Academic Content Standards
K-12 English Language Arts
Benchmarks and indicators by Standards
Click on a standard to jump
to the benchmarks.
Click on the grade level, under each standard, to jump to the indicators.
Phonemic
Awareness, Word Recognition and Fluency Standard
Grades Four
Acquisition
of Vocabulary Standard
Grade One
Concepts of
Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Informational, Technical and Persuasive Text Standard
Communications:
Oral and Visual Standard
Benchmarks
Phonemic Awareness, Word Recognition and Fluency Standard
Students in
the primary grades learn to recognize and decode printed words, developing the
skills that are the foundations for independent reading. They discover the
alphabetic principle (sound-symbol match) and learn to use it in figuring out
new words. They build a stock of sight words that helps them to read quickly
and accurately with comprehension. By the end of the third grade, they
demonstrate fluent oral reading, varying their intonation and timing as
appropriate for the text.
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Notes:
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By the end of the
K–3 program: A.
Use
letter-sound correspondence knowledge and structural analysis to decode
words. B.
Demonstrate
fluent oral reading, using sight words and decoding skills, varying
intonation and timing as appropriate for text.
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By the end of the
4–7 program: This
standard is a K-3 standard. Therefore, there are no benchmarks beyond third
grade.
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By the end of the
8–10 program: This standard is a K-3
standard. Therefore, there are no benchmarks beyond third grade. |
By the end of the
11–12 program: This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade. |
Benchmarks
Acquisition of Vocabulary Standard
Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.
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Notes: |
By the end of the
K–3 program: A. Use
context clues to determine the meaning of new vocabulary. B. Read
accurately high- frequency sight words. C. Apply
structural analysis skills to build and extend vocabulary and to determine
word meaning. D. Know
the meaning of specialized vocabulary by applying knowledge of word parts,
relationships and meanings. E. Use
resources to determine the meanings and pronunciations of unknown words. |
By the end of the 4–7 program: A. Use
context clues and text structures to determine the meaning of new vocabulary. B. Infer
word meaning through identification and analysis of analogies and other word
relationships. C. Apply
knowledge of connotation and denotation to learn the meanings of words. D. Use
knowledge of symbols, acronyms, word origins and derivations to determine the
meanings of unknown words. E. Use
knowledge of roots and affixes to determine the meanings of complex words. F. Use
multiple resources to enhance comprehension of vocabulary. |
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By the end of the 8–10 program: A. Use
context clues and text structures to determine the meaning of new vocabulary. B. Examine
the relationships of analogical statements to infer word meanings. C. Recognize
the importance and function of figurative language. D. Explain
how different events have influenced and changed the English language. E. Apply
knowledge of roots and affixes to determine the meanings of complex words and
subject area vocabulary. F. Use
multiple resources to enhance comprehension of vocabulary. |
By the end of the 11–12 program: A. Verify
meanings of words by the author’s use of definition, restatement, example,
comparison, contrast and cause and effect. B. Distinguish
the relationship of word meanings between pairs of words encountered in
analogical statements. C. Explain
the influence of the English language on world literature, communications and
popular culture. D. Apply
knowledge of roots, affixes and phrases to aid understanding of content area
vocabulary. E. Use
multiple resources to enhance comprehension of vocabulary. |
Benchmarks
Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.
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Notes: |
By the end of the K–3 program: A. Establish
a purpose for reading and use a range of reading comprehension strategies to
understand literary passages and text. B. Make
predictions from text clues and cite specific examples to support
predictions. C. Draw
conclusions from information in text. D. Apply
reading skills and strategies to summarize and compare and contrast
information in text, between text and across subject areas. E. Demonstrate
comprehension by responding to questions (e.g., literal, informational and
evaluative). F. Apply
and adjust self-monitoring strategies
to assess understanding of text. |
By the end of the
4–7 program: A. Determine
a purpose for reading and use a range of reading comprehension strategies to
better understand text. B. Apply
effective reading comprehension strategies, including summarizing and making
predictions, and comparisons using information in text, between text and
across subject areas. C. Make
meaning through asking and responding to a variety of questions related to
text. D. Apply
self-monitoring strategies to clarify confusion about text and to monitor
comprehension. |
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By the end of the
8–10 program: A. Apply
reading comprehension strategies to understand grade- appropriate text. B. Demonstrate
comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). C. Use
appropriate self-monitoring strategies for comprehension. |
By the end of the
11–12 program: A. Apply
reading comprehension strategies to understand grade- appropriate texts. B. Demonstrate
comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). C. Use appropriate self-monitoring strategies for comprehension. |
Benchmarks
Informational, Technical and Persuasive Text Standard
Students
gain information from reading for purposes of learning about a subject, doing a
job, making decisions and accomplishing a task. Students need to apply the
reading process to various types of informational texts, including essays,
magazines, newspapers, textbooks, instruction manuals, consumer and workplace
documents, reference materials, multimedia and electronic resources. They learn
to attend to text features, such as titles, subtitles and visual aids, to make
predictions and build text knowledge. They learn to read diagrams, charts,
graphs, maps and displays in text as sources of additional information.
Students use their knowledge of text structure to organize content information,
analyze it and draw inferences from it. Strategic readers learn to recognize
arguments, bias, stereotyping and propaganda in informational text sources.
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Notes: |
By the end of the K–3
program: A. Use
text features and structures to organize content, draw conclusions and build
text knowledge. B. Ask
clarifying questions concerning essential elements of informational text. C. Identify
the central ideas and supporting details of informational text. D. Use
visual aids as sources to gain additional information from text. E. Evaluate
two- and three- step directions for proper sequencing and completeness. |
By the end of the 4–7 program: A. Use
text features and graphics to organize, analyze and draw inferences from
content and to gain additional information. B. Recognize
the difference between cause and effect and fact and opinion to analyze text. C. Explain
how main ideas connect to each other in a variety of sources. D. Identify
arguments and persuasive techniques used in informational text. E. Explain
the treatment, scope and organization of ideas from different texts to draw
conclusions about a topic. F.
