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Backward Alignment from CCRS for DRAFT English Language Arts and Reading TEKS for July, 2016 SBOE Meeting

(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, and writing through the integrated strands of developing and sustaining foundational language skills; comprehension; response; collaboration; multiple genres; author’s purpose and craft; composition and presentation; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas; they are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.

(2) The eight strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. All strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal skills. Decoding is internalized when tactile and kinesthetic opportunities (encoding) are provided. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the eight strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors located in Chapter 74, Subchapter A.

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline. (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

V3 Adapted from TEA’s Final Recommendations (in Columns) and Subcommittee Feedback for July 2016


CCRS 12 11 10 9 8 7 6 5 4 3 2 1 K(1) Developing and Sustaining Foundational Language Skills: Listening, Speaking, Reading, and Writing. Students develop oral language and word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode and encode. Students apply knowledge and relationships found in the structures, origins, and contextual meanings of words. The student is expected to:

(A) self-select text and read independently for a sustained period of time;

(D) self-select text and read independently for a sustained period of time.

(A) self-select text and read independently for a sustained period of time;

(E) self-select text and read independently for a sustained period of time; and

(F) self-select text and read independently for a sustained period of time; and

(G) self-select text, and read text independently for increasing periods of time; and

(F) self-select text, and interact independently with text for increasing periods of time; and

II.B (B) develop vocabulary by: (D) develop vocabulary by: (E) develop vocabulary by:II.B.3.a (i) using print or digital resources to define, clarify, and validate

understanding in context;(i) using print and digital resources to determine the meanings, syllabication, pronunciations, parts of speech, and alternate word choices of words in context;

(i) use a variety of resources print, digital, and web-based to determine meanings, syllabication, and pronunciation to validate understanding of unknown words;

(i) use print, digital, and web-based reference materials to determine meanings, syllabication, and pronunciation to validate understanding of unknown words;

(i) using print, digital, and web-based resources to determine meanings, syllabication, and pronunciation to validate understanding of unknown words;

(i) using print and digital, resources to determine meaning and pronunciation of unknown words;

(i) using a variety of resources such as a picture dictionary or digital to find words;

(i) using a variety of resources such as a picture dictionary or digital resources to find words;

II.B.2a (ii) using context, morphology, etymology, and cognates to determine denotation and connotation of unfamiliar words and phrases; and

(ii) using context, morphology, and cognates to determine denotation and connotation of unfamiliar words and phrases; and

(ii) using context within and beyond a sentence to clarify the meaning of unfamiliar or ambiguous words; and

(ii) using context within and beyond a sentence to clarify the meaning of unfamiliar or multiple meaning words; and

(ii) using context within and beyond a sentence to determine the meaning of unfamiliar words or multiple meaning words; and

(ii) use context to determine the meaning of unfamiliar words or multiple meaning words in grade level text;

(ii) using context to determine the meaning of unfamiliar words or multiple meaning words in grade level text;

(ii) determining what words mean from how they are used in grade level text; and

(iii) demonstrating the one-to-one correspondence between a spoken word and a printed word in text; and

11.B1 (iii) increasing vocabulary and learning new words and concepts, including academic and other content vocabulary; and

(iii) determining the meaning and usage of grade-level academic English words derived from Greek and Latin including ast, qui, path, mand/mend and duc;

(iii) determining the meaning and usage of grade-level academic English words derived from Greek and Latin including: omni, log/logue, gen, vid/vis, phil, luc, and sens/sent; and

(ii) determining the meaning and usage of grade-level academic English words derived from Greek and Latin roots including: mis/mit, bene, man, vac, scrib/script, and jur/jus;

(iii) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots including: terr, chrono, audi, geo, dict, photo, and ject;

(iv) determining the meaning and usage of grade-level academic English words derived from Greek and Latin roots including auto, bio, graph, meter, phon, port, and tele;

(iv) identify the meaning of base words with affixes including: de-, trans-, super-, anti-, mid-, semi-, -al/ial, -ive, -ous/-eous/-ious, and –logy;

(iii) determining the meaning of base words with affixes including over-, mis-, sub-, inter-, fore-, under-, en-, -en, -ic, -ment, -ity/ty, and -ible/able;

(iii) identifying the meaning of base words with affixes including im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, -er (comparative), -est, and –ful; and

(iii) identifying the meaning of base words with affixes un-, re-, -ly, -er/or, and -ion/tion/sion; and

(iii) identifying the meaning of base words with suffixes -ed and –ing;

(ii) identifying the meaning of base words with the suffix –s;

(v) identify and use antonyms

(v) identifying and using

(iv) identifying and using

(iv) using antonyms and



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kand synonyms; and

antonyms, and synonyms, homographs, and homophones; and

antonyms, synonyms, homographs, and homophones;

synonyms;

(vii) identify and explain the meaning of idioms and adages;

(vi) identify the meaning of idioms;

(iv) identifying and using words that name actions, directions, positions, sequences, and locations;

III.B.3 (C) develop oral language with a specific point of view. (A) develop oral language through listening and speaking by:

(F) develop oral language through listening and speaking by:

(i) developing strategies to support active listening;

(i) employing strategies to support active listening;

(i) following, restating, and giving oral instructions that involve a short related sequence of actions;

(ii) employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and

(ii) employing appropriate eye contact, speaking rate, volume, enunciation, and the conventions of language;

(ii) employing eye contact, speaking rate, volume, enunciation, and the conventions of language;

(iii) giving an organized presentation with a specific point of view;

(v) using oral language to inform and persuade.

