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Ohio’s Learning Standards
English Language Arts

ADOPTED FEBRUARY 2017

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Table of Contents
Introduction	2
College and Career Readiness Anchor Standards for Reading	9
College and Career Readiness Anchor Standards for Writing	10
College and Career Readiness Anchor Standards for Speaking and Listening	11
College and Career Readiness Anchor Standards for Language	12
Reading Standards for Literature K–12	14
Reading Standards for Informational Text K–12	21
Reading Standards for Foundational Skills K–12	28
Writing Standards K–12	31
Speaking and Listening Standards K–12	45
Language Standards K–12	51
Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12	62
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12	66
English Language Arts Standards Revision Advisory Committee and Working Group	70
Advisory Committee Members	70
Working Group Members	71

Introduction

The standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects were the culmination of an extended, broad- based effort to fulfill the charge issued by the states. This charge was to create the next generation of K-12 standards in order to help  ensure that  all students are college  and career ready in literacy no later  than the end of high   school.

As  specified by  a  multi-state   consortium of  organizations,  the  standards are
(1) research- and evidence-based, (2) aligned with college and work expectations, (3) rigorous, and  (4)  internationally  benchmarked.  The consortium included a standard in the document only after presenting the best available evidence indicating that its mastery was essential for college  and career readiness in a 21st century, globally competitive society. The  standards will be a living work: as new and  better  evidence  emerges,  the  state  will  call on educators  and stakeholders  from around  Ohio  to revise accordingly.

The standards are an extension of a prior initiative to develop College  and  Career Readiness (CCR) standards in  reading,  writing,  speaking,  listening, and language as well as in mathematics. The CCR Reading, Writing, and Speaking and Listening Standards serve, in revised form, as the backbone for the present document. Grade-specific K–12 standards in reading, writing, speaking, listening, and language translate the broad (and, for the earliest  grades, seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms. The standards set requirements not only  for English language arts (ELA) but also for literacy in history/social studies, science, and technical  subjects.

OHIO’S LEARNING STANDARDS REVISIONS AND ADOPTION

In 2010, the State Board of Education adopted Ohio's Learning Standards in English Language Arts as a guide to teaching and learning  in the  classroom. The kindergarten-grade 12 standards have been fully  in  use  in  Ohio classrooms  since the start of the  2014-2015  school year.

In early 2016, educators statewide began assisting the Ohio Department of Education in updating Ohio’s Learning Standards in English Language Arts to better  prepare students  for college  and careers. The  department  surveyed the

public to get feedback to help in proposing revisions. In the fall of 2016, the department presented the proposed standards revisions to the Senate  and  House education committees, as well as the State Board  of  Education.  The board adopted the proposed revisions for Ohio’s Learning  Standards  for  English  Language  Arts in early  winter 2017.

The stakeholder committees revised  many  standards  for clarity. For example, the committees revised Reading standard two at all grade levels to clarify the connection between finding a theme or central ideas in a text and providing a summary of the text that includes those elements, as well as other important details. In addition, the stakeholder committees added  content  to  other standards from feedback the department received from surveys. Reading Literature standard 10 now contains language incorporating reader response theory, which deals with a student’s interaction or relationship with the text that includes his or her personal, cultural, historical, and ethical connections and experiences as a way of deepening understanding of the text that  extends beyond literary criticism. Likewise, Writing standards one and two  now expect the student to establish a clear thesis while producing argument and informative/explanatory writing pieces. To view more  highlights  on  the  standards’ revisions or to view the crosswalk of the 2010 and 2017 standards, click here.

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In addition to the revisions to specific  standards  by  the  stakeholder committees, the department completed a technical  edit  on  the  standards,  which included the addition or revision of  punctuation,  clarifications  to phrasing, and adherence to  outlining  conventions.  The  committees  checked and revised all standards for vertical alignment in all strands and at all grade levels. In addition, process terms, such as delineate and evaluate, along with several other terms found in the standards, were added to the new English Language   Arts Glossary of  Terms.

KEY DESIGN CONSIDERATIONS
COLLEGE AND CAREER  READINESS AND  GRADE-SPECIFIC STANDARDS

The College and Career Readiness  (CCR)  standards  anchor  the  document and define general, cross- disciplinary literacy expectations that students must meet to  be prepared  to  enter  college  and  workforce training programs  ready to succeed. The K-12  grade-specific  standards  define  end-of-year expectations and a cumulative progression  designed  to  enable  students  to meet college and career readiness expectations no later than the end of high school. The CCR and the high school (grades 9-12) standards work in tandem to define the college and career readiness line -- the former providing broad standards, the latter providing  additional  specificity.  Hence,  test  creators should consider both when developing college and career readiness assessments.
Students advancing through the grades are expected to meet  each year’s  grade specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general  expectations  described by  the CCR standards.
GRADE LEVELS  FOR K-8; GRADE BANDS  FOR 9-10 AND 11-12

The standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the standards use two-year bands in grades 9-12 to allow  schools,  districts, and states  flexibility  in high school course  design.
A FOCUS ON RESULTS RATHER THAN MEANS

By emphasizing required achievements,  the  standards  leave  room  for teachers, curriculum developers, and states to determine how students should reach those goals and what additional topics  teachers should  address.  Thus, the standards do not mandate  such things  as a particular  writing  process or the full range of metacognitive strategies  that  students  may  need  to  monitor and direct their thinking and learning. Teachers are thus  free  to  provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out  in  the standards.
AN  INTEGRATED MODEL OF LITERACY

Although the standards’ sections are  Reading,  Writing,  Speaking  and Listening,   and  Language   strands   for  conceptual   clarity,  the  processes  of

communication are closely connected, as reflected throughout this document. For example, Writing standard nine requires that students  be  able  to  write about what they read. Likewise, Speaking and Listening standard four sets the expectation  that  students  will  share findings from their  research.
RESEARCH AND MEDIA SKILLS BLENDED INTO THE STANDARDS AS A WHOLE

To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate,  synthesize,  and  report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. Every aspect of today’s curriculum contains the need to conduct research and to produce and consume media. In like fashion, research and media skills and understandings infiltrate the standards rather than representing a separate section.
SHARED RESPONSIBILITY FOR STUDENTS’ LITERACY DEVELOPMENT

The standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The  K-5  standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including, but not limited to, English language arts (ELA). The grades 6-12 standards are divided into two sections, one for  ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers  in other  areas must  have  roles in this development  as well.

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Part of the motivation behind the interdisciplinary approach to literacy promulgated by the standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of  the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary  education  programs typically provide students with both a higher volume of such reading than is generally required in K-12 schools and comparatively little scaffolding. The standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of  Educational Progress (NAEP) requires a high and  increasing  proportion  of  informational text  on its assessment  as students  advance  through  the  grades.

DISTRIBUTION OF LITERARY AND INFORMATIONAL PASSAGES BY GRADE IN THE 2009 NAEP READING FRAMEWORK

GRADE	LITERARY	INFORMATIONAL	
4	50%	50%

8	45%	55%	
12	30%	70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

DISTRIBUTION OF COMMUNICATIVE PURPOSES BY GRADE IN THE 2011 NAEP WRITING FRAMEWORK

GRADE	TO PERSUADE	TO EXPLAIN	TO CONVEY EXPERIENCE	
4	30%	35%	35%

8	35%	35%	30%	
12	40%	40%	20%	

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

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The standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K-5, the standards follow  NAEP’s lead  in balancing  the reading  of literature with the reading of informational texts, including  texts  in  history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on informational texts in the higher grades, the standards demand that a significant amount  of reading of informational  texts  take  place  in and outside the English language arts (ELA) classroom.  Fulfilling  the standards for 6-12 ELA requires much greater  attention  to  a specific category of informational text—literary nonfiction — than has been traditional. Since the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades  6-12  must take place in other classes if the NAEP assessment framework  is  to  be matched instructionally. To measure  students’  growth  toward  college  and career readiness, assessments aligned with  the  standards  should  adhere  to the  distribution  of texts  across grades  cited in the NAEP framework.

NAEP likewise outlines a distribution across the grades  of the  core purposes and types of student writing. The 2011 NAEP framework, like the standards, cultivates the development of three mutually reinforcing writing  capacities:  writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the standards concurs with NAEP’s shifting emphases: standards for grades 9-12 describe writing in all three  forms,  but,  consistent with NAEP, the  overwhelming  focus of  writing throughout  high school  should be on arguments  and informative/explanatory    texts.
It follows that  writing assessments aligned  with  the  standards  should  adhere to the distribution of writing purposes across grades outlined  by NAEP.  Note that the percentages on the tables reflect the sum of  student  reading  and writing,  not just  reading and writing  in ELA settings.
FOCUS AND COHERENCE IN INSTRUCTION AND ASSESSMENT
While the standards delineate specific expectations in reading,  writing,  speaking, listening, and language, each standard  need  not  be  a  separate focus for instruction and assessment. Often, a single rich task can address several standards.  For  example,  when editing  writing,  students  address Writing standard five (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards one through three (which deal with conventions of standard English and knowledge of language). When drawing evidence from literary and informational texts per Writing standard nine, students are also demonstrating their comprehension skills in relation to specific standards in reading. When discussing something they have read or  written,  students  are  also demonstrating their speaking and listening skills. The CCR anchor standards themselves   provide  another  source of focus and coherence.
The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies,  science,  and technical subjects. The 10 CCR anchor standards for Writing cover  numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for  reading  and  writing across a range of texts  and  classrooms.

QUESTIONS AND ANSWERS ABOUT THE PURPOSE AND FUNCTION OF THE STANDARDS
The standards should be recognized and utilized  for  their  purpose  and function. The most important questions raised  around  the  standards  by Ohioans  are as follows:
WHAT IS THE ROLE OF THE STANDARDS IN THE CLASSROOM? WHY ARE THE STANDARDS SO GENERAL?
The standards define what all students should  know  and be able  to  do,  not  how teachers should teach. For instance, teaching cursive writing to young children is not specified by the standards, but it is welcome as a valuable  activity as a way to help students meet the expectations  in this document,  such as reading primary sources. Furthermore, while the standards refer to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed,  cannot,—enumerate  all  or even  most of the content that students should learn. A well-developed, content-rich curriculum consistent with the expectations laid out in this document must therefore complement   these  standards.
While the standards focus on what is most essential, they do not describe all  that teachers can or should teach. Teachers and curriculum  developers maintain a great deal of discretion in this area. This is why Ohio’s Learning Standards for English Language Arts do not include exhaustive lists  of literary and rhetorical devices for the classroom. The aim of the standards is to  articulate the fundamentals, not to set out a list or set of restrictions that limits instruction beyond what is specified herein.  In  addition,  while we  do understand the controversy and confusion surrounding the  teaching  of grammar, the language standards do not specify specific strategies for best practice grammar instruction. The Model Curriculum, however, contains  many best practice strategies and is available on our website.  Educators  can find more strategies and guidance on our English Language Arts Instructional  Strategies webpage.
WHEN SHOULD TEACHERS EXPECT STUDENTS TO MASTER THE SKILLS AND  CONTENT IN EACH STANDARD?
As stated previously, the K–12 grade-specific standards define end-of-year expectations and a cumulative progression  designed  to  enable  students  to meet college and career readiness expectations no later than the end of high school. This  means  that  teachers should  not expect  students  to show mastery

after their first exposure to a standard skill or concept. These standards are meant to progress to college and career readiness from kindergarten to high school and introduction to mastery from the first day of a grade level to the last day of that grade level during the school year. For example,  CCRA.R.2  (see page 7 for explanation of this code)  expects  a student  to be able  to determine  a theme, analyze its development, and produce an analysis of the text that includes the development of the theme. The standards  at  the  beginning  of grade 1 ask the student to draw out the lesson  of  the story  and speak  about the key details. By the end of grade 1, these same students  should  be able  to do this with mastery but would not be expected to determine  theme,  as  the CCRA states. Full mastery of the grade level standard specifically should  occur by the end of the school  year.
DO THE STANDARDS INCLUDE LEVELS WITHIN A GRADE LEVEL OR MODIFICATIONS FOR DIVERSE LEARNERS?

The standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and  achievement levels  of students  in any given  classroom.
It is also beyond the scope of the standards to define the full range of supports appropriate for English language learners  and for students  with  special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills  necessary  in their  post-high  school lives.
The standards also allow for the  widest  possible  range  of  students  to participate fully from the outset and, as permissible, to use appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with  disabilities,  reading  should allow for the use of Braille, screen-reader technology,  or  other  assistive devices, while writing should include the use of a scribe, computer, or speech- to-text technology even though the standards do not specify the use of these supports. In a similar vein, educators should interpret speaking and listening broadly  to  include sign language.

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Educators can find more instructional strategies for diverse learners in  our Model Curriculum documents and on our  Diverse  Learners  in  English Language  Arts webpage.

STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING, WRITING, SPEAKING, LISTENING, AND LANGUAGE
The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this  document.  As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able  to  exhibit  with increasing fullness  and regularity  these  capacities of  the literate  individual.
THEY DEMONSTRATE INDEPENDENCE.

Students can, without significant scaffolding,  comprehend  and  evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm understanding. Without prompting, they  demonstrate command of standard English and acquire and use a  wide- ranging vocabulary. More broadly, they become  self-directed  learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and  digital reference materials.
THEY BUILD STRONG CONTENT KNOWLEDGE.