Determine the extent to which a summary accurately reflects the main
idea, critical details and underlying meaning of original text. |
By the end of the 8–10
program: A. Evaluate
how features and characteristics make information accessible and usable and
how structures help authors achieve their purposes. B. Identify
examples of rhetorical devices and valid and invalid inferences, and explain
how authors use these devices to achieve their purposes and reach their
intended audiences. C. Analyze
whether graphics supplement textual information and promote the author’s
purpose. D. Explain
and analyze how an author appeals to an audience and develops an argument or
viewpoint in text. E.
Utilize multiple sources pertaining to a singular topic to critique
the various ways authors develop their ideas (e.g., treatment, scope and
organization). |
By the end of the 11–12
program: A. Analyze
the features and structures of documents and critique them for their
effectiveness. B. Identify
and analyze examples of rhetorical devices and valid and invalid inferences. C. Critique
the effectiveness and validity of arguments in text and whether they achieve
the author’s purpose. D. Synthesize
the content from several sources on a single issue or written by a single
author, clarifying ideas and connecting them to other sources and related
topics. E. Analyze
an author’s implicit and explicit philosophical assumptions and beliefs about
a subject. |
Benchmarks
Literary Text Standard
Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.
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Notes: |
By the end of the
K–3 program: A. Compare
and contrast plot across literary works. B. Use
supporting details to identify and describe main ideas, characters and setting. C. Recognize
the defining characteristics and features of different types of literary
forms and genres. D. Explain
how an author’s word choice and use of methods influences the reader. E. Identify
the theme of a literary text. |
By the end of the
4–7 program: A. Describe
and analyze the elements of character development. B. Analyze
the importance of setting. C. Identify
the elements of plot and establish a connection between an element and a
future event. D. Differentiate
between the points of view in narrative text. E. Demonstrate
comprehension by inferring themes patterns and symbols. F. Identify
similarities and differences of various literary forms and genres. G.
Explain how figurative language expresses ideas and conveys mood. |
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By the end of the
8–10 program: A. Analyze
interactions between characters in literary text and how the interactions
affect the plot. B. Explain
and analyze how the context of setting and the author’s choice of point of
view impact a literary text. C. Identify
the structural elements of the plot and explain how an author develops
conflicts and plot to pace the events in literary text. D. Identify
similar recurring themes across different works. E. Analyze
the use of a genre to express a theme or topic. F. Identify
and analyze how an author uses figurative language, sound devices and
literary techniques to shape plot, set meaning and develop tone. G. Explain
techniques used by authors to develop style. |
By the end of the
11–12 program: A. Analyze
and evaluate the five elements (e.g., plot, character, setting, point of view
and theme) in literary text. B. Explain
ways characters confront similar situations and conflict. C. Recognize
and analyze characteristics of subgenres and literary periods. D. Analyze
how an author uses figurative language and literary techniques to shape plot
and set meaning. E. Critique
an author’s style. |
Benchmarks
Writing Process Standard
Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.
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Notes: |
By the end of the
K–2 program: A. Generate
ideas for written compositions. B. Develop
audience and purpose for self-selected and assigned writing tasks. C. Use
organizers to clarify ideas for writing assignments. D. Use
revision strategies and resources to improve ideas and content, organization,
word choice and detail. E. Edit
to improve sentence fluency, grammar and usage. F. Apply
tools to judge the quality of writing. G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics. |
By the end of the
3–4 program: A. Generate
ideas and determine a topic suitable for writing. B. Determine
audience and purpose for self-selected and assigned writing tasks. C. Apply
knowledge of graphics or other organizers to clarify ideas of writing
assessments. D. Spend
the necessary amount of time to revisit, rework and refine pieces of writing. E. Use
revision strategies to improve the coherence of ideas, clarity of sentence
structure and effectiveness of word choices. F. Use
a variety of resources and reference materials to select more effective
vocabulary when editing. G. Edit
to improve sentence fluency, grammar and usage. H. Apply
tools to judge the quality of writing. I.
Prepare writing for publication that is
legible, follows an appropriate format and uses techniques such as electronic
resources and graphics. |
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By the end of the 5–7
program: A. Generate
writing topics and establish a purpose appropriate for the audience. B. Determine
audience and purpose for self-selected and assigned writing tasks. C. Clarify
ideas for writing assignments by using graphics or other organizers. D. Use
revision strategies to improve the overall organization, the clarity and
consistency of ideas within and among paragraphs and the logic and
effectiveness of word choices. E. Select
more effective vocabulary when editing by using a variety of resources and
reference materials. F. Edit
to improve fluency, grammar and usage. G. Apply
tools to judge the quality of writing. H. Prepare
writing for publication that is legible, follows an appropriate format and
uses techniques such as electronic resources and graphics. |
By the end of the
8–10 program: A. Formulate
writing ideas and identify a topic appropriate to the purpose and audience. B. Determine
the usefulness of organizers and apply appropriate pre-writing tasks. C. Use
revision strategies to improve the style, variety of sentence structure,
clarity of the controlling idea, logic, effectiveness of word choice and
transitions between paragraphs, passages or ideas. D. Edit
to improve sentence fluency, grammar and usage. E. Apply
tools to judge the quality of writing. F. Prepare
writing for publication that is legible, follows an appropriate format and
uses techniques such as electronic resources and graphics |
By the end of the
11–12 program: A. Formulate
writing ideas, and identify a topic appropriate to the purpose and audience. B. Select
and use an appropriate organizational structure to refine and develop ideas
for writing. C. Use
a variety of strategies to revise content, organization and style, and to
improve word choice, sentence variety, clarity and consistency of writing. D. Apply
editing strategies to eliminate slang and improve conventions. E. Apply
tools to judge the quality of writing. F. Prepare
writing for publication that follows an appropriate format and uses a variety
of techniques to enhance the final product. |
Benchmarks
Writing Applications Standard
Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.
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Notes: |
By the end of the K–2 program: A. Compose
writings that convey a clear message and include well-chosen details. B. Write
responses to literature that demonstrate an understanding of a literary work. C. Write
friendly letters and invitations complete with date, salutation, body,
closing and signature. |
By the end of the 3–4 program: A. Write
narrative accounts that develop character, setting and plot. B. Write
responses to literature that summarizes main ideas and significant details
and support interpretations with references to the text. C. Write
formal and informal letters that include important details and follow correct
letter format. D.