(v) producing oral language in contextualized and purposeful ways using correct, grammar and vocabulary;

(vi) producing oral language in contextualized and purposeful ways using correct, grammar and vocabulary;

(iii) giving informative presentations;

(iii) listening to and drawing conclusions in content learning activities;

(iii) actively listening and responding to presented information;

(iii) listening and responding to information presented by others;

(v) asking and answering open-ended questions;

(iv) answering open-ended questions;

(iv) developing social communication such as, providing peers with constructive feedback, using oral language to explore, negotiate, and solve problems; and

(iv) developing social communication such as applying appropriate language for a situation using English language conventions; and

(v) developing social communication such as, conversing politely in all situations; and

(iv) developing social communication such as distinguishing between asking and telling; and

(iii) developing social communication such as introducing self and others, relating experiences to a classmate, and expressing needs and feelings; and

(iii) developing social communication, such as introducing self, common greetings, and expressing needs and wants; and

(iv) listening to and distinguishing between relevant



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kand irrelevant information;

(C) adjust fluency when reading grade-level text based on the reading purpose; and

(C) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text;

(C) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text;

(E) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text;

(E) use appropriate rate, accuracy, and prosody when reading grade level text;

(F) use appropriate rate, accuracy, and prosody when reading grade level text;

(D) write legibly in print and cursive;

(F) write legibly in print and cursive to complete assignments.

(G) write complete words, thoughts, and answers legibly in print and cursive leaving appropriate spaces between words.

(G) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

(H) develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

(G) develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

(E) demonstrate and apply phonetic knowledge by:

(B) demonstrate and apply phonetic knowledge by: (C) demonstrate and apply phonetic knowledge by:

(i) decoding and encoding consonant changes including /t/ to /sh/ such as in select and selection, and /k/ to /sh/ such as in music and musician;

(ii) decoding and encoding multisyllabic words with a doubled final consonant when an ending was added;

(i) decoding and encoding consonants, trigraphs, and blends;

(i) decoding and encoding all consonants;

(ii) decoding and encoding vowel changes;

(i) decoding and encoding multisyllabic vowel teams including -eigh as in eight and height, -ough as in though, bought, and bough, -augh as in caught, and -eu as in feud in isolation and context;

(ii) decoding and encoding words with silent letters;

(iii) decoding and encoding multisyllabic words with closed syllables;

(iv) decoding and encoding closed syllables;

(iv) decoding and encoding multisyllabic

(v) decoding and encoding open syllables;



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kwords with open syllables;

(iii) decoding and encoding multisyllabic words that have dropped the final -e when adding endings that start with a vowel;

(v) decoding and encoding multisyllabic words with vowel-consonant-silent e syllables;

(vi) decoding and encoding vowel-consonant-silent e syllables;

(vi) decoding and encoding multisyllabic words with vowel digraphs, trigraphs, and dipthongs;

(iii) decoding and encoding consonant digraphs;

(vii) decoding and encoding vowel digraphs and dipthongs;

(vii) decoding and encoding multisyllabic words with r-controlled syllables;

(viii) decoding and encoding r-controlled syllables;

(iii) decoding and encoding silent and sounded consonants such as sign to signal;

(viii) decoding and encoding words with final stable syllables;

(iv) decoding and encoding base words with affixes, including: de-, trans-, super-, anti-, mid-, semi—, -al/ial, -ive, -ous/-eous/-ious, and –logy; and

(ix) encoding base words with inflectional suffixes;

(x) decoding and encoding contractions;

(x) decoding and encoding contractions; and

(v) differentiate between commonly confused terms such as its, it's; affect, effect; and

(v) reading and spelling high frequency words, compound words, and contractions; and

(xi) reading and spelling at least 300-500 high-frequency words from a research-based list; and

(xi) identifying and reading at least 100-300 high-frequency words from a research-based list;

(iv) identifying and reading at least 25 - 100 high-frequency words from a research based list;

(i) decoding and encoding orthographic

(i) identifying and matching the common sounds



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kpatterns and rules, including regular and irregular plurals;

that letters represent;

(ii) using spelling patterns and rules to determine correct spelling; and

(iv) decoding and encoding multisyllabic words that change the final -y to an -i when adding an ending that starts with a vowel;

(xii) decoding and encoding words with double consonants in the middle of the word;

(ii) decoding and encoding initial and final consonant blends;

(ii) using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words and encode VC and CVC words;

(iii) encode common homophones;

(vi) decoding and spelling homographs and homophones;

(ix) using knowledge of base words to read compound words;

(iii) recognizing that new words are created when letters are changed, added, or deleted; and

(C) demonstrate print awareness by alphabetizing to the third letter;

(C) demonstrate print awareness by alphabetizing to the second letter;

(D) demonstrate print awareness by:

(i) alphabetizing to the first letter; and

(vi) sequencing the letters of the alphabet; and

(ii) identifying the information that different parts of a book provide;

(i) identifying the front cover, back cover, and title page of a book;(ii) holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;(iii) recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;(iv) recognizing the difference



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kbetween a letter and a printed word;(v) identifying all uppercase and lowercase letters;(vii) understanding that compound words are made of two shorter words;

(B) demonstrate phonological awareness by:(i) orally generating a series of original rhyming words using a variety of phonograms and consonant blends;

(i) identifying and producing rhyming words;

(ii) distinguishing between long- and short-vowel sounds in one syllable words;(iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed;(iv) blending spoken phonemes to form one- and two-syllable words, including consonant blends; and

(v) blending spoken phonemes to form one-syllable words;

(iv) blending spoken onsets and rimes to form simple words;

(v) segmenting spoken one-syllable words of three to five phonemes into individual phonemes;

(vi) segmenting spoken one-syllable words into individual phonemes; and

(ii) identifying



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kthe individual words in a spoken sentence;(iii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;(vii) identifying syllables in spoken words;

(2) Comprehension: Listening, Speaking, Reading, and Writing using Multiple Texts. Students use metacognitive skills to comprehend text with increasing depth and complexity. The student is expected to:II.A.1II.C.4III.A.2N.B.1,3,9

(A) establish purpose for reading assigned and self-selected texts; (A) establish purpose for reading assigned and self-selected texts and make and confirm predictions using text features, elements, and structures;