Students establish a base  of knowledge  across a wide  range of subject matter by engaging with works of quality and substance. They  become  proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and  discipline-specific expertise. They  refine and share their  knowledge  through  writing  and speaking.
THEY RESPOND TO THE VARYING DEMANDS OF AUDIENCE, TASK, PURPOSE, AND DISCIPLINE.

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Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the  task.  They  appreciate nuances,  such  as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history,  experimental  evidence  in science).

THEY COMPREHEND AS WELL AS  CRITIQUE.

Students are engaged and open-minded—but  discerning—readers  and listeners. They work diligently to understand  precisely  what an  author  or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness  of  reasoning.
THEY VALUE EVIDENCE.

Students cite specific evidence when  offering an oral or written  interpretation  of a text. They use relevant evidence when supporting  their  own  points  in  writing and speaking, making their reasoning  clear  to  the  reader  or listener, and they  constructively  evaluate   others’ use of  evidence.
THEY USE TECHNOLOGY AND DIGITAL MEDIA STRATEGICALLY AND CAPABLY.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline.  They  are  familiar  with  the  strengths and limitations of various technological tools and mediums and can select and use those  best suited  to  their communication  goals.
THEY COME TO UNDERSTAND OTHER PERSPECTIVES AND CULTURES.

Students appreciate that the 21st  century  classroom  and  workplace  are settings in which people from often widely divergent  cultures  and  who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate  effectively  with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods,  cultures,  and  worldviews, students can vicariously inhabit worlds and have experiences much  different from their own.

HOW TO READ THIS DOCUMENT
OVERALL  DOCUMENT ORGANIZATION

The standards are first divided by strand: Reading, Writing, Speaking and Listening, and Language strands;  then,  the  6-12  history/social  studies, science, and technical subjects section focuses on reading and writing. Each  set of College and Career Readiness (CCR) Anchor Standards, arranged by strand,  follow  this initial information.
Standards for each grade within K-8 and for grades 9-10 and 11-12 follow the CCR Anchor (CCRA) Standards in each strand. Each grade-specific standard corresponds to the same- numbered CCRA standard. Put another way, each CCRA Standard has an accompanying grade-specific standard translating the broader  CCRA  statement   into grade-appropriate  end-of-year expectations.
Each strand, CCR status, and number (R.CCR.6, for example) provide identification for individual CCRA Standards. Individual,  grade-specific  standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text,  grade  4, standard  3 and  W.5.1a stands  for Writing, grade 5, standard 1a. Strand designations are in brackets alongside  the  full  strand title.

KEY FEATURES OF THE STANDARDS
READING: TEXT COMPLEXITY AND THE GROWTH OF COMPREHENSION

The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade- by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more  from and make fuller use of text, including making an increasing number of connections among ideas and between texts,  considering  a  wider  range  of  textual evidence, and becoming more sensitive to  inconsistencies,  ambiguities,  and poor  reasoning  in texts.
WRITING: TEXT TYPES, RESPONDING TO READING, AND RESEARCH

The standards acknowledge the fact that whereas some writing skills,  such as the  ability  to  plan,  revise,  edit,  and  publish,  are applicable  to  many  types of

writing. Specific writing types — arguments, informative/explanatory texts, and narratives  — more properly  define other  skills.
Standard nine stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important  to  research are infused throughout  the document.
SPEAKING AND LISTENING: FLEXIBLE COMMUNICATION AND COLLABORATION
Including but not limited to skills necessary for formal presentations, the  Speaking and Listening standards require students to develop  a  range  of broadly useful oral communication  and  interpersonal  skills.  Students  must learn to work together, express and listen  carefully  to  ideas,  integrate information from oral, visual, quantitative, and  media sources,  evaluate  what they hear, use media and visual displays strategically to help achieve communicative  purposes,  and adapt  speech  to context  and task.
LANGUAGE:  CONVENTIONS, EFFECTIVE USE, AND VOCABULARY

The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their  relationships,  and their  nuances and on acquiring new vocabulary, particularly general academic and  domain- specific  words and phrases.
APPENDICES  A,  B, AND C

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Appendix A contains supplementary material on reading, writing, speaking and listening, and language.  Information  detailing  the components  and importance of text complexity is included, along with annotated  text  excerpts  that  explain how grade-level texts represent the components of text complexity. Along with descriptive sections of the other English  language  arts  strands,  Appendix  A also contains a robust section explaining foundation skills in reading with examples of phoneme-grapheme correspondences, as well as other phonetic components.

Appendix B consists of text exemplars illustrating the complexity, quality, and range  of  reading  appropriate   for  various   grade  levels   with   accompanying

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sample performance tasks. Each band’s exemplars are divided into text types matching those required in the standards for a given grade. K-5 exemplars contain stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3). The grades 6-CCR exemplars contain English Language Arts, history/social  studies,  and  science,  mathematics,  and technical subjects, with the ELA texts further subdivided into stories, drama, poetry,  and informational  texts.

Appendix C contains annotated samples demonstrating at least adequate performance in student writing at  various  grade  levels.  Note:  these  samples are not writing exemplars, which would be best examples of writing that demonstrates the content and skills in the writing standards. Annotations that outline how the sample met portions of Ohio’s Learning Standards for English Language  Arts for Writing follow each  sample.

Standards for English Language Arts K-12
8.    Delineate   and   evaluate    the   argument   and   specific  claims   in  a text,

College and Career Readiness Anchor Standards for Reading
The K–12 standards on the following pages define what students should understand and be able to do by the end of each grade.  They  correspond to  the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter  providing  additional  specificity -  that together define the skills and understandings that all students must demonstrate.
KEY IDEAS  AND DETAILS

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when  writing  or speaking to  support  conclusions drawn  from the text.
Determine central ideas or themes of a  text  and  analyze  their  development; provide a summary or  thorough  analysis  of  the  text, including  the  appropriate components.
Analyze how and why individuals, events, and  ideas develop  and interact over  the course of a text.
CRAFT  AND STRUCTURE

Interpret words and phrases as they are used in a  text,  including determining technical, connotative, and figurative  meanings,  and analyze how specific language  choices shape meaning,  mood,  or tone of the  text.
Analyze the structure of texts, including how specific  sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,  or stanza)  relate to each other and the   whole.
Assess how point of view, perspective, or purpose shapes the content and style  of a text.
INTEGRATION OF KNOWLEDGE AND IDEAS
Integrate and evaluate content presented in diverse media and formats, including visually   and quantitatively,   as well  as in words.*

including the validity of the reasoning as well as the relevance and  sufficiency of the  evidence.
Analyze how two  or more  texts  address similar  themes  or topics in order  to  build knowledge   or to compare the  approaches  the authors take.
RANGE OF READING  AND LEVEL  OF TEXT COMPLEXITY

Read, comprehend, and respond to  complex  literary  and  informational  texts   independently  and proficiently.

NOTE ON RANGE AND CONTENT OF STUDENT READING
K-12

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a  foundation  of knowledge  in these fields.
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges  posed by complex texts.
Literacy in History/Social  Studies, Science, and Technical Subjects 6-12

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College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an  attention  to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging  texts that  often make extensive use of elaborate  diagrams and data to convey concepts.

College and Career Readiness Anchor Standards for Writing
The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade.  They  correspond to  the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter  providing  additional  specificity -  that together define the skills and understandings that all students must demonstrate.
TEXT TYPES AND PURPOSES*

Write arguments to support claims in an analysis of substantive topics or texts,  using  valid  reasoning  and relevant  and sufficient evidence.
Write informative/explanatory texts to examine and convey complex  ideas and information clearly and accurately through the effective selection, organization,  and analysis  of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
PRODUCTION AND DISTRIBUTION OF WRITING

Produce clear and coherent writing in which  the  development,  organization,  and style  are appropriate  to task,  purpose,  and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting,  or trying a new approach.
Use technology, including the Internet,  to produce  and publish  writing  and to  interact and collaborate  with others.
RESEARCH TO BUILD AND PRESENT KNOWLEDGE

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while  avoiding  plagiarism.

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

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

NOTE ON RANGE AND CONTENT OF STUDENT WRITING
K-5

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and  supporting  opinions,  demonstrating  understanding  of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended  periods throughout  the year.
6-12 General and Writing in History/Social Studies, Science, and Technical Subjects 6-12

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For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative, — to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long periods throughout the year.

College and Career Readiness Anchor Standards for Speaking and Listening
The K–12 standards on the following pages define what students should understand and be able to do by the end of each grade.  They  correspond to  the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter  providing  additional  specificity -  that together define the skills and understandings that all students must demonstrate.
COMPREHENSION AND COLLABORATION

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’  ideas  and expressing  their  own  clearly  and persuasively.
Integrate and evaluate information  presented  in  diverse  media  and formats,  including visually,  quantitatively,   and orally.
Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric.

PRESENTATION OF KNOWLEDGE AND IDEAS

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,  development,  and  style  are appropriate  to task,  purpose,  and audience.
Make strategic use of digital media and visual displays of data to express information  and enhance  understanding  of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating  command  of formal English  when  indicated or  appropriate.

NOTE ON RANGE AND CONTENT OF STUDENT SPEAKING AND LISTENING
K-5

To build a foundation for college and career readiness, students must have many opportunities to take part in a variety of rich, structured conversations— as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas  in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
6-12

To become college and career ready, students must have many opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and  persuasively.

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New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which students can make connections between speaking, listening, reading, and writing, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to  change.

College and Career Readiness Anchor Standards for Language
The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade.  They  correspond to  the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter  providing  additional  specificity -  that together define the skills and understandings that all students must demonstrate.
CONVENTIONS OF STANDARD ENGLISH
Demonstrate command of the conventions of standard English  grammar  and usage  when  writing  or speaking.
Demonstrate command of the conventions of  standard  English  capitalization,  punctuation,  and spelling  when  writing.

KNOWLEDGE OF LANGUAGE

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

VOCABULARY  ACQUISITION AND USE

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting  general  and specialized  reference materials,  as appropriate.
Demonstrate  understanding  of  figurative  language,  word  relationships, and nuances  in word meanings.
Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown  term important  to  comprehension  or expression.

NOTE ON RANGE AND CONTENT OF STUDENT LANGUAGE USE
K-5

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the  meaning  of grade- appropriate words encountered through listening, reading, and  media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. Students should not take the inclusion of Language standards in their own strand as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking,  and listening;  indeed,  they  are inseparable from such contexts.
6-12

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To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come  to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifyingthe meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example, that have similar denotations but different connotations. Students should not take the inclusion of Language standards in their own strand as an indication that skills related to conventions, effective language use, and vocabulary  are  unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such  contexts.

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Language  Progressive  Skills,  by Grade
The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention  in higher grades  as they  are applied  to  increasingly sophisticated  writing  and speaking.

STANDARD	GRADE LEVELS	
	3	4	5	6	7	8	9-10	11-12	
L.3.1f. Ensure subject-verb agreement and pronoun-antecedent  agreement.									
L.3.3a. Choose words and phrases for effect.									
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate  fragments and run-ons.									
L.4.1g. Correctly use frequently  confused words (e.g., to/too/two; their/there).									
L.4.3a. Choose words and phrases to convey ideas precisely.*									
L.4.3b. Choose punctuation for effect.									
L.5.1d. Recognize and correct inappropriate  shifts in verb tense.									
L.5.2a. Use punctuation to separate items in a series.									
L.6.1c. Recognize and correct inappropriate  shifts in pronoun number and person.									
L.6.1d. Recognize and correct vague  pronouns (i.e., ones with unclear or ambiguous  antecedents).									
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional  language.									
L.6.2a. Use punctuation  (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.									
L.6.3a. Vary sentence patterns  for meaning, reader/listener  interest, and style.									
L.6.3b. Maintain  consistency in style and tone.									
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.									
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.									
L.8.1d. Recognize and correct inappropriate  shifts in verb voice and mood.									
L.9-10.1a. Use parallel structure.									

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Reading Standards for Literature K–12
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. The requirement that students read increasingly complex texts through the grades implies rigor. Students advancing through the grades should meet eachyear’sgrade-specific standardsandretainorfurtherdevelopskillsandunderstandings masteredinprecedinggrades.

KINDERGARTNERS:	GRADE 1 STUDENTS:	GRADE 2 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RL.K.1 With prompting and support, ask and answer  questions  about  key details  in a text.	RL.1.1 Ask and answer questions about key details  in a text.	RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding  of key details  in a text.	
RL.K.2 With prompting and support, retell familiar stories,  including  key details.	RL.1.2 Analyze  literary text  development.
Demonstrate  understanding  of  the lesson.
Retell  stories,  including key details.	RL.2.2 Analyze  literary text  development.
Determine the lesson  or  moral.
Retell stories, including fables and folktales  from diverse  cultures.	
RL.K.3 With prompting and support, identify characters, settings,  and major  events  in a  story.	RL.1.3 Describe characters, settings, and major events  in a story, using key  details.	RL.2.3 Describe how characters in a story respond  to major  events  and challenges.	

