Common Core ELA Standards and Objectives Guide

Copyright © 2011 The Achievement Network. All Rights Reserved.

Table of Contents

DOK Explanation with CCSS Objectives .......................................................................................................................................................................... 3

Second Grade Reading ................................................................................................................................................................................................... 7

Third Grade Reading .................................................................................................................................................................................................... 27

Fourth Grade Reading .................................................................................................................................................................................................. 46

Fifth Grade Reading ..................................................................................................................................................................................................... 69

Sixth Grade Reading ..................................................................................................................................................................................................... 91

Seventh Grade Reading .............................................................................................................................................................................................. 114

Eighth Grade Reading ................................................................................................................................................................................................ 137


DOK Explanation with CCSS Objectives a

How the document was developed To develop the document, we consulted the Common Core State Standards for English Language Arts for grade-specific progression of skills in

language, reading literature, and reading informational text; Bloom’s taxonomy; and Webb’s Depth of Knowledge levels. We used our own

professional experiences as teachers to fill in any gaps not otherwise specified by these documents.

Please note that the CCSS objectives and the Depth of Knowledge exemplars below are by no means exhaustive. Objectives for these skills could

differ depending on a variety of factors, including the text being taught or a particular unit’s theme. Teachers are encouraged to adapt these lists

to fit their instruction and curriculum.


How to read the document

The objectives in the document are listed in ascending order by rigor (also referred to as Depth of Knowledge [DOK 1-4].

EXAMPLE FROM 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 int eract).

From least rigorous (DOK 1)

•Identify role character plays (antagonist/protagonist, etc.) in passage. (R.CCR.3)

(DOK 2)

•A. Compare and contrast specific details about two or more characters using specific details from the text

•B.Compare and contrast specific details about two or more settings using specific details from the text

•C. Compare and contrast specific details about two or more events using specific details from the text

(DOK 3)

•D. Draw conclusions about what may have happened if characters or plot events were different. (RL.5.3)

to most rigorous (DOK 4)

•None

Note:

Students

must master

objective B

and C

before they

can be

proficient at

objective D.


Descriptors of DOK Levels for Reading (based on Webb and Wixson, 2002, and Webb, Technical Issues in Large Scale Assessment, report

published by CCSSO, December 2002.)

Language Arts Levels of Depth of Knowledge

“Interpreting and assigning depth-of-knowledge levels to both objectives within standards and assessment items is an essential requirement

of alignment analysis.”

Level 1 “Level 1 requires students to receive or recite facts or to use simple skills or abilities. Oral reading that does not include analysis of the text as

well as basic comprehension of a text is included. Items require only a shallow understanding of text presented and often consist of verbatim

recall from text or simple understanding of a single word or phrase.” Included below are some examples that represent but do not constitute all

of Level 1 performance:”

R.CCR.1: Use graphic organizers to record details.

R.CCR.5: Classify passage according to genre.

L.5.1: Differentiate between present perfect, past perfect, and future perfect tenses.

Level 2

“Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and

subsequent processing of text or portions of text. Intersentence analysis of inference is required. Some important concepts are covered but not

in a complex way. Standards and items at this level may include words such as summarize, interpret, infer, classify, organize, collect, display,

compare, and determine whether fact or opinion. Literal main ideas are stressed. A Level 2 assessment item may require students to apply some

of the skills and concepts that are covered in Level 1.” Included below are some examples that represent but do not constitute all of Level 2

performance:

RI.5.1: Identify quotations that support the analysis of an informational text.

RL.5.2: Analyze how characters respond to challenges through actions and dialogue.

W.5.2: Paraphrase when taking notes from sources.


Level 3

“Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the text; however, they are still required to show

understanding of the ideas in the text. Students may be encouraged to explain, generalize, or connect ideas. Standards and items at Level 3

involve reasoning and planning. Students must be able to support their thinking. Items may involve abstract theme identification, inference

across an entire passage, or students’ application of prior knowledge. Items may also involve more superficial connections between texts.” Level

3 objectives frequently, but not always, involve a written response. Included below are some examples that represent but do not constitute all

of Level 3 performance:

RL.5.2: Determine the theme of a poem

RL.5.2: Identify how/whether speaker's perspective evolves/changes

R.CCR.6: Evaluate effectiveness of author's argument.

Level 4 “Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended

activity [like a performance task, never multiple-choice questions], with extended time provided. The extended time period is not a

distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order

thinking. Students take information from at least one passage and are asked to apply this information to a new task. They may also be asked to

develop hypotheses and perform complex analyses of the connections among texts.” Because ANet does not currently assess performance tasks,

we have grayed out the DOK 4 for each objective. Included below are some examples from the Common Core State Standards that represent but

do not constitute all of Level 4 performance:

Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or speak about the

subject knowledgeably.

Integration of Knowledge and Ideas: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by

different authors or from different cultures.

Integration of Knowledge and Ideas: 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.

Integration of Knowledge and Ideas: 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.


Second Grade Reading


2nd grade Common Core

Common Core

Strand

Common Core

Domain

Common Core Standard

CCR or Grade Level

Grade-specific or CCR Anchor Standard

Language Objective DOK Sample Stems

Reading Key Ideas & Details

R.CCR.1

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.

Use graphic organizers to record details.

1

All except questions 2 All of the following details suggest X, except…

Identify what a given line indicates. 2

Identify missing details. 2

List details in order of importance. 2

Determine fact from opinion 2

Predict the likely effect or outcome. 2

Use details (evidence) from the text to prove or contradict a statement about a passage.

2

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.

Identify key details directly stated in the text.

1 (Identify Who, what, when, where, why, how)

Use evidence from text to identify key questions answered by text.

2

Which question is answered by paragraphs 1-3?; Which question is not answered by the text?

Explain key details directly stated in the text.

2 (Explain Who, what, when, where, why, how)

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.

Identify key details directly stated in the text.

1

Explain key details directly stated in the text.

2

Use evidence from text to identify key questions answered by text.

2 Which question is/is not answered by the text?

R.CCR.2 Determine central ideas or themes of a text and

Recount plot happenings not explicitly stated in the text.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



analyze their development; summarize the key supporting details and ideas.

Identify the topic of individual paragraphs or sections.

2

Identify the topic sentence of a paragraph.

2

Determine main idea of paragraph or sections of a passage.

2

Identify an alternative title for a passsage or heading for a section.

3

RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Identify key details in literary text. 1

Retell story events in sequential order. 1

Identify and explain the elements of a story, (e.g. character (s), setting, problem, solution, plot).

1

Retell stories from diverse cultures (assessable through speaking/listening).

2

Analyze key details to determine the central message, lesson, or moral of literary text.

3

Determine what lesson or moral the stories are teaching, as evidenced by character actions, dialogue or narrator explicitly naming.

3

RI.2.2 Identify the main topic of a multiparagraph text as

Identify main topics within individual paragraph(s).

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



well as the focus of specific paragraphs within the text.

Identify main idea across the text. 3

Reading Key Ideas &

Details

R.CCR.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text

Identify role character plays (antagonist/protagonist, etc.) in passage.

1

Draw conclusions about what may have happened if characters or plot events were different.

3

RL.2.3

Describe how characters in a story respond to major events and challenges.

Identify the characters in the story 1

Draw conclusions about characters to determine their traits.

2

Identify the most important events/challenges that happened in the story and support your reasoning.

2

Identify cause/effect relationships between characters and major story events and challenges in a text.

2

Explain how the characters solve the problem in this story (through actions, dialogue, etc.).

3

RI.2.3

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in

Identify a series of events, ideas, or steps.

1

Use time order to sequence events, steps, ideas.

1

Identify the cause or effect. 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



technical procedures in a text.

Identify or explain how a series of events, ideas, or steps are linked together (similarities, differences, sequence) in a text.

2

Craft & Structure

R.CCR.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Identify techniques an author uses to persuade.

2

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.

Identify which parts of poem, story, song have alliteration, rhyme, repetition, regular beats.

2

Explain how words and phrases with alliteration, rhyme, repetition, and regular beats add meaning to text.

2

RI.2.4

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Determine and clarify meaning of unfamiliar words and phrases, using sentence level context.

2

Use text features to determine and clarify meaning of words and phrases in informational text.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Reading Craft &

Structure

R.CCR.5

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.

Classify passage according to genre. 1

RL.2.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Recalls that the introduction is the beginning and the conclusion is where the action ends. (Identifies beginning, middle, end of story.)

1

Explain how a story introduces/concludes plot using sequencing words (e.g., first, so, then, next, after that, finally) to describe beginning to end.

1

Identify differences between fantasy and reality texts.

2

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.

Recall the function of glossaries, subheadings, indexes, etc.

1

Analyze text information using glossaries, subheadings, bold, electronic menus, icons, captions.

2

Identify which text features are used to find information within a specific source.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Identify the author's purpose in text features and bold or other unusual formats in informational text.

2

R.CCR.6

Assess how point of view or purpose shapes the content and style of a text.

Evaluate effectiveness of author's argument.

3

Identify author's bias. 3

RL.2.6

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Identify who is telling the story. 1

Identify which character is speaking at a given time.

1

Compares/contrasts how the characters are thinking/feeling about various events.

2

RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Identify author's purpose for including particular sections and/or text features.

2

Identify author's purpose in writing text/agenda (what the author wants to answer, explain, or describe), including intended audience, how one might use text, or what one might learn from it etc.

3

Language Conventions of Standard

English L.CCR.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



L.2.1.