Write informational reports that include facts, details and examples
that illustrate an important idea. |
By the end of the 5–7 program: A. Use
narrative strategies (e.g., dialogue and action) to develop characters, plot
and setting and to maintain a consistent point of view. B. Write
responses to literature that extend beyond the summary and support judgments
through references to the text. C. Produce
letters (e.g., business, letters to the editor, job applications) that
address audience needs, stated purpose and context in a clear and efficient
manner. D. Produce
informational essays or reports that convey a clear and accurate perspective
and support the main ideas with facts, details, examples and explanations. E.
Use persuasive strategies, including
establishing a clear position in support of a proposition or a proposal with
organized and relevant evidence. |
By the end of the 8–10 program: A. Compose
narratives that establish a specific setting, plot and a consistent point of
view, and develop characters by using sensory details and concrete language. B. Write
responses to literature that extend beyond the summary and support references
to the text, other works, other authors or to personal knowledge. C. Produce
letters (e.g., business, letters to the editor, job applications) that follow
the conventional style appropriate to the text, include appropriate details
and exclude extraneous details and inconsistencies. D. Use
documented textual evidence to justify interpretations of literature or to
support a research topic. E. Write
a persuasive piece that states a clear position, includes relevant information
and offers compelling evidence in the form of facts and details. |
By the end of the 11–12 program: A. Compose
reflective writings that balance reflections by using specific personal
experiences to draw conclusions about life. B. Write
responses to literature that provide an interpretation, recognize
ambiguities, nuances and complexities and that understand the author’s use of
stylistic devices and effects created. C. Produce
functional documents that report, organize and convey information and ideas
accurately foresee readers’ problems or misunderstandings and that include
formatting techniques that are user friendly. D. Produce
informational essays or reports that establish a clear and distinctive
perspective on the subject, include relevant perspectives, take into account
the validity and reliability of sources and provide a clear sense of closure. E. Use
a range of strategies to elaborate and persuade when appropriate, including
appeal to logic, use of personal anecdotes, examples, beliefs, expert
opinions or cause-effect reasoning. |
Benchmarks
Writing Conventions Standard
Students learn to master
writing conventions through exposure to good models and opportunities for
practice. Writing conventions include spelling, punctuation, grammar and other
conventions associated with forms of written text. They learn the purpose of
punctuation: to clarify sentence meaning and help readers know how writing
might sound aloud. They develop and extend their understanding of the spelling
system, using a range of strategies for spelling words correctly and using
newly learned vocabulary in their writing. They grow more skillful at using the
grammatical structures of English to effectively communicate ideas in writing
and to express themselves.
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Notes: |
By
the end of the K–2 program: A. Print
legibly using appropriate spacing. B. Spell
grade-appropriate words correctly. C. Use
conventions of punctuation and capitalization in written work. D.
Use grammatical structures in written work. |
By
the end of the 3–4 program: A. Write
legibly in finished drafts. B. Spell
grade-appropriate words correctly. C. Use
conventions of punctuation and capitalization in written work. D. Use
grammatical structures to effectively communicate ideas in writing. |
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By the end of the
5–7 program: A. Use
correct spelling conventions. B. Use
conventions of punctuation and capitalization in written work. C. Use
grammatical structures to effectively communicate ideas in writing. |
By the end of the
8–10 program: A. Use
correct spelling conventions. B. Use
correct punctuation and capitalization. C. Demonstrate
understanding of the grammatical conventions of the English language. |
By the end of the 11–12 program: A. Use
correct spelling conventions. B. Use
correct punctuation and capitalization. C. Demonstrate understanding of the grammatical conventions of the English language. |
Benchmarks
Research Standard
Students define and
investigate self-selected or assigned issues, topics and problems. They locate,
select and make use of relevant information from a variety of media, reference
and technological sources. Students use an appropriate form to communicate
their findings.
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Notes: |
By
the end of the K–2 program: A. Generate
questions for investigation and gather information from a variety of sources. B.
Retell important details and findings. |
By
the end of the 3–4 program: A. Identify
a topic of study, construct questions and determine appropriate sources for
gathering information. B. Select
and summarize important information and sort key findings into categories
about a topic. C. Create
a list of sources used for oral, visual, written or multimedia reports. D. Communicate
findings orally, visually and in writing or through multimedia. |
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By the end of the
5–7 program: A. Formulate
open-ended research questions suitable for inquiry and investigation and
develop a plan for gathering information. B. Locate
and summarize important information from multiple sources. C. Organize
information in a systematic way. D. Acknowledge
quoted and paraphrased information and document sources used. E. Communicate
findings orally, visually and in writing or through multimedia. |
By the end of the
8–10 program: A. Formulate
open-ended research questions suitable for investigation and adjust questions
as necessary while research is conducted. B. Evaluate
the usefulness and credibility of data and sources. C. Organize
information from various resources and select appropriate sources to support
central ideas, concepts and themes. D. Use
style guides to produce oral and written reports that give proper credit for
sources (e.g., words, ideas, images and information) and include an
acceptable format for source acknowledgement. E.
Communicate findings, reporting on the substance and processes
orally, visually and in writing or through multimedia. |
By the end of the 11–12 program: A. Formulate
open-ended research questions suitable for inquiry and investigation and
adjust questions as necessary while research is conducted. B. Compile,
organize and evaluate information, take notes and summarize findings. C. Evaluate
the usefulness and credibility of data and sources and synthesize information
from multiple sources. D. Use
style guides to produce oral and written reports that give proper credit for
sources (e.g., words, ideas, images and information) and include an
acceptable format for source acknowledgement. E.
Communicate findings, reporting on the substance and processes
orally, visually and in writing or through multimedia. |
Benchmarks
Communications: Oral and Visual Standard
Students learn to
communicate effectively through exposure to good models and opportunities for
practice. By speaking, listening and providing and interpreting visual images,
they learn to apply their communication skills in increasingly sophisticated
ways. Students learn to deliver presentations that effectively convey
information and persuade or entertain audiences. Proficient speakers control
language and deliberately choose vocabulary to clarify points and adjust
presentations according to audience and purpose.