   CRAFT  AND STRUCTURE				
RL.K.4 Ask and answer questions about unknown words  in a text.	RL.1.4 Identify words and phrases in stories or  poems  that  suggest  feelings  or appeal to  the senses.	RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.	
RL.K.5 Recognize common types of texts (e.g., storybooks,  poems).	RL.1.5 Explain major differences between books that tell  stories and books  that  give  information, drawing on a wide  reading of a range of text   types.	RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the    action.	
RL.K.6 With prompting  and support,  name  the author and illustrator of a story and define the role of each in telling  the story.	RL.1.6 Identify who is telling the story at various points  in a text.	RL.2.6 Distinguish between points of view when referring to narrators and characters, recognizing when  the  narrator is a character in the story.	

   INTEGRATION  OF KNOWLEDGE  AND IDEAS				
RL.K. 7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration  depicts).	RL.1.7 Use illustrations and details in a story to describe its characters, setting,  or  events.	RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting,  or plot.	

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RL.K.8 (Not  applicable  to literature)	RL.1.8 (Not  applicable  to literature)	RL.2.8 (Not  applicable  to literature)	
RL.K. 9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar  stories.	RL.1.9 Compare and contrast the adventures and experiences  of  characters in stories.	RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RL.K.10 Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences  in  order to make text-to-self or text-to-text connections and comparisons.	RL.1. 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to- text  connections  and comparisons.	RL.2.10 By the end of the year, read and comprehend  literature,  including  stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge  and  draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.	

GRADE  3 STUDENTS:	GRADE 4 STUDENTS:	GRADE 5 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to  the text as the  basis for the answers.	RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing  inferences from the text.	RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing  inferences from the text.	
RL.3.2 Analyze  literary text  development.
Determine a theme and explain how it is conveyed  through  key details  in the text.
Retell stories, including fables, folktales, and myths  from diverse cultures.	RL.4.2 Analyze  literary text  development.
Determine a theme of a story, drama, or poem from details  in the text.
Summarize the text, incorporating a theme determined  from details  in the text.	RL.5.2 Analyze  literary text  development.
Determine a theme of a story, drama, or poem from details  in the text,  including how characters in a story or drama respond to challenges or how the  speaker in a poem  reflects upon a topic.
Summarize  the  text,  incorporating a theme  determined  from details  in the text.	
RL.3.3 Describe characters in a story  (e.g., their
traits, motivations, or feelings) and explain how their actions contribute  to  the  sequence of events.	RL.4.3 Describe in depth  a character, setting,  or
event in a story or drama, drawing on specific details  in the text (e.g., a character’s thoughts, words, or actions).	RL.5.3 Compare  and contrast two  or more
characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).	

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CRAFT  AND STRUCTURE			
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal  from nonliteral language.	RL.4.4 Determine the meaning of words and phrases as they are used in a text,  including those  that  allude to significant characters found in mythology (e.g., Herculean).	RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors, similes, and idioms.	
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive  part builds  on  earlier sections.	RL.4.5 Explain major differences between poems, drama,  and  prose,  and refer to  the structural elements of poems (e.g., verse, rhythm, meter) and drama  (e.g., casts  of characters, settings, descriptions, dialogue, stage  directions) when  writing or speaking  about a text.	RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular  story, drama,  or poem.	
RL.3.6 Describe the difference between points of view in texts, particularly first- and third-person narration.	RL.4.6 Explain the differences in the point(s) of view  in a text  and different perspectives  of the  characters.	RL.5.6 Describe how a narrator’s or speaker’s point of view and perspective influence how events  are described.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or  setting).	RL.4.7 Make connections between the text  of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions  and directions in the  text.	RL.5.7 Analyze how visual  and multimedia elements  contribute  to  the meaning,  tone,  mood, or appeal of a text (e.g., graphic novel, multimedia presentation  of fiction, folktale,  myth,  poem).	
RL.3.8 (Not  applicable  to literature)	RL.4.8 (Not  applicable  to literature)	RL.5.8 (Not  applicable  to literature)	
RL.3.9 Compare and contrast the themes, settings, and plots  of stories written  by the  same  author about the same or similar characters (e.g., in books from a series).	RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest)  in stories, myths,  and  traditional  literature  from different cultures.	RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their  approaches  to similar  themes  and topics.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RL.3.10 By the end of the year, read and comprehend literature, including  stories,  dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to- text  connections  and comparisons.	RL.4.10 By the  end of the year, read and  comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with  scaffolding as  needed  at the  high end of the range. Activate prior knowledge  and draw  on previous  experiences  in order to  make  text-to-self or text-to-text   connections and  comparisons.	RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text- to-text   connections  and comparisons.	

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GRADE  6 STUDENTS:	GRADE 7 STUDENTS:	GRADE 8 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn  from the text.	RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well  as  inferences drawn  from the text.	RL.8.1 Cite the  textual  evidence  that most
strongly supports an analysis of what the text says explicitly  as well  as inferences drawn  from the
text.	
RL.6.2 Analyze  literary text  development.
Determine a theme of a text and how it is conveyed  through  particular details.
Incorporate a theme and story details into an objective  summary  of the  text.	RL.7.2 Analyze  literary text  development.
Determine a theme of a text and analyze its development   over  the course of the text.
Incorporate the development of a theme and other story details into  an objective  summary of the text.	RL.8.2 Analyze  literary text  development.
Determine a theme of a text and analyze its development over  the course of the text, including its relationship to the characters, setting,  and  plot.
Incorporate a theme and its relationship to other story elements into an objective summary  of the text.	
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well  as how  the characters respond or change as the plot moves toward  a resolution.	RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).	RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke  a decision.	
CRAFT  AND STRUCTURE			
RL.6.4 Determine the meaning  of words  and phrases as they are used in a text,  including  figurative and connotative meanings; analyze the impact of a specific word choices, including sensory language,  on meaning  and tone.	RL.7.4 Determine the meaning of words  and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language  choices, such as sensory  words  or phrases, on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse  or stanza  of a poem or section of a story  or drama.	RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning, mood,  and tone,  including analogies  or allusions to  other texts.	
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall  structure of  a text  and contributes to the development  of the  theme,  setting,  or plot.	RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.	RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning  and style.	

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RL.6.6 Explain how an author uses the point of view  to  develop  the  perspective  of  the  narrator  or speaker  in a text.	RL.7.6 Analyze how an author uses  the point of view to develop and contrast the perspectives of different characters or  narrators in a text.	RL.8.6 Analyze how differences in the points of view and perspectives of the characters and the audience or reader (e.g., created through  the  use of dramatic irony) create effects such as suspense or humor.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they  listen  or watch.	RL.7.7 Compare and contrast a written  story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles  in a film).	RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made  by the director or actors.	
RL.6.8 (Not  applicable  to literature)	RL.7.8 (Not  applicable  to literature)	RL.8.8 (Not  applicable  to literature)	
RL.6.9 Compare and contrast texts  in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches  to similar  themes  and topics.	RL.7.9 Compare  and contrast  a fictional portrayal  of a time, place, or character and a historical account of the same period as a means of understanding how authors  of fiction use or  alter history.	RL.8.9 Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the  material  is rendered new.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RL.6.10 By the end of the year, read and comprehend  literature,  including  stories,  dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge  in order to make  text-to- self, text-to-text, and text-to-world connections that deepen  understanding  of the text.	RL.7.10 By the  end of the year, read and  comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with  scaffolding as  needed  at the  high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text,   and  text-to-world   connections  that deepen  understanding  of the text.	RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Build background knowledge and activate prior knowledge in order to make  text-to-self,  text-to- text, and text-to-world connections that deepen understanding  of the  text.	

GRADES  9-10 STUDENTS:	GRADES  11-12 STUDENTS:	
KEY  IDEAS  AND DETAILS		
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what  the  text  says explicitly  as well  as inferences drawn  from the text.	RL.11-12.1 Cite strong  and thorough  textual  evidence  to  support analysis of what the text says explicitly as well as inferences drawn from the text, including determining  where  the text  leaves  matters  uncertain.	

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RL.9-10.2 Analyze  literary text   development.
Determine a theme of a text and analyze  in detail  its development  over the course of the text, including how it emerges and is shaped and  refined by specific details.
Provide an objective summary of the text that includes the theme and relevant  story  elements.	RL.11-12.2 Analyze  literary text   development.
Determine two or more themes of a text and  analyze  their development over the course of the text, including how they interact and build on one another.
Produce a thorough  analysis  of the text.	
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance  the  plot  or develop  the theme.	RL.11-12.3 Analyze  the  impact of  the  author’s  choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set,  how  the  action is ordered, how the  characters are introduced  and developed).	
CRAFT  AND STRUCTURE		
RL.9-10.4 Determine  the  meaning  of words  and  phrases as they  are used  in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense  of time  and place or an emotion;  how it sets  a formal or informal  tone).	RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text; analyze the impact of author’s diction, including multiple-meaning words or language  that is particularly  evocative  to the tone  and mood  of the  text.	
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)  create such effects as  mystery, tension,  or surprise.	RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and  meaning  as  well  as its aesthetic impact.	
RL.9-10.6 Analyze how a point of view, perspective, or cultural experience reflected in a work of literature from outside the United States, drawing on a wide  reading of  world literature.	RL.11-12.6 Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)   and evaluate  the impact of  these  literary devices  on the  content and  style  of the text.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS		
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).	RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare  and one  play  by an American dramatist.)	
RL.9-10.8 (Not  applicable  to literature)	RL.11-12.8 (Not  applicable  to literature)	
RL.9-10.9 Analyze how an author  alludes  to  and transforms  source material  in a specific work  (e.g., how  Shakespeare  treats  a theme  or topic from Ovid  or the  Bible or how a later  author  draws  on a play  by Shakespeare).	RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works  of  American literature,  including how two or more  diverse  texts  from the  same  period treat similar  themes  and/or topics.	

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RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY		
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band  proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex  text.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that  deepen  understanding  of complex text.	RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge  and activating  prior knowledge  in order to make  personal,  societal,  and ethical connections that deepen understanding  of  complex  text.

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

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Reading Standards for Informational Text K–12
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. The requirement that students read increasingly complex texts through the grades implies rigor. Students advancing through the grades should meet eachyear’sgrade-specific standardsandretainorfurtherdevelopskillsandunderstandings masteredinprecedinggrades.

KINDERGARTNERS:	GRADE 1 STUDENTS:	GRADE 2 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RI.K.1 With prompting and support, ask and answer questions  about key details  in a text.	RI.1.1 Ask and answer questions  about  key details  in a text.	RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding  of key details  in a text.	
RI.K.2 With prompting and support, identify the main  topic and retell  key details  of a text.	RI.1.2 Analyze  informational  text  development.
Identify the  main topic.
Retell  key details  of a text.	RI.2.2 Analyze  informational  text  development.
Identify the main topic of a multi- paragraph  text.
Identify the focus of specific paragraphs within  the text.	
RI.K.3 With prompting and support, describe the connection between two  individuals,  events,  ideas, or pieces of information  in a text.	RI.1.3 Describe the connection between two individuals, events,  ideas,  or  pieces of information  in a text.	RI.2.3 Describe the  connection between  a series of historical events, scientific ideas or concepts, or steps  in technical procedures in a text.	
CRAFT  AND STRUCTURE			
RI.K.4 With prompting and support, ask and answer questions  about unknown  words  in a text.	RI.1.4 Ask and  answer  questions  to  help  determine or clarify the meaning  of words  and phrases in a  text.	RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.	
RI.K.5 Identify the front cover, back cover, and title page  of a book.	RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.	RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text  efficiently.	
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information  in a text.	RI.1.6 Distinguish between information provided by pictures or other illustrations  and information provided  by the words in a text.	RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain,  or describe.	

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INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RI.K.7 With prompting and support, describe the relationship between illustrations and  the text  in which they appear (e.g., what  person, place,  thing, or idea in the  text  an illustration  depicts).	RI.1.7 Use the illustrations and details in a text to describe its key  ideas.	RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute  to and  clarify a text.	
RI.K.8 With prompting  and support,  identify the
reasons an author  gives  to  support points  in a text.	RI.1.8 Identify the  reasons  an author  gives  to support
points  in a text.	RI.2.8 Identify the main points  an author  uses in  a
text and, with support, explain how reasons connect to  the main points.	
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on  the same topic (e.g., in illustrations, descriptions, or procedures).	RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,   descriptions,  or procedures).	RI.2.9 Compare and contrast the most important points  presented  by two  texts  on the same  topic.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RI.K.10 Actively engage in group reading activities with  purpose  and understanding.	RI.1.10 With prompting  and support,  read informational  texts  appropriately  complex  for grade 1.	RI.2.10 By the end of year, read and comprehend informational   texts,   including   history/social studies, science, and technical texts, in the grades 2–3 text complexity  band proficiently, with scaffolding as  needed  at the  high end  of the range.	

GRADE  3 STUDENTS:	GRADE 4 STUDENTS:	GRADE 5 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to  the text as the  basis for the answers.	RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing  inferences from the text.	RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing  inferences from the text.	
RI.3.2 Analyze  informational  text  development.
Determine  the  main  idea of a text.
Retell the key details and explain how they support the  main idea.	RI.4.2 Analyze  informational  text  development.
Determine the main idea of a text and explain  how  it is supported  by key details.
Provide a summary of the text that includes the main idea and key details, as well as  other  important  information.	RI.5.2 Analyze  informational  text  development.
Determine the main ideas of a text and explain how they are supported by key details.
Provide a summary of the text that includes  the  main ideas  and key details,
 	as well  as other  important  information.		