(A) establish purpose for reading assigned and self-selected texts; (A) establish purpose for reading assigned and self-selected texts with adult assistance;

II.A.1,2 (B) make and confirm predictions using text features, elements, and structures;

(C) make and confirm predictions using text features, characteristics of genre, and structures;

(C) make and confirm predictions using text features, characteristics of genres, and structures;


(C) make and confirm predictions using text features, characteristics of genre elements and structures;


(C) make and confirm predictions using text features and structures;

(C) make and confirm predictions using text features and structures with adult assistance;

II.A.3aIV.B.1aII.A.2b

(C) generate questions about text before, during, and after reading to deepen understanding and gain information; (B) generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

II.A.6 (D) create mental images to deepen understanding; (D) create mental images to deepen understanding with adult assistance;

II.A.11 (E) make connections to personal experiences, to ideas in other texts, and to the larger community; (E) make connections to personal experiences, to ideas in other texts, and to the larger community with adult



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kassistance;

II.A.4 (F) make inferences and use evidence to support understanding; (F) make inferences and use evidence to support understanding with adult assistance;

I.A.2b (G) evaluate information read to determine what is most important; (G) evaluate information to determine what is most important with adult assistance;

II.D.1IV.A.1bIV.A,1c

(H) synthesize information to create new understanding; and (H) synthesize information to create new understanding with adult assistance; and

II.A.1IV.A.3

(I) monitor comprehension and make adjustments when understanding breaks down. (I) monitor comprehension and make adjustments, with adult assistance, when understanding breaks down.

(3) Response: Listening, Speaking, Reading, and Writing using Multiple Texts. Students react and respond to a variety of sources that are read, heard, or viewed. The student is expected to:II.D.1a (A) describe the personal and emotional connections to a variety of sources including self-selected texts; (A) describe personal and emotional connections to a

variety of sources including self-selected texts; (A) describe the personal and emotional connections to a variety of sources;

II.A.4 (B) use text evidence to support an appropriate response;II.A.4bIV.A.3cV.C.1b

(C) and paraphrase summarize texts in ways that maintain meaning and logical order;

(C) paraphrase and summarize texts in ways that maintain meaning and logical order; (C) paraphrase or summarize texts in ways that maintain meaning and logical order;

(C) paraphrase texts in ways that maintain meaning and logical order;

(C) retell texts in ways that maintain meaning and logical order;

(C) retell texts in ways that maintain meaning;

IV.A3IV.B.1,3

(D) interact in meaningful ways such as note taking, annotating, freewriting, or illustrating;

(D) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating; (D) interact with sources in meaningful ways such as illustrating or writing; and

I.A.4g (E) respond using acquired content and academic vocabulary as appropriate;

(E) respond using newly acquired vocabulary as appropriate; (E) respond using newly acquired vocabulary as appropriate; and

(E) respond using newly acquired vocabulary as appropriate

II.B.1II.A.1,3,4

(F) reflect on and write about the implicit and explicit meanings of text; (F) express and write about the implicit and explicit meanings of text;

(F) discuss and write about the implicit and explicit meanings of text;

(F) discuss specific ideas in the text important to the implied meaning; and

(F) discuss specific ideas in the text important to the implied meaning.

II.A.11II.C.4aIV.A.2a

(G) compare sources within and across multiple genres and write a response with accurate and relevant text evidence and commentary;

(G) compare sources within and across

(G) compare sources within and across genres and write a response with accurate text evidence;

(G) compare and contrast ideas across a variety of sources.



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kgenres and write a response with accurate text evidence and relevant commentary;

III.A.2a (H) respond orally, or in writing, with appropriate register, vocabulary, and voice;I.A.4G (I) adjust

responses when valid evidence warrants; and

(I) reflect on and adjust responses when valid evidence warrants; and

(I) reflect on and adjust responses when valid evidence is presented; and

I) reflect on and adjust responses when valid evidence is presented.

I.A.2IV.A.1,2IV.B.2V.A.3

(J) defend, challenge, or qualify authors’ claims using relevant text evidence.

(J) defend or challenge authors’ claims using relevant text evidence.

(4) Collaboration: Listening, Speaking, Reading and Writing using Multiple Texts. Students develop collaboration skills to participate productively in diverse interactions within a variety of digital and social environments. The student is expected to: III.A.2III.B.1,2IV.B.2,3

(A) listen actively, respond appropriately, and adjust communication to audiences and purposes;

(A) listen actively to interpret a message by summarizing, asking questions, and making comments when appropriate;

(A) listen actively to interpret a message and ask clarifying questions that build on other’s ideas;

(A) listen actively to interpret a message and ask clarifying questions;

(A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

(A) listen actively, ask relevant questions, and make pertinent comments;

(A) listen actively, and ask relevant questions to clarify information;

(A) listen actively and ask questions to understand information;

III.B.1,2,3IV.B.3

(B) analyze a task to develop a plan that sets ground rules for decision-making and participate productively with others toward common goals;

(B)) work productively with others to analyze a task to be solved and develop a plan with clear goals and deadlines;

(B) work productively with others by following agreed upon rules for discussion to develop a plan with clear goals;

(B) work productively with others to develop a plan of shared responsibilities;

(B) work productively with others to develop a plan of shared responsibilities;

(B) work productively with others by following agreed upon rules, norms, and protocols;

(B) work productively with others to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others;

(B) work productively with others to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions;

(B) work productively with others by following agreed-upon rules for discussion, including taking turns;

I.A.4gIII.B.2IV.B.2

(C) engage in meaningful discourse by contributing relevant information and providing and receiving constructive feedback; and

(C) engage in meaningful discourse and provide and accept constructive feedback from others; and

C) elicit and consider suggestions from other group members and identify points of agreement and disagreement; and

(C) articulate thoughts clearly and build upon the ideas of others during discussion; and

(C) articulate thoughts clearly and build upon the ideas of others during discussion; and

(C) share ideas about the topic under discussion, speak clearly and to the point, and build on the ideas of others; and

(C) share ideas about the topic under discussion, speak clearly at an appropriate pace, and build on the ideas of others; and

(C) share ideas by speaking audibly and clearly; and



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 KIII.B.2IV.B.1c

(D) analyze and evaluate collaborative interactions. (D) evaluate the effectiveness of the collaborative interactions.

