Table of Contents

Introduction 12 Standard Organization 18

K-5 Reading 20 Enduring Understandings 20 Essential Questions 21
Reading Literature (RL) 21
RL 1 21
RL 2 22
RL 3 22
RL 4 23
RL 5 23
RL 6 24
RL 7 25
RL 8 25
RL 9 26 pg.$2

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RL 10 26
Reading Informational Text (RI) 27
RI 1 27
RI 2 27
RI 3 28
RI 4 28
RI 5 29
RI 6 29
RI 7 30
RI 8 30
RI 9 29
RI 10 31
Reading Foundations Skills (RF) 32
RF 1 32

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RF 2 33
RF 3 34
RF 4 35
K- 5 Writing (W) 36
Enduring Understandings 36 Essential Questions 36
W 1 37
W 2 39
W 3 40
W 4 42
W 5 42
W 6 43
W 7 43
W 8 44
W 9 44

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W 10 45

K-5 Listening and Speaking 46

Enduring Understandings 46 Essential Questions 46
LS 1 47
LS 2 49
LS 3 50
LS 4 51
LS 5 52
LS 6 52
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K- 5 Language Foundations 52
Enduring Understandings 53 Essential Questions 53

L 1 54
L 2 55
L 3 57
L 4 57
L 5 59
L 6 61

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 6-12 Reading 63 Enduring Understandings 63 Essential Questions 63
Reading Literature (RL) 64
RL 1 64
RL 2 65
RL 3 65
RL 4 65
RL 5 66
RL 6 66
RL 7 67
RL 8 67
RL 9 67
RL 10 68

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Reading Informational Text (RI) 69

RI 1 69
RI 2 69
RI 3 70
RI 4 70
RI 5 71
RI 6 71
RI 7 72
RI 8 72
RI 9 73
RI 10 74

Reading Foundations Skills (RF) 75

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6-12 Writing (W) 75

Enduring Understandings 75 Essential Questions 75
W 1 76
W 2 77
W 3 78
W 4 80
W 5 80
W 6 81
W 7 81
W 8 82
W 9 82
W 10 83

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6-12 Listening and Speaking 83

Enduring Understandings 84 Essential Questions 84
LS 1 85
LS 2 87
LS 3 87
LS 4 88
LS 5 89
 LS 6 89

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6-12 Language Foundations 90

Enduring Understandings 90 Essential Questions 90

L 1 91
L 2 91
L 3 92
L 4 92
L 5 93
L 6 94

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Teaching English Language Arts for the 21st Century

Literacy includes reading, writing, and the creative and analytical acts involved in producing and comprehending texts. Reading and
writing are important to ensure success in school, on the job, and in society. Today’s expectations, however, encompass more than the
ability to read, write, speak, and listen. These expectations include use of oral and written language to make sense of the world and to
communicate, problem solve, and participate in decision-making. The foundation for these literacy skills is language and an
understanding of how language works.

Children start to learn language from the day they are born. As they grow and develop, their speech and language skills become
increasingly more complex. They learn to understand and use language to express their ideas, thoughts, and feelings, and to
communicate with others. During early speech and language development, children learn skills that are important to the development
of literacy. Early speech and language skills include print awareness, phonemic awareness, phonics, fluency, vocabulary, spelling,
writing and text comprehension.

Prior to the 21st century, literacy was defined a person’s ability to read and write. With the advent of a global economy, emerging
technology, and the ability to rapidly access information, the concept of literacy has assumed new meanings. In 2008, The National
Council of Teachers of English defined 21st century literacy skills as (http://www.ncte.org/positions/statements/21stcentdefinition):

• Developing proficiency with the tools of technology

• Building relationships with others to pose and solve problems collaboratively and cross-culturally •

Designing and sharing information for global communities to meet a variety of purposes

• Managing, analyzing, and synthesizing multiple streams of simultaneous information

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 • Creating, critiquing, analyzing, and evaluating multi-media texts

• Attending to the ethical responsibilities required by these complex environments

The Partnership for 21st Century Skills (http://www.p21.org/), a national organization that advocates for 21st century readiness for
every student, provides tools and resources to help the U.S. education system keep up by fusing the 3Rs and 4Cs (Critical thinking
and problem solving, Communication, Collaboration, and Creativity and innovation). These new literacies, when infused in core
content subjects, engage students in the learning process and prepare them to be productive citizens.