N/A N/A

a. Use collective nouns (e.g., group).

Identify collective nouns presented in a variety of texts.

1

Identify/demonstrate appropriate use of collective nouns (i.e.., when to use group vs. groups).

2

Distinguish between common, proper, and possessive, and collective nouns.

2

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Identify frequently occurring irregular plural nouns in text presented in a variety of formats.

1

Form the plurals of frequently occurring singular irregular nouns.

1

Identify/demonstrate appropriate use of plural nouns (children vs. childs; people vs. peoples).

2

c. Use reflexive pronouns (e.g., myself, ourselves).

Identify appropriate reflexive pronoun. 1

Identify/ appropriate use of reflexive pronoun.

2

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Identify correct forming of past tense of frequent irregular verb (i.e.., sat instead of sitted).

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

Distinguish between adjectives and adverbs in context, depending on what is to be modified.

1

Identify/demonstrate correct use of adjectives and adverbs in context.

2

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Identify complete simple and compound sentences.

1

Produce complete simple and compound sentences.

2

Distinguish between a sentence and a fragment.

2

Distinguish between declarative, interrogative, imperative, and exclamatory sentences.

2


English

L.CCR.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

N/A N/A

L.2.2


N/A N/A

a. Capitalize holidays, product names, and

Distinguish between names and other nouns.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



geographic names. Identify months of the year. 1

Identify/revise incorrect capitalization of names and dates.

2

Correctly capitalize names and dates. 2

b. Use commas in greetings and closings of letters.

Identify different types of sentences and their end punctuation.

1

Identify/revise incorrect end punctuation in sentences.

2

Correctly use end punctuation. 2

c. Use an apostrophe to form contractions and frequently occurring possessives.

Identify and define purpose of commas in text that contains dates or a series.

1

Identify/revise incorrect commas in text that contains dates or a series.

1

Identify serial and non serial comma usage.

1

Correctly use commas in dates/series. 2

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Identify correct common spelling patterns.

1

Identify the correct spellings for frequently occurring irregular words.

1

Apply the correct spelling of common and irregular spelling patterns to unfamiliar words,

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Not assessable in language, only in listening/speaking and writing

N/A

Knowledge of Language

L.CCR.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

N/A N/A

L.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English.

Identify and distinguish between formal and informal English.

1

Identify purposes, audiences, and environments that require formal and informal English.

2

Language Vocabulary Acquisition

and Use L.CCR.4

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.

Determine which homonym best fits in the context of the sentence

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



L.2.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

N/A N/A

a. Use sentence-level context as a clue to the meaning of a word or phrase.

Identify which clues within a sentence help determine or clarify the meaning of a word or phrase.

2

Identify the meaning of grade appropriate tier 1 or tier 2 word using context clues.

2

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Identify common prefixes and their meaning.

1

Use meaning of known words and prefixes to explain the meaning of new words.

2

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Identify and define the root word in unknown words.

1

Identify common suffixes and their meanings.

1

Distinguish between prefixes and suffixes.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Use meaning of prefixes and suffixes to explain the meaning of known root words.

2

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Identify compound words presented orally and in a variety of texts.

2

Combine meanings of individual words together to determine meaning of new compound words.

2

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Apply alphabet knowledge to use glossaries and dictionaries.

1

L.CCR.5

Demonstrate understanding of word relationships and nuances in word meanings.

Identify sentence charge to help determine meaning of a word

L.2.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Identify connections between words and use

2

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Identify synonyms for given verbs and adjectives.

2

Use context clues to distinguish nuances of meaning among synonyms.

2


and Use L.CCR.6

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.

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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).

not assessable N/A

Writing Text Types

and Purposes

W.CCR.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

N/A N/A

W.2.1.

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or

Identify the topic or book 1

List relevant information from a book on a specific topic.

1

Form an opinion including prior knowledge and information provided in book

3

Develop a clear, focused topic sentence that states a point of view or opinion.

3

Distinguish between facts and opinions.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



section. Generate reasons to support an opinion using facts, details or text references.

3

Draft a paragraph or multiple paragraphs including information that supports an opinion.

3

Identify and explain relationships between ideas, (e.g., cause/effect, examples).

3

Use appropriate vocabulary to connect opinion and reasons.

3

Draft a concluding sentence that restates the opinion.

2


2

Revise to verify a clear statement of opinion supported by a list of reasons.

3

Add relevant details to strengthen writing.

2

Writing Text Types

and Purposes

W.CCR.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Identify the topic. 1

Develop and write a clear and focused introductory sentence that identifies the topic.

2

Differentiate between facts and opinions within a specific source.

2

Gather facts and definitions from basic print and multimedia resources in an ethical and appropriate manner.

2

Organize facts and definitions to write a paragraph or multiple paragraphs related to a topic.

3


2

Use information presented and gathered to write an effective conclusion.

3

Expand and rearrange complete simple and compound sentences.

2

Revise to improve quality of composition

3


2

Edit to correct errors in capitalization, punctuation, and spelling.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.CCR.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

N/A N/A

W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Identify an event or situation. 3

Identify characters and the problem. 3

Sequence the events in a logical order. 3

Draft an opening sentence that introduces the narrative.

3

Develop plot structure of story. 3

Include details that personalize the experience (thoughts, actions, and feelings).

3

Write sentences in a meaningful order using temporal words to signal the sequence.

3

Draft a conclusion that resolves the narrative.

3


3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Writing

Production and

Distribution of Writing

W.CCR.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

N/A 3

W.2.4 (Begins in grade 3) not assessable N/A

W.CCR.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

N/A 2

W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

2 (Could be assessed through speaking and listening.

Revise or edit to improve quality of composition.

2

W.CCR.6

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

N/A 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

Use technology to record and organize data/information.

1


Third Grade Reading


3rd grade Common Core

Common Core

Strand

Common Core

Domain

Common Core

Standard CCR or Grade

Level

Grade-specific or CCR Anchor Standard Language

Objective DOK Sample Stems


R.CCR.1


Use graphic organizers to record details 1

Identify all irrelevant or unrelated details using the term "except"

2







2

RL.3.1.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

List relevant evidence from the text when responding to text-specific questions.

1

Identify questions answered by text and refer to explicit details in text to support answers.

2

Which question is answered by paragraphs 1-3?;Which question is not answered by the text?

RI.3.1.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

List relevant evidence from the text when responding to text-specific questions.

1

Identify questions answered by text and refer to explicit details in text to support answers

2 Which question is answered by the text?

R.CCR.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


2


2

Identify the topic sentence of a paragraph. 2



Common Core

Strand

Common Core

Domain

Common Core


Level




2


3

RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Differentiate between key and minor details and events from the beginning, middle, and end of a literary text.

2

Identify and explain the elements of a story (e.g., character(s), setting, problem, solution, sequence of events).

2

Identify central message of stories from diverse cultures and explain how explain how key details communicate the message.

3

Identify lesson or moral of stories from diverse cultures and explain how key details (from character description dialogue, plot, etc.) support the lesson or moral.

3

RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Recall key details that support main idea. 1

Differentiate key details in an informational text from minor details.

2

Explain how key details support the main idea.

2

Differentiate between a topic and an idea (e.g., exercise versus the value of exercise) in a passage.

2

Determine a main idea across the text. 3



Common Core

Strand

Common Core

Domain

Common Core


Level



Reading Key Ideas &

Details

R.CCR.3



1


3

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.

Describe specific characters' traits, motivations, or feelings and draw conclusions about characters.

2

Identify reasons why the character(s) acted the way he/she did.

2

Explain how characters' actions, feelings, motivations influence events in plot.

2

Describe how character's feelings change throughout the story.

3

Explain patterns in characters behavior. 3

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.

Explain relationships between a series of events, ideas, or steps, (e.g., cause/effect, sequence, chronology, similarities/differences).

3



Common Core

Strand

Common Core

Domain

Common Core


Level



Craft & Structure

R.CCR.4



RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Use context clues to determine meaning of words and phrases.

2

Distinguish differences in meaning in literal and figurative language.

2

Explain why author chose particular word or phrase.

2

Identify other meanings of multiple meaning words.

2

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.

Determine and clarify the meaning of unfamiliar academic and domain specific words and phrases, using sentence level context.

2

Use text features (including footnotes and glossaries) to determine and clarify meaning of words and phrases in informational text.

2



Common Core

Strand

Common Core

Domain

Common Core


Level



Reading Craft &

Structure

R.CCR.5



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.

Identify what the parts of this story are called (chapters, stanzas, scenes).

1

Describe how various parts of stories, poems, dramas are connected.

2

RI.3.5

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Identify which text features are used to find information within a specific source.

1

Explain how text features (key words, sidebars, hyperlinks) clarify the information in the text.

2

R.CCR.6 Assess how point of view or purpose shapes the content and style of a text.


3


RL.3.6

Distinguish their own point of view from that of the narrator or those of the characters.

Identify narrator or character's point of view.

1

Compare/contrast their own point of view with narrator's and character's.

2

Identify the narrator. 1



Common Core

Strand

Common Core

Domain

Common Core


Level



RI.3.6 Distinguish their own point of view from that of the author of a text.

Identify the author’s implied or directly-stated point of view about the topic of the text (what he/she wants the reader to understand) (e.g., by looking at specific language, punctuation choices, etc.).

3

Compare and contrast their opinion with that of the author.

3


English

L.CCR.1


N/A N/A

L.3.1.


N/A N/A

N/A N/A

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Recognize and name parts of speech in text presented in a variety of formats.