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RI.3.3 Describe the relationship between a series of historical events,  scientific ideas or concepts,  or steps in technical procedures in a text,  using language that pertains to time, sequence, and cause/effect.	RI.4.3  Explain  events,   procedures,  ideas,  or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information  in the text.	RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based  on specific information  in the text.	
CRAFT  AND STRUCTURE			
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant  to a grade  3 topic or subject area.	RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant  to a grade  4 topic or subject area.	RI.5.4 Determine  the meaning  of general  academic and domain-specific words  and phrases in a text  relevant  to a grade  5 topic or subject area.	
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant  to a given  topic efficiently.	RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text  or part of a  text.	RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information  in two  or more texts.	
RI.3.6 Distinguish their own perspective from that of the author  of a text.	RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in perspective and the information  provided.	RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the  perspectives  they represent.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RI.3.7  Use  information  gained  from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when,  why, and how  key events  occur).	RI.4.7 Interpret information presented  visually,  orally, or quantitatively   (e.g., in charts, graphs,  diagrams, time  lines,  animations,  or interactive  elements  on Web pages) and explain how the information contributes to an understanding of the text in which it appears.	RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to  locate an answer to a question quickly or to solve a problem efficiently.	
RI.3.8 Describe the relationships between the evidence and points an author uses throughout a text.	RI.4.8 Explain how an author uses evidence to support particular points  in a text.	RI.5.8 Explain how an author uses evidence to support particular points in a text,  identifying  which  evidence  supports  corresponding point(s).	
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.	RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject  knowledgeably.	RI.5.9 Integrate information from several  texts  on the same topic in order to write or speak about the subject  knowledgeably.	

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RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band  independently   and proficiently.	RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the   range.	RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band  independently   and proficiently.	

GRADE  6 STUDENTS:	GRADE 7 STUDENTS:	GRADE 8 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn  from the text.	RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well  as  inferences drawn  from the text.	RI.8.1 Cite the textual  evidence that  most  strongly supports an analysis of what the text  says explicitly as well as inferences drawn from the text.	
RI.6.2 Analyze  informational  text  development.
Determine a central idea of a text and how it  is conveyed  through  particular details.
Provide an objective summary of the  text that includes the central idea and relevant details.	RI.7.2 Analyze  informational  text  development.
Determine two or more central ideas in a text and analyze their  development  over  the course of the text.
Provide an objective summary of the text that includes the central ideas and their development.	RI.8.2 Analyze  informational  text  development.
Determine a central idea of a text and analyze its development over the course  of the text, including its relationship to supporting  ideas.
Incorporate central ideas and their relationships into an objective  summary of the text.	
RI.6.3 Analyze  in detail how a key individual,  event,  or idea is introduced, illustrated, and elaborated in a text  (e.g., through  examples   or anecdotes).	RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals  influence ideas or events).	RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies,  or categories).	
CRAFT  AND STRUCTURE			
RI.6.4 Determine the meaning of words and  phrases as they are used in a text, including figurative, connotative,  and  technical meanings.	RI.7.4 Determine the meaning of words and  phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.	RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies  or allusions  to  other texts.	

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RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development   of  the ideas.	RI.7.5 Analyze the structure an author  uses to  organize a text, including how the major sections contribute to the whole and to the development of the ideas.	RI.8.5 Analyze in detail the structure of a specific paragraph  in a text,  including  the  role  of particular sentences in developing and refining a key concept.	
RI.6.6 Determine  an author’s perspective or purpose in a text and explain how it is conveyed in the text.	RI.7.6 Determine an author’s perspective  or  purpose in a text  and analyze  how  the author  distinguishes his or her position from that of   others.	RI.8.6 Determine an author’s perspective or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence  or viewpoints.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding  of a topic or  issue.	RI.7.7 Compare  and  contrast a text  to an audio, video,  or multimedia  version of the text,  analyzing  each medium’s portrayal of the subject (e.g., how the delivery  of a speech affects the impact  of the  words).	RI.8.7 Evaluate the advantages  and disadvantages of using different mediums (e.g., print or digital text,  video,  multimedia)  to present a particular  topic  or idea.	
RI.6.8 Trace and  evaluate  the  argument  and specific claims  in a text,  distinguishing claims  that are supported by evidence from claims  that are  not.	RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support  the claims.	RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when  irrelevant evidence  is introduced.	
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).	RI.7.9 Analyze  how two  or more  authors  writing about  the  same  topic  shape  their  presentations  of key information by emphasizing different evidence or advancing  different interpretations  of facts.	RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the  texts  disagree  on matters of  fact or interpretation.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RI.6.10 By the end of the year, read and  comprehend  literary  nonfiction in the  grades  6–8 text complexity band proficiently, with scaffolding as needed at the high end of the   range.	RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed  at the high end of the  range.	RI.8 10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text  complexity  band independently   and proficiently.	

GRADES  9-10 STUDENTS:	GRADES  11-12 STUDENTS:	
KEY  IDEAS  AND DETAILS		
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what  the  text  says explicitly  as well  as inferences drawn  from the text.	RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well  as inferences drawn from the text,  including determining  where  the  text  leaves  matters  uncertain.	

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RI.9-10.2 Analyze  informational  text   development.
Determine a central idea of a text and analyze its development  over the course of the text, including how it emerges and is shaped and refined by specific details
Provide an objective summary of the text that includes the development   of the central idea and  how details  impact this  idea.	RI.11-12.2 Analyze  informational  text   development.
Determine two or more central ideas of a text and analyze their development over the course of the text,  including how they  interact and build  on one another.
Craft an informative abstract that delineates how the central ideas of a text  interact and build  on one  another.	
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or  events, including the order in which the points are made,  how they are  introduced and  developed,  and the  connections  that  are drawn  between them.	RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events  interact and develop  over  the  course of the text.	
CRAFT  AND STRUCTURE		
RI.9-10.4 Determine the meaning of words  and phrases as they  are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language  of a court opinion  differs from that  of a newspaper).	RI.9-10.4 Determine the meaning of words and phrases as they  are used  in a text, including figurative, connotative, and technical meanings; analyze how an author  uses and refines the meaning of a key term or terms  over  the course of   a text  (e.g., how Madison  defines faction in Federalist  No.  10).	
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or  chapter).	RI.9-10.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes  points  clear, convincing,  and engaging.	
RI.9-10.6 Determine an author’s perspective or purpose in a text and analyze how an author  uses  rhetoric to  advance  that  point of view  or purpose.	RI.11-12.6 Determine an author’s perspective or purpose in a text in which the rhetoric is particularly effective, analyzing  how  style and  content  contribute  to the  power,  persuasiveness,  or beauty  of the text.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS		
RI.9-10.7 Analyze various accounts of a subject  told  in different mediums  (e.g.,  a person’s life story  in both  print and multimedia),   determining  which  details are emphasized  in each account.	RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question  or solve  a  problem.	
RI.9-10.8 Delineate  and  evaluate  the  argument  and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false  statements   and  fallacious reasoning.	RI.11-12.8 Delineate  and  evaluate  the  reasoning  in seminal  U.S. texts  and the
premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,  presidential  addresses).	

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RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how  they  address  related  themes  and concepts.	RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.  documents  of historical and  literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural  Address)  for their themes,  purposes, and  rhetorical features.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY		
RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in  the grades 9–10 text  complexity  band  proficiently, with  scaffolding as needed at the high end of the  range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the  grades 9–10  text  complexity   band independently   and proficiently.	RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in  the  grades 11–CCR  text  complexity  band proficiently, with  scaffolding as needed at the high end of the   range.

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

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Reading Standards for Foundational Skills K–12
These standards encourage fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Educators should differentiate instruction: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
Note: In kindergarten, children should demonstrate increasing awareness and competence in the areas that follow.

KINDERGARTNERS:	GRADE  1 STUDENTS:	
PRINT CONCEPTS		
RF.K.1 Demonstrate understanding of the organization and basic features of print.
Follow  words  from left to right, top  to bottom,  and page by  page.
Recognize that spoken words are represented in written language by specific sequences  of letters.
Understand  that  words  are separated  by spaces in print.
Recognize  and  name  all upper- and  lowercase  letters  of the alphabet.	RF.1.1 Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization,   ending punctuation).	
PHONOLOGICAL AWARENESS		
RF.K.2 Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
Recognize  and  produce rhyming words.
Count,  pronounce,  blend,  and segment  syllables  in spoken words.
Blend  and  segment  onsets  and rimes  of single-syllable  spoken words.
Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with     /l/, /r/, or /x/.)
Add or substitute individual phonemes (sounds) in simple, one-syllable words  to make  new words.	RF.1.2 Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending phonemes, including consonant  blends.
Isolate and pronounce initial, medial vowel, and final phonemes in spoken  single-syllable  words.
Segment spoken single-syllable words into their complete sequence of individual  phonemes.	

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KINDERGARTNERS:	GRADE 1 STUDENTS:	GRADE 2 STUDENTS:	
PHONICS AND WORD RECOGNITION			
RF.K.3 Know and apply grade-level phonics and word  analysis  skills  in decoding words.
Demonstrate  basic knowledge  of one-to- one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Associate the long and short sounds with common spellings (graphemes) for the five major  vowels.
Read common high-frequency words  by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled  words by identifying the sounds of the letters that differ.	RF.1.3 Know and apply grade-level phonics and word  analysis  skills  in decoding words.
Know the spelling-sound correspondences for common  consonant  digraphs.
Decode regularly  spelled  one-syllable  words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use  knowledge  that every syllable  must have  a vowel sound to determine the number of syllables  in a printed word.
Decode two-syllable words following basic patterns  by breaking  the words  into syllables.
Read  words  with  inflectional endings.
Recognize and read grade-appropriate irregularly  spelled  words.	RF.2.3 Know and apply grade-level phonics and word  analysis  skills  in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional  common  vowel  teams.
Decode regularly spelled two-syllable words  with  long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly  spelled  words.	
FLUENCY			
RF.K.4 Read emergent-reader texts with purpose and understanding.	RF.1.4 Read with sufficient accuracy and fluency to support  comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive  readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.	RF.2.4 Read with sufficient accuracy and fluency to  support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression  on  successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading  as necessary.	

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GRADE  3 STUDENTS:	GRADE 4 STUDENTS:	GRADE 5 STUDENTS:	
PHONICS AND WORD RECOGNITION			
RF.3.3 Know and apply grade-level phonics and word  analysis  skills  in decoding words.
Identify and know the meaning of the most common  prefixes and  derivational  suffixes.
Decode words  with  common  Latin suffixes.
Decode multi-syllable   words.
Read grade-appropriate irregularly spelled words.	RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of  context.	RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately  unfamiliar.	
FLUENCY			
RF.3.4 Read with sufficient accuracy and fluency to support  comprehension.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression  on successive  readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.	RF.4.4 Read with sufficient accuracy and fluency to support  comprehension.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression  on successive  readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.	RF.5.4 Read with sufficient accuracy and fluency to  support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression  on successive  readings.
Use context to confirm or self-correct word recognition and understanding, rereading  as necessary.	

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Writing Standards K–12
The following  standards  for K–12 offer a focus for instruction each year to help  ensure that  students  gain adequate  mastery  of a range of skills  and applic ations. Each year in their  writing,  students  should  demonstrate  increasing sophistication  in all  aspects of language  use,  from vocabulary  and syntax  to the  development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades should meet each year’s grade-specific standards and  retain or further develop  skills and understandings  mastered in preceding grades.  Both  the standards  themselves   and  the collection  of annotated  student  writing samples  in Appendix  C reflect the expected  growth  in student  writing  ability.

KINDERGARTNERS:	GRADE 1 STUDENTS:	GRADE 2 STUDENTS:	
TEXT TYPES AND PURPOSES			
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces that tell  a reader the topic or the name  of the book  being written  about and express an opinion or preference about  the topic or book (e.g., My  favorite book is  ... ).	W.1.1 Write opinion pieces that introduce the topic or name the book being written about,  express  an opinion, supply a reason for the opinion, and provide some  sense  of closure.	W.2.1 Write opinion pieces that  introduce the topic or book being written about, express an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement   or section.	
W.K.2 Use a combination of drawing, dictating, and writing  to  compose  informative/explanatory   texts that name what is being written about  and supply some  information  about  the topic.	W.1.2 Write informative/explanatory  texts  that  name a topic, supply some facts about  the topic, and provide  some  sense  of closure.	W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement   or section.	
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.	W.1.3 Write narratives to recount two or more appropriately  sequenced  events,   include  some details  regarding  what  happened,  use  temporal words to signal event order, and provide some  sense  of closure.	W.2.3 Write narratives to recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings,  use temporal  words  to signal event order, and provide a sense of   closure.	

PRODUCTION AND DISTRIBUTION OF  WRITING			
W.K.4 (Begins in grade 3)	W.1.4 (Begins in grade 3)	W.2.4 (Begins in grade 3)	
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add  details  to strengthen  writing as  needed.	W.1.5 With guidance and support from adults, focus on a topic, respond to questions  and suggestions  from peers, and add details to strengthen writing as needed.	W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing  as needed  by revising  and editing.	
W.K.6 With guidance and  support  from adults,
explore a variety  of digital  tools to produce and publish  writing,  including in collaboration  with  peers.	W.1.6 With guidance and  support  from adults,  use a
variety of digital tools to produce and publish writing, including in collaboration  with  peers.	W.2.6 With guidance and  support  from adults,
use a variety of digital tools to produce and publish writing, including in collaboration with peers.	