Print Awareness

Children see and interact with print (e.g., books, magazines, grocery lists) in everyday situations (e.g., home, in preschool, and at
daycare) well before they start elementary school. Print awareness is understanding that print is organized in a particular way – for
example, knowing that print is read from left to right and top to bottom. It is knowing that words consist of letters and that spaces
appear between words. Print awareness is a child's earliest introduction to literacy.

Phonemic Awareness

Phonemic awareness is the understanding that the sounds of spoken language work together to make words. Phonemic awareness is
not the same thing as phonics, but rather a precursor to understanding phonics, which is like a code for learning to sound out written
words. Phonemic awareness is considered extremely important in the early stages of literacy.

Researchers have determined that phonemic awareness is important because it requires readers to become aware of the sounds that
letters represent and helps beginning readers better identify with the alphabet. Before children learn to read print, they need to become
aware of how the sounds in words work. They must understand that words are made up of phonemes. Phonemes are the smallest parts
of sound in a spoken word that makes a difference in the word's meaning. For example, changing the first phoneme in the word hat
from /h/ to /p/ changes the word from hat to pat, and so changes the meaning. (A letter between slash marks shows the phoneme, or
sound, that the letter represents, and not the name of the letter. For example, the letter h represents the sound /h/.)

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In kindergarten and the primary grades of many schools, phonemic awareness is both taught and assessed as part of the process of
learning to read. To teach phonemic awareness, children are introduced to the individual sounds of many different words before they
are introduced to syllables. In other words, even though the word “hat” has only one syllable, it has three different sounds: /h/ /a/
(short a) /t/. Children who are taught to listen for and can hear the different sounds early on have proved to become stronger readers.

Phonics

The goal of phonics instruction is to help children to learn and be able to use the alphabetic principle. The alphabetic principle is the
understanding that there are systematic and predictable relationships between written letters and spoken sounds. Phonics instruction
helps children learn the relationships between the letters of written language and the sounds of spoken language.

Fluency

Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically.
They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with
expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by
word. Their oral reading is choppy. Fluency is important because it provides a bridge between word recognition and
comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the
text means. They can make connections among the ideas in the text and their background knowledge. In other words, fluent readers
recognize words and comprehend at the same time. Less fluent readers, however, must focus their attention on figuring out the
words, leaving them little attention for understanding the text.

Vocabulary

Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear orally to make sense of the
words they see in print. Vocabulary also is very important to reading comprehension. Readers cannot understand what they are
reading without knowing what most of the words mean. As children learn to read more complex texts, they must learn the meaning
of new words that are not part of their oral vocabulary. According to Johnson *(2001) the following guidelines are important for
effective vocabulary instruction:
• Word knowledge is essential for comprehension.
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• Wide reading in a variety of text types is to be encouraged and supported.
• Use direct instruction to teach “Tier 2” and selection critical words.
• Learning new concepts requires active involvement rather than passive definition memorization.
• Multiple exposures to a word are necessary to learn it well –conceptual, contextual, & definitional. •
Writing definitions from dictionaries is not a recommended practice.
• Relate new words to students’ prior knowledge and to other related words when possible.
 • Students need to develop the ability to learn new words from the multiple contexts of reading.
*Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.

Spelling

Students use spelling rules to assist them in determining how to spell unknown words. If a child can spell a word, he or she can
usually read the word. Good spellers become better readers and writers.

Spelling instruction helps students understand and utilize the patterns of our written language in their own communications. Effective
teachers identify each student’s stage of spelling development and offer relevant instruction to move students forward as writers and
word solvers.