(D) reflect on and respond to the effectiveness of collaboration by acknowledging the contributions of others.

(D) reflect on and respond to the effectiveness of collaboration.

(D) distinguish between effective and ineffective collaboration.

(D) recognize effective collaboration.

(D) understand his/her own responsibility in collaboration.

(5) Multiple Genres: Listening, Speaking, Reading and Writing using Multiple Texts. Students recognize and analyze genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical and diverse texts. The student is expected to:II.A.11II.C.1,2,4II.D.2V.B

(A) recognize how forms and structures are the same and different within and across genres;

(A) develop an understanding of how forms and structures are the same and different within and across genres such as realistic fiction, historical fiction, , fantasy, science fiction, biographies, autobiographies, memoirs, informational text, primary source documents, narrative nonfiction, argumentative text, poetry, drama, and hybrid text.;

(A) develop an understanding of how forms and structures are the same and different within and across genres such as realistic fiction, historical fiction, legends and myths, fantasy, science fiction, biographies, autobiographies, memoirs, informational text, primary source documents, narrative nonfiction, argumentative text, poetry, drama, and hybrid text;

(A) develop an understanding of how forms and structures are the same and different within and across genres such as realistic fiction, historical fiction, legends and myths, fantasy, science fiction, biographies, autobiographies, memoirs, informational text, primary source documents, narrative nonfiction, argumentative text, poetry, drama, and hybrid text;

(A) develop an understanding of how forms and structures are the same and different within and across genres including legends and myths, autobiographies, personal narrative, informational text, primary source documents, narrative non-fiction, poetry, and drama;

(A) develop an understanding of how forms and structures are the same and different within and across genres including historical fiction, folktales, informational text, narrative non-fiction, and poetry;

(A) develop an understanding of how forms and structures are the same and different within and across genres including, realistic fiction, fables, biographies, personal narratives, informational text, and poetry;

(A) develop an understanding of how forms and structures are the same and different within and across genres, including, realistic fiction, traditional, animal fantasy, informational, persuasive, procedural, and poetry;

(A) develop an understanding of how forms and structures are the same and different within and across genres, including fiction, traditional, informational, persuasive, procedural, and poetry;

(A) develop an understanding of how forms and structures are the same and different within and across genres including, realistic fiction, traditional, animal fantasy, informational, persuasive , procedural, and poetry;

I.A.1.11I.A.4

(BA) analyze and apply the characteristics and structural elements of literary texts such as:

(BA) recognize characteristics and structures of literary texts including: (BA) recognize characteristics of literary text, including:

(BA) recognize characteristics and structures of literary text, including:

II.A.1dII.A.6aII.A.11II.C.2,4II.D.2aII.A.4aII.A.7cII.C.1aII.C

(i) theme, characters, and plot (i) analyzing linear and nonlinear plots with one or more subplots;

(i) analyzing texts with one or more subplots;

(i) analyzing nonlinear plot development including the use of foreshadowing to advance the plot;

(i) analyzing and summarizing the elements of plot development including rising action, climax, falling action, and resolution including non-linear elements such as flashback;

(i) analyzing and summarizing the elements of plot development including rising action, climax, falling action, and resolution;

(i) identifying and understanding the main events including the problem and solution in the text;

(i) identifying and understanding the main events, problem, and solution in the plot for texts read aloud and independently;

(i)identifying the main events, problem, and solution in the plot for texts read aloud;

(ii) analyzing the influence of setting(s) on character and plot

(ii) explaining the influences of setting(s) on character and plot

(ii) explaining the influence of the setting on character and plot

(ii) explaining the significance of the setting in relationship to the plot,

(ii) explaining the significance of the setting in relationship to the plot

(ii) understanding the significance of the setting in relationship to

(ii) describing the importance of the setting or multiple settings;

(ii) describing the setting;

(ii) describing the importance of identifying the setting or multiple settings;



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kdevelopment; development in

works with one or more subplots;

development; including a historical setting;

including a historical setting;

the plot;

(iii) analyzing how the central characters’ qualities influence the resolution of the central conflict and the theme;

(iii) analyzing how the internal and external responses of characters develop the plot;

(iii) analyzing the roles and functions of characters including their relationships and conflicts;

(iii) explaining the roles and functions of characters including their relationships and conflicts;

(iii) explaining the interactions of the characters and the changes they undergo;

(iii) explaining the relationship among the characters/subjects;

(iii) describing the main character(s) and how their feelings and actions change;

(iii) describing the main character(s) and the reasons for their and actions;

(iii) identifying and describing the main character(s) and how their feeling and actions change;

(iv) explaining how the theme(s) is developed;

(iv) explaining multiple themes and ideas not explicitly stated in a text;

(iv) explaining multiple themes and ideas not explicitly stated within and across texts;

(iv) identifying and inferring basic themes supported by text evidence; and

(iv) identifying basic themes with textual evidence; and

(iv) identifying the basic theme; and

(iv) identifying the basic theme; with adult assistance and

II.C.4b (ii) poetic forms, stanzas, line breaks, sound devices, and meter; and

(ii) poetic forms, stanzas, line breaks, and sound devices; and

(v) analyzing how language and form contribute to the meaning of a poem; and

(v) analyzing how language contributes to the meaning of a poem; and

(v) analyzing the importance of visual elements such as capital letters, line length, and word position in various forms of poetry; and