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RESEARCH  TO BUILD AND  PRESENT KNOWLEDGE			
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite  author  and  express  opinions about them).	W.1.7 Participate in shared research and writing projects (e.g., explore a number  of “how-to”  books on a given topic and use them to write a sequence of instructions).	W.2.7 Participate in shared research and writing projects (e.g., read a number  of books on a single topic to produce a report; record science observations).	
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided  sources to  answer  a question.	W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided  sources to  answer  a question.	W.2.8 Recall information from experiences or gather information from provided sources to answer  a question.	
W.K.9 (Begins in grade 4)	W.1.9 (Begins in grade 4)	W.2.9 (Begins in grade 4)	

RANGE  OF WRITING			
W.K.10 (Begins in grade 3)	W.1.10 (Begins  in grade 3)	W.2.10 (Begins  in grade 3)	

GRADE  3 STUDENTS:	GRADE 4 STUDENTS:	GRADE 5 STUDENTS:	
TEXT TYPES AND PURPOSES			
Write opinion pieces on topics or texts, supporting  a point of view  with  reasons.
Introduce the topic or text they are writing about, state an opinion, and create an organizational  structure  that  lists reasons.
Provide  reasons that support  the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and  reasons.
Provide  a concluding statement   or section.	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational  structure in which related ideas are grouped to  support the  writer’s purpose.
Provide reasons that are supported by facts and details.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related  to the  opinion presented.	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped  to support  the  writer’s purpose.
Provide logically ordered reasons that are supported  by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently,  specifically).
Provide a concluding statement  or section related  to  the opinion presented.	

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Write informative/explanatory   texts  to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations to aid comprehension,  if needed.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within  categories  of information.
Provide  a concluding statement   or section.	Write informative/explanatory  texts  to  examine a topic  and convey  ideas and information  clearly.
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia to aid comprehension,  if needed.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for example,   also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.	Write informative/explanatory texts to examine a topic and convey ideas and information  clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia to aid in comprehension,  if needed.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within  and across categories of information using words, phrases, and clauses  (e.g., in contrast, especially).
Use precise language and domain- specific vocabulary to inform about or explain  the topic.
Provide a concluding statement or section related  to  the information or
 	explanation   presented.		

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Write narratives to develop real or imagined experiences or events using effective technique, descriptive  details,  and clear  event sequences.
Establish a situation and introduce a narrator and/or characters; organize an event  sequence  that  unfolds naturally.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response  of  characters to situations.
Use temporal words and phrases to signal event  order.
Provide  a sense  of closure.	Write narratives to develop real or imagined experiences or events using effective technique, descriptive  details,  and clear  event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses  of  characters to situations.
Use a variety of transitional words and phrases to manage  the sequence  of  events.
Use concrete words and phrases and sensory details to convey experiences and events  precisely.
Provide a conclusion that follows from the narrated  experiences  or events.	Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence  that  unfolds naturally.
Use narrative techniques,  such as dialogue, description, and pacing, to develop experiences and events or show the  responses  of  characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence  of events.
Use concrete words and phrases and sensory details to convey experiences and events  precisely.
Provide a conclusion that follows from the  narrated experiences  or events.	
PRODUCTION AND DISTRIBUTION OF  WRITING			
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards  1–3 above.)	W.4.4 Produce clear and coherent writing  in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations  for writing  types are defined in standards  1–3 above.)	W.5.4 Produce clear  and coherent writing  in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards  1–3 above.)	
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,  revising,  and editing.  (Editing for conventions should demonstrate command of Language standards  1–3 up to  and including grade 3.)	W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,  revising,  and editing.  (Editing for conventions should demonstrate command of Language standards  1–3 up to  and including grade 4.)	W.5.5 With guidance and support from peers and adults, develop and strengthen writing  as needed by planning,  revising,  editing,  rewriting,  or trying a new approach. (Editing for conventions should demonstrate  command  of Language  standards 1–3 up to and  including grade  5.)	

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W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate  with others.	W.4.6 With some guidance and support from adults, use technology, including  the  Internet, to  produce and publish writing as well as to interact and collaborate  with  others,  while  demonstrating sufficient command  of  keyboarding skills.	W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command  of  keyboarding skills.	
RESEARCH  TO BUILD AND  PRESENT KNOWLEDGE			
W.3.7 Conduct short research projects that build knowledge  about  a topic.	W.4.7 Conduct short research projects that build knowledge through  investigation  of different aspects of a topic.	W.5.7 Conduct short research projects that use several sources to build knowledge through investigation  of  different aspects  of a topic.	
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.	W.4.8 Recall relevant information  from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide  a list of sources.	W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes  and finished work  and provide  a list of sources.	
W.3.9 (Begins in grade 4)	Draw evidence from literary or informational texts  to support  analysis,  reflection,  and research.
Apply  grade  4 Reading  standards  to literature (e.g., “Describe in depth a character, setting, or event  in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
Apply grade 4 Reading standards to informational texts  (e.g., “Explain  how an author uses reasons and evidence to support particular  points  in a text”).	Draw evidence  from literary  or informational texts to support analysis, reflection, and research.
Apply grade 5 Reading standards to literature  (e.g., “Compare  and contrast two  or more characters, settings,  or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support  which point[s]”).	
RANGE  OF WRITING			
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,  purposes, and audiences.	W.4.10 Write routinely  over  extended  time  frames time  for research,  reflection,  and  revision)  and shorter time  frames (a single sitting or a day  or two)  for a range of discipline-specific tasks, purposes, and audiences.	W.5.10 Write routinely  over  extended  time frames  (time for research, reflection,  and revision) and shorter time  frames (a single  sitting or a day or two) for a range of discipline-specific tasks,  purposes,  and audiences.	

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GRADE  6 STUDENTS:	GRADE 7 STUDENTS:	GRADE 8 STUDENTS:	
TEXT TYPES AND PURPOSES			
Write arguments to support claims with clear reasons  and relevant  evidence.
Establish a thesis statement to present an argument.
Introduce claim(s) and organize the reasons and evidence  clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic  or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish  and  maintain  a formal style.
Provide a concluding statement or section that  follows  from the  argument presented.	Write arguments to support claims with clear reasons  and relevant  evidence.
Establish a thesis statement to present an argument.
Introduce claim(s), acknowledge alternate or opposing claims, and organize  the reasons and evidence  logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or  text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),  reasons,  and evidence.
Establish  and  maintain  a formal style.
Provide a concluding statement  or section that follows from and supports the argument presented.	Write arguments to support claims with clear  reasons  and relevant evidence.
Establish a clear thesis statement to present  an argument.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons  and evidence  logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding  of the  topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,  reasons,  and evidence.
Establish  and  maintain  a formal style.
Provide a concluding statement or section that  follows  from and supports
 	the  argument presented.		

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Write informative/explanatory   texts  to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis  of relevant  content.
Establish a thesis statement to present information.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,   classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension,  if needed.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other  information  and examples.
Use appropriate transitions to clarify the relationships  among  ideas and  concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish  and  maintain  a formal style.
Provide a concluding statement or section that follows from the information or explanation   presented.	Write informative/explanatory  texts  to  examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant  content.
Establish a thesis statement to present information.
Introduce a topic  clearly, previewing  what  is to follow; organize ideas, concepts, and information,  using strategies  such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other  information  and examples.
Use  appropriate transitions  to create cohesion and clarify the relationships among ideas and  concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish  and  maintain  a formal style.
Provide a concluding statement or section that follows from and supports the information  or explanation  presented.	Write informative/explanatory texts  to examine a topic and convey ideas, concepts, and information  through  the  selection,  organization, and analysis  of relevant  content.
Establish a clear thesis statement to present information.
Introduce  a  topic  clearly,  previewing what  is to follow;  organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed.
Develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships  among  ideas and  concepts.
Use precise language and domain- specific vocabulary to inform about or explain  the topic.
Establish  and  maintain  a formal style.
Provide  a concluding statement  or section that  follows  from and  supports the  information  or explanation  presented.	

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Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,  and well-structured event  sequences.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,  events,   and/or characters.
Use a variety of transition  words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey  experiences  and events.
Provide a conclusion that follows from the narrated  experiences  or events.	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage  and orient the  reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence  that  unfolds  naturally  and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,  events,   and/or characters.
Use a variety of transition  words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured  event  sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that  unfolds  naturally  and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events,   and/or characters.
Use  a variety  of transition  words, phrases,  and clauses  to  convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Use precise words and phrases, relevant descriptive  details,   and  sensory language  to capture the action and convey  experiences  and events.
Provide a conclusion that  follows  from and reflects on the narrated experiences or events.	
PRODUCTION AND DISTRIBUTION OF  WRITING			
W.6.4 Produce clear and coherent writing  in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards  1–3 above.)	W.7.4 Produce clear and coherent writing  in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards  1–3 above.)	W.8.4 Produce clear  and coherent writing  in which the  development,   organization,  and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards  1–3 above.)	

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W.6.5 With some guidance and support from peers and adults, develop  and strengthen  writing  as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate  command  of Language standards  1–3 up to  and including  grade 6.)	W.7.5 With some guidance  and support from peers and  adults,  develop  and  strengthen  writing  as needed by planning, revising, editing, rewriting,  or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate  command of  Language  standards  1–3 up to  and including grade 7.)	W.8.5 With some guidance and support from peers and adults, develop and  strengthen  writing as needed  by planning,  revising,  editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command  of Language  standards 1–3 up  to and  including grade 8.)	
W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command  of  keyboarding skills.	W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources, as well as to interact and collaborate with others,  including linking  to and  citing sources.	W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others.	
RESEARCH  TO BUILD AND  PRESENT KNOWLEDGE			
W.6.7 Conduct short research projects to answer a question,  drawing on several  sources and refocusing the  inquiry when appropriate.	W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.	W.8.7 Conduct short research projects  to answer a question (including a self-generated question), drawing on several sources and generating additional  related,  focused questions  that  allow for multiple  avenues  of exploration.	
W.6.8 Gather   relevant   information  from multiple print and digital sources; assess  the credibility  of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and providing  basic  bibliographic  information  for sources.	W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the  credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard  format  for citation.	W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism  and following  a standard  format for
 	citation.		

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Draw evidence from literary or informational texts  to support  analysis,  reflection,  and research.
Apply grade 6 Reading  standards  to literature (e.g., “Compare and contrast texts in different forms  or genres  [e.g., stories and poems; historical novels and fantasy stories] in terms  of their approaches to similar  themes  and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).	Draw evidence from literary or informational texts  to support  analysis,  reflection,  and research.
Apply grade 7 Reading standards  to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter   history”).
Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing  whether  the reasoning is sound and the evidence is relevant and sufficient to support  the claims”).	Draw evidence  from literary  or informational texts to support analysis, reflection, and research.
Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work  of fiction alludes  to themes, patterns of events,  or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material  is rendered new”).
Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant  evidence  is introduced”).	
RANGE  OF WRITING			
W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,  purposes, and audiences.	W.7.10 Write routinely  over  extended  time  frames (time  for research, reflection,  and revision)  and shorter time  frames (a single sitting or a day  or two)  for a range of discipline-specific tasks, purposes, and audiences.	W.8.10 Write routinely  over  extended  time frames  (time for research, reflection,  and revision) and shorter time  frames (a single  sitting or a day or two) for a range of discipline-specific tasks,  purposes,  and audiences.	

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GRADES  9-10 STUDENTS:	GRADES  11-12 STUDENTS:	
TEXT TYPES AND PURPOSES		
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or  texts,  using valid  reasoning  and  relevant  and sufficient evidence.
Establish  a clear  and thorough  thesis  to present  an argument.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships  among  claim(s), counterclaims,  reasons,  and  evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates  the  audience’s knowledge   level  and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish  and maintain  a formal style  and objective  tone  while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports  the argument  presented.	W.11-12.1 Write arguments to support claims in an analysis of substantive topics or  texts,  using valid  reasoning  and  relevant  and sufficient evidence.
Establish  a clear  and thorough  thesis  to present  a complex argument.
Introduce precise, knowledgeable claim(s), establish  the  significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims,  reasons,  and evidence.
Develop claim(s) and counterclaims fairly and thoroughly,  supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge  level,   concerns, values,  and  possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major  sections of the text,  create cohesion, and clarify the  relationships between claim(s) and reasons, between reasons and evidence,  and between   claim(s)  and counterclaims.
Establish  and maintain  a formal style  and objective  tone  while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports  the argument  presented.	

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W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,  organization,  and analysis  of content.
Establish  a clear  and thorough  thesis  to present information.
Introduce a topic; organize  complex  ideas,  concepts,  and information to  make  important  connections  and distinctions;  include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia  to  aid in comprehension,  if needed.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other  information and examples   appropriate  to  the  audience’s knowledge  of the topic.
Use appropriate and varied transitions to link the major sections of the text,  create cohesion, and clarify the relationships  among  complex ideas and  concepts.
Use precise language and domain-specific vocabulary to manage the complexity  of the  topic.
Establish  and maintain  a formal style  and objective  tone  while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications  or the  significance of the topic).	W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,  organization,  and analysis  of content.
Establish a clear and thorough thesis to present and explain information.
Introduce a topic; organize complex ideas,  concepts,  and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings),  graphics (e.g., figures, tables),  and multimedia  to  aid comprehension,  if needed.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge  of the  topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among  complex  ideas  and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the  complexity  of the topic.
Establish  and  maintain  a formal style  and objective  tone  while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports  the information  or explanation   presented  (e.g., articulating
 	implications  or the  significance of the topic).		

