforms source material in a
specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the
Bible or how a later author draws on a
play by Shakespeare).
RI.9-10.9. Analyze seminal U.S.
documents of historical and literary
significance (e.g., Washington’s Farewell
Address, the Gettysburg Address,
Long-Term Target(s)
I can identify the argument and
specific claims in a discipline-
specific text.
I can distinguish an argument
that is logical and well supported
from an argument based on
speculation, insufficient, or
irrelevant evidence.
I can identify the argument and
specific claims in a text.
I can evaluate the argument and
specific claims in a text (assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient to support the claims).
I can identify false statements and
flawed reasoning.
claim is supported by reasoning and
author’s reasoning and evidence in a
text supports a claim or
recommendation for solving a
Long-Term Target(s)
I can compare and contrast how
multiple texts present the same
topic.
I can analyze how an author uses and
transforms source material in a
specific work.
I can analyze important US historical
documents and literary texts for
related themes and concepts.
Roosevelt’s Four Freedoms speech, King’s
“Letter from Birmingham Jail”), including
how they address related themes and
concepts.
RH.9-10.9. Compare and contrast I can compare and contrast how the
treatments of the same topic in several same topic is addressed in several
primary and secondary sources.  primary and secondary sources.
RST.9-10.9. Compare and contrast
findings presented in a text to those from
other sources (including their own
experiments), noting when the findings
support or contradict previous
explanations or accounts.
I can compare and contrast findings
presented in a variety of sources that
support or contradict previous
explanations or accounts of a
scientific or technical problem.
Disciplinary Reading Common Core State Standards & Long-Term Learning Targets
Grades 11-12

“BOOKEND” CCS Reading Standard Long-Term Target(s)

10:
Comprehend complex text
independently and proficiently
RL.11-12.10. By the end of grade 11, read
and comprehend literature, including
stories, dramas, and poems, in the grades
11–CCR text complexity band proficiently,
with scaffolding as needed at the high
end of the range.
I can comprehend a wide range of
complex texts on my own.
I can read grade-level literary texts
proficiently and independently.
I can read above-grade literary texts
with scaffolding and support.

By the end of grade 12, read and

comprehend literature, including stories,
dramas, and poems, at the high end of the
grades 11–CCR text complexity band
independently and proficiently.
RI.11-12.10. By the end of grade 11, read I can read grade-level informational
and comprehend literary nonfiction in the texts proficiently and independently.
grades 11–CCR text complexity band
proficiently, with scaffolding as needed at I can read above-grade informational
the high end of the range. texts with scaffolding and support.