1

Identify and explain the differences between parts of speech and their functions.

2

Identify/demonstrate correct use of parts of speech.

2

b. Form and use regular and irregular plural nouns.

Identify and define regular and irregular plural nouns in text presented in a variety of formats.

1

Distinguish between regular and irregular plural nouns.

2



Common Core

Strand

Common Core

Domain

Common Core


Level



Identify/demonstrate correct use of irregular plural nouns.

2

c. Use abstract nouns (e.g., childhood).

Identify and define abstract nouns in text presented in a variety of formats.

1

Distinguish between types of nouns, e.g., abstract, common.

2

Demonstrate correct use of abstract nouns. 2

d. Form and use regular and irregular verbs.

Identify and define regular and irregular verbs in text presented in a variety of formats.

1

Demonstrate/identify consistent and appropriate use of verb tenses, such as past, present, and future in oral and written language.

2

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Identify and define verb tenses in text presented in a variety of formats.

1

Demonstrate/identify the correct use of past, present, and future tenses of verbs in speaking and writing.

2

f. Ensure subject-verb and pronoun-antecedent agreement.

Identify subjects and verbs in sentences. 1

Identify/demonstrate correct connection between subjects/verbs, i.e., singular subjects with singular verbs and plural subjects with plural verbs.

2

Identify relationship between pronouns and antecedents.

2 Which word in the sentence does the word "it" refer to?

Demonstrate/identify correct subject-verb and pronoun-antecedent agreement in

2



Common Core

Strand

Common Core

Domain

Common Core


Level



speaking and writing.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Identify and explain the difference between comparative and superlative.

1

Identify the correct modifier for given sentences.

2

Demonstrate/identify the correct use of comparative and superlative adjectives and adverbs in oral and written language.

2

h. Use coordinating and subordinating conjunctions.

Distinguish between coordinating and subordinating conjunctions.

1

Demonstrate/identify the core use of conjunctions in combining sentences.

2

i. Produce simple, compound, and complex sentences.

Distinguish between a sentence and a fragment.

1

Distinguish between simple, compound, and complex sentences.

2

Demonstrate/identify appropriate use of sentence combining/sentence separating.

2


English

L.CCR.2


N/A N/A

L.3.2

Standard English capitalization, punctuation, and spelling when writing.

N/A N/A

a. Capitalize appropriate Explain the rules for capitalization of titles. 1



Common Core

Strand

Common Core

Domain

Common Core


Level



words in titles. Identify appropriate words to capitalize in given titles.

2

Demonstrate/identify correct capitalization. 2

b. Use commas in addresses.

Identify and demonstrate rules for placement of commas in addresses.

2

Identify and revise incorrect use of commas.

2

c. Use commas and quotation marks in dialogue.

Identify direct dialogue in text. 1

Identify capitalization rules for dialogue. 1

Demonstrate/identify correct placement of commas and quotation marks in dialogue.

2

d. Form and use possessives.

Distinguish between contractions and possessives.

1

Demonstrate/identify correct use of possessives and contractions.

2

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

N/A N/A

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing

N/A N/A



Common Core

Strand

Common Core

Domain

Common Core


Level



words.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

N/A N/A

Language Knowledge of Language

L.CCR.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.

N/A N/A

L.3.3


N/A N/A

a. Choose words and phrases for effect.

Identify figurative language. 1

Apply figurative language to writing/speech. 2



Common Core

Strand

Common Core

Domain

Common Core


Level



b. Recognize and observe differences between the conventions of spoken and written standard English.

not assessable N/A

Vocabulary Acquisition

and Use

L.CCR.4



2

L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

N/A N/A

a. Use sentence-level context as a clue to the meaning of a word or phrase.

Identify which clues within a sentence help determine or clarify the meaning of a word or phrase.

2


2

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,

Identify the root word in multisyllabic words.

2

Identify meaning of common prefixes and suffixes.

1



Common Core

Strand

Common Core

Domain

Common Core


Level



agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Distinguish between prefixes and suffixes. 1

Use meaning of prefixes and suffixes to explain the meaning of new words.

2

Identify relationships between and among words with the same prefixes and suffixes.

2

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Identify and define the root word in unknown words.

1

Use meaning of prefixes and suffixes to explain the meaning of words with known roots.

2

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Identify and explain purpose of glossaries and beginning dictionaries, both print and digital.

1

Use key words and text features to help find information within a specific source.

1

Use the context in which words are used to choose among possible meanings.

2


and Use

L.CCR.5 Demonstrate understanding of word relationships and nuances in word meanings.


1

L.3.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

N/A N/A

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Differentiate between the concepts of literal and nonliteral.

1

Identify literal and nonliteral meaning to understand text.

2



Common Core

Strand

Common Core

Domain

Common Core


Level



b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Identify connections between words and use

2

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Use references sources and prior knowledge to distinguish nuances of meaning among synonyms.

2

L.CCR.6


N/A N/A



Common Core

Strand

Common Core

Domain

Common Core


Level



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).

not assessable N/A

Writing Text Types

and Purposes

W.CCR.1


N/A N/A

W.3.1.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

N/A N/A

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

List relevant information from a book on a specific topic.

1

Paraphrase when taking notes from sources 2

Generate a point of view or opinion. 3

Brainstorm reasons that support the point of view or opinion.

3

Draft an introduction that establishes the focus with a topic sentence about topic and states a point of view or opinion.

3



Common Core

Strand

Common Core

Domain

Common Core


Level



b. Provide reasons that support the opinion.

Differentiate among reasons, opinion(s), and facts.

2

Organize reasons to best support an opinion (e.g., least to most important, most to least important).

2

Draft the body to support an opinion or point of view through effective organization of reasons.

3

Establish the focus of the paragraph/ each paragraph with a topic sentence.

3

Organize paragraph(s) with structure (e.g., list, cause/effect, order of importance).

3

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons

Identify and explain relationships, including cause/effect, example.

3

Apply academic vocabulary/domain specific vocabulary to express relationship/ideas correctly.

2

d. Provide a concluding statement or section

Draft a conclusion that paraphrases the opinion or point of view.

2

Revise to ensure a clear statement of opinion supported by a list of reasons

3

Choose words and phrases for effect 3

W.CCR.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the

N/A N/A



Common Core

Strand

Common Core

Domain

Common Core


Level



effective selection, organization, and analysis of content.

Writing Text Types

and Purposes

W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

N/A N/A

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Gather information on a topic. 1

Paraphrase when taking notes from sources.

2

Sort information by topic or idea. 3

Draft an introduction that orients the reader to the topic and establishes the focus with a topic sentence.

3

Include appropriate text features to aid understanding.

3

Cites copyrighted material appropriately. 1

b. Develop the topic with facts, definitions, and details.

Differentiate between a fact and an opinion.

Differentiate between relevant and irrelevant information when researching a specific topic.

2

Draft the body to examine a topic with well- organized facts, definitions, and details.

3



Common Core

Strand

Common Core

Domain

Common Core


Level



c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Organize information by categories and correctly link ideas within each category.

3

Apply academic vocabulary to express relationships correctly.

2

Apply domain-specific vocabulary to clarify information.

2


Draft a conclusion that draws inferences or conclusions from the information presented.

3

Apply the revision and editing stages of the writing process.

2


Fourth Grade Reading


4th grade Common Core

Common Core

Strand

Common Core

Domain


CCR or Grade Level




R.CCR.1



1

All except questions 2







2

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.

Recall only evidence from text to demonstrate understanding and to answer directly stated questions. (Ex. Which section shows...).

1

Distinguish between relevant and irrelevant details and examples.

2

Explain what is directly stated in the text by citing specific details and examples from the text.

2

Make inferences about the text. 2

Explain inferences, conclusions, predictions, and generalizations by citing appropriate details and examples from the text.

2

RI.4.1. Refer to details and examples in a text when explaining what the text

Explain what is directly stated in the text by citing specific details and examples from the text.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



says explicitly and when drawing inferences from the text.

Distinguish between relevant and irrelevant details and examples.

2

Make inferences about the text. 2

Explain inferences, conclusions, predictions, and generalizations by citing appropriate details and examples from the text.

2

Key Ideas & Details

R.CCR.2



2


2


2


2


3

RL.4.2

Determine a theme of a story, drama, or poem

from details in the text; summarize the text.

Understand concept of theme (a unifying idea that is a recurrent element in literary or artistic work

1

Distinguish between theme and main idea/topic.

2

Summarize the main events/ideas in a story, drama, or poem from beginning to end in a few sentences.

2

Identify main ideas throughout text (not theme)

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Determine a theme of stories, dramas, and poems using details from the text (character actions/responses/characterization, etc.) to support answer.

3

RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Paraphrase key details or information. 2

Summarize the text. 2

Determine a main idea across the text. 3

Explain how key details or information, including those found in text features, support the main idea.

2

Reading Key Ideas &

Details

R.CCR.3



1


3

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).

Identify specific details (using characterization) in text that reveal a character in a story or drama.

2

Explain why characters behave/act/think/speak feel etc. as they do various stages of text.

2

Analyze the setting or an aspect of the setting (e.g. time, place, historical backdrop, and determine its contribution to the mood and/or the plot.)

3




Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

Explain how, what, and why historical events, scientific ideas or “how to” procedures happened, and use the text to support their answers.

3

Craft & Structure

R.CCR.4



2

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).


2

Distinguish differences in meaning in literal and figurative language.