(v) identifying and explaining the elements of poetry, including imagery, visual, arrangement, sound devices such as internal rhyme and rhyme scheme, figurative language, mood, and speaker in narrative and lyrical poems; and

(v) identifying and explaining the elements of poetry, including the imagery, visual arrangement, sound devices such as rhyme, alliteration, and onomatopoeia, figurative language, and speaker in narrative and lyrical poetry;

(v) identifying and explaining elements of poetry, sound devises such as rhyme, rhythm, or repetition, imagery, visual arrangement, and speaker in narrative and lyrical poems;

(v) identifying and explaining the elements of poetry, including rhyme, rhythm, and repetition, imagery, and theme in narrative and lyrical poems;

(v) identifying the rhyme, rhythm, repetition, imagery and meaning in a variety of poems;

(v) identify identifying the and explain the elements of poetry, including rhyme, rhythm, repetition, imagery, and theme in narrative and lyrical meaning in nursery rhymes and familiar and traditional poems;

(iii) monologue, aside, soliloquy; (iii) stage directions and cast; (vi) analyzing how playwright(s) develop characters through the dialogue and staging of their plays;

(vi) analyzing how a playwright develops plot through the use of dialogue and stage directions;

(vi) describing how a playwright uses acts, scenes, stage directions, and scripted dialogue to develop dramatic action;

(vi) identifying the elements of a play, including acts, scenes, stage directions, and scripted dialogue;

II.A.3,8II.A.4dV.B.3

(CB) analyze and apply characteristics and structural elements of informational texts such as:

(CB) recognize characteristics and structures of informational text including:

(i) clear thesis, relevant supporting evidence, pertinent examples, insightful commentary, and effective closing;

(i) clear thesis, relevant supporting evidence, pertinent examples, effective closing:

(i) identifying the controlling idea or thesis;

(ii) text features; and (i) using features such as introduction, foreword, preface,

(i) using features, including such as insets, timelines, and sidebars, to

(i) using features, including such as pronunciation guides and

(i) using features, including such as chapters, sections,

(i) features and graphics to locate and gain information; and

(i) features and simple graphics to locate or gain information; and

(i) using features and titles and simple graphics to and gain information; and



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kreferences, or acknowledgements to gain background information and understand the author’s perspective on the topic; and

gain understanding of text; and

diagrams, to gain understanding of text; and

subsections, bibliography, tables, graphs, bullets, and numbers to gain understanding of the text; and

(iii) organizational patterns; (ii) explaining how text is designed to organize and convey ideas; and

(ii) explaining how text is designed to organize and convey ideas; and

(iii) analyzing the author’s use of multiple structures to organize information coherently;

(iii) analyzing how multiple organizational structures develop the main ideas and the author’s viewpoint;

(ii) explaining how different organizational structures such as cause and effect proposition-and-support, and problem-and-solution support the main ideas;

(ii) explain how different organizational structures including cause and effect, compare and contrast, problem and solution, and chronological order support the main ideas;

(ii) identify how different organizational structures including cause and effect, compare and contrast, problem and solution, and chronological order support the main ideas;

(ii) identify how different organizational structures including cause and effect, and problem and solution support the main ideas;

(ii) how different organizational structures such as temporal sequence, categorical, and questions/answers support the main ideas;

(ii) how different organizational structures such as description, temporal sequence, and categorical support the main ideas;

(ii) discuss how different organizational structures such as temporal the ways information is grouped in a text such as sequence, categorical, and questions/answers support the main ideas description, and repeated patterns with adult assisstance;

I.A.3II.A.5,9,11III.B.3

(DC) analyze and apply characteristics and structural elements of argumentative texts such as:

(DC) recognize characteristics and structures of argumentative text including:

(DC) recognize characteristics and structures of persuasive text including:

(DC) recognize characteristics and structures of persuasive text by identifying the thesis and explain how the author has used facts for or against an argument; and

(DC) recognize characteristics and structures of persuasive text, including:

(DC) recognize characteristics and structures of persuasive text by:

(DC) recognize characteristics of persuasive text, including and state what the author is trying to persuade the reader to think or do; and

(DC) recognize characteristics of persuasive text, with adult assistance, including and state what the author is trying to persuade the reader to think or do; and

(DC) recognize characteristics and structures of persuasive text with adult assistance including and state what the author is trying to persuade the reader to think or do; and

(i) clear arguable thesis, appeals, and convincing closing; and (i) analyzing the argument by identifying the claim the author presents in the thesis; and

(i) identifying the claim the author presents in the thesis; and

(i) identifying the claim the author presents in the thesis; and

(i) identifying the thesis and facts or opinions that support the thesis; and (i) identifying and analyzing what the author is trying to persuade the reader to think or do; and

(i) identifying and analyzing what the author is trying to persuade the reader to think or do; and

(ii) counter arguments, concessions, call to action, and opposing viewpoints;

(ii) counter arguments, concessions, and call to action;

(ii) explaining how the author anticipates and answers readers’ counter-

(ii) analyze the evidence presented and explain how the author

(ii) explaining how the author uses relevant evidence and consideration of

(i) identifying what the author is trying to

(i) identifying what the author is trying to

(ii) identifying the thesis and facts or opinions that support the thesis; and



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Karguments; and anticipates and

answers readers’ concerns; and

alternatives to support the argument; and

persuade the reader to think or do;

persuade the reader to think or do;

II.A.11II.C.1,2,4II.D.2V.B

(ED) evaluate and apply the characteristics of multimodal and digital texts for literary, informational, and argumentative purposes; and

(ED) analyze and construct multimodal texts and digital literacies for a variety of purposes.

(ED) interpret and construct multimodal texts and digital literacies for a variety of purposes.

(ED) recognize the characteristics of multimodal texts for a variety of purposes.

(ED) explore the characteristics of multimodal texts for a variety of purposes.