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Notes: |
By the end of the K–2 program: A. Use
active listening strategies to identify the main idea and to gain information
from oral presentations. B. Connect
prior experiences, insights and ideas to those of a speaker. C. Follow
multi-step directions. D. Speak
clearly and at an appropriate pace and volume. E. Deliver
a variety of presentations that include relevant information and a clear
sense of purpose. |
By the end of the 3–4 program: A. Demonstrate
active listening strategies by asking clarifying questions and responding to
questions with appropriate elaboration. B. Respond
to presentations and media messages by stating the purpose and summarizing
main ideas. C. Use
clear and specific vocabulary to communicate ideas and to establish tone
appropriate to the topic, audience and purpose. D. Identify
examples of facts and opinions and explain their differences. E. Organize
presentations to provide a beginning, middle and ending and include concrete
details. F. Clarify
information in presentations through the use of important details from a
variety of sources, effective organization and a clear focus. G. Deliver
a variety of presentations, using visual materials as appropriate. |
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By the end of the
5–7 program: A. Use
effective listening strategies, summarize major ideas and draw logical
inferences from presentations and visual media. B. Explain
a speaker’s point of view and use of persuasive techniques in presentations
and visual media. C. Vary
language choice and use effective presentation techniques, including voice
modulation and enunciation. D. Select
an organizational structure appropriate to the topic, audience, setting and
purpose. E. Present
ideas in a logical sequence and use effective introductions and conclusions
that guide and inform a listener’s understanding of key ideas. F. Give
presentations using a variety of delivery methods, visual materials and
technology. |
By the end of the
8–10 program: A. Use
a variety of strategies to enhance listening comprehension. B. Analyze
the techniques used by speakers and media to influence an audience, and
evaluate the effect this has on the credibility of a speaker or media
message. C. Evaluate
the content and purpose of a presentation by analyzing the language and
delivery choices made by a speaker. D. Demonstrate
an understanding of effective speaking strategies by selecting appropriate
language and adjusting presentation techniques. E. Give
informational presentations that present ideas in a logical sequence, include
relevant facts and details from multiple sources and use a consistent
organizational structure. F. Provide
persuasive presentations that use varied speaking techniques and strategies
and include a clear controlling idea or thesis. G. Give
presentations using a variety of delivery methods, visual displays and
technology. |
By the end of the 11–12 program: A. Use
a variety of strategies to enhance listening comprehension. B. Evaluate
the clarity, quality, effectiveness and overall coherence of a speaker’s key
points, arguments, evidence, organization of ideas, delivery, diction and
syntax. C. Select
and use effective speaking strategies for a variety of audiences, situations
and purposes. D. Give
persuasive presentations that structure ideas and arguments in a logical
fashion, clarify and defend positions with relevant evidence and anticipate
and address the audience’s concerns. E. Give
informational presentations that contain a clear perspective, present ideas
from multiple sources in logical sequence and include a consistent
organizational structure. F. Give
presentations using a variety of delivery methods, visual displays and
technology. |
K-12 English Language Arts
Grade-Level Indicators
Phonemic Awareness, Word Recognition and Fluency
Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.
1. Read own first and last name.
2. Identify and complete rhyming words and patterns.
3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting.
4. Distinguish and name all upper- and lower-case letters.
5. Recognize, say and write the common sounds of letters.
6. Distinguish letters from words by recognizing that words are separated by spaces.
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
8. Read one-syllable and often-heard words by sight.
9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.
1. Identify and distinguish between letters, words and sentences.
2.
Identify
and say the beginning and ending sounds in words.
3.
Demonstrate
an understanding of letter-sound correspondence by saying the sounds from all
letters and from a variety of letter patterns, such as consonant blends and
long- and short-vowel patterns, and by matching sounds to the corresponding
letters.
4.
Decode
by using letter-sound matches.
5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
6. Blend two to four phonemes (sounds) into words.
7. Add, delete or change sounds in a given word to create new or rhyming words.
8. Demonstrate a growing stock of sight words.
9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes.
10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.
1. Identify rhyming words with the same or different spelling patterns.
2. Read regularly spelled multi-syllable words by sight.
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
4. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
5. Segment letter, letter blends and syllable sounds in words.
6. Distinguish and identify the beginning, middle and ending sounds in words.
7. Identify words as having either short- or long-vowel sounds.
8. Demonstrate a growing stock of sight words.
9. Read text using fluid and automatic decoding skills.
10. Read passages fluently with appropriate changes in voice, timing and expression.
1. Identify rhyming words with the same or different spelling patterns.
2. Use letter-sound knowledge and structural analysis to decode words.
3. Use knowledge of common word families (e.g., –ite or –ate) and complex word families (e.g., -ould, –ight) to sound out unfamiliar words.
4. Demonstrate a growing stock of sight words.
5. Read text using fluid and automatic decoding skills.
6. Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension.
Fluency continues to develop past the
primary grades. Readers increase their rate of oral reading to near
conversational pace. They show by their appropriate use of pauses, pitch,
stress and intonation that they are reading in clauses and sentence units to
support comprehension. They gain control over a wider, complex sight vocabulary
and over longer syntactic structures, so that they are able to read
progressively more demanding texts with greater ease. Silent reading becomes
considerably faster than oral reading and becomes the preferred, more efficient
way to process everyday texts.
K-12 English Language Arts
Grade-Level Indicators
Acquisition of Vocabulary
Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.
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7. Read root words and their inflectional endings (e.g., walk, walked, walking). 8. Determine the meaning of unknown words using a beginner’s dictionary.
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K-12 English Language Arts
Grade-Level Indicators
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.
In Grades 8 through 12, students should read purposefully and
automatically, using the comprehension and self-monitoring strategies outlined
in previous grades. As they encounter increasingly challenging content-area and
literary texts, students may more consciously employ these strategies and
benefit from teacher modeling of the reading process.
In Grades 8 through
12, students should read purposefully and automatically, using the
comprehension and self-monitoring strategies outlined in previous grades. As
they encounter increasingly challenging content-area and literary texts,
students may more consciously employ these strategies and benefit from teacher
modeling of the reading process.