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W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple  point(s) of view,  and introducing a narrator and/or characters; create a smooth  progression of  experiences  or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or  characters.
Use a variety of techniques to sequence events so that they build  on one another  to create a coherent  whole.
Use precise words and phrases, telling  details,  and sensory language  to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced,  observed,  or resolved  over  the  course of the narrative.	W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression  of experiences  or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or  characters.
Use a variety of techniques to sequence events so that they build  on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling  details,  and sensory language  to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced,  observed,  or resolved  over  the  course of the narrative.	
PRODUCTION AND DISTRIBUTION OF  WRITING		
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)	W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)	
W.9-10.5 Develop and strengthen writing as needed by planning,  revising,  editing, rewriting,  or trying a new approach, focusing on addressing what  is  most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)	W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,  or trying a new approach, focusing on addressing what  is  most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)	
W.9-10.6 Use technology,  including the Internet,  to  produce, publish,  and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.	W.11-12.6 Use technology, including the Internet, to produce, publish,  and update individual or shared writing products in response to ongoing feedback, including new  arguments  or information.	
RESEARCH  TO BUILD AND  PRESENT KNOWLEDGE		
W.9-10.7 Conduct short as well as more  sustained  research projects  to  answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize  multiple  sources on the  subject,  demonstrating  understanding  of  the  subject  under investigation.	W.11-12.7 Conduct short as well  as more sustained  research projects to  answer a question (including a self-generated question) or solve  a problem; narrow or broaden  the  inquiry when  appropriate; synthesize  multiple  sources on the  subject,  demonstrating  understanding  of the  subject under  investigation.	

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W.9-10.8 Gather  relevant  information  from multiple  authoritative  print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text  selectively  to maintain  the  flow of ideas, avoiding  plagiarism  and  following a standard  format  for citation.	W.11-12.8 Gather relevant  information from multiple  authoritative  print and digital sources, using advanced searches effectively; assess the strengths and limitations  of each source in terms  of the  task,  purpose,  and audience; integrate information into the text selectively  to maintain  the flow of ideas,  avoiding plagiarism and overreliance on any one source and following  a  standard  format  for citation.	
W.9-10.9 Draw evidence from literary or informational texts to support analysis,  reflection,  and research.
Apply grades 9–10 Reading standards to  literature  (e.g., “Analyze how an author alludes to and transforms source material in a specific work [e.g., how Shakespeare  treats a theme  or topic from Ovid  or the Bible  or how a later  author draws  on a play by   Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence  is relevant and sufficient; identify  false  statements   and fallacious reasoning”).	W.11-12.9 Draw evidence from literary or informational texts to support analysis,  reflection,  and research.
Apply grades 11–12 Reading  standards to literature (e.g.,  “Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of American literature, including how two or more diverse texts  from the same period treat similar  themes  and/or topics”).
Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning  in seminal  U.S. texts,  including the application of constitutional principles and use of legal reasoning  [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works  of public  advocacy [e.g., The  Federalist,  presidential  addresses]”).	
RANGE  OF WRITING		
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)  for a range of tasks,  purposes,  and audiences.	W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)  for a range of tasks,  purposes,  and audiences.	

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Speaking and Listening Standards K–12
The following standards for K–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applic ations. Students advancing through the grades should meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

KINDERGARTNERS:	GRADE 1 STUDENTS:	GRADE 2 STUDENTS:	
COMPREHENSION  AND COLLABORATION			
SL.K.1 Participate in collaborative conversations about kindergarten topics and texts with diverse partners  in small  and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
Continue a conversation through multiple exchanges.	SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small  and  larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts  under  discussion).
Build on others’ talk in conversations by responding to the comments of others through  multiple  exchanges.
Ask questions to clear up any confusion about  the  topics and  texts  under discussion.	SL.2.1 Participate in collaborative conversations about grade 2 topics and texts with diverse partners  in small  and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening  to others  with  care, speaking one at a time about the topics and texts under  discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts  under  discussion.	
SL.K.2 Confirm understanding  of a text  read aloud
or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something  is not understood.	SL.1.2 Ask and  answer  questions  about key details
in a text read aloud or information presented in various media and other formats  (e.g.,   orally).	SL.2.2 Retell  or describe key  ideas or details
from a text  read aloud  or information presented in various media and other  formats (e.g.,   orally).	
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.	SL.1.3 Ask and answer questions about what  a speaker says in order to gather  additional  information or clarify something  that  is not understood.	SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding  of a topic or  issue.	
PRESENTATION  OF KNOWLEDGE  AND IDEAS			
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional  detail.	SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.	SL.2.4 Tell a story or recount an experience with appropriate  facts and relevant,   descriptive details,  speaking  audibly  in coherent sentences.	

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SL.K.5 Add drawings or other visual displays to descriptions  as desired to  provide  additional detail.	SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,  and feelings.	SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.	
SL.K.6 Speak  audibly  and express thoughts,
feelings,  and ideas  clearly.	SL.1.6 Produce complete  sentences  when
appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)	SL.2.6 Produce complete  sentences  when
appropriate to task  and situation  in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)	
GRADE  3 STUDENTS:	GRADE 4 STUDENTS:	GRADE 5 STUDENTS:	
COMPREHENSION  AND COLLABORATION			
SL.3.1 Engage effectively in a range of collaborative discussions  (one-on-one,  in groups,  and teacher- led) with  diverse partners on grade 3 topics and  texts, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having  read or studied required material; explicitly  draw on that preparation and other information known  about the topic to explore  ideas  under  discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding  in light  of the discussion.	SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Come  to  discussions prepared, having  read or studied  required material;  explicitly  draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out  assigned roles.
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the  discussion and link to  the remarks of  others.
Review the key ideas expressed and explain their own ideas and understanding in light of the  discussion.	SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing  their  own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic  to  explore  ideas under discussion.
Follow agreed-upon rules for discussions and carry out  assigned roles.
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks  of others.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.	
SL.3.2 Determine the main ideas and supporting details of a text read aloud  or information  presented in diverse media and formats, including visually, quantitatively,   and orally.	SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually,  quantitatively,   and  orally.	SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.	

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SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.	SL.4.3 Identify the reasons and evidence a speaker provides  to support  particular points.	SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons  and evidence.	
PRESENTATION  OF KNOWLEDGE  AND  IDEAS			
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable  pace.	SL.4.4 Report on a topic or text,  tell  a story, or  recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable  pace.	SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate  facts and relevant, descriptive  details to support main ideas or themes; speak clearly at  an understandable   pace.	
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts  or details.	SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development   of main ideas  or themes.	SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development   of main ideas  or themes.	
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)	SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion); use formal English when appropriate to task and situation. (See grade 4 Language  standards  1 for  specific expectations.)	SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when  appropriate  to task and situation. (See grade 5 Language standards  1 and 3 for specific expectations.)	

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GRADE  6 STUDENTS:	GRADE 7 STUDENTS:	GRADE 8 STUDENTS:	
COMPREHENSION  AND COLLABORATION			
SL.6.1 Engage effectively in a range of collaborative discussions  (one-on-one,  in groups,  and teacher- led) with diverse partners on grade  6 topics, texts, and issues, building on others’ ideas and expressing their  own clearly.
Come to discussions prepared, having  read or studied required material; explicitly  draw on that preparation by referring to evidence on the topic, text, or issue to probe and  reflect on ideas  under discussion.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual  roles  as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text,  or issue  under  discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.	SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Come  to  discussions prepared, having  read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on  ideas under discussion.
Follow rules for collegial discussions, track progress toward specific goals  and deadlines, and define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others  and, when  warranted,  modify their own views.	SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on  others’
ideas and  expressing  their  own clearly.
Come to  discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual  roles  as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,  observations,   and ideas.
Acknowledge new information expressed by others,  and, when  warranted,  qualify or justify their own views in light of the evidence  presented.	
SL.6.2 Interpret information presented in diverse media and formats  (e.g., visually,  quantitatively, orally) and explain how it contributes to  a topic, text, or issue  under study	SL.7.2 Analyze the main ideas and supporting details presented  in diverse  media  and formats  (e.g., visually, quantitatively, orally) and explain  how the  ideas clarify a topic, text,  or issue  under  study.	SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind  its presentation.	
SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons  and evidence  from claims that  are not.	SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness  of the reasoning  and the  relevance  and  sufficiency of the evidence.	SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when  irrelevant evidence  is introduced.	

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PRESENTATION  OF KNOWLEDGE  AND IDEAS			
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume,   and clear pronunciation.	SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and  examples; use appropriate eye contact, adequate volume, and clear  pronunciation.	SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate  volume,   and  clear pronunciation.	
SL.6.5 Include multimedia components  (e.g., graphics, images, music, sound)  and visual  displays in presentations  to  clarify information.	SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize  salient  points.	SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen  claims and evidence,  and add interest.	
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)	SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)	SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)	

GRADES  9-10 STUDENTS:	GRADES  11-12 STUDENTS:	
COMPREHENSION  AND COLLABORATION		
SL.9-10.1 Initiate and participate effectively  in a range of collaborative  discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own  clearly and  persuasively.
Come to discussions prepared, having read and researched material under study; explicitly  draw on that preparation by referring to  evidence from texts and other research on the topic or issue to stimulate  a thoughtful,  well-reasoned  exchange  of  ideas.
Work with peers to set rules for collegial discussions and decision- making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual  roles  as needed.
Propel conversations by posing and responding to questions that  relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge  ideas and  conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,  when  warranted,  qualify  or justify their own views and understanding  and  make  new connections  in light of  the evidence  and reasoning presented.	SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades  11–12 topics, texts, and issues, building on others’  ideas and expressing  their  own  clearly  and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly  draw on that preparation by referring to  evidence from texts and other research on the topic or issue to  stimulate  a thoughtful,  well-reasoned  exchange  of  ideas.
Work with peers to promote civil, democratic discussions and decision making,  set  clear  goals  and deadlines,  and establish  individual  roles as needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions;  and  promote  divergent  and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what  additional information or research is required to deepen the investigation or complete  the task.	

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SL.9-10.2 Integrate multiple sources of  information  presented  in diverse  media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.	SL.11-12.2 Integrate  multiple  sources of information presented  in diverse formats  and media  (e.g., visually,  quantitatively,   orally) in order to make informed decisions and solve  problems,  evaluating the  credibility and accuracy of each source and noting  any  discrepancies among  the data.	
SL.9-10.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.	SL.11-12.3 Evaluate a speaker’s perspective, reasoning,  and  use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points  of emphasis,  and  tone used.	
PRESENTATION  OF KNOWLEDGE  AND IDEAS		
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line  of reasoning and the organization,  development,   substance,  and style are appropriate to purpose,  audience,  and task.	SL.11-12.4 Present information,  findings, and  supporting  evidence,  conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience,  and a range of formal and informal   tasks.	
SL.9-10.5 Make  strategic  use of digital media  (e.g., textual,   graphical,  audio,
visual, and interactive elements) in presentations to enhance understanding of findings, reasoning,  and  evidence  and to  add interest.	SL.11-12.5 Make  strategic  use  of digital media  (e.g., textual,   graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings, reasoning,  and  evidence  and to  add interest.	
SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language  standards  1 and  3 for specific expectations.)	SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language  standards  1 and  3 for specific expectations.)	

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Language Standards K–12
The following standards for grades K–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancingthrough thegrades should meet each year’sgrade-specific standardsandretain orfurther develop skills and understandings masteredinprecedinggrades.

A note about grammar instruction: while we do understand the controversy and confusion surrounding grammar instruction, the standards do not specify specific strategies for best practice grammar instruction. The Model Curriculum contains many best practice strategies and is located on our website. Our English Language Arts Instructional Strategies webpage also contains helpful strategies and
guidance.
KINDERGARTNERS:	

GRADE 1 STUDENTS:	

GRADE 2 STUDENTS:	
CONVENTIONS  OF STANDARD ENGLISH			
Demonstrate command of the conventions of standard English grammar  and usage  when  writing or speaking.
Print many  upper- and lowercase  letters.
Use  frequently  occurring nouns  and verbs.
Form regular  plural nouns  orally  by adding
/s/ or /es/ (e.g., dog, dogs; wish,   wishes).
Understand and use interrogatives (question words) (e.g., who, what, where, when,  why, how).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Produce and expand complete sentences in shared  language  activities.	Demonstrate command of the conventions of standard English grammar and usage when  writing  or speaking.
Print all  upper-  and lowercase letters.
Use  common,  proper, and possessive  nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone,  everything).
Use  verbs  to convey  a sense  of past, present, and future (e.g., Yesterday I walked home; Today I walk home;  Tomorrow  I will walk  home).
Use  frequently  occurring adjectives.
Use frequently occurring coordinating and subordinating conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during,  beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response  to prompts.	Demonstrate command of the  conventions of standard English grammar and usage when writing  or speaking.
Use  collective  nouns  (e.g., group).
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth,  mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
Form and  use the  past  tense  of frequently occurring irregular verbs (e.g., sat,  hid, told).
Use adjectives and adverbs, and choose between  them depending  on what  is to be modified.
Produce, expand, and rearrange complete simple  and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie  was  watched by the little boy).	