Writing

The fundamental aim of writing is to communicate. However, its purpose, audience, form, and subject matter vary according to the
specific writing situation. Good writers can communicate well in a range of situations. They can perform a variety of writing tasks,
ranging from business letters to stories, reports, and essays. To become good writers students need expert instruction, frequent
practice, and constructive feedback. The National Council of Teachers of English Commission on Composition noted that writing is
a powerful instrument of thought. In the act of composing, writers learn about themselves and their world and communicate their
insights to others. Writing fosters the power to grow personally and to effect change in the world.

Text Comprehension

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Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really
reading. As they read, good readers are both purposeful and active. They may read to figure out how to use a food processor, for
example, or a magazine for entertainment.

Good readers also think actively as they read. They use their experiences and knowledge of the world, vocabulary, language structure,
and reading strategies to make sense of the text and know how to get the most out of it. They know when they have problems with
understanding and how to resolve these problems as they occur.
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AERO
ENGLISH LANGUAGE ARTS
CURRICULUM FRAMEWORK
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Organization of Standards
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K-5 STANDARDS AND

 PERFORMANCE INDICATORS

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 READING
Reading is a complex process involving word recognition, comprehension, fluency, and motivation. Word recognition refers to
the process of recognizing how written symbols correspond to spoken language. Comprehension is the process of making sense
of words, sentences and connected text. Fluency is defined as the ability to read with speed, accuracy, and proper expression. In
order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. Fluent
reading encompasses three key elements: accurate reading of connected text at a conversational rate with appropriate
expression (Hudson, Mercer, & Lane, 2000). Motivation is described as a purpose for reading, interest in the content, and
self-efficacy. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text
and other strategies to help them understand written text.

Reading Objectives Include:

• Students will read fluently and confidently a variety of texts for a variety of purposes
• Students will practice the behaviors of effective, strategic readers
• Students will demonstrate understanding of new vocabulary and concepts and use them accurately in reading,
speaking, and writing.

http://www.readingrockets.org/helping/target/fluency/
Hudson, R.F., Mercer, C.D., & Lane, H.B. (2000). Exploring reading fluency: A paradigmatic overview. Unpublished
manuscript, University of Florida, Gainesville.

Enduring Understandings:
Readers use strategies to construct meaning.
Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in
text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Readers recognize the power of words to affect meaning.

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Thoughtful readers evaluate what they read in a personal and informed way.
 Essential Questions:
1. How do readers construct meaning from text?
2. How do you figure out a word you do not know?
3. What do readers do when they do not understand everything in a text?
4. Why do readers need to pay attention to a writer’s choice of words?
5. How does reading influence readers?
6. Why do readers need to evaluate what they read?

READING LITERATURE- RL

Students read a wide range of literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

NOTE: These standards are directed toward fostering students’ understanding and working knowledge of concepts
of print, the alphabetic principle, and other basic conventions of the English writing system. These skills are basic
components of an effective, comprehensive reading program designed to develop proficient readers with the
capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good
readers will need continued practice and greater exposure to more complex texts. Struggling readers will require
more practice with support from the teacher at appropriate text levels. The point is to teach students what they
need to learn and not what they already know—to discern when particular children or activities warrant more or
less attention.

Key Ideas and Details

RL.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.

K 1 2 3 4 5
a. With prompting a. Ask and a. Ask and a. Ask and a. Refer to details a. Quote
and support, ask answer questions answer such answer and examples in a accurately from
and answer about key details questions as questions to text when a text when
questions in a who, what, where, demonstrate explaining what explaining what
about key details in a text. when, why, and understanding of a the text says the text says
how explicitly

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text. DOK 1,2 to demonstrate text, referring explicitly and and when
understanding of explicitly to the when drawing drawing
key details in a text as the basis inferences from inferences from
text. for the answers. the text. the text.
DOK 1 DOK 1,2,3
DOK 1,2 DOK 1,2,3 DOK 1,2,3

RL.2. Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.