II.C.3IV.A.2

(FE) analyze how the historical period, cultural contexts, and current events influence texts;

(6) Author’s Purpose and Craft: Listening, Speaking, Reading and Writing using Multiple Texts. Students use critical inquiry to analyze the purpose of authors’ choices and how they influence and communicate meaning within a text. Students will analyze and apply author’s craft purposefully in order to develop their own products and performances. The student is expected to:I.A.1,3,4I.C.4II.A III.A.1,2IV.A.2,3V.B.3

(A) identify and analyze the audience, purpose, and message within texts;

A) identify and analyze the audience, purpose, and message within a text;

(A) identify and analyze the author’s purpose and message within a text;

(A) analyze the author’s purpose and message within a text;

(A) identify and analyze the author’s purpose and message within a text;

(A) identify and discuss an author’s purpose for writing text;

(A) identify and discuss the author’s purpose for writing text;

(A) identify and discuss, with adult assistance, the author’s purpose for writing text;

I.A1aI.A.4II.A.8II.C.2V.B.3

(B) evaluate the use of a specific text structure to achieve author’s purpose;

(B) analyze the use of text structures to achieve specific purposes;

(B) explain how a text structure contributes to the author’s purpose;

(B) understand how text structure contributes to the author’s purpose;

(B) identify and discuss how text structure contributes to an author’s purpose; and

(B) identify and discuss, with adult assistance, how text structure contributes to an author’s purpose; and

II.A.2V.C.d

(C) justify the author’s use of print and graphic features to achieve an intended purpose;

(C) analyze and evaluate the author’s use of print and graphic features to achieve specific purposes;

(C) interpret and analyze the author’s use of print and graphic features to achieve specific purposes;

(C) interpret the author’s use of print and graphic features to achieve specific purposes;

(C) explain the author’s use of print and graphic features to achieve specific purposes;

(C) identify and explain the author’s use of print and graphic features to achieve specific purposes;

(C) identify and discuss the author’s use of print and graphic features to achieve specific purposes.

(C) identify and discuss, with adult assistance, the author’s use of print and graphic features to achieve specific purposes.

(C) identify and discuss, with adult assistance, an author’s use of print and graphic features to achieve specific purposes.

I.A.3,4II.A.7,10III.A.1III.B.3IV.A.1

(D) evaluate the use of sound devices, both literal and figurative language to inform and shape the perception of readers;

(D) analyze the effect of sound devices and literal and figurative language to achieve specific purposes;

(D) analyze the effect of sound devices and literal and figurative language, including extended metaphor, simile, personification, hyperbole, symbolism, and imagery, to achieve specific

(D) explain the effect of literal and figurative language including imagery and symbolism to achieve intended purposes;

(D) explain the effect of literal and figurative language including metaphor, simile, personification, and imagery to achieve intended purposes;

(D) describe how the author's use of literal and figurative language such as metaphor, simile, and imagery achieves specific purposes;

(D) describe how the author’s use of repetition, sound devices, literal and figurative language such as metaphor, simile, and imagery achieve specific purposes;

(D) describe how the author’s use of repetition, sound devices, literal and figurative language such as simile, and imagery achieve specific purposes;



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kpurposes;

II.A.4,5,6,7,8,10II.C.4II.D.2III.A.1IV.A.1

(E) analyze and evaluate how the author’s diction and syntax contribute to the mood, voice, and tone of a text;

(E) analyze and interpret how the author’s diction and syntax contribute to the mood, voice, and tone of a text;

(E) identify and analyze how the author’s diction and syntax contribute to the mood, voice, and tone of a text;

(E) identify and analyze how the author’s use of language contributes to the mood, voice and tone of a text;

(E) identify and analyze how the author’s use of language contributes to the mood and voice of a text;

(E) analyze how the author’s use of language contributes to the voice in a text;

(E) identify how the author’s use of language contributes to the voice in a text; and

II.A.6,10II.C.2,4

(F) analyze and evaluate the use of literary devices including paradox, satire, and allegory to achieve specific purposes; and

(F) identify and analyze the use of literary devices including paradox, satire, and allegory to achieve specific purposes; and

(F) identify and analyze the use of literary devices including point of view, irony, sarcasm, oxymoron, and motif to achieve specific purposes; and

(F) identify and analyze the use of literary devices including point of view, irony, oxymoron, pun, and idiom to achieve specific purposes; and

(F) identify and analyze the use of literary devices including subjective and objective point of view and irony to achieve a specific purpose; and

(F) identify and analyze the use of literary devices including subjective and objective point of view and foreshadowing to achieve a specific purpose; and

(F) identify and analyze the use of literary devices including omniscient and limited point of view and foreshadowing to achieve a specific purpose; and

(F) analyze the use of literary devices including point of view in first or third person and foreshadowing to achieve a specific purpose; and

(F) analyze the use of literary devices including point of view in first or third person to achieve a specific purpose; and

(F) identify and analyze the use of literary devices including point of view in first or third person to achieve a specific purpose.

I.A.1II.A.9III.A.1

(G) identify and analyze use of rhetorical devices including analogy, antithesis, and syllogism.

(G) identify and analyze the use of rhetorical devices including analogy, antithesis, and shifts.

(G) identify and analyze the use of rhetorical devices including allusion, appeals, understatement, overstatement, parallelism, and shifts.

(G) identify and analyze the use of rhetorical devices including allusion, repetition, appeals, and rhetorical questions.

(G) discuss the use of rhetorical devices including rhetorical questions and loaded language.

(G) discuss the use of rhetorical devices, including loaded language.

(G) discuss the use of rhetorical devices including hyperbole.

(G) analyze the use of rhetorical devices including exaggeration and stereotyping.

(G) explain the use of the literary device, exaggeration, when used rhetorically.