2

Explain why author chose particular word and how it affects meaning.

2

Identify other meanings of multiple meaning words.

2

Identify allusions to mythological characters (e.g.. Herculaan, Pandora's Box, Midas Touch, Achilles' Heel, Titan, Hot as Hades, etc.)

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.


2

Use text features to determine and clarify meaning of words and phrases in informational text.

2

Reading Craft &

Structure

R.CCR.5



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.

Identify that verse, rhythm, and meter occur with poems while characters, settings, dialogue belong to prose and drama, and stage directions belong to drama alone.

1

Identify structural and stylistic similarities and differences between poems, prose, and drama.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

Identify the structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts of individual paragraphs.

3

Explain the predominant structure (e.g., chronology, comparison, cause/effect, problem/solution) of a text.

3

R.CCR.6



3


RL.4.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Identify characteristics of first and third person narrations.

2

Describe the narrator’s relationship to the characters.

2

Identify type of narration across various texts

2

Compare/contrast the characteristics of those narrations, as evidenced in the text.

3

RI.4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Recall the difference between firsthand (interview, diary, memoir, autobiography, etc.) and secondhand accounts (newspaper, biography etc.).

1

Explain similarities and differences (in focus of text and information provided) between firsthand and secondhand accounts.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level




English

L.CCR.1


N/A N/A

L.4.1.


N/A N/A

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Identify relative pronouns and relative adverbs in text presented in a variety of formats.

1

Identify the antecedents for relative pronouns.

2

Identify/demonstrate the appropriate use of relative adverbs in sentences.

2

Identify/demonstrate the appropriate use of relative pronouns.

2

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Differentiate between past, present, and future tenses.

2

Identify helping/auxiliary verbs as part of verb phrases.

2

Identify progressive verb tenses in text presented in a variety of formats.

1

Identify/demonstrate the appropriate use of verb tenses.

2

Explain the purpose of helping/auxiliary verbs.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Identify modal auxiliaries/helping verbs.

1

Explain the purpose of modal auxiliaries/helping verbs in context.

1

Identify rules for using modal auxiliaries.

1

Demonstrate/identify appropriate use of modal auxiliaries.

2

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Identify/demonstrate correct placement of adjectives in sentences.

2

e. Form and use prepositional phrases.

Identify prepositional phrases. 1

Explain the purpose of prepositional phrases.

1

Compose sentences using prepositional phrases to modify nouns and verbs.

2

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

Differentiate between grammatically complete sentences, sentence fragments, and run-on sentences.

1

Identify coordinating conjunctions (fanboys).

1

Explain the role of coordinating conjunctions in sentences.

3

Compose simple and compound sentences using coordinating

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



conjunctions.

Revise incomplete, fragments, run-ons by combining sentences and using coordinating conjunctions.

2

g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

Distinguish between meanings, spellings, and pronunciations of frequently confused words homophones and homographs.

2

Identify and demonstrate correct use of homophones and homographs.

2


English

L.CCR.2


N/A N/A

L.4.2


N/A N/A

a. Use correct capitalization.

Explain the rules for capitalization in sentences and with proper nouns.

1

Demonstrate/identify correct use of capital letters in titles and the first word in direct quotations.

2

b. Use commas and Distinguish between direct and indirect 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



quotation marks to mark direct speech and quotations from a text.

dialogue in text.

Demonstrate/identify correct use of capitalization for dialogue.

2

Demonstrate/identify correct placement of commas and quotation marks in dialogue.

2

c. Use a comma before a coordinating conjunction in a compound sentence.

Identify independent and dependent clauses in compound sentences.

1

Demonstrate/identify correct use of comma before a coordinating conjunction in a compound sentence.

2

d. Spell grade-appropriate words correctly, consulting references as needed.

Use knowledge of word structure and word origins to spell grade-appropriate words.

2

Use reference materials to correct or confirm spelling of grade-appropriate words (e.g., dictionaries, thesauruses, including use of the Internet).

2


L.CCR.3


N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



L.4.3


N/A N/A

a. Choose words and phrases to convey ideas precisely.*

Identify figurative language. 1

Apply figurative language to writing/speech.

2

Identify appropriate synonyms for purpose and effect.

2

b. Choose punctuation for effect.*

Explain the purpose of various punctuation marks.

1

Demonstrate/identify correct use of various punctuation marks.

2

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Identify which situations require formal or informal English.

1


and Use L.CCR.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



and specialized reference materials, as appropriate.

L.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

N/A N/A

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Identify which clues within a sentence or paragraph help determine or clarify the meaning of a word or phrase.

2


2

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Identify Greek and Latin word roots. 1

Use meaning of Greek and Latin roots/affixes to explain the meaning of new words.

2

Identify relationships between and among words with common Greek and Latin roots.

c. Not Available Distinguish between a dictionary and thesaurus.



Common Core

Strand

Common Core

Domain


CCR or Grade Level




2

L.CCR.5



1

L.4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

N/A N/A

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Identify figurative language in text presented in a variety of formats.

1

Distinguish between similes and metaphors.

1

Interpret the meaning of simple similes and metaphors in text presented in a variety of formats.

2

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Define and distinguish between idioms, adages, and proverbs.

1

Interpret the meaning of idioms, adages, and proverbs.

2

Identify the purpose of idioms, adages, proverbs.

1

c. Demonstrate understanding of words

Distinguish between antonyms and synonyms.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Consult reference materials including dictionaries, glossaries, thesauruses, and online resources to identify words with similar or opposite meanings.

1


and Use L.CCR.6


N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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).

not assessable N/A

Writing Text Types

and Purposes

W.CCR.1


N/A N/A

W.4.1.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

N/A N/A

a. Introduce a topic or text clearly, state an

Formulate an opinion 3

Generate/identify support that 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

includes facts and details.


2

Sort evidence by categories or ideas. 2

Draft an introduction that establishes the focus with a topic sentence about topic, states a point of view or opinion, and addresses an audience and the writing purpose.

3

b. Provide reasons that are supported by facts and detail.

Differentiate facts or reasons from opinion(s) .

1

Distinguish details from main idea. 1

Select facts and/or details that support reasons.

2


3

Establish the focus of each paragraph with a topic sentence.

3

Organize paragraphs with structure (e.g., list, cause/effect, order of importance).

3

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Distinguish between opinions and reasons.

2


2



2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



related to the opinion presented.


3


Writing Text Types

and Purposes

W.CCR.2


N/A N/A

W.4.2


N/A N/A

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Synthesize information from within and across sources.

2


2

Organize information by paragraphs or sections with topic sentences or controlling ideas.

3

Draft an introduction that orients the reader to the topic establishes a controlling idea with a topic sentence.

3


3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Cites copyrighted material appropriately.

1

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Differentiate between a paraphrase and a direct quotation.

1

Differentiate between a concrete detail and a more general or abstract idea.

1

Draft the body to examine a topic and convey ideas with effectively organized facts, definitions, concrete details, and other information.

3

Select appropriate organizational patterns for paragraphs or sections (e.g., list, cause/effect, comparison/contrast, time order)

3

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Apply academic vocabulary to express relationships correctly.

2


2

d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

Assessed in W4.2c and through speaking

e. Provide a concluding statement or section related to the information or

Draft a conclusion that draws inferences or conclusions or makes generalizations from the information presented.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



explanation presented. Apply the revision and editing stages of the writing process.

2

Writing Text Types

and Purposes

W.CCR.3


N/A N/A

W.4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

N/A N/A

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Identify the narrator and/or the characters.

4

Explain the problem. 3

Organize a plausible sequence of events

3

Draft an introduction that establishes the narrator and/or the characters and orients the reader to the situation or problem.

3

b. Use dialogue and description to develop experiences and events or show the responses of

Draft the body using a plausible sequence of events and effective descriptions of characters and setting.

3

Develop characterization and setting. 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



characters to situations. Develop story structure (e.g., problem and solution, rise and fall of action, resolution, etc.).

2

Use commas and quotation marks to convey dialogue.

3

c. Use a variety of transitional words and phrases to manage the sequence of events.

Use academic vocabulary to express chronological and sequential relationships correctly and control the sequence of events.

3

d. Use concrete words and phrases and sensory details to convey experiences and events precisely

Differentiate/use between specific and concrete, vague and general, and literal and nonliteral language.

3

Use words and phrases that appeal to the senses.

3

e. Provide a conclusion that follows from the narrated experiences or events.

Draft a plausible conclusion that follows naturally from the sequence of events in the narrative.

3

Writing

Production and


W.CCR.4


N/A 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.4.4

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.)

not assessable N/A

W.CCR.5


N/A 2

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

Apply the revision and editing stages of the writing process to the narrative piece.

2

W.CCR.6 Use technology, including the Internet, to produce and publish writing and to

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.


1

Application of writing and language standards.

N/A


Fifth Grade Reading



Common Core

Strand

Common Core

Domain


CCR or Grade Level




R.CCR.1



1







Identify what a given line indicates (under ANet MI).

2

RL.5.1.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Identify quotations (from characters and from narrator) that confirm the meaning of an informational text.

1

Explain explicit analysis, inferences, conclusions, predictions, and generalizations by citing appropriate details and examples from the text.

2

RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Identify quotations that support the analysis of an informational text.

2

Explain explicit analysis, inferences, conclusions, predictions, and generalizations by citing appropriate quotations from the text.

2

R.CCR.2



2


2


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level




2


3

RL.5.2

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.

Summarize the main events/ideas in a story, drama, or poem.