K 1 2 3 4 5
a. With a. Retell stories, a. Recount stories, a. Recount a. Determine a a. Determine a
prompting and including key including fables stories, theme of a story, theme of a story,
support, retell details, and and folktales including drama, or poem drama, or poem
familiar demonstrate from diverse fables, from details in the from details in the
stories, including understanding of cultures, and folktales, and text. text, including
key details. their central determine their myths from b. Summarize how
message or central message, diverse using key details characters in a
lesson, or moral. cultures. from the text. story or drama
b. Determine the respond to
central message, challenges or how
lesson, or moral the speaker in a
and explain how poem reflects
it is upon a topic.
conveyed b. Summarize
through key using key details
details in the from the text
lesson. DOK 1, DOK 2 text.
DOK 1 DOK 2,3
DOK 2,3 DOK 2,3
 2

RL.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

K 1 2 3 4 5
a. With prompting a. Describe a. Describe how a. Describe a. Describe in a. Compare and
and support, characters, characters in a characters in a depth a character, contrast two or
identify settings, and story respond to story (e.g., their setting, or event more characters,
characters, major events in major traits, in a story or settings, or events
settings, and a story, using key events and motivations, or drama, drawing on in a story
major events in

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a story. details. challenges. feelings) and specific details in or drama, drawing
explain how their the text (e.g., a on specific details
actions character’s in the text (e.g.,
contribute to the thoughts, words, how characters
sequence of or actions). interact).
DOK 1 DOK 1 DOK 2
events. DOK 1,2,3 DOK 2,3

DOK 1,2,3

Craft and Structure

 RL.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.

K 1 2 3 4 5
a Ask and a. Identify words a. Describe how a. Determine the a. Determine the a. Determine the
answer and phrases in words and meaning of words meaning of meaning of
questions about stories or poems phrases (e.g., and phrases as words and words and
unknown words that suggest regular beats, they are used in a phrases as they phrases as they
in a text. feelings or appeal alliteration, text, are used in a are used in a
to the senses. rhymes, repeated distinguishing text, including text, including
lines) literal from those figurative
supply rhythm non-literal that allude to language such as
and meaning in language. significant metaphors and
a story, poem, or characters found similes.
song. in stories,
myths, and
traditional
literature from
DOK 1, 2 DOK 1, 2 different
DOK 1,2,3 cultures. DOK 1,2,3
DOK 2
DOK 1,2,3

RL.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.

K 1 2 3 4 5
a. Recognize a. Explain major a. Describe the a. Refer to parts a. Explain major a. Explain how a
common types of differences overall structure of stories, differences series of
texts (e.g., between books of a story, dramas, and between poems, chapters,
storybooks, poems). that tell including poems when drama, and prose, scenes, or
stories and books describing how the writing or and refer to stanzas fits
speaking about a together to

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 DOK 1 that give beginning text, using terms the structural provide the
information, introduces the such as chapter, elements of overall structure
drawing on a wide story and the scene, and poems (e.g., of a
reading of a range ending concludes stanza; describe verse, rhythm, particular story,
of text types. the action. how each meter) and drama drama, or poem.
successive part (e.g., casts of
builds on earlier characters,
sections. settings,
descriptions,
dialogue, stage
directions) when
writing or
speaking about a
DOK 2,3 DOK 2 DOK 1,2,3 text. DOK 1,2,3

DOK 1,2,3

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

K 1 2 3 4 5
a. With a. Identify who is a. Acknowledge a. Distinguish a. Compare and a. Describe
prompting and telling the story differences in the their own point contrast the point how a
support, name at various points of view of of view from of view from narrator’s or
the author and points in a text. characters, that of the which speaker’s point of
illustrator of a including by narrator or those different stories view influences
story and define speaking in a of the are narrated, how events are
the role of each in different voice for characters. including the described.
telling the story. each character difference
when reading between first-
dialogue and
DOK 2 aloud. third-person
DOK 1 narrations.
DOK 2 DOK 2,3 DOK 2,3,4
DOK 3

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Georgia.

Integration of Knowledge and Ideas

RL.7 Integrate and evaluate content presented in diverse formats and media, including print and
digital resources.