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Demonstrate  command  of the conventions   of
standard English capitalization, punctuation, and spelling  when  writing.
Capitalize the first word in a sentence and the  pronoun I.
Recognize  and  name  end punctuation.
Write a letter or letters for most consonant and short-vowel   phonemes  (sounds).
Spell simple words phonetically, drawing on knowledge   of  sound-letter relationships.	Demonstrate  command  of the  conventions of
standard English capitalization, punctuation, and spelling  when  writing.
Capitalize  dates  and names  of people.
Use  end  punctuation  for sentences.
Use commas in dates and to separate single words  in a series.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically,  drawing on phonemic awareness and spelling conventions.	Demonstrate  command  of  the conventions
of standard English capitalization, punctuation, and spelling  when  writing.
Capitalize holidays, product names, and geographic  names.
Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and  frequently  occurring possessives.
Generalize  learned  spelling  patterns when writing words (e.g., cage → badge; boy → boil).
Consult reference materials, including beginning dictionaries, as needed to check and  correct spellings.	
KNOWLEDGE  OF LANGUAGE			
L.K.3 (Begins in grade 2)	L.1.3 (Begins in grade 2)	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Recognize formal and informal uses of English.
Compare formal and informal uses of English.	

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VOCABULARY  ACQUISITION AND USE			
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten  reading and content.
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
Use  the  most  frequently  occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown  word.	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning  of a word  or phrase.
Use frequently occurring affixes as a clue to the  meaning  of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,  looking).	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly  from an array of  strategies.
Use sentence-level context as a clue to the  meaning  of a word or phrase.
Determine the meaning of the new word formed when a known  prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same  root  (e.g., addition, additional).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;  bookshelf, notebook,  bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words  and phrases.	
With guidance and support from adults, explore word relationships and nuances in word meanings.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts  the  categories represent.
Demonstrate understanding of frequently occurring verbs and adjectives by relating them  to their  antonyms (opposites).
Identify real-life connections between words and their use (e.g., note places at school   that  are colorful).
Distinguish shades of meaning among  verbs describing the same general action (e.g., walk, march, strut, prance) by acting out  the meanings.	With guidance and support from adults, demonstrate understanding of word relationships and nuances  in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories  represent.
Define words  by category  and by one  or more key attributes (e.g., a duck is a bird that swims;  a tiger is a large cat with  stripes).
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them  or by acting out  the
 	meanings.		Demonstrate understanding of word relationships  and  nuances in word  meanings.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin,  slender,  skinny, scrawny).	

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L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding  to texts.	L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).	L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts,  including using  adjectives and adverbs to describe (e.g., When other kids are happy  that  makes  me happy).	

GRADE  3 STUDENTS:	GRADE 4 STUDENTS:	GRADE 5 STUDENTS:	
CONVENTIONS  OF STANDARD ENGLISH			
Demonstrate command of the conventions of standard English grammar and usage when  writing  or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their  functions  in particular sentences.
Form and use regular and irregular plural nouns.
Use  abstract nouns  (e.g., childhood).
Form and  use regular  and irregular verbs.
Form and use the simple (e.g., I walked; I walk;  I will  walk)  verb tenses.
Ensure subject-verb and pronoun- antecedent  agreement.*
Form and use comparative and superlative adjectives and adverbs,  and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.	Demonstrate command of the conventions of standard English grammar and usage when  writing  or speaking.
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when,  why).
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Use modal auxiliaries  (e.g., can, may, must) to  convey  various conditions.
Order adjectives within sentences  according to conventional  patterns  (e.g., a small  red bag rather  than  a red small bag).
Form and  use prepositional  phrases.
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Correctly use frequently confused words (e.g., to, too,  two;  there, their).	Demonstrate command of the  conventions of standard English grammar and usage when writing  or speaking.
Explain the function of conjunctions, prepositions, and interjections in general and their  function in particular  sentences.
Form and use the perfect (e.g., I had walked; I have walked; I will have walked)  verb  tenses.
Use verb tense to convey various times, sequences,  states,  and conditions.
Recognize and correct inappropriate shifts  in verb tense.
Use correlative conjunctions (e.g., either/or,  neither/nor).	

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Demonstrate  command  of the  conventions of
standard English capitalization, punctuation, and spelling  when  writing.
Capitalize  appropriate  words  in titles.
Use  commas  in addresses.
Use commas and quotation marks in dialogue.
Form and  use possessives.
Use conventional spelling  for high- frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled,  cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful  word  parts)  in writing words.
Consult reference materials, including beginning dictionaries, as needed to check and  correct spellings.	Demonstrate  command  of the  conventions of
standard English capitalization, punctuation, and spelling  when  writing.
Use  correct capitalization.
Use commas and quotation marks to mark direct speech  and quotations  from a text.
Use a comma before a coordinating conjunction  in a compound sentence.
Spell grade-appropriate words correctly, consulting  references as needed.	Demonstrate  command  of  the conventions
of standard English capitalization, punctuation, and spelling  when  writing.
Use punctuation to separate items in a series.
Use  a comma to separate an  introductory element from the rest of the sentence.
Use a comma to set off the words yes   and no (e.g., Yes, thank you), to set off a tag  question  from the  rest  of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to  indicate titles  of works.
Spell grade-appropriate words correctly, consulting  references as needed.	
KNOWLEDGE  OF LANGUAGE			
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose words and phrases for   effect.*
Recognize and observe differences between the conventions of spoken and written  standard  English.	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose words and phrases to convey ideas precisely.
Choose  punctuation  for effect.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate  (e.g., small-group  discussion).	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,  dramas,  or poems.	

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VOCABULARY  ACQUISITION AND USE			
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content,  choosing flexibly  from a range of  strategies.
Use sentence-level context as a clue to the meaning  of a word  or phrase.
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company,  companion).
Use  glossaries  or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.	Determine or clarify the meaning  of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of  strategies.
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning  of a word  or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,  autograph).
Consult  reference materials  (e.g., dictionaries, glossaries, thesauruses),  both print and digital, to find the pronunciation and determine  or clarify the precise meaning  of key  words  and phrases.	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly  from a range of  strategies.
Use context (e.g., cause/effect relationships and comparisons in text)  as  a clue to the meaning  of a word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to   the meaning of a word (e.g., photograph, photosynthesis).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.	
Demonstrate understanding of word relationships  and  nuances in word  meanings.
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Identify real-life connections between words and their use (e.g., describe people who are friendly or  helpful).
Distinguish shades of meaning among related words that describe states  of mind or degrees of certainty (e.g., knew, believed,  suspected,  heard,  wondered).	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Recognize and explain the meaning of common  idioms,  adages,  and proverbs.
Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar but not identical  meanings).	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figurative language, including similes  and metaphors,  in context.
Recognize and explain the meaning of common  idioms,  adages,  and proverbs.
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand  each of the words.	
L.3.6 Acquire and use  accurately  grade-appropriate
conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night,  we  went  looking  for them).	L.4.6 Acquire and use  accurately  grade-appropriate
general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing  animal  preservation).	L.5.6 Acquire and use  accurately grade-
appropriate general academic and domain- specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless,   similarly,  moreover,  in addition).	

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GRADE  6 STUDENTS:	GRADE 7 STUDENTS:	GRADE 8 STUDENTS:	
CONVENTIONS  OF STANDARD ENGLISH			
Demonstrate command of the conventions of standard English grammar and usage when  writing  or speaking.
Ensure that pronouns are in the proper case (subjective,  objective,   possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number  and  person.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize variations from standard  English in their own and others’  writing and speaking, and identify and use strategies to improve  expression  in conventional language.	Demonstrate command of the conventions of standard English grammar and usage when  writing  or speaking.
Explain the function of phrases and  clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships  among  ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced  and dangling  modifiers.	Demonstrate command of the  conventions of standard English grammar and usage when writing  or speaking.
Explain the function of verbals (gerunds, participles,  infinitives)  in general  and their  function in particular  sentences.
Form and use verbs in the active and passive  voice.
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive  mood.
Recognize and correct inappropriate shifts in verb voice and  mood.	
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling  when  writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical    elements.
Spell correctly.	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling  when  writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.	Demonstrate command of the  conventions of standard English  capitalization,  punctuation, and spelling  when  writing.
Use punctuation (comma, ellipsis,  dash) to  indicate a pause  or break.
Use  an ellipsis  to  indicate an omission.
Spell correctly.	

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KNOWLEDGE  OF LANGUAGE			
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener  interest,  and style.*
Maintain  consistency in style  and tone.	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose language that expresses ideas precisely and concisely.
Recognize and eliminate wordiness and redundancy.	Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use  verbs  in the  active and passive voice (e.g., emphasizing the actor or the action).
Use verbs in the conditional and subjunctive moods to achieve particular effects (e.g., expressing uncertainty or describing a state  contrary to  fact).	
VOCABULARY  ACQUISITION AND USE			
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,  choosing flexibly  from a range of  strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning  of a word  or phrase.
Use common, grade-appropriate Greek  or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of  a word or determine or clarify its precise meaning  or part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).	Determine or clarify the meaning  of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of  strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning  of a word  or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose,  rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),  both print and digital,  to find the pronunciation of a word or determine or clarify its precise meaning  or  part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).	Determine  or clarify the meaning  of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly  from a range  of strategies.
Use context  (e.g., the overall  meaning of a sentence or paragraph; a word’s  position or function in a sentence) as a clue to the  meaning  of a word or phrase.
Use common,  grade-appropriate  Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
Consult  general  and  specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine  or  clarify its precise meaning  or part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context  or in a dictionary).	

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Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification)  in context.
Use the relationship  between  particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping,  economical,  frugal, thrifty).	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship  between  particular words (e.g., synonym/antonym, analogy) to better  understand  each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g. verbal irony, puns)  in context.
Use the relationship between particular words to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).	
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension  or expression.	L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension  or expression.	L.8.6 Acquire and use accurately grade- appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important  to  comprehension  or expression.	

GRADES  9-10 STUDENTS:	GRADES  11-12 STUDENTS:	
CONVENTIONS  OF STANDARD ENGLISH		
L.9-10.1 Demonstrate command of the conventions of standard English grammar  and usage when  writing or  speaking.
Use  parallel  structure.*
Use various types of phrases (noun, verb,  adjectival,  adverbial, participial, prepositional,  absolute)  and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety  and  interest to writing  or presentations.	L.11-12.1 Demonstrate command of the conventions of standard English grammar  and usage when  writing or  speaking.
Apply the understanding that usage is a matter of convention, can change over  time,  and is sometimes  contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English  Usage,  Garner’s Modern  American Usage)  as needed.	
L.9-10.2 Demonstrate command of the conventions of standard English capitalization,  punctuation,  and spelling  when  writing.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more  closely  related  independent clauses.
Use  a colon to introduce a list or  quotation.
Spell correctly.	L.11-12.2 Demonstrate command of the conventions of standard English capitalization,  punctuation,  and spelling  when  writing.
Observe   hyphenation conventions.
Spell correctly.	

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KNOWLEDGE  OF LANGUAGE		
L.9-10.3 Apply knowledge of language  to understand  how  language  functions in different contexts, to make effective choices for meaning or style, and to comprehend  more  fully  when  reading or listening.
Write work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and  writing type.
Edit work so that it conforms to the guidelines in a style manual appropriate  for the  discipline and writing type.	L.11-12.3 Apply knowledge of language  to understand  how language  functions  in different contexts, to make effective choices for meaning or style, and to comprehend  more  fully  when  reading or listening.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as  needed.
Apply an understanding of syntax to the study of complex texts when reading.	
VOCABULARY  ACQUISITON AND USE		
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly  from a range  of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning  of a word  or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;  advocate,  advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries,  thesauruses),  both  print and digital,  to  find the pronunciation  of a word  or determine  or clarify its precise meaning,  part of speech,  or etymology.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).	L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly  from a range  of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning  of a word  or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries,  thesauruses),  both  print and digital,  to  find the pronunciation  of a word  or determine  or clarify its precise meaning,  part of speech, etymology,  or standard   usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).	
L.9-10.5 Demonstrate understanding of figurative language, word relationships,  and nuances  in word  meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze  their  role in the text.
Analyze  nuances in the  meaning  of words  with  similar denotations.	L.11-12.5 Demonstrate understanding of figurative language, word relationships,  and nuances  in word  meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze  their role in the  text.
Analyze  nuances in the  meaning  of words  with  similar denotations.	

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L.9-10.6 Acquire and use accurately general academic and domain-specific words  and phrases,  sufficient for reading,  writing,  speaking,  and listening  at the  college  and  career readiness  level;   demonstrate  independence  in gathering vocabulary  knowledge when  considering a word  or phrase important to  comprehension  or expression.	L.11-12.6 Acquire and use accurately general academic and domain-specific words  and phrases,  sufficient for reading,  writing,  speaking,  and listening  at the  college  and  career readiness  level;   demonstrate  independence  in gathering vocabulary  knowledge when  considering a word  or phrase important to  comprehension  or expression.	