2

Analyze the speaker's perspective in a poem through diction, emphasis words, and interaction with other characters.

2

Analyze how characters respond to challenges through actions and dialogue

2

Explain characters' growth or static nature as a result of challenges and explain how that affects other characters.

3

Determine the theme of a poem 3

Identify how/whether speaker's perspective evolves/changes

3

Determine the theme of a story or drama

3

RI.5.2

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Summarize the text. 2

Analyze which details best support main ideas.

2

Explain how key details or information, including those found in text features, support the main ideas.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Identify multiple main ideas across a text.

3

Reading Key Ideas &

Details

R.CCR.3



1


3

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).

Compare and contrast specific details about two or more characters using specific details from the text (how relationships affect characters actions, how characters interact, characterization/ how they affect the plot).

2

Compare and contrast specific details about two or more settings using specific details from the text (how setting influences story line, how setting influences character actions, how setting influences problem or resolution, mood, and plot, etc.).

2

Compare and contrast specific details about two or more events using specific details from the text (how events develop plot, how event affects character/development, mood, and plot, etc.).

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

Explain similarities/differences or connections (cause/effect, sequence, chronology) between people, events, ideas or concepts, and steps in a text, using the text to support answers.

3

Craft & Structure

R.CCR.4



2

RL.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


Identity the differences between metaphors and similes in a text and identify their meaning in a text.

2

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.


2

Use text features to determine and clarify meaning of words and phrases

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



in informational text.

Reading Craft &

Structure

R.CCR.5



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.

Identify the organizational structures of stories, dramas and poems (chapters, scenes, or stanzas).

1

Explain how the chapters, scenes, stanzas are organized (time order, topic, cause/effect, problem/solution) to unfold the events in the text.

2

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.

Explain how a text is organized, noting points where the organization changes.

3

Compare and contrast the predominant organizational structures in two or more texts.

3

R.CCR.6



3




Common Core

Strand

Common Core

Domain


CCR or Grade Level



RL.5.6

Describe how a narrator’s or speaker’s point of view influences how events are described.

Identify narrator's/speaker's point of view.

2

Analyze word choice to determine the point of view of a literary text, including the way in which the narrator tells the story (e.g., in an amusing way, in a serious way, etc.).

2

Explain the effect of the narrator’s or the speaker’s point of view on other elements of the text (e.g., events, characters, etc.).

2

RI.5.6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Explain the relationship between how an event or topic is presented (their organizational structures, author's purpose, etc.) across multiple texts and what can be inferred about the authors' points of view.

3

Compare and contrast two or more accounts of the same event or topic, using evidence from the text.

3

Draw conclusions about the effect or effectiveness of different types of accounts on the same topic.

3


English L.CCR.1


N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



L.5.1.


N/A N/A

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Differentiate between/identify a sentence, a phrase, and a clause.

1

Differentiate between/identify conjunctions, prepositions, and interjections.

1

Demonstrate/identify correct use of conjunctions, prepositions, and interjections.

2

Explain rules for using conjunctions, prepositions, and interjections in sentences.

1

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Identify the past participles of verbs. 1

Differentiate between present perfect, past perfect, and future perfect tenses.

1

Demonstrate/identify correct use of perfect verb tenses, including "to have" and past participles.

2

c. Use verb tense to convey various times, sequences, states, and conditions.

Explain the difference between past, present, and future tenses including perfect tenses.

3

Demonstrate/identify the correct use of past, present, and future tenses including perfect tenses.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



d. Recognize and correct inappropriate shifts in verb tense.*

Identify and revise mismatches between time frame and verb tense in writing.

2

e. Use correlative conjunctions (e.g., either/or, neither/nor).

Demonstrate/identify the correct use of correlative conjunctions in sentences.

2

Explain the purpose of correlative conjunctions.

1


English

L.CCR.2


N/A N/A

L.5.2


N/A N/A

a. Use punctuation to separate items in a series.*

Distinguish between direct and indirect dialogue in text.

1

Explain the capitalization rules for dialogue.

1

Demonstrate correct placement of commas and quotation marks in dialogue.

2

b. Use a comma to separate an introductory

Identify introductory elements in sentence.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



element from the rest of the sentence.

Demonstrate/identify correct use of commas to separate an introductory element from the rest of a sentence.

2

c. Use a comma to set off the words yes and no e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Demonstrate/identify the correct use a comma to set off the words, to set off a tag question from the rest of the sentence, and to indicate direct address.

2

d. Use underlining, quotation marks, or italics to indicate titles of works.

Identify and distinguish rules for punctuating different types of titles (e.g. books, articles, plays).

1

Demonstrate/identify correct use of underlining, quotation marks, or italics to identify titles.

2

e. Spell grade-appropriate words correctly, consulting references as needed.

Apply spelling patterns and generalizations to spell grade-appropriate words correctly.

2

Use knowledge of word structure and word origins to spell grade-appropriate words.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Language


L.CCR.3


N/A N/A

L.5.3


N/A N/A

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Demonstrate ability to modify length of sentences for meaning, audience, and style.

3

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

not assessable N/A


and Use L.CCR.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



and consulting general and specialized reference materials, as appropriate.

L.5.4


N/A N/A

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Identify which cause/effect clues within a paragraph or text help determine or clarify the meaning of a word or phrase.

2


2

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Identify Greek and Latin word roots. 1

Use meaning of Greek and Latin roots/affixes to explain the meaning of new words.

2

Identify relationships between and among words with common Greek and Latin roots.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



c. Not Available Use the context in which words are used to choose among possible meanings.

2


and Use

L.CCR.5



L.5.5


N/A N/A

a. Interpret figurative language, including similes and metaphors, in context.

Identify and explain similes and metaphors in text.

1

Use context to determine the meaning of figurative language.

2

Explain how figurative language contributes to constructing meaning in a text.

3

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Define and identify the purpose of idioms, adages, proverbs.

1

Interpret the meaning of idioms, adages, and proverbs encountered in text.

2

c. Use the relationship between particular words (e.g., synonyms,

Define and distinguish between synonyms, antonyms, and homographs.

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



antonyms, homographs) to better understand each of the words.

Identify the relationships between words that are synonyms, antonyms, and homographs.

1

L.CCR.6


N/A N/A

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.,

not assessable N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



however, although, nevertheless, similarly, moreover, in addition).

Writing Text Types

and Purposes

W.CCR.1


N/A N/A

W.5.1.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

N/A N/A

a. 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.

Formulate an opinion 3

Generate/identify support that includes facts and details.

1


2

Sort evidence by hierarchy of ideas, supported by details.

2

Draft an introduction that establishes the focus with a topic sentence about topic, states a point of view or opinion, and addresses an audience and the

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



writing purpose.

b. Provide logically ordered reasons that are supported by facts and details.

Differentiate facts or reasons from opinion(s) and select facts and/or details that support reasons.

2


3

Establish the focus of each paragraph with a topic sentence.

3

Organize paragraphs with structure (e.g., list, cause/effect, order of importance).

3

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Distinguish between opinions and reasons.

2


2

d. Provide a concluding statement or section related to the opinion presented.


2


3




Common Core

Strand

Common Core

Domain


CCR or Grade Level



Writing Text Types

and Purposes

W.CCR.2


N/A N/A

W.5.2


N/A N/A

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Synthesize information from within and across sources

2


2

Formulate a controlling idea or thesis. 3

Organize information by paragraphs or sections with topic sentences or controlling ideas.

3


3

Draft an introduction that orients the reader to the topic, establishes a controlling idea or thesis, and follows a logical organizational structure by paragraphs or sections.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Cite copyrighted material appropriately.

1

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Organize a hierarchy of information from reasons supported by facts, details, quotations, etc.

3

Draft the body by applying a logical organizational pattern of reasons supported by facts and details.

3

Select appropriate organizational patterns for paragraphs or sections (e.g., list, cause/effect, comparison/contrast, time order).

3

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

N/A 2

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Categorize information in a variety of different ways to accomplish different purposes.

3

Apply academic/domain-specific vocabulary to express relationships/ideas correctly.

2


e. Provide a concluding statement or section related to the information or

Draft a conclusion that draws inferences or conclusions or makes generalizations from the information presented.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



explanation presented. Apply the revision and editing stages of the writing process.

2

Writing Text Types

and Purposes

W.CCR.3


N/A N/A

W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

N/A N/A

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Select and narrow an event or situation 4

Identify the narrator and/or the characters.

4

Explain the problem. 3

Organize a plausible sequence of events.

3

Draft an introduction that establishes the narrator and/or the characters, orients the reader to the setting, and explains the situation or problem.

3

b. Use narrative techniques, such as dialogue, description, and pacing, to develop

Draft the body using a plausible sequence of events and effective descriptions of characters, setting, and events.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



experiences and events or show the responses of characters to situations.

Use narrative elements (e.g., point of view, characters, conflict, plot, setting, rising action, climax, falling action, resolution).

3

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Use academic vocabulary in order to express and control a narrative sequence.

2

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

(See CCSS 5 RL4.) N/A


Draft a plausible conclusion that follows naturally from the sequence of events in the narrative.

3

Writing

Production and


W.CCR.4


N/A 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

not assessable N/A

W.CCR.5


2

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.


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.CCR.6


1

W.5.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


1



Sixth Grade Reading



Common Core

Strand

Common Core

Domain


CCR or Grade Level




R.CCR.1



1








2

RL.6.1.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Refer to specific evidence (examples, quotations, detail, dialogue) in text to support analysis of explicit meaning.