K 1 2 3 4 5
a. With prompting a. Use illustrations a. Use a. Explain how a. Make a. Analyze how
and support, and details in a information specific aspects of connections visual and
describe the story to describe gained from the a text’s between the text of multimedia
relationship its illustrations and illustrations a story or drama elements
between characters, words in a print contribute to what and a visual or contribute to the
illustrations and setting, or or digital text is conveyed by oral meaning, tone, or
the story in events. to the presentation of beauty of a text
which they demonstrate words in a story the text, (e.g., graphic
appear (e.g., understanding of (e.g., create mood, identifying novel,
what moment in its characters, emphasize aspects where each multimedia
a story an setting, or plot. of a character or version reflects presentation of
illustration setting). specific fiction, folktale,
descriptions and myth, poem).
directions in the
DOK 2 DOK 2 DOK 2,3 DOK 2,3,4
depicts). DOK 2
text. DOK 2,3,4

RL.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.

K 1 2 3 4 5
(Not applicable (Not applicable (Not applicable (Not applicable (Not applicable (Not applicable
to literature) to literature) to literature) to literature) to literature) to literature)

RL.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.

K 1 2 3 4 5
 a. With a. Compare and a. Compare and a. Compare and a. Compare and a. Compare and
prompting and contrast the contrast two or contrast the contrast the contrast stories in
support, adventures and more versions of themes, settings, treatment of the same genre
compare and experiences of the same story and plots of similar themes (e.g., mysteries or
contrast the characters in stories. (e.g., stories written by and topics and adventure stories) on
adventures and Cinderella stories) the same author patterns of
about

pg.$25
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experiences of DOK 2 by different the same or events in stories, their approaches
characters in authors or from similar characters myths, and to similar
familiar stories. different (e.g., in books traditional themes and
cultures. from a series). literature from topics.
different
cultures.
DOK 2
DOK 3 DOK 3,4 DOK 3,4 DOK 1,2

Range of Reading and Level of Text Complexity

RL.10 Read and comprehend complex literary and informational texts independently and proficiently.

K 1 2 3 4 5
 a. Actively engage a. With a. By the end of a. By the end of a. By the end of a. By the end of
in group reading prompting and the year, read the year, read the year, read the year, read
activities with support, read and independently and independently
purpose and prose and poetry comprehend and proficiently comprehend and proficiently
understanding. of appropriate literature, and literature, and
complexity for including stories comprehend including stories, comprehend
grade. and poetry, in the literature, dramas, and literature,
grades 2–3 text including stories, poetry, in the including stories,
complexity band dramas, and grades 4–5 text dramas, and
proficiently, with poetry, at the high complexity band poetry, at the high
scaffolding as end of the grades proficiently, end of the grades
needed at the 2– 3 text with scaffolding 4– 5 text
DOK 1 high end of the complexity as needed at the complexity
DOK 1 range. band. high end of the band.
range.
DOK 2 DOK 1,2 DOK 1,2
DOK 1, 2

pg.$26
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Georgia.

READING INFORMATIONAL TEXTS - RI

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of
the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.

Key Ideas and Details

RI.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.

K 1 2 3 4 5
 a. With prompting a. Ask and a. Ask and a. Ask and a. Refer to details a. Quote
and support, ask answer questions answer such answer and examples in a accurately from
and answer about key details questions as questions to text when a text when
questions in a text. who, what, where, demonstrate explaining what explaining what
about key details when, why, and understanding of the text says the text says
in a text. how to a text, referring explicitly and explicitly and
demonstrate explicitly to the when drawing when drawing
understanding of text as the basis inferences from inferences from
key details in a for the answers. the text. the text.
DOK 1 DOK 1,2 text. DOK 1,2,3
DOK 1,2,3 DOK 1,2,3
DOK 1,2

RI.2 Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.