In Grades 8 through
12, students should read purposefully and automatically, using the
comprehension and self-monitoring strategies outlined in previous grades. As
they encounter increasingly challenging content-area and literary texts,
students may more consciously employ these strategies and benefit from teacher
modeling of the reading process.
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1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
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In Grades 8 through
12, students should read purposefully and automatically, using the
comprehension and self-monitoring strategies outlined in previous grades. As
they encounter increasingly challenging content-area and literary texts,
students may more consciously employ these strategies and benefit from teacher
modeling of the reading process.
In
Grades 8 through 12, students should read purposefully and automatically, using
the comprehension and self-monitoring strategies outlined in previous grades.
As they encounter increasingly challenging content-area and literary texts,
students may more consciously employ these strategies and benefit from teacher
modeling of the reading process.
K-12
English Language Arts
Grade-Level Indicators
Reading
Applications: Informational, Technical and Persuasive Text
Students gain information from reading for purposes of learning about a
subject, doing a job, making decisions and accomplishing a task. Students need
to apply the reading process to various types of informational texts, including
essays, magazines, newspapers, textbooks, instruction manuals, consumer and
workplace documents, reference materials, multimedia and electronic resources.
They learn to attend to text features, such as titles, subtitles and visual
aids, to make predictions and build text knowledge. They learn to read
diagrams, charts, graphs, maps and displays in text as sources of additional
information. Students use their knowledge of text structure to organize content
information, analyze it and draw inferences from it. Strategic readers learn to
recognize arguments, bias, stereotyping and propaganda in informational text
sources.
1. Use pictures and illustrations to aid comprehension.
2. Identify and discuss the sequence of events in informational text.
3. Tell the main idea of a selection that has been read aloud.
4. Identify and discuss simple maps, charts and graphs.
1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts.
2. Identify the sequence of events in informational text.
3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how).
4. Identify central ideas and supporting details of informational text with teacher assistance.
5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.
6. Follow multiple-step directions.
1. Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.
2. Arrange events from informational text in sequential order.
3. List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.
4. Classify ideas from informational texts as main ideas or supporting details.
5. Identify information in diagrams, charts, graphs and maps.
6. Analyze a set of directions for proper sequencing.
1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.
2. List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers.
3. Identify and list the important central ideas and supporting details of informational text.
4. Draw conclusions from information in maps, charts, graphs and diagrams.
5. Analyze a set of directions for proper sequencing, clarity and completeness.
1. Make inferences about informational text from the title page, table of contents and chapter headings.
2.
Summarize
main ideas in informational text, using supporting details as appropriate.
3. Locate important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
4. Identify examples of cause and effect used in informational text.
5.
Draw
conclusions from information in maps, charts, graphs and diagrams.
6. Clarify steps in a set of instructions or procedures for completeness.
7. Distinguish fact from opinion.
1. Use text features, such as chapter titles, headings and subheadings; parts of books, including the index and table of contents and online tools (search engines) to locate information.
2. Identify, distinguish between and explain examples of cause and effect in informational text.
3. Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
4. Summarize the main ideas and supporting details.
5. Analyze information found in maps, charts, tables, graphs and diagrams.
6. Clarify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.
7. Analyze the difference between fact and opinion.
8. Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.
9. Identify and understand an author's purpose for writing, including to explain, to entertain or to inform.
1. Use text features, such as chapter titles, headings and subheading; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information.
2. Analyze examples of cause and effect and fact and opinion.
3. Compare and contrast important details about a topic, using different sources of information including books, magazines, newspapers and online resources.
4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas and critical details of the original text.
5. Analyze information found in maps, charts, tables, graphs, diagrams and cutaways.
6. Identify an author's argument or viewpoint and assess the adequacy and accuracy of details used.
7. Identify and understand an author’s purpose for writing, including to explain, entertain, persuade or inform.
8. Summarize information from informational text, identifying the treatment, scope and organization of ideas.
1. Use text features, such as chapter titles, headings and subheadings; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information.
2. Analyze examples of cause and effect and fact and opinion.
3. Compare and contrast different sources of information, including books, magazines, newspapers and online resources, to draw conclusions about a topic.
4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas, critical details and underlying meaning of the original text.
5. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
6. Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques and examples of bias and stereotyping.
7. Identify an author's purpose for writing and explain an author's argument, perspective or viewpoint in text.
8. Compare the treatment, scope and organization of ideas from different texts on the same topic.
1. Compare and contrast text features, including format and headers of various informational texts in terms of their structure and purpose.
2. Identify and use the organizational structure of a text, such as chronological, compare-contrast, cause-effect, problem-solution, and evaluate its effectiveness.
3. Compare and contrast the treatment, scope and organization of ideas from different sources on the same topic.
4. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
5. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques (e.g., bandwagon, testimonial and emotional word repetition) and examples of bias and stereotyping.
6. Identify the author’s purpose and intended audience for the text.
7. Analyze an author's argument, perspective or viewpoint and explain the development of key points.
8. Recognize how writers cite facts, draw inferences and present opinions in informational text.
9. Distinguish the characteristics of consumer materials (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).
1. Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.
2. Critique the treatment, scope and organization of ideas from multiple sources on the same topic.
3. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
4. Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.
5. Analyze an author’s implicit and explicit argument, perspective or viewpoint in text.
6. Analyze the author’s development of key points to support argument or point of view.
7. Compare and contrast the effectiveness of the features (e.g., format, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).
8. Identify the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.
1. Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.
2. Critique the treatment, scope and organization of ideas from multiple sources on the same topic.
3. Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
4. Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.
5. Analyze an author's implicit and explicit argument, perspective or viewpoint in text.
6. Identify appeals to authority, reason and emotion.
7. Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).
8. Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.
1. Analyze the rhetorical devices used in public documents, including newspaper editorials and speeches.
2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.
3. Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.
4. Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.
5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.
7. Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.
8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.
1. Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches.
2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.
3. Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
4. Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.
5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.
7. Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.
8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.
K-12
English Language Arts
Grade-Level Indicators
Reading Applications: Literary Text
Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.
1. Identify favorite books and stories.
2. Identify the characters and setting in a story.
3. Retell or re-enact a story that has been heard.
4. Distinguish between fantasy and reality.
5. Recognize predictable patterns in stories.
1. Provide own interpretation of story, using information from the text.
2.