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Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects do not replace content standards in those areas but rather supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards.

HISTORY/SOCIAL  STUDIES

GRADE  6-8 STUDENTS:	GRADE 9-10 STUDENTS:	GRADE 11-12 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RH.6-8.1 Cite specific textual evidence to support analysis  of primary  and secondary sources.	RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources,  attending to such features as the date and origin of the information.	RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary  sources, connecting insights gained from specific details  to an understanding  of the  text  as  a whole.	
RH.6-8.2 Analyze content-area-specific text development.
Determine the central ideas or  information of a primary  or secondary source.
Provide an accurate summary that includes the  central ideas  of the source.	RH.9-10.2 Analyze content-area-specific text development.
Determine the  central ideas or information  of a primary or secondary  source.
Provide an accurate and objective summary  of how key events or ideas develop over the course of the text.	RH.11-12.2 Analyze content-area-specific text development.
Determine the central ideas or information of a primary or secondary source.
Provide an accurate and objective summary that makes clear the relationships among the key details and ideas.	
RH.6-8.3 Identify key steps  in a text’s  description of a process related to  history/social studies  (e.g., how a bill becomes law, how interest rates are raised or lowered).	RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later  ones  or simply  preceded them.	RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.	

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CRAFT  AND STRUCTURE			
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social  studies.	RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects  of  history/social studies.	RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison  defines faction in Federalist No. 10).	
RH.6-8.5 Describe how a text presents information (e.g., sequentially,  comparatively,   causally).	RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.	RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text  contribute  to  the whole.	
RH.6-8.6 Identify aspects  of a text  that reveal  an
author’s perspective or purpose (e.g., loaded language,  inclusion or  avoidance  of particular facts).	RH.9-10.6 Compare  the perspectives  of two  or more
authors for how they treat the same or similar topics, including which  details  they  include and  emphasize in their  respective accounts.	RH.11-12.6 Evaluate   authors’ differing
perspectives on the same historical event or issue by assessing the authors’ claims, reasoning,  and evidence.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information  in print and digital texts.	RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data)  with  qualitative  analysis in print or digital text.	RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question  or solve  a problem.	
RH.6-8.8 Distinguish among fact, opinion, and reasoned  judgment  in a text.	RH.9-10.8 Assess the extent to which the reasoning and evidence  in a text  support the  author’s claims.	RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging  them  with  other information.	
RH.6-8.9 Analyze the relationship between a primary and  secondary source on the  same topic.	RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.	RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting  discrepancies among  sources.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RH.6-8.10 By the end of grade 8, read, comprehend, and respond to history/social studies texts in the grades 6–8 text complexity band independently   and proficiently.	RH.9-10.10 By the end of grade 10, read, comprehend, and respond to history/social studies texts in the grades 9–10 text complexity band independently   and proficiently.	RH.11-12.10 By the end of grade 12, read, comprehend, and respond to  history/social studies texts in the grades 11–CCR text complexity  band  independently  and  proficiently.	

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SCIENCE AND TECHNICAL SUBJECTS

GRADE  6-8 STUDENTS:	GRADE 9-10 STUDENTS:	GRADE 11-12 STUDENTS:	
KEY  IDEAS  AND DETAILS			
RST.6-8.1 Cite specific textual evidence to support analysis  of science and  technical texts.	RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending  to the  precise details  of explanations   or descriptions.	RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.	
RST.6-8.2 Analyze content-area-specific text development.
Determine the central ideas or  conclusions of a text.
Provide an accurate and objective summary that  includes  the  central ideas or conclusions  of the text.	RST.9-10.2 Analyze content-area-specific text development.
Determine the  central ideas or  conclusions of a text.
Provide  an accurate and objective  summary of the central ideas of the text that traces the text’s explanation or depiction of a complex process,  phenomenon,  or concept.	RST.11-12.2 Analyze content-area-specific text development.
Determine the central ideas or conclusions  of a text.
Provide an objective summary of the central ideas of a text, paraphrasing complex concepts, processes, or information by presenting them in simpler  but  still  accurate terms.	
RST.6-8.3 Follow  precisely  a multistep  procedure
when carrying out experiments, taking measurements,   or  performing technical tasks.	RST.9-10.3 Follow  precisely a complex   multistep
procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.	RST.11-12.3 Follow  precisely a  complex
multistep procedure when carrying out experiments,  taking measurements,  or  performing technical tasks; analyze the specific results  based  on explanations  in the text.	
CRAFT  AND STRUCTURE			
RST.6-8.4 Determine the meaning of symbols, key terms,  and other  domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.	RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and  phrases as they are used in a specific scientific or technical context  relevant  to  grades 9–10  texts  and topics.	RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific  or technical context  relevant  to  grades 11–12 texts  and topics.	
RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.	RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including  relationships among key terms (e.g., force, friction, reaction force, energy).	RST.11-12.5 Analyze how the text structures information or ideas into categories or  hierarchies, demonstrating understanding of the information  or ideas.	

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RST.6-8.6 Analyze the author’s purpose in providing an explanation,   describing a procedure, or  discussing an  experiment  in a text.	RST.9-10.6 Analyze  the  author’s purpose  in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question  the author  seeks  to address.	RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important  issues  that  remain unresolved.	
INTEGRATION  OF KNOWLEDGE  AND IDEAS			
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a  version of that information  expressed  visually  (e.g., in a flowchart,  diagram,  model,  graph, or table).	RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)  into words.	RST.11-12.7 Integrate and evaluate multiple sources of information  presented in diverse formats and media (e.g., quantitative data, video, multimedia)  in order to address a question  or solve  a problem.	
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation  in a text.	RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.	RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with  other  sources of information.	
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text  on the same  topic.	RST.9-10.9 Compare and contrast findings  presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous  explanations or accounts.	RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting  information  when possible.	
RANGE  OF READING  AND  LEVEL OF TEXT COMPLEXITY			
RST.6-8.10 By the end of grade 8, read,  comprehend, and respond to  science/technical texts in the grades  6–8 text  complexity  band independently   and proficiently.	RST.9-10.10 By the end of grade 10, read, comprehend, and respond to  science/technical texts in the grades 9–10 text  complexity  band independently  and proficiently.	RST.11-12.10 By the end of grade 12, read, comprehend, and respond to  science/technical texts in the grades 11–CCR text complexity band independently   and proficiently.	

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards.  The  CCR anchor standards  and high school standards  in literacy work  in tandem  to define college  and career readiness   expectations.
GRADE  6-8 STUDENTS:	GRADE 9-10 STUDENTS:	GRADE 11-12 STUDENTS:	
TEXT TYPES AND PURPOSES			
WHST.6-8.1 Write arguments focused on discipline- specific content.
Establish a clear thesis statement to present
and argument.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using  credible sources.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.	WHST.9-10.1 Write arguments focused on discipline- specific content.
Establish a clear and thorough  thesis to present
an argument.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the  claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the  strengths  and limitations of both claim(s) and counterclaims in a discipline- appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the argument presented.	WHST.11-12.1 Write arguments focused on discipline-specific content.
Establish a clear and thorough  thesis to
present a complex argument.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and  thoroughly,   supplying  the  most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values,  and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the argument presented.	

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WHST.6-8.2 Write informative/explanatory   texts,
including the narration of historical events, scientific procedures/  experiments,   or technical processes.
Establish a thesis statement to present information.
Introduce a topic clearly, previewing what  is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting  (e.g., headings),  graphics (e.g.,
charts, tables), and multimedia when  useful to  aiding comprehension.
Develop the topic with relevant, well-chosen facts,  definitions,  concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among  ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style and objective  tone.
Provide a concluding statement or section that follows from and supports the information  or explanation  presented.	WHST.9-10.2 Write informative/explanatory   texts,
including the narration of historical events, scientific procedures/  experiments,   or technical processes.
Establish a clear and thorough thesis to present information.
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),  and multimedia  when   useful
to  aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge   of the topic.
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships  among  ideas and  concepts.
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise  of  likely readers.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they  are writing.
Provide  a concluding statement  or  section that  follows  from and supports  the information or explanation presented (e.g., articulating implications or the significance of the topic).	WHST.11-12.2  Write informative/explanatory
texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Establish a clear and thorough thesis to present  and  explain information.
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge  of the  topic.
Use varied transitions and sentence structures to link the major sections of  the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary and techniques such as metaphor,  simile, and analogy  to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well  as to the expertise  of likely  readers.
Provide a concluding statement or section that follows from and  supports the information or explanation provided (e.g., articulating implications or the significance of the topic).	
WHST.6-8.3 (See note; not applicable as a separate requirement)	WHST.9-10.3 (See note; not applicable as a separate  requirement)	WHST.11-12.3 (See note; not applicable as a separate  requirement)	

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PRODUCTION AND DISTRIBUTION OF  WRITING			
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate  to task,  purpose,  and audience.	WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate  to task,  purpose,  and audience.	WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well   purpose  and audience  have  been addressed.	WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.	WHST.11-12.5 Develop  and strengthen  writing as needed by planning,  revising,  editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose  and audience.	
WHST.6-8.6 Use technology, including the  Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.	WHST.9-10.6 Use technology, including the  Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information  flexibly   and dynamically.	WHST.11-12.6 Use technology, including the Internet,  to produce,  publish,  and update individual  or shared writing  products in response to ongoing feedback, including new arguments or information.	
RESEARCH  TO BUILD AND  PRESENT KNOWLEDGE			
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question),  drawing  on several  sources and generating additional related, focused questions that allow  for multiple  avenues  of exploration.	WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under  investigation.	WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating  understanding  of the subject  under  investigation.	
WHST.6-8.8 Gather  relevant  information  from
multiple print and digital  sources, using search terms effectively;  assess the credibility and  accuracy of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and following a standard format for citation.	WHST.9-10.8 Gather  relevant  information  from
multiple authoritative print and digital sources, using advanced  searches  effectively;  assess  the usefulness of each source in answering the research question;  integrate  information  into  the  text selectively to maintain the flow of ideas, avoiding plagiarism  and following  a standard  format for citation.	WHST.11-12.8 Gather  relevant  information from
multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations  of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow  of ideas,  avoiding  plagiarism and overreliance  on any one  source and following  a standard  format  for citation.	
WHST.6-8.9 Draw evidence from informational texts to  support  analysis  reflection, and research.	WHST.9-10.9 Draw evidence from informational texts to  support  analysis  reflection, and research.	WHST.11-12.9 Draw evidence from informational texts  to support  analysis reflection,  and  research.	

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RANGE  OF WRITING			
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.	WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.	WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,  and audiences.	

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English Language Arts Standards Revision Advisory Committee and Working Group

Advisory Committee Members

Representative	Organization	
Sarah Jackson	Early Learning	
Emily Rozmus	INFOhio	
Gayle Geitgey	INFOhio	
Andrea Scott	Ohio Association for Career and Technical Education (ACTE)	
Jackie Blosser	Ohio Association of Administrators of State and Federal Education Programs	
Amy Piacentino	Ohio Association for Curriculum and Supervision Development (ASCD)	
Julie Greenberg	Ohio Council of the International Reading Association (OCIRA)	
Karla Hayslett	Ohio Council of Teachers of English Language Arts (OCTELA)	
Matthew DeMatteis	Ohio Education Association	
Deb Tully	Ohio Federation of Teachers	
April Hoying	Ohio Language Arts Supervisors Network (OLASN)	
Jackie Arendt	Ohio PTA	
Jovette Hiltunen	Ohio Educational Service Center Association (OESCA)	
Cori Stevens	Ohio TESOL	
Dr. Caroline Clark	Ohio Department of Higher Education	
Tricia Ebner	Committee Co-Chair	
Lisa Bass	Committee Co-Chair	

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Working Group Members

Grades K-5	Grades 6-8	Grades 9-12

Thuwaiba Duncan, Columbus City	Sara Cart, Cleveland Municipal	Clifton Gregory, Columbus City	
Natasha Taylor, Cincinnati City	Belinda Jovanov, Miamisburg City	Theresa Bosse, Treca Digital Academy	
Tonya West-Wright, Princeton City	Debra Neal, South Amherst	Anna Fox, Muskingum Valley ESC	
LaVerne Thomas, Berea City	Bernetta Snell, Canton City	Lisa Iberis, Mahoning County ESC	
Denise Johnson, Bellefontaine City	Jennifer Payne, Urbana City	Joanne Krajeck, Malone University	
Eddie Kerney, Ross County	Trent Kreischer, Crestview Local	Tiffany Minton, Miami Career Tech Center	
Kristal Lovette, Fayetteville-Perry Local	Joyce Gerber, Norton City	Mary Ellis, Cincinnati Public	
Krissy Machamer, Licking Heights Local	Christina Smart-Meigs, Triad Local	Connie Salvayon, Eastern Gateway CC	
Mia Brower, Reynoldsburg City	Dawn Spurr, Fort Frye Local	Desiree Moyer-Stephens, Cleveland Central	
Marlo Moransky-Miller, Mahoning County ESC	Katherine Adick, Chagrin Falls Exempted Village	Desiree Bernard-Johnson, Pickerington Local	
Linda Fenner, Franklin County