K 1 2 3 4 5
a. With a. Identify the a. Identify the a. Determine the a. Determine the a. Determine two
prompting and main topic and main topic of a main idea of a main idea of a text or more main
support, retell retell key details multi text; recount the and explain how it ideas of a text and
familiar stories, of a text. paragraph text as key is supported by explain how they
including key well as the focus details and key are supported
details. of specific explain how they details; by key details;
paragraphs support the main summarize the summarize the
within the text. idea. text.
DOK 1 DOK 1 text. DOK 2,3
DOK 2 DOK 1,2,3 DOK 2,3

pg.$27
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

RI.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

K 1 2 3 4 5
a. With prompting a. Describe the a. Describe the a. Describe the a. Explain events, a. Explain the
and support, connection connection relationship procedures, ideas, relationships or
describe the between two between a series between a series or concepts in interactions
connection individuals, of of historical a historical, between two or
between two events, ideas, or historical events, events, scientific scientific, or more
individuals, pieces of scientific ideas or ideas or concepts, technical text, individuals,
events, ideas, or information in a concepts, or steps or steps in including what events, ideas, or
pieces of in technical technical happened and concepts in a
information in a procedures in a procedures in a why, based on historical,
text. text. text, using specific scientific, or
language that information in technical text
pertains to time, the text. based on specific
sequence, and information in
text. DOK 2 cause/effect. DOK 1,2,3 the text.
DOK 2 DOK 1,2,3
DOK 2 DOK 2,3

Craft and Structure

RI.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.

K 1 2 3 4 5
a. With prompting a. Ask and a. Determine the a. Determine the a. Determine the a. Determine the
and support, ask answer meaning of words meaning of meaning of meaning of
and answer questions to and phrases in a general general general
questions help text relevant to a academic and academic and academic and
about unknown determine or grade 2 topic or domain-specific domain-specific domain-specific
words in a text. clarify the subject words and phrases words or phrases in words and phrases
meaning of area. in a text relevant a text relevant to a in a text relevant
words and phrases to a grade 3 topic grade 4 topic or to a grade 5 topic
in a text. or subject area. or
subject area. subject area.
DOK 1 DOK 2 DOK 1,2,3
DOK 1,2,3 DOK 1,2,3
DOK 1,2
 pg.$28
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

RI.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.

K 1 2 3 4 5
a. Identify the a. Know and use a. Know and use a. Use text a. Describe the a. Compare and
front cover, back various text various text features and overall structure contrast the
cover, and title features (e.g., features (e.g., search tools (e.g., chronology, overall structure
page of a book. headings, captions, bold (e.g., key words, comparison, (e.g.,
tables of contents, print, sidebars, cause/effect, chronology,
glossaries, subheadings, hyperlinks) to problem/solution) comparison,
electronic menus, glossaries, locate information of events, ideas, cause/effect,
icons) to indexes, relevant to a given concepts, or problem/solution)
locate key facts or electronic menus, topic efficiently. information in a of events, ideas,
information in a icons) to locate text or part of a concepts, or
text. key facts or text. information in
information in a two or more
DOK 1 text efficiently. texts.
DOK 1,2,3
DOK 1,2 DOK 2,3,4
DOK 1
DOK 1

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

K 1 2 3 4 5
 a. Name the a. Distinguish a. Identify the a. Distinguish a. Compare and a. Analyze
author and between main purpose of their own point contrast a multiple accounts
illustrator of a information a text, of view from firsthand and of the same event
text and define provided by including what that of the secondhand or topic,
the role of each pictures or other the author author of a text. account of the noting important
in illustrations and wants to same event or similarities and
presenting the information answer, explain, topic; differences in the
ideas or provided by the or describe. describe the point of view
information in a words in a text. differences in they represent.
text. focus and the
information
DOK 2,3 provided. DOK 2,3,4
DOK 2 DOK 3
DOK 1 DOK 3,4

pg.$29
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

Integration of Knowledge and Ideas

RI.7 Integrate and evaluate content presented in diverse formats and media, including print and
digital resources.

K 1 2 3 4 5
a. With prompting a. Use the a. Explain how a. Use a. Interpret a. Draw on
and support, illustrations and specific images information information information from
describe the details in a text to (e.g., a diagram gained from presented multiple print or
relationship describe its key ideas showing how a illustrations (e.g., visually, orally, digital sources,
between machine works) maps, or demonstrating
illustrations and contribute to and photographs) and quantitatively the ability to
the text in which clarify a text. the words in a (e.g., in charts, locate
they appear (e.g., text to graphs, an answer to a
what person, demonstrate diagrams, time question quickly
place, thing, or understanding of lines, animations, or to solve a
idea in the text the text (e.g., or problem
an illustration where, interactive
depicts). when, why, and elements on Web
how key events pages) and
occur). explain how the
information
contributes to an
DOK 2 DOK 2
understanding of
. efficiently. DOK
the text in which
it
DOK 2 appears.