2

Refer to evidence (examples, quotations, detail, dialogue) in text to support inferences/predictions about characters, setting, or plot.

2

Evaluate multiple and varied meanings of a segment of text, using textual support.

3

RI.6.1.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Identify evidence that confirms the meaning (explicit or implicit) of an informational text.

2

Explain inferences, conclusions, predictions, and generalizations by citing appropriate textual evidence from the text.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Evaluate multiple and varied meanings of a segment of text using textual support.

3

R.CCR.2



2


2


2


2

Identify an alternative title for a passage or heading for a section.

3

RL.6.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Identify theme or central idea of the text and distinguish key details from other details.

3

Explain how particular details (characterization and/or plot development, repeated words, ideas, and/or symbols) in text contribute to theme.

2

Evaluate recurring ideas and changes in the characters and plot over the course of the text through the use of graphic organizers.

2

Provide objective summary of text, distinguishing between objective details and subjective opinion

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



RI.6.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Distinguish between subjective and objective summaries.

1

Distinguish between key details and minor details.

2

Paraphrase significant information from an informational text, including a central idea and significant supporting information from across the text without bias.

2

Explain how the central ideas is conveyed by particular details.

2

Synthesize main ideas to determine a central idea.

3

R.CCR.3



1


3

Reading Key Ideas &

Details 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.

Identify the stages of the plot and sequence of events (exposition, rising action, climax, falling action, resolution) of story/drama.

2

Identify the placement of a flashbacks/foreshadowing in text.

2

Identify whether characters are static or dynamic to analyze how they respond to different stages of plot.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Use graphic organizers to identify/explain how particular events may trigger various responses in characters.

2


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).

Identify the specific ways (examples, anecdotes, diagrams, pictures, timelines) etc. an important person, event, or idea in the text is presented to a reader.

1

Explain the effect (persuades, provides different insight, provides additional detail) the presentation of an important person, event, or idea in the text has upon a reader.

3

Evaluate the effectiveness of the chosen presentation of an important person, event, or idea in the text.

3

Craft & Structure

R.CCR.4



2

RL.6.4 Determine the meaning of words and phrases as they


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Analyze how specific words create meaning and tone in the whole text.

2

RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Distinguish differences in meaning in literal and figurative language, connotative and denotative, and technical language.

2

Use context clues and textual evidence to determine technical meanings of words.

2

Explain why author chose particular word and how it affects meaning.

2

R.CCR.5



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.

Use graphic organizers to determine how form relates to function and part relates to whole.

2

Analyze how the individual components of the text add to the development of the theme, setting, and plot, or how a pivotal scene,

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



line/dialogue, section may alter the course of the plot.

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.

Use graphic organizers to determine how the organizational structure of the text relates to the purpose and individual parts relates to the entire text

2

Explain how a sentence, paragraph, chapter, or section of the text support the identified purpose, main idea, or development of concepts in the text.

2

Identify the appropriate order of pagraphs/sentences/sections from intro to conclusion to build an idea.

2

Reading Craft &

Structure

R.CCR.6 Assess how point of view or purpose shapes the content and style of a text.


3


RL.6.6

Explain how an author develops the point of view of the narrator or speaker in a text.

Analyze how content/ style would change if the narrator's point-of-view shifted to an alternate point-of-view.

3

Analyze why the chosen narration is best suited for author's purpose (to evoke particular reactions/allow reader insight into feelings of narrator, etc.).

3

RI.6.6 Determine an author’s point of view or purpose in

Identify the difference between author’s point of view and author’s

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



a text and explain how it is conveyed in the text.

purpose.

Identify author's purpose within sections of a text.

2

Analyze how (or identify which) words, punctuation, and emphasis on ideas reflect point of view.

2

Analyze how (or identify which) format, text features, and key ideas reflect author's purpose.

2

Identify author's purpose across a text. 3

Explain how content/style/tone of an informational text would change if author's purpose or point of view shifted.

3


English

L.CCR.1


N/A N/A

L.6.1.


N/A N/A

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

Distinguish between subjective, objective, possessive pronouns.

1

Demonstrate/identify correct use of subjective, objective, possessive pronouns.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



b. Use intensive pronouns (e.g., myself, ourselves).

Distinguish between a reflexive and an intensive pronoun based on context.

2

Explain differences in purpose and function between a reflexive and an intensive pronoun.

1

c. Recognize and correct inappropriate shifts in pronoun number and person.*

Identify and revise inappropriate shifts in pronoun number and person.

2

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Identify and revise vague pronouns 2

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

Identify errors of standard English in writing.

2

L.CCR.2


N/A N/A

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



when writing.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

Identify nonrestrictive/parenthetical elements.

1

Identify the choices and functions among punctuation to show a pause.

1

Determine from context the purpose for a pause or break in speech or writing.

2

Determine the effect of punctuation upon meaning.

2

Demonstrate/identify the correct use of commas, parentheses, and dashes.

2

b. Spell correctly. Spell correctly grade-appropriate general academic and domain-specific words.

2


L.CCR.3


N/A N/A

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading,

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



or listening.

a. Vary sentence patterns for meaning, reader/ listener interest, and style.*

Identify differences in sentence pattern.

1

Demonstrate ability to vary sentence patterns (reordering words, adjusting length of sentences, and adding words, phrases or clauses) for meaning, audience, and style.

3

b. Maintain consistency in style and tone.*

Use words in writing/speech with similar style and tone.

3


and Use

L.CCR.4



2

L.6.4


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify which clues within a sentence, paragraph help determine or clarify the meaning of a word or phrase.

2


2

Use context clues to determine word or phrase meaning.

2

Use inferences and draw conclusions to determine word or phrase meaning.

2

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Use understanding of basic word parts as clues to word meaning.

2

Use understanding of root word families to determine the meaning of a word.

2

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


2

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in

Not assessable (requires only matching)

N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



context or in a dictionary).


and Use

L.CCR.5 Demonstrate understanding of word relationships and nuances in word meanings.


2

L.6.5


N/A N/A

a. Interpret figures of speech (e.g., personification) in context.

Identify purpose of personification. 1

Explain meaning of personification in context.

2

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Identify analogies between words, including cause/effect, part/whole, and item/category to a critical reading of a text.

2

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Distinguish/define connotation and denotation.

1

Identify appropriate word choice based on connotation and denotation.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



L.CCR.6


N/A N/A

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.

not assessable N/A

Writing Text Types

and Purposes

W.CCR.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

N/A 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



evidence.

W.6.1.

Write arguments to support claims with clear reasons and relevant evidence.

N/A 3

a. Introduce claim(s) and organize the reasons and evidence clearly.

Develop one or more claims with support.

3

Effectively order reasons that support the claim.

3

Gather information to support claims. 2

Compose a draft of an introduction that presents a claim or claims clearly.

3

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Select appropriate evidence to support a claim or claims.

2

Identify and evaluate sources for reliability to select evidence.

3

Compose a draft of the body with attention to effective organization of support.

3

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Combine ideas with the appropriate word or words that explain the connections between claims and reasons.

3

Apply academic vocabulary to express relationships precisely.

2

d. Establish and maintain a Use elements related to a formal style. 2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



formal style. Maintain consistency in style and tone.*

3

e. Provide a concluding statement or section that follows from the argument presented.

Compose a draft of a conclusion that integrates key components of the argument.

3


3


Edit for mechanical errors. 1

Writing Text Types

and Purposes

W.CCR.2


N/A 3

W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

N/A 3

a. Introduce a topic; organize ideas, concepts, and information, using

Gather information on a specific topic 2

Analyze information to determine the ideas and concepts.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

Effectively organize information within an established structure.

3


3

Compose a draft of an introduction that presents a thesis clearly.

3


3

Compose a draft of an introduction that presents a thesis clearly.

3

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Gather information about a topic from a variety of reliable print and digital sources.

2

Determine the most appropriate information gathered from a variety of reliable sources.

3

Compose a draft of the body with attention to effective organization of information.

3

Use accurately grade-appropriate general academic and domain-specific words

2

Use words or phrases important to comprehension

2

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

N/A 2



Common Core

Strand

Common Core

Domain


CCR or Grade Level




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 (CCSS 6 L6)

2

e. Establish and maintain a formal style.

Use specific words or phrases that support a consistent formal style.

3

Vary sentence patterns for meaning, reader/listener interest, and style.

3

Maintain consistency in style and tone. 3

f. Provide a concluding statement or section that follows from the information or explanation presented

Compose a draft of a conclusion that integrates key components of the explanation of a topic. (See CCSS 6 W4.)

3

Apply the revision and editing stages of the writing process to the writing piece focusing on the audience and purpose.

2

Writing Text Types

and Purposes

W.CCR.3


N/A 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.6.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

N/A 3

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Focus on an experience or event. 4

Begin development of a character or characters and conflict, and outline a plot.

3

Compose a draft of an introduction that reveals the character or characters and the conflict and establishes the beginning of a plausible plot development.

3

Establish the role of the narrator. 4

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Compose a draft of the body of a narrative with a plausible set of characters and events

3

Apply knowledge of plot development and its effect upon shifts in characterization.

3

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or

Use transition words purposefully to promote comprehension and guide reader.

2

Use specific word choice to impact meaning.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



setting to another. Use accurately grade-appropriate general academic words

3


3

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

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.

3

Use figures of speech and figurative language to convey description of characters, settings, and plot, etc.