Identify
characters, setting and events in a story.
3.
Retell
the beginning, middle and ending of a story, including its important events.
4. Identify differences between stories, poems and plays.
5. Recognize predictable patterns in stories and poems.
1. Compare and contrast different versions of the same story.
2.
Describe
characters and setting.
3. Retell the plot of a story.
4. Distinguish between stories, poems, plays, fairy tales and fables.
5. Identify words from texts that appeal to the senses.
6. Identify the theme of a text.
1. Recognize and describe similarities and differences of plot across literary works.
2. Use concrete details from the text to describe characters and setting.
4. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.
5. Explain how an author’s choice of words appeals to the senses.
6.
Identify
stated and implied themes.
7. Describe methods authors use to influence readers’ feelings and attitudes (e.g., appeal of characters in a picture book; use of figurative language).
1. Describe the thoughts, words and interactions of characters.
2. Identify the influence of setting on the selection.
3.
Identify
the main incidents of a plot sequence, identifying the major conflict and its
resolution.
4. Identify the speaker and recognize the difference between first- and third-person narration.
5. Determine the theme and whether it is implied or stated directly.
6.
Identify
and explain the defining characteristics of literary forms and genres,
including poetry, drama, fables, fantasies, chapter books, fiction and
non-fiction.
7. Explain how an author’s choice of words appeals to the senses and suggests mood.
8.
Identify
figurative language in literary works, including idioms, similes and metaphors.
1. Explain how a character’s thoughts, words and actions reveal his or her motivations.
2. Explain the influence of setting on the selection.
3. Identify the main incidents of a plot sequence and explain how they influence future action.
4. Identify the speaker and explain how point of view affects the text.
5. Summarize stated and implied themes.
6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.
7. Interpret how an author’s choice of words appeals to the senses and suggests mood.
8. Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.
1. Analyze the techniques authors use to describe characters, including narrator or other characters’ point of view; character’s own thoughts, words or actions.
2. Identify the features of setting and explain their importance in literary text.
3. Identify the main and minor events of the plot, and explain how each incident gives rise to the next.
4. Explain first, third and omniscient points of view, and explain how voice affects the text.
5. Identify recurring themes, patterns and symbols found in literature from different eras and cultures.
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, fiction and non-fiction.
7. Distinguish how an author establishes mood and meaning through word choice, figurative language and syntax.
1. Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot.
2. Analyze the features of the setting and their importance in a text.
3. Identify the main and minor events of the plot, and explain how each incident gives rise to the next.
4. Identify and compare subjective and objective points of view and how they affect the overall body of a work.
5. Identify recurring themes, patterns and symbols found in literature from different eras and cultures.
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction.
7. Interpret how mood or meaning is conveyed through word choice, figurative language and syntax.
1. Identify and explain various types of characters (e.g., flat, round, dynamic, static) and how their interactions and conflicts affect the plot.
2. Analyze the influence of setting in relation to other literary elements.
3. Explain how authors pace action and use subplots, parallel episodes and climax.
4. Compare and contrast different points of view (e.g., first person and third person limited, omniscient, objective and subjective), and explain how voice affects literary text.
5. Identify and explain universal themes across different works by the same author and by different authors.
6. Explain how an author’s choice of genre affects the expression of a theme or topic.
7. Identify examples of foreshadowing and flashback in a literary text.
8. Explain ways in which the author conveys mood and tone through word choice, figurative language, and syntax.
9. Examine symbols used in literary texts.
1. Identify and explain an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
2. Analyze the influence of setting in relation to other literary elements.
3. Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.
4. Evaluate the point of view used in a literary text.
5. Interpret universal themes across different works by the same author and different authors.
6. Analyze how an author’s choice of genre affects the expression of a theme or topic.
7. Explain how foreshadowing and flashback are used to shape plot in a literary text.
8. Define and identify types of irony, including verbal, situational and dramatic, used in literary texts.
9. Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.
10. Explain how authors use symbols to create broader meanings.
11. Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts.
1. Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
2. Analyze the features of setting and their importance in a literary text.
3. Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text.
4. Interpret universal themes across different works by the same author or by different authors.
5. Analyze how an author’s choice of genre affects the expression of a theme or topic.
6. Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text.
7. Recognize how irony is used in a literary text.
8. Analyze the author’s use of point of view, mood and tone.
9. Explain how authors use symbols to create broader meanings.
10. Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood).
11. Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.
1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.
2. Analyze the historical, social and cultural context of setting.
3. Explain how voice and narrator affect the characterization, plot and credibility.
4. Evaluate the author’s use of point of view in a literary text.
5. Analyze variations of universal themes in literary texts.
6. Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic.
7. Analyze the characteristics of various literary periods and how the issues influenced the writers of those periods.
8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.
1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.
2. Analyze the historical, social and cultural context of setting.
3. Explain how voice and narrator affect the characterization, plot and credibility.
4. Evaluate an author’s use of point of view in a literary text.
5. Analyze variations of universal themes in literary texts.
6. Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.
7. Compare and contrast varying characteristics of American, British, world and multi-cultural literature.
8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.
K-12
English Language Arts
Grade-Level Indicators
Writing
Processes
Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.
K-12 English Language Arts
Grade-Level Indicators
Writing
Applications
Students need to understand that various
types of writing require different language, formatting and special vocabulary.
Writing serves many purposes across the curriculum and takes various forms.
Beginning writers learn about the various purposes of writing; they attempt and
use a small range of familiar forms (e.g., letters). Developing writers are
able to select text forms to suit purpose and audience. They can explain why
some text forms are more suited to a purpose than others and begin to use
content-specific vocabulary to achieve their communication goals. Proficient
writers control effectively the language and structural features of a large
repertoire of text forms. They deliberately choose vocabulary to enhance text
and structure in their writing according to audience and purpose.
1. Dictate or write simple stories, using letters, words or pictures.
2. Name or label objects or places.
3. Write from left to right and from top to bottom.
4. Dictate or write informal writings for various purposes.
1. Write simple stories with a beginning, middle and end that include descriptive words and details.
2. Write responses to stories that include simple judgments about the text.
3. Write friendly letters or invitations that follow a simple letter format.
4. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
1. Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events.