DOK 2,3 DOK 2,3

1,2,3

RI.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.

K 1 2 3 4 5
 a. With prompting a. Identify the a. Describe how a. Describe the a. Explain how a. Explain how
and support, reasons an reasons support logical an author uses an author uses
identify the author gives to specific points the connection reasons and reasons and
reasons an author support author makes between evidence to evidence to
gives to support points in a text. in a text. particular support support
points in a text. sentences and particular particular
paragraphs in a points in a text. points in a text,
text (e.g., identifying
comparison, which reasons and
cause/effect,

pg.$30
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 2 DOK 2 DOK 2 first/second/third DOK 2,3 evidence support
in a sequence). which point(s).
DOK 2 DOK 2,3,4

RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.

K 1 2 3 4 5
a. With prompting a. Identify basic a. Compare and a. Compare and a. Integrate a. Integrate
and support, similarities in contrast the most contrast the most information from information from
identify basic and differences important points important points two texts on the several texts on
similarities in and between two texts presented by two and key details same topic in the same topic in
differences on the same topic texts on the same presented in two order to write or order to write or
between two texts (e.g., in topic. texts on the same speak speak
on the same topic illustrations, topic. about the subject about the subject
(e.g., in descriptions, or knowledgeably. knowledgeably.
illustrations, procedures).
descriptions, or
procedures). DOK 3 DOK 3
DOK 3 DOK 3,4 DOK 2,3,4
DOK 2,3
 Range of Reading and Level of Text Complexity
RI.10 Read and comprehend complex literary and informational texts independently and proficiently.

K 1 2 3 4 5
a. Actively engage a. With a. By the end of a. By the end of a. By the end of a. By the end of
in group reading prompting and year, read and the year, read year, read and the year, read
activities with support, read comprehend and comprehend and
purpose and informational informational comprehend informational comprehend
understanding. texts texts, including informational texts, including informational
appropriately history/social texts, including history/social texts, including
complex for grade 1. studies, science, history/social studies, science, history/social
and technical studies, science, and technical studies, science,
texts, in the and technical texts, in the grades and technical
grades 2–3 text texts, at the high 4–5 text texts, at the high
complexity band end of the complexity band end of the
proficiently, with grades 2–3 text proficiently, with grades 4–5 text
complexity band complexity band

pg.$31
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 1,2 DOK 1 scaffolding as independently scaffolding as independently
needed at the and needed at the and
high end of the proficiently. high end of the proficiently.
range. range.
DOK 2 DOK 1,2 DOK 1,2 DOK 1,2

READING FOUNDATIONAL SKILLS- RF

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their
word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics).

Print Concepts
 RF.1 Demonstrate understanding of the organization and basic features of print.

K 1 2 3 4 5
a. Follow words a. Recognize the NA NA NA NA
from left to right, distinguishing
top to bottom, and features of a
page by page. sentence (e.g.,
b. Recognize that first word,
spoken words are capitalization,
represented in ending
written language punctuation).
by specific
sequences of
letters.
c. Understand
that words are
separated by
spaces in print.
d. Recognize and
name all upper-
and lowercase
letters of the
DOK 1
alphabet.
DOK 1

pg.$32
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

Phonological Awareness
RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

K 1 2 3 4 5
 a. Recognize and a. Distinguish NA NA. NA NA
produce rhyming long from short
words. vowel
b. Count, sounds in spoken
pronounce, blend, single-syllable
and segment words.
syllables in spoken b Orally produce
words. single-syllable
c. Blend and words by blending
segment onsets sounds
and rimes of (phonemes),
single including
syllable spoken consonant
words. blends.
d. Isolate and c. Isolate and
pronounce the pronounce
initial, medial initial, medial
vowel, and final vowel, and
sounds final sounds
(phonemes) (phonemes) in
in three-phoneme spoken single
(consonant-vowel syllable words.
consonant, or d. Segment spoken
CVC) words.* single-syllable
(This does not words into their
include CVCs complete
ending with /l/, sequence of
/r/, or /x/.) individual
e. Add or sounds
substitute (phonemes).
individual sounds
(phonemes) in
simple,
one-syllable
words to make
new words.
DOK 1 DOK 1