3


Compose a draft of a conclusion that draws together and clarifies events in the narrative.

3

Writing

Production and


W.CCR.4


N/A 3

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

not assessable N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



types are defined in standards 1–3 above.

W.CCR.5


N/A 2

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.


2

W.CCR.6


N/A 1

W.6.6 Use technology, including Use technology to record and organize 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (Text in original doc does not include all of this)

data/information.


NA


Seventh Grade Reading



Common Core

Strand

Common Core

Domain


CCR or Grade Level




R.CCR.1



1







Identify what a given line indicates (under ANet MI).

2

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.

Identify multiple pieces of relevant evidence (across text or within sections) that support their answer, prediction, or inference and are linked together to a common idea or conclusion.

2

Refer to multiple pieces of evidence (examples, quotations, detail, dialogue) in text to support inferences/predictions about characters, setting, or plot.

2

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.

Identify several pieces of relevant evidence that supports a conclusion.

2

Explain how several pieces of relevant evidence link together to support a conclusion.

3

R.CCR.2 Determine central ideas or themes of a text and


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



analyze their development; summarize the key supporting details and ideas.


2


2


2


3

RL.7.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Provide objective summary (relevant and factual) of text.

2

Track and examine significant details of character and plot development, repeated words, ideas, and/or symbols through a text.

2

Analyze how a theme or central idea develops based on sequence of plot.

3

RI.7.2

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Paraphrase an unbiased summary that includes two or more central ideas and significant supporting information from the text.

2

Synthesize several key ideas to determine two or more central ideas across text.

3

Explain how author develops two or more central ideas through key details, examples, text features, transition words, etc.

3

Reading Key Ideas &

Details R.CCR.3

Analyze how and why individuals, events, and

Identify role character plays (antagonist/protagonist, etc.) in

1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



ideas develop and interact over the course of a text

passage.


3

RL.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Use graphic organizer to note relationships between story elements (plot, setting, characters).

2

Analyze how particular elements of a story or drama interact (characters, plot, setting, etc.)

2

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).

Explain how historical/current figures influenced ideas or events of their time period or subsequent time periods.

3

Explain how ideas influenced historical/current figures or events.

3

Analyze the effect created by the relationships between/among ideas, people, or events.

3

Craft & Structure

R.CCR.4



2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



RL.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.


2

Distinguish between denotative and connotative meanings and literal and figurative meanings.

2

Explain what is emphasized by (author's purpose) the use of alliteration, assonance, and rhymes within a verse/line or within an entire section of poem/drama/story.

2

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.


2

Explain how multiple and varied meanings can influence the meaning and tone of a text.

2 (What is emphasized by the use of the word...?)

Reading Craft &

Structure R.CCR.5





Common Core

Strand

Common Core

Domain


CCR or Grade Level



RL.7.5

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Identify structures (soliloquy's, monologues, parody, sonnets, asides, narratives, ballads, ode, elegies, etc.) in poems/drama.

2

Use prior knowledge of poem/drama structure to analyze how it adds to the meaning of the work or reveal's author's purpose.

3

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.

Identify the most important sections of a text.

2

Analyze how the important sections (including graphic representations) of a text contribute to the development of ideas within the text.

2

Explain how the structure of text (or major sections) best supports author's purpose and communication of main ideas.

3

Evaluate how changes in structure of text would affect quality of author's argument, change author's purpose, and impact meaning of text.

3

Evaluate the effectiveness in the choice of structure of the text

3

R.CCR.6



3




Common Core

Strand

Common Core

Domain


CCR or Grade Level



RL.7.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Distinguish between point of view of narrators and characters (through Venn Diagram or through writing).

2

Explain how the author conveys (through characterization, diction) the similar and/or dissimilar points of view to the reader.

3

Examine the conflicting views of multiple narrators/speakers to develop a broad view of the action, characters, or ideas in a literary text.

2

RI.7.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.


2

Explain the difference (through word choices, examples, text features, emphasis of ideas, etc.) between an author's position (purpose/point of view) and that of others inside the text.

2

Identify author's purpose (through format, text features, and key ideas) or author's point of view (through words, punctuation, and emphasis on ideas).

3

Explain the difference between an author's position (purpose/point of view) and that of others across texts.

3


English L.CCR.1

Demonstrate command of the conventions of standard English grammar and usage when

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



writing or speaking.

L.7.1.


N/A N/A

a. Explain the function of phrases and clauses in general and their function in specific sentences.

Distinguish between phrases and clauses.

1

Distinguish between verb, prepositional, and appositive phrases.

1

Demonstrate/identify correct use of verb, prepositional, and appositive phrases.

2

Distinguish between independent versus dependent (noun, adjective, and adverb) clauses.

1

Demonstrate/identify correct use of independent versus dependent (noun, adjective, and adverb) clauses (avoiding fragments)

2

Explain the how a phrase or clause is used in a specific sentence.

3

b. Choose among simple, compound, complex, and compound-complex sentences to signal

Not assessable as a language standard. N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Identify misplaced or dangling modifiers.

2

Revise misplaced or dangling modifiers. 2

L.CCR.2


N/A N/A

L.7.2


N/A N/A

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Identify coordinating adjectives. 1

Distinguish between coordinate adjectives and adjectives in a series.

1

Demonstrate/identify how to punctuate coordinating adjectives.

2

b. Spell correctly. Spell correctly grade-appropriate general academic and domain-specific

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



words.

Language


L.CCR.3


N/A N/A

L.7.3


not assesable N/A

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

not assesable N/A


and Use L.CCR.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



and specialized reference materials, as appropriate.

L.7.4


N/A 2



2


2


2


2

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,


2


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


2

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

not assessable N/A


and Use

L.CCR.5



1

L.7.5


N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Interpret figurative language including literary, biblical, and mythological allusions

2

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Distinguish between synonym, antonym, and analogy.

1

Identify appropriate word choice from synonym, antonym, and analogy.

2

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).


1


2

L.CCR.6

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

N/A N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



gathering vocabulary knowledge when encountering an unknown term 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.

not assessable N/A

Writing Text Types

and Purposes

W.CCR.1


N/A 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.7.1.


N/A 3

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Develop alternate claims.


Compose a draft of an introduction that presents a claim or claims and addresses any alternate claim or claims

4

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Select appropriate evidence to support a claim or claims.

2

Determine the accuracy of sources 3


3

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Combine ideas with the appropriate word or words that promote unity among claims and the confirmation of reasons.

3

Use transitions purposefully to support unity.

3

Apply academic vocabulary to express relationships precisely .

2

d. Establish and maintain a formal style.

Use elements related to a formal style. 2

Maintain consistency in style and tone.*

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



e. Provide a concluding statement or section that follows from and supports the argument presentented.

Compose a draft of a conclusion that integrates key components of the argument and provides reinforcement for the argument.

3


3


Writing Text Types

and Purposes

W.CCR.2


N/A 3

W.7.2


N/A 3

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

Refine the focus of a topic 3

Gather information on a specific topic. 2

Examine information to determine the ideas and concepts.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.

Effectively organize information within an established structure

3

Use appropriate text features to aid understanding.

3

Compose a draft of an introduction that presents a thesis clearly and establishes the important concepts and ideas.

3

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Gather information about a topic and compare and contrast that information from a variety of reliable print and digital sources.

3


3


3

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Use transitions purposefully to promote unity and comprehension.

3

Use accurately grade-appropriate general academic and domain-specific words .

2

Use words or phrases important to comprehension.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level





2



3


3


f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


3


2

W.CCR.3


N/A 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Writing Text Types

and Purposes

W.7.3


N/A 3

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.



3

Compose a draft of an introduction that reveals the character or characters and the conflict and establishes the beginning of a plausible plot development.

3

Establish the role of the narrator contrasting it to the roles of other characters.

4

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Compose a draft of the body of a narrative with a plausible set of characters and events.

3

Use elements of characterization and plot development for pacing and full development of characters

3

c. Use a variety of transition words, phrases, and clauses to convey

Use transition words purposefully to promote comprehension.

2

Use precise, concise language. 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



sequence and signal shifts from one time frame or setting to another.

Use accurately grade-appropriate general academic words

3


3

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

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.

3


3

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


3

Writing

Production and


W.CCR.4


N/A 3

W.7.4


not assessable 3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



(Grade-specific expectations for writing types are defined in standards 1–3 above.

W.CCR.5


N/A 2

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


2

W.CCR.6 Use technology, including the Internet, to produce and publish writing and to

N/A 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level



interact and collaborate with others.

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.


1


N/A


Eighth Grade Reading



Common Core

Strand

Common Core

Domain


CCR or Grade Level




R.CCR.1



1







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.

Among multiple pieces of evidence across text or within sections) identify the strongest piece of evidence (both convinces the reader and effectively expresses the central ideas or theme(s) of the text) that suggests logically what might be true about characters, setting, plot, etc.

2

Explain how/why particular textual evidence most strongly supports analysis of a text.

3

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.

Rank evidence in terms of support for text.

2

Among multiple pieces of evidence, identify the strongest (both convinces the reader and effectively expresses the central ideas or theme(s) of the text) piece of evidence, including quotes and examples that suggest logically what might be true about the

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



meaning of a text.

Explain how/why particular textual evidence most strongly supports a text.

3


R.CCR.2



2


2


2


2


3

RL.8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Identify which pieces of evidence support the theme of text.

2

Summarize the text revealing the sequential development of a theme through description of characters, setting, and plot.