2. Write responses to stories by comparing text to other texts, or to people or events in their own lives.
3. Write letters or invitations that include relevant information and follow letter format (e.g., date, proper salutation, body, closing and signature).
4. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
1. Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot.
2. Write responses to novels, stories and poems that demonstrate an understanding of the text and support judgments with specific references to the text.
3. Write formal and informal letters (e.g., thank you notes, letters of request) that include relevant information and date, proper salutation, body, closing and signature.
4. Write informational reports that include the main ideas and significant details from the text.
5. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
1. Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters and setting and to establish a point of view.
2. Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge.
3. Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure.
4. Write informational reports that include facts and examples and present important details in a logical order.
5. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
1. Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting.
2. Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence.
3. Write letters that state the purpose, make requests or give compliments and use business letter format.
4. Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas.
5. Produce informal writings (e.g., journals, notes and poems) for various purposes.
1. Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, characters, and a specific setting.
2. Write responses to novels, stories, poems and plays that provide an interpretation, critique or reflection and support judgments with specific references to the text.
3. Write letters that state the purpose, make requests or give compliments and use business letter format.
4. Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources and create an organizing structure appropriate to the purpose, audience and context.
5. Write persuasive essays that establish a clear position and include organized and relevant information to support ideas.
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
1. Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, character and a specific setting.
2. Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text.
3. Write business letters that are formatted to convey ideas, state problems, make requests or give compliments.
4. Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources, and create an organizing structure appropriate to the purpose, audience and context.
5. Write persuasive essays that establish a clear position and include relevant information to support ideas.
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
a.
sustain
reader interest by pacing action and developing an engaging plot (e.g., tension
and suspense);
b.
use
literary devices to enhance style and tone; and
c.
create
complex characters in a definite, believable setting.
2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
3. Write business letters, letters to the editor and job applications that:
a.
address
audience needs, stated purpose and context in a clear and efficient manner;
b.
follow the
conventional style appropriate to the text using proper technical terms;
c.
include
appropriate facts and details;
d.
exclude
extraneous details and inconsistencies; and
e.
provide a
sense of closure to the writing.
4. Write informational essays or reports, including research, that:
a.
pose
relevant and tightly drawn questions that engage the reader;
b.
provide a
clear and accurate perspective on the subject;
c.
create an organizing
structure appropriate to the purpose, audience and context;
d.
support the
main ideas with facts, details, examples and explanations from sources; and
e.
document
sources and include bibliographies.
5. Write persuasive compositions that:
a.
establish
and develop a controlling idea;
b.
support
arguments with detailed evidence;
c.
exclude
irrelevant information; and
d.
cite
sources of information.
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
a.
sustain
reader interest by pacing action and developing an engaging plot (e.g., tension
and suspense);
b.
use a range
of strategies and literary devices including figurative language and specific
narration; and,
c.
include an
organized, well developed structure.
2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
3. Write business letters, letters to the editor and job applications that:
a.
address
audience needs, stated purpose and context in a clear and efficient manner;
b.
follow the
conventional style appropriate to the text using proper technical terms;
c.
include
appropriate facts and details;
d.
exclude
extraneous details and inconsistencies; and
e.
provide a
sense of closure to the writing.
4. Write informational essays or reports, including research that:
a.
pose
relevant and tightly drawn questions that engage the reader;
b.
provide a clear
and accurate perspective on the subject;
c.
create an
organizing structure appropriate to the purpose, audience and context;
d.
support the
main ideas with facts, details, examples and explanations from sources; and
e.
document
sources and include bibliographies.
5. Write persuasive compositions that:
a.
establish
and develop a controlling idea;
b.
support
arguments with detailed evidence;
c.
exclude
irrelevant information; and
d.
cite
sources of information.
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
a.
sustain
reader interest by pacing action and developing an engaging plot (e.g., tension
and suspense);
b.
use a range
of strategies and literary devices including figurative language and specific
narration; and
c.
include an
organized, well-developed structure.
2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
3. Write business letters, letters to the editor and job applications that:
a.
address
audience needs, stated purpose and context in a clear and efficient manner;
b.
follow the
conventional style appropriate to the text using proper technical terms;
c.
include
appropriate facts and details;
d.
exclude
extraneous details and inconsistencies; and
e.
provide a
sense of closure to the writing.
4. Write informational essays or reports, including research that:
a.
pose
relevant and tightly drawn questions that engage the reader.
b.
provide a
clear and accurate perspective on the subject.
c.
create an
organizing structure appropriate to the purpose, audience and context.
d.
support the
main ideas with facts, details, examples and explanations from sources; and
e.
document
sources and include bibliographies.
5. Write persuasive compositions that:
a.
support
arguments with detailed evidence;
b.
exclude
irrelevant information; and
c.
cite
sources of information.
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
1. Write reflective compositions that:
a.
use
personal experiences as a basis for reflection on some aspect of life;
b.
draw
abstract comparisons between specific incidents and abstract concepts;
c.
maintain a
balance between describing incidents and relating them to more general,
abstract ideas that illustrate personal beliefs; and
d.
move from
specific examples to generalizations about life.
2. Write responses to literature that:
a.
advance a
judgment that is interpretative, analytical, evaluative or reflective;
b.
support key
ideas and viewpoints with accurate and detailed references to the text or to
other works and authors;
c.
analyze the
author’s use of stylistic devices and express an appreciation of the effects
the devices create;
d.
identify
and assess the impact of possible ambiguities, nuances and complexities within
text;
e.
anticipate
and answer a reader’s questions, counterclaims or divergent interpretations;
and
f.
provide a
sense of closure to the writing.
3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that:
a.
report,
organize and convey information accurately.
b.
use
formatting techniques that make a document user-friendly.
c.
anticipate
readers’ problems, mistakes and misunderstandings.
4. Write informational essays or reports, including research, that:
a.
develop a
controlling idea that conveys a perspective on the subject;
b.
create an
organizing structure appropriate to purpose, audience and context;
c.
include
information on all relevant perspectives, considering the validity and
reliability of primary and secondary sources;
d.
make
distinctions about the relative value and significance of specific data, facts
and ideas;
e.
anticipate
and address a reader’s potential biases, misunderstandings and expectations;
and
f.
provide a
sense of closure to the writing.