pg.$33
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

Phonics and Word Recognition

RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

K 1 2 3 4 5
a. Demonstrate a. Know the a. Distinguish a. Identify and a. Use combined a. Use combined
basic knowledge spelling-sound long and short know the knowledge of all knowledge of all
of one to-one correspondences vowels meaning of the letter-sound letter-sound
letter-sound for common when most common correspondences, correspondences,
correspondences consonant reading regularly prefixes and syllabication syllabication
by producing the digraphs. spelled derivational patterns, and patterns, and
primary or many b. Decode one-syllable suffixes. b. morphology (e.g., morphology (e.g.,
of the most regularly spelled words. Decode words roots and affixes) roots and affixes)
frequent sound one-syllable b. Know spelling with common to read accurately to read
for each words. sound Latin suffixes. unfamiliar accurately
consonant. c. Know final -e correspondences c. Decode multi multisyllabic unfamiliar
b. Associate the and common for additional syllable words. words in context multisyllabic
long and short vowel team common vowel d. Read grade and out of words in context
sounds conventions for teams. appropriate context. and out of
with common representing long c. Decode irregularly context.
spellings vowel sounds. regularly spelled spelled words.
(graphemes) for d. Use two-syllable
the five major knowledge that words with long
vowels. c. Read every syllable vowels.
common must have a d. Decode words
high-frequency vowel sound to with common
words by sight determine the prefixes and
(e.g., the, of, to, number of suffixes.
you, she, my, is, syllables in a e. Identify words
are, do, printed word. with inconsistent
does). e. Decode two but common
d. Distinguish syllable words spelling
between following basic sound
similarly patterns by correspondences.
spelled words breaking the f. Recognize and
by words into read grade
identifying the syllables. appropriate
sounds of the f. Read words irregularly
letters that differ. with inflectional spelled words.
endings. g.
Recognize and
 read grade
appropriate

pg.$34
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 1 irregularly DOK 1 DOK 1 DOK 2 DOK 2
spelled words.
DOK 1

Fluency
RF.4 Read with sufficient accuracy and fluency to support comprehension.

K 1 2 3 4 5
 a. Read a. Read on-level a. Read on-level a. Read on-level a. Read on-level a. Read on-level
emergent text with purpose text with purpose text with purpose text with purpose text with purpose
reader texts and and and and and
with understanding. understanding. understanding. understanding. understanding.
purpose and b. Read on-level b. Read on-level b. Read on-level b. Read on-level b. Read on-level
understanding. text orally with text orally with prose and poetry prose and poetry prose and poetry
accuracy, accuracy, orally with orally with orally with
appropriate rate appropriate rate accuracy, accuracy, accuracy,
and expression on and expression on appropriate rate, appropriate rate, appropriate rate,
successive successive and expression on and expression on and expression on
readings. c. Use readings. c. Use successive successive successive
context to context to readings c. Use readings. c. Use readings. c. Use
confirm or self confirm or self context to context to context to
correct word correct word confirm or self confirm or self confirm or self
recognition and recognition and correct word correct word correct word
understanding, understanding, recognition and recognition and recognition and
rereading as rereading as understanding, understanding, understanding,
necessary. necessary. rereading as rereading as rereading as
necessary. necessary. necessary.

DOK 1
DOK 1,2 DOK 1,2 DOK 1,2
DOK 1 DOK 1

pg.$35
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 Writing

The fundamental aim of writing is to communicate. However, its purpose, audience, form, and subject matter vary according to
the specific writing situation. Good writers can communicate well in a range of situations. They can perform a variety of writing
tasks, ranging from business letters to stories, reports, and essays