(7) Composition and Presentation: Listening, Speaking, Reading and Writing using Multiple Texts. Students use the modes of writing/discourse and the writing process recursively to compose multiple texts that are meaningful and legible and use appropriate conventions. The student is expected to:I.A.2III.V.3

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies such as discussion, background reading, and personal interests, and interviews;

(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, free writing, and mapping;

(A) plan a first draft by generating ideas for writing such as drawing and brainstorming;

(A) plan by generating ideas for writing through class discussion;

I.A.4II.A.1aIII.A

(B) develop drafts of varying lengths choosing an effective organizational strategy, which builds on ideas to create a focused, organized, and coherent piece of writing in timed and open-ended situations;

(B) develop drafts by choosing an effective organizational strategy, such as sequence of events, cause-effect, and compare-contrast, and building on ideas to create a focused, organized, and coherent piece of writing;

(B) develop drafts of varying lengths by organizing ideas into a focused, structured, and coherent piece of writing;

(B) develop drafts of varying lengths by organizing ideas into a focused piece of writing;

(B) develop drafts in oral, pictorial, or written form by organizing ideas;

I.A.4IV.A.3IV.B.2

(C) revise drafts independently and collaboratively to ensure clarity, development, organization, style, diction, and sentence fluency;

(C) revise drafts to ensure clarity, development, organization, style, word choice, and sentence fluency;

(C) revise drafts by adding, deleting, combining, and rearranging ideas for coherence and clarity;

(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

(C) revise drafts; (C) revise drafts by adding details in pictures or words;



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 K

I.A.5 (D) edit drafts using standard English conventions including:I.A.5e (i) effectively avoiding problematic splices, run-ons, and fragments; (i) complete

simple, compound, complex, and compound-complex sentences with correct subject-verb agreement;

(i) complete simple, compound, and complex sentences with correct subject-verb agreement;

(i) complete simple and compound sentences with correct subject-verb agreement;

(i) complete simple, compound, and complex sentences with correct subject-verb agreement;

(i) complete simple and compound sentences with correct subject-verb agreement;

(i) complete sentences with subject-verb agreement;

(i) complete sentences subject-verb agreement;

(i) complete sentences;

I.A.5f (ii) commas to set off absolute, gerund, infinitive and participle phrases;

(ii) commas to set off infinitive and participle phrases;

(iv) commas in appositive phrases and after transitions, introductory words, phrases, and clauses;

(iv) commas in compound sentences and after transitions, introductory words and phrases;

I.A.5a (iii) semi-colons to indicate a relationship between closely related independent clauses and to separate units of a series when appropriate;

(iii) semi-colons to indicate a relationship between closely related independent clauses;

(v) semicolons, colons, and parentheses when appropriate;

(v) semicolons when appropriate;

(vi) correct punctuation of dialogue and citation(s);

(vi) correct punctuation of dialogue and citation(s);

(v) correct punctuation of dialogue;

I.A.5e (iv) parallel structure;I.A.5a (v) dashes, colons, parentheses, brackets, and ellipses;I.A.5f (vi) consistent and logical use of verb tense; (ii) consistent verb tenses; (ii) irregular verbs; (ii) past, present,

and future verb tenses;

(ii) past, present, and future verbs;

(iii) collective nouns;

(iii) singular, plural, common, and proper nouns; (iii) singular and plural nouns;

(iv) descriptive adjectives including comparative and superlative forms;

(iv) descriptive and limiting adjectives and articles;

(iv) descriptive adjectives;

(v) adverbs; (v) adverbs to convey frequency and intensity;

(v) adverbs that convey time and manner;

(v) adverbs that convey time;

(vi) prepositions and prepositional phrases; (vi) prepositions;I.A.5f (vii) appropriate use of active and

passive voice;(vii) appropriate use of active voice;

I.A.5b (viii) subject-verb agreement;I.A.5c (ix) pronoun-agreement; (iii) appropriate pronouns; (vii) indefinite

pronouns;(vii) reflexive pronouns;

(vii) possessive pronouns;

(vii) pronouns; (v) pronouns;

(viii) coordinating conjunctions;

(viii) coordinating conjunctions to form compound predicates, subjects, and sentences;

(ix) subordinating



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kconjunctions to form complex sentences;

I.A.5a (x) correct capitalization; and (vii) correct capitalization; and (vi) capitalization of proper nouns including abbreviation, initials, acronyms, and organizations;

(x) capitalization of abbreviations, initials, acronyms, and organizations;

(ix) capitalization of historical events and documents; titles of books; stories and essays; languages, races, and nationalities;

(ix) capitalization of historical periods, official titles of people, and geographical names and places;

(viii) capitalization of months, days of the week, and the salutation and closing of a letter; and

(viii) capitalization for the beginning of sentences and the pronoun "I"; and

(vi) capitalization of the first letter in a sentence; and

(xi) punctuation marks including commas in compound and complex sentences;

(x) punctuation marks including apostrophes in contractions and possessives, commas in a series and dates; and

(ix) punctuation marks at the end of sentences and apostrophes;

(ix) use punctuation marks at the end of declarative, exclamatory, and interrogative sentences;

(vii) punctuation marks at the end of declarative sentences;

(xii) punctuation marks, including commas and quotation marks in dialogue; and

(xi) punctuation marks including commas and quotation marks in dialogue;

(xiii) punctuation marks, including proper italics and underlining for titles;

(x) punctuation marks including commas in compound sentences; and

(xi) paragraph indentations;

II.B.3 (xi) correct spelling; (viii) correct spelling; and (vii) correct spelling; including commonly confused terms such as its and it’s and affect and effect; and(viii) proper mechanics for referencing titles of books;

I.A.1,3,4III.A.1,2

(E) publish written work for appropriate audiences; (E) publish and evaluate written work in response to feedback;

(E) publish and share writing; (E) share writing;

I.A.1.3,4

(F) use the elements of craft to advance the writer’s purpose when composing by: (F) use the elements of craft to advance the writer’s purpose when dictating and composing