5. Write persuasive compositions that:
a.
articulate
a clear position;
b.
support assertions
using rhetorical devices, including appeals to emotion or logic and personal
anecdotes; and
c.
develop
arguments using a variety of methods (e.g., examples, beliefs, expert opinion,
cause-effect reasoning).
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
1. Write reflective compositions that:
a.
use
personal experiences as a basis for reflection on some aspect of life;
b.
draw
abstract comparisons between specific incidents and abstract concepts;
c.
maintain a
balance between describing incidents and relating them to more general,
abstract ideas that illustrate personal beliefs; and
d.
move from
specific examples to generalizations about life.
2. Write responses to literature that:
a.
advance a
judgment that is interpretative, analytical, evaluative or reflective;
b.
support key
ideas and viewpoints with accurate and detailed references to the text or to
other works and authors;
c.
analyze the
author’s use of stylistic devices and express an appreciation of the effects
the devices create;
d.
identify
and assess the impact of possible ambiguities, nuances and complexities within
text;
e.
anticipate
and answer a reader’s questions, counterclaims or divergent interpretations;
and
f.
provide a
sense of closure to the writing.
3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that:
a.
report,
organize and convey information accurately;
b.
use
formatting techniques that make a document user-friendly; and
c.
anticipate
readers’ problems, mistakes and misunderstandings.
4. Write informational essays or reports, including research, that:
a.
develop a
controlling idea that conveys a perspective on the subject;
b.
create an
organizing structure appropriate to purpose, audience and context;
c.
include information
on all relevant perspectives, considering the validity and reliability of
primary and secondary sources;
d.
make
distinctions about the relative value and significance of specific data, facts
and ideas;
e.
anticipate
and address a reader’s potential biases, misunderstandings and expectations;
and
f.
provide a
sense of closure to the writing.
5. Write persuasive compositions that:
a.
articulate
a clear position;
b.
support
assertions using rhetorical devices, including appeals to emotion or logic and personal
anecdotes; and
c.
develop
arguments using a variety of methods (e.g., examples, beliefs, expert opinion,
cause-effect reasoning).
6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
K-12 English Language Arts
Grade-Level Indicators
Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purposes of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.
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10. Use prepositions and prepositional phrases. 11. Use objective and nominative case pronouns. 12. Use subjects and verbs that are in agreement. 13. Use irregular plural nouns.
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Spelling Punctuation and Capitalization Grammar and Usage |
1. Use correct spelling conventions. 2. Use correct capitalization and punctuation.
3. Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns).
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Spelling Punctuation and Capitalization Grammar and Usage |
1. Use correct spelling conventions. 2. Use correct capitalization and punctuation
3. Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns).
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K-12 English Language Arts
Grade-Level Indicators
Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.
1. Ask questions about a topic being studied or an area of interest.
2. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.
3. Recall information about a topic, with teacher assistance.
4. Share findings visually or orally.
1. Discuss ideas for investigation about a topic or area of personal interest.
2. Utilize appropriate searching techniques to gather information, with teacher assistance, from a variety of locations (e.g., classroom, school library, public library or community resources).
3. Use books or observations to gather information to explain a topic or unit of study with teacher assistance.
4. Recall important information about a topic with teacher assistance.
5. Report information to others.
1. Create questions for investigations, assigned topic or personal area of interest.
2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
3. Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
4. Identify important information and write brief notes about the information.
5. Sort relevant information about the topic into categories with teacher assistance.
6. Report important findings to others.
1. Choose a topic for research from a list of questions, assigned topic or personal area of interest.
2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
4. Identify important information found in the sources and summarize the important findings.
5. Sort relevant information into categories about the topic.
6. Understand the importance of citing sources.
7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.
1. Identify a topic and questions for research and develop a plan for gathering information.
2. Locate sources and collect relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Identify important information found in the sources and summarize important findings.
4. Create categories to sort and organize relevant information charts, tables or graphic organizers.
5. Discuss the meaning of plagiarism and create a list of sources.
6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.
1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.
2. Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables or graphic organizers).
4. Compare and contrast important findings and select sources to support central ideas, concepts and themes.
5. Define plagiarism and acknowledge sources of information.
6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.
1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.
2. Identify appropriate sources, and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Identify elements of validity in sources, including publication date, coverage, language, points of view, and discuss primary and secondary sources.
4. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers).
5. Compare and contrast important findings and select sources to support central ideas, concepts and themes.
6. Use quotations to support ideas.
7. Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited).
8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question.
1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.
2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Identify and explain the importance of validity in sources, including publication date, coverage, language, points of view, and describe primary and secondary sources.
4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers).
5. Analyze and organize important information, and select appropriate sources to support central ideas, concepts and themes.
6. Integrate quotations and citations into written text to maintain a flow of ideas.
7. Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited).
8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question.
1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation.
2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources.
4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers).
5. Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes.
6. Integrate quotations and citations into written text to maintain a flow of ideas.
7. Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement.
8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
4. Compile and organize important information and select appropriate sources to support central ideas, concepts and themes.
5. Integrate quotations and citations into written text to maintain a flow of ideas.
6. Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement.
7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
4. Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes.
5. Integrate quotations and citations into written text to maintain a flow of ideas.
6. Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
7. Use a variety of communication techniques including oral, visual, written or multimedia reports to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.
5. Integrate quotations and citations into written text to maintain a flow of ideas.
6. Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
7. Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.
2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).
4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.
5. Integrate quotations and citations into written text to maintain a flow of ideas.
6. Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.
7. Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.
K-12 English Language Arts
Grade-Level Indicators
Communication:
Oral and Visual
Students learn to communicate effectively through exposure
to good models and opportunities for practice. By speaking, listening and
providing and interpreting visual images, they learn to apply their
communication skills in increasingly sophisticated ways. Students learn to
deliver presentations that effectively convey information and persuade or
entertain audiences. Proficient speakers control language and deliberately
choose vocabulary to clarify points and adjust presentations according to
audience and purpose.