By the end of grade 12, read and

comprehend literary nonfiction at the
high end of the grades 11–CCR text
complexity band independently and
proficiently.
RH.11-12.10. By the end of grade 12,
read and comprehend history/social
studies texts in the grades 11–CCR text
complexity band independently and
proficiently.
RST.11-12.10. By the end of grade 12,
read and comprehend science/technical
texts in the grades 11–CCR text
complexity band independently and
proficiently.
I can read grade-level primary and
secondary sources proficiently and
independently.
I can read above-grade primary and
secondary sources with scaffolding
and support.
I can read grade-level
scientific/technical texts proficiently
and independently.
I can read above-grade
scientific/technical texts with
scaffolding and support.
“BOOKEND” CCS Reading Standard
1:
Cite evidence
RL.11-12.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain.
Long-Term Target(s)
I can cite strong, specific, and
thorough evidence from a range
of discipline-specific texts to
support my analysis.
I can cite text-based evidence that
provides strong and thorough
support for an analysis of literary
text, including determining where
the text leaves matters uncertain.
RI.11-12.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain.
RH.11-12.1. Cite specific textual evidence
to support analysis of primary and
secondary sources, connecting insights
gained from specific details to an
understanding of the text as a whole.
RST.11-12.1. Cite specific textual
evidence to support analysis of science
and technical texts, attending to
important distinctions the author makes
and to any gaps or inconsistencies in the
account.
CCS Reading Standard 2:
Determine central ideas and
summarize
RL.11-12.2. Determine two or more
themes or central ideas of a text and
analyze their development over the
course of the text, including how they
interact and build on one another to
produce a complex account; provide an
objective summary of the text.
RI.11-12.2. Determine two or more
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to provide a complex
I can cite strong and thorough
evidence to support analysis of
informational text, including
determining where the text leaves
matters uncertain.
I can cite specific evidence from
primary and secondary sources to
support my analysis (connecting
insights gained from specific details
to an understanding of the text as a
whole).
I can cite supporting textual
evidence to support analysis of
scientific and technical texts, citing
supporting textual evidence.
I can identify important distinctions
the author makes and any gaps or
inconsistencies in the account.
Long-Term Target(s)
I can determine a theme or the
central ideas of a discipline-
specific text.
I can accurately and objectively
summarize discipline-specific
texts.
I can determine multiple themes or
central ideas of a literary text.
I can analyze the development of the
theme or central idea over the
course of the text (how they interact
and build on one another to produce
a complex account).
I can objectively summarize a
literary text.
I can determine multiple themes or
central ideas of an informational
text.
I can analyze the development of the
analysis; provide an objective summary of
the text.
RH.11-12.2. Determine the central ideas
or information of a primary or secondary
source; provide an accurate summary
that makes clear the relationships among
the key details and ideas.
RST.11-12.2. Determine the central ideas
or conclusions of a text; summarize
complex concepts, processes, or
information presented in a text by
paraphrasing them in simpler but still
accurate terms.
CCS Reading Standard 3:
Analyze idea development
RL.11-12.3. Analyze the impact of the
author’s choices regarding how to
develop and relate elements of a story or
drama (e.g., where a story is set, how the
action is ordered, how the characters are
introduced and developed).
RI.11-12.3. Analyze a complex set of ideas
or sequence of events and explain how
specific individuals, ideas, or events
interact and develop over the course of
the text.
RH.11-12.3. Evaluate various
explanations for actions or events and
determine which explanation best accords
with textual evidence, acknowledging
where the text leaves matters uncertain.
theme or central idea over the
course of the text (how they interact
and build on one another to produce
a complex account).
I can objectively summarize an
informational text.
I can determine the central idea of a
primary or secondary source.
I can provide an accurate summary
that identifies the relationships
among key details and ideas.
I can accurately paraphrase the
central ideas or conclusions of a text,
including the key concepts and
processes.
Long-Term Target(s)
I can analyze how an author
develops ideas in a discipline-
specific text.
I can identify and follow the steps
described in a discipline-specific
text.
I can analyze the impact of author’s
choices on the development and
relationship of elements of a story or
drama.
I can explain how specific
individuals, ideas, or events interact
and develop in a text with a complex
sequence of events or set of ideas.
I can evaluate various explanations
for actions or events.
I can determine which explanation is
best supported by textual evidence
and acknowledge where the text
leaves matters uncertain.
RST.11-12.3. Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations in
the text.
CCS Reading Standard 4:
Interpret word meaning
RL.11-12.4. Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
I can follow precisely a complex
multistep experimental procedure,
including taking measurements or
performing technical tasks.
I can analyze the specific results
based upon explanations in the text.
Long-Term Target(s)
I can determine the meaning and
impact of specialized vocabulary
used in a wide range of
discipline-specific texts.
I can determine the meaning of
words and phrases in literary text
(figurative, connotative, and
technical meanings).
I can analyze the overall impact of
word choices on meaning and tone
(including words with multiple
meanings or language that is
particularly fresh, engaging, or
beautiful).
RI.11-12.4. Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative,
and technical meanings; analyze how an
author uses and refines the meaning of a
key term or terms over the course of a
text (e.g., how Madison defines faction in
Federalist No. 10).
RH.11-12.4. Determine the meaning of
words and phrases as they are used in a
text, including analyzing how an author
uses and refines the meaning of a key
term over the course of a text (e.g., how
Madison defines faction in Federalist No.
10).
RST.11-12.4. Determine the meaning of
symbols, key terms, and other domain-
specific words and phrases as they are
used in a specific scientific or technical
context relevant to grades 11–12 texts
and topics.
CCS Reading Standard 5:
Analyze text structure
RL.11-12.5. Analyze how an author’s
choices concerning how to structure
specific parts of a text (e.g., the choice of
where to begin or end a story, the choice
to provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
RI.11-12.5. Analyze and evaluate the
effectiveness of the structure an author
uses in his or her exposition or argument,
including whether the structure makes
points clear, convincing, and engaging.
RH.11-12.5. Analyze in detail how a
complex primary source is structured,
including how key sentences, paragraphs,
and larger portions of the text contribute
to the whole.
I can determine the meaning of
words and phrases in text (figurative,
connotative, and technical
meanings).
I can analyze how an author uses and
refines the meaning of key terms
over the course of a text.
I can determine the meaning of
specific words and phrases used in a
primary or secondary source.
I can analyze how an author uses and
refines the meaning of key terms
over the course of a text.
I can determine the meaning of
specialized symbols and technical
vocabulary used in a scientific or
technical text.
Long-Term Target(s)
I can analyze how and why the
structure of a text helps me
understand a topic or concept
and appreciate the aesthetic
impact of the text.
I can analyze how an author’s
choices about how to structure
specific parts of a text contribute to
the overall structure, meaning and
aesthetic impact.
I can evaluate the effectiveness of
the structure of an author’s
explanation or argument (including
whether the structure makes points
clear, convincing and engaging).
I can analyze how a complex primary
source is structured.
I can explain how key sentences,
paragraphs, and larger portions of

RST.11-12.5. Analyze how the text
structures information or ideas into
categories or hierarchies, demonstrating
understanding of the information or
ideas.
the text contribute to the whole.
I can analyze how a text is structured
into categories or hierarchies, and
how that structure supports my
understanding of the information or
ideas.
CCS Reading Standard 6: Long-Term Target(s)
Assess purpose and point of view I can determine an author’s point
of view or purpose in a text even
when it is not directly stated.