(F) dictate or compose literary texts, including personal narratives;



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kby:

I.A.2 (i) developing an engaging idea reflecting depth of thought with specific details and relevance; (i) developing an engaging idea reflecting depth of thought with specific details and relevance;

(i) developing an idea with specific and relevant details;

I.A.5dII.D.1,bIII.A

(ii) organizing with purposeful structure including an strategic lead, transitions, sentence-to-sentence connections, and closing;

(ii) organizing with purposeful structure including an effective lead, transitions, sentence-to-sentence connections, and closing;

(ii) organizing with purposeful structure including an effective lead, transitions, sentence-to-sentence connections, and effective closing;



(ii) organizing with structure;

(ii) organizing with structure; and

I.A.3 (iii) using intentional diction, precise nouns, and strong action verbs; (iii) using intentional word choice, precise nouns, and strong actions verbs;

(iii) using intentional word choice;

I.A.4cI.A.5d,e

(iv) sentence-combining techniques to create a variety of sentence structures and lengths; and

(iv) constructing a variety of sentence structures and lengths; and



(iv) constructing a variety of sentence lengths; and

I.A.5IV.A.1a

(v) developing voice. (v) developing voice;

I.A.4 (G) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft; (G) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft such as personal narratives, fiction, and poetry;

(G) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

(G) compose literary texts including personal narratives using genre characteristics and craft;

(G) compose literary texts, including personal narratives and poetry;

(G) dictate or compose literary texts, including personal narratives and poetry;

(G) dictate or compose informational texts; and

I.A (H) compose informational texts such as resumes and personal and informative essays using genre characteristics and craft;

(H) compose informational texts such as personal and informative essays using genre characteristics and craft;

(H) compose informational texts including multi-paragraph essays that convey information about a topic using genre characteristics and craft;

(H) compose informational texts using genre characteristics and craft;

(H) compose informational texts, procedural and reports;

(H) dictate or compose informational texts, including procedural;

I.A (I) compose argumentative texts using genre characteristics and craft;

(I) compose argumentative texts using genre characteristics and craft; and

(I) compose persuasive texts such as editorials using genre characteristics and craft; and

(I) compose persuasive texts including opinion essays using genre characteristics and craft; and

(I) compose persuasive texts that explain a personal opinion; and

(I) dictate or compose persuasive texts that explain a personal opinion; and

(H) dictate or compose persuasive texts that state a personal opinion.

I.A (J) compose correspondence in a professional or friendly structure; and

(J) compose correspondence in a professional or friendly structure.

(J) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

(J) compose correspondence.

(J) compose correspondence that requests information.

(J) compose correspondence such as thank you notes or letters.

(J) compose correspondence.

(J) dictate or compose correspondence.

I.A (K) compose literary analysis

(K) compose rhetorical



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kusing genre characteristics and craft.

analysis using genre characteristics and craft.

(8) Inquiry and Research: Listening, Speaking, Reading and Writing using Multiple Texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:V.A.1 (A) develop student-selected questions for formal and informal inquiry; (A) generate student selected and teacher guided

questions for formal and informal inquiry;(A) generate and clarify questions on a topic for formal and informal inquiry;

(A) generate questions for formal and informal inquiry with adult assistance;

V.C.1,2 (B) develop a plan; (B) develop and follow a research plan with teacher support;

V.A.1,2V.B.1

(C) locate relevant sources; (C) identify and gather information from a variety of sources;

(C) understand credibility of and differentiate between primary and secondary sources;

(C) understand credibility of primary and secondary sources;

(C) identify primary and secondary sources;

(B) identify sources and gather relevant sources and information to answer the questions;

(B) identify sources and gather relevant sources and information to answer the questions with adult assistance; and

(B) gather information from a variety of sources with adult assistance; and

(C) recognize primary and secondary sources; and

V.B.2 (D) examine sources for: (D) critically examine sources for:(i) credibility; (i) credibility

and bias, including omission; and

(i) credibility and bias; and

(ii) bias; and (ii) bias including omission; and(iii) faulty reasoning including straw man, false dilemma, faulty analogies, non-sequitur;

(iii) faulty reasoning including post hoc-ad hoc, circular reasoning, red herring, assumptions;

(iii) faulty reasoning including incorrect premise, hasty generalizations, either-or;

(iii) faulty reasoning including ad hominem, loaded language, and slippery slope;

(ii) faulty reasoning, including bandwagon appeals, repetition, and loaded language;

(ii) faulty reasoning, including hyperbole, emotional appeals, and stereotype;

IV.A.1bIV.B.1b,c

(E) synthesize information; (E) synthesize information from a variety of sources; (D) analyze and organize collected identify and gather relevant information from a variety of sources;

(D) demonstrate understanding of information gathered.

(C) demonstrate understanding of information gathered.

(C) demonstrate understanding of information gathered with adult assistance.

V.C.1,2 (F) demonstrate understanding using appropriate mode of delivery; (G) demonstrate understanding using an appropriate mode of delivery, such as written, oral, and/or media

(G) demonstrate understanding using an appropriate mode of delivery, such as written, oral, and/or media; and

V.C.1 (i) display academic citations; and (F) display academic citations; and use source materials ethically; and

(F) display academic citations and references to use source materials ethically; and

(E) develop a bibliography cite sources;

(E) create a work cited page;

V.B.2 (ii) use source materials ethically; and (F) differentiate between paraphrasing and plagiarism when

(F) recognize the difference between paraphrasing and plagiarism when using use source materials;



CCRS 12 11 10 9 8 7 6 5 4 3 2 1 Kusing source materials;

V.C.1 (G) incorporate digital technology, when appropriate. (E) incorporate digital technology when appropriate with adult assistance

(E) incorporate digital technology when appropriate with adult assistance

(E) incorporate digital technology when appropriate with adult assistance


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