2

Determine the author's purpose and overall message of the text and which details support this meaning.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Analyze how writer's use of recurring interpersonal conflicts between characters, changing settings, and plot twists all influence/shape the theme and guide the reader toward realizing the theme in its entirety.

3

RI.8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Write an objective summary of the text (may include reference to structure, features, and support).

2

Identify which supporting details contribute to changes in the development of a central idea.

2

Analyze how a central idea develops or changes over the course of a text.

3

Explain how repetition of examples, images, and conclusions drawn by the writer support and build the central idea of the text.

2

Determine a central idea across the text.

3

Reading Key Ideas &

Details

R.CCR.3



1


3

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or

Connect how a character’s speech, thoughts, or action cause movement within the plot or drama.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



drama propel the action, reveal aspects of a character, or provoke a decision.

Show how a character’s speech or thoughts reflect the traits a character displays.

2

Explain how specific events or dialogue significantly impact the development of a story.

2

Identify/explain critical turning points of the plot, analyzing choices made by characters, or examining external and internal conflicts (ike character v. character, character v. self, character v. nature).

3

RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Identify how similarities/differences between individuals, ideas, or events are presented (comparison, analogies, categories).

1

Determine similarities/ differences between individuals, ideas).

2

Draw conclusions about the effectiveness of the methods to present similarities/differences between individuals, ideas, or events.

3

Craft & Structure

R.CCR.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



word choices shape meaning or tone.

RL.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


Distinguish between denotative and connotative meanings and literal and figurative meanings in a text.

2

Identify words and phrases that create a variety of tones.

2 (i.e.. Which words contribute to the XXX tone in the text?)

Analyze how a writer's use of denotative and connotative and literal and figurative language creates meaning within a text (how it provides additional meaning, changes/contributes to tone, the purpose it serves, etc.

2

Identify the effects of literary techniques (alliteration, figurative language, hyperbole) the writer uses in a story.

2

Identify uses of analogies and allusions to other texts and explain why author may refer to an alternate text in his writing (how it provides additional meaning, changes tone, the purpose it serves, etc.)

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



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.


2

Explain how multiple and varied meanings can influence the meaning and tone of a text.

2 (What is emphasized by the use of the word...?)

Analyze how (evaluate effectiveness of ) the reference to alternate texts (allusion) or use of analogies contributes to the meaning and the tone.

3

Analyze how the variety of tones within texts correspond to the writer's overall purpose.

2

Reading Craft &

Structure

R.CCR.5



RL.8.5

Compare and contrast the structure of two or more texts and analyze how the differing

Identify the narrative structures (flashbacks, cliff-hangers, foreshadowing, allegory) the writer uses in a story.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



structure of each text contributes to its meaning and style.

Explain how narrative structure (flashbacks, cliff-hangers, foreshadowing, allegory) contributes to meaning/affects reader understanding in a text.

2

Explain how chapter titles/section headings reflect the central idea or theme, how writers use text layout (textboxes/shape of text) to affect meaning, and how the length and pace of chapters coincide with the movement of the plot.

2

Compare and contrast two or more texts with different structures to determine why the writer may have made specific structural choices, how these choices affect the reader's understanding of a text, and how they affect the development of the story.

3

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.

Identify how a given paragraph is developed (cause/effect, main idea/supporting details, examples, and descriptions as well as topic and concluding sentences).

2

Evaluate the effectiveness in the choice of structure of the paragraph.

3

R.CCR.6 Assess how point of view or purpose shapes the content and style of a


3




Common Core

Strand

Common Core

Domain


CCR or Grade Level



text.

RL.8.6

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Identify dramatic irony: Determine what one character knows versus what other characters know.

2

Explain how shared or opposing points of view between a reader and character can generate a specific mood.

2

Compare and/or contrast one’s own views to those of a character or characters.

3

RI.8.6

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Identify key ideas and details used in counterargument.

1


2

Analyze how the author acknowledges (quotes, paraphrases, etc.) and responds (structure, tone, and diction used; bias) to conflicting evidence or view points.

2

Identify author's purpose (through format, text features, and key ideas) or author's point of view (through words, punctuation, and emphasis on ideas).

3

Evaluate the effectiveness of an author's response to conflicting evidence or view points.

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level




English

L.CCR.1


N/A N/A

L.8.1.


N/A N/A

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Distinguish between verbals, participles, and infinitives and their function

1

Explain the function of verbals, participles, and infinitives in sentences.

3

b. Form and use verbs in the active and passive voice.

Distinguish between active and passive voice.

1

Explain the effects of using active and passive voices.

3

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Demonstrate/identify the appropriate use of verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

2

Explain the relationship between the mood of a verb and the purpose of a sentence.

3

d. Recognize and correct inappropriate shifts in verb voice and mood.*

Identify and revise inappropriate shifts in verb voice and mood.

2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



L.CCR.2


N/A N/A

L.8.2


N/A N/A

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Distinguish between the functions of commas, ellipses, and dashes.

1

Identify which choices of punctuation show a pause.

1

Determine from context the purpose for a pause or break in speech or writing.

2

Demonstrate/identify the correct use of commas, ellipses, and dashes.

2

b. Use an ellipsis to indicate an omission.

N/A 1

c. Spell correctly. N/A 1



Common Core

Strand

Common Core

Domain


CCR or Grade Level




L.CCR.3


N/A N/A

L.8.3


N/A N/A

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

not assessable N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level




and Use

L.CCR.4



2

L.8.4

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.

N/A 2



2


2


2


2

b. Use common, grade-appropriate Greek or


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).


2

c. Not Available Use the context in which words are used to choose among possible meanings.

2


and Use

L.CCR.5



1

L.8.5


N/A N/A

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

Distinguish/define verbal irony and puns.

1

Identify meaning and purpose of verbal irony and puns.

2

b. Use the relationship between particular words to better understand each of the words.

Identify relationship between particular words.

1

c. Distinguish among the connotations (associations) of words with similar denotations


1


2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

L.CCR.6


N/A N/A

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

not assessable N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



comprehension or expression.

Writing Text Types

and Purposes

W.CCR.1


N/A 3

W.8.1.


N/A 3

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Develop alternate claims. 3


Compose a draft of an introduction that presents a claim or claims and addresses any alternate claim or claims

4

Compare and contrast one’s own claim or claims to all other claims

4

Compose a draft of an introduction that features a claim or claims in opposition to any alternate claim or claims.

3

b. Support claim(s) with Select appropriate evidence to support 2



Common Core

Strand

Common Core

Domain


CCR or Grade Level



logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

a claim or claims.

Determine the accuracy of sources 3


3

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Combine ideas with the appropriate word or words that promote unity among claims, the confirmation of reasons, and acknowledgment of alternate claims.

3

Use transitions purposefully to respond to alternate claims and strengthen one’s own claim/s.

3

Apply academic vocabulary to express relationships precisely.

2

d. Establish and maintain a formal style.

Use elements related to a formal style. 2

Maintain consistency in style and tone.*

3

e. Provide a concluding statement or section that follows from and supports the argument presented.

Compose a draft of a conclusion that integrates key components of the argument and provides reinforcement for the argument.

3


3




Common Core

Strand

Common Core

Domain


CCR or Grade Level



Writing Text Types

and Purposes

W.CCR.2


N/A 3

W.8.2


N/A 3

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. Headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Refine the focus of a topic. 3

Gather information on a specific topic. 2

Examine information to determine the ideas and concepts.

3

Effectively organize information within an established structure

3

Use appropriate text features to aid understanding.

3

Compose a draft of an introduction that presents a thesis clearly and establishes the important concepts and

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



ideas.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Gather information about a topic and compare and contrast that information from a variety of reliable print and digital sources.

3


3


3

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use transitions purposefully to promote unity and comprehension.

3

Use accurately grade-appropriate general academic and domain-specific words

2

Use words or phrases important to comprehension.

2



2



3


3



Common Core

Strand

Common Core

Domain


CCR or Grade Level




f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


3


2

Writing Text Types

and Purposes

W.CCR.3


N/A 3

W.8.3


N/A 3

a. Engage and orient the reader by establishing a context and point of view and introducing a



3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Compose a draft of an introduction that considers the role of the character or characters, reveals the conflict, and establishes the beginning of a plausible plot development.

3

Establish the role of the narrator and its effects contrasting it to the roles and the effects of those roles on other characters.

4

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Compose a draft of the body of a narrative that considers the role of a plausible set of characters and events.

3

Use elements of characterization and plot development for pacing and full development of characters

3

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and event.

Use transition words purposefully to promote unity within the narrative and promote comprehension.

2

Use accurately grade-appropriate general academic words

3


3

Choose language that expresses ideas precisely and concisely.

3

d. Use precise words and phrases, relevant descriptive details, and sensory language to

Use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or

3



Common Core

Strand

Common Core

Domain


CCR or Grade Level



capture the action and convey experiences and events.

phrase important to comprehension or expression.


3

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


3

Writing

Production and


W.CCR.4


N/A 3

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.

not assessable N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



W.CCR.5


2

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.


2

W.CCR.6


1

W.8.6 Use technology, including the Internet, to produce and publish writing and


1

Application of writing and language N/A



Common Core

Strand

Common Core

Domain


CCR or Grade Level



present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

standards.

Common Core ELA Standards and Objectives Guide · 2nd grade Common Core Common Core Strand Common...

Documents

Transcript of Common Core ELA Standards and Objectives Guide · 2nd grade Common Core Common Core Strand Common...