RL.11-12.6. Analyze a case in which I can determine point of view

grasping a point of view requires whether it is expressed literally or
distinguishing what is directly stated in a figuratively.
text from what is really meant (e.g.,
satire, sarcasm, irony, or
understatement).
RI.11-12.6. Determine an author’s point I can determine an author’s point of
of view or purpose in a text in which the view or purpose in a text with
rhetoric is particularly effective, effective rhetoric.
analyzing how style and content
contribute to the power, persuasiveness I can analyze how style and content
or beauty of the text. contribute to the power,
persuasiveness, or beauty of the text.
RH.11-12.6. Evaluate authors’ differing I can evaluate authors’ differing
points of view on the same historical points of view on the same historical
event or issue by assessing the authors’ event or issue.
claims, reasoning, and evidence.
I can assess authors’ claims,
reasoning, and evidence.
RST.11-12.6. Analyze the author’s purpose I can analyze the author’s purpose
in providing an explanation, describing a for providing an explanation,
procedure, or discussing an experiment in describing a procedure or discussing
a text, identifying important issues that an experiment.
remain unresolved.
I can identify important issues that
remain unresolved in a scientific or
technical text.

CCS Reading Standard 7: Long-Term Target(s)

Integrate/evaluate content from I can integrate and evaluate
diverse formats content from diverse formats to
address a question or solve a
problem.
RL.11-12.7. Analyze multiple I can analyze multiple
interpretations of a story, drama, or poem representations of a story, drama or
(e.g., recorded or live production of a play poem to evaluate each version’s
or recorded novel or poetry), evaluating interpretation of the source text.
how each version interprets the source
text. (Include at least one play by
Shakespeare and one play by an
American dramatist.
RI.11-12.7. Integrate and evaluate
multiple sources of information presented
in different media or formats (e.g.,
visually, quantitatively) as well as in
words in order to address a question or
solve a problem.
I can integrate multiple sources of
information presented in different
media and formats to address a
question or solve a problem.
I can evaluate multiple sources of
information presented in different
media or formats in order to address
a question or solve a problem.
RH.11-12.7. Integrate and evaluate
multiple sources of information presented
in diverse formats and media (e.g.,
visually, quantitatively, as well as in
words) in order to address a question or
solve a problem.
RST.11-12.7. Integrate and evaluate
multiple sources of information presented
in diverse formats and media (e.g.,
quantitative data, video, multimedia) in
order to address a question or solve a
problem.
CCS Reading Standard 8:
Evaluate the argument
N/A
RI.11-12.8. Delineate and evaluate the
reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy
(e.g., The Federalist, presidential
addresses).
RH.11-12.8. Evaluate an author’s
premises, claims, and evidence by
corroborating or challenging them with
other information.
RST.11-12.8. Evaluate the hypotheses,
data, analysis, and conclusions in a
science or technical text, verifying the
data when possible and corroborating or
challenging conclusions with other
sources of information.
I can integrate and evaluate multiple
sources of information in a variety of
formats and media to address a
question or solve a problem.
I can integrate and evaluate multiple
sources of information in a variety of
formats and media to address a
question or solve a problem.
Long-Term Target(s)
I can identify the argument and
specific claims in a discipline-
specific text and.
I can challenge or corroborate
the argument in a discipline-
specific text by drawing on
additional information.
I can evaluate the reasoning
(premises, purposes, and arguments)
in seminal US texts and works of
public advocacy (including the
application of constitutional
principles and use of legal
reasoning).
I can evaluate an author’s premises,
claims, and evidence by
corroborating or challenging them
with other information.
I can evaluate the hypotheses, data,
analysis and conclusions in a science
or technical text by verifying the data
when possible.
I can corroborate or challenge
conclusions with other sources of
information.
CCS Reading Standard 9:
Analyze how multiple texts address
similar topics
RL.11-12.9. Demonstrate knowledge of
eighteenth-, nineteenth- and early-
twentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics.
RI.11-12.9. Analyze seventeenth-,
eighteenth-, and nineteenth-century
foundational U.S. documents of historical
and literary significance (including The
Declaration of Independence, the
Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and
rhetorical features.
RH.11-12.9. Integrate information from
diverse sources, both primary and
secondary, into a coherent understanding
of an idea or event, noting discrepancies
among sources.
RST.11-12.9. Synthesize information from
a range of sources (e.g., texts,
experiments, simulations) into a coherent
understanding of a process, phenomenon,
or concept, resolving conflicting
information when possible.
Long-Term Target(s)
I can compare and contrast how
multiple texts present the same
topic.
I can notice and resolve
discrepancies between different
texts on the same topic.
I can describe the foundational
works of eighteenth-, nineteenth-,
and twentieth-century American
literature.
I can compare and contrast how two
or more texts from the same period
treat similar themes or topics.
I can analyze the themes, purposes,
and rhetorical features in US
documents of historical and literary
significance from the seventeenth-,
eighteenth-, and nineteenth-
centuries.
I can integrate information from
diverse primary and secondary
sources into a coherent
understanding of an idea or event.
I can note discrepancies among
sources.
I can synthesize information from a
variety of sources into a coherent
understanding of a process,
phenomenon or concept.
I can resolve conflicting information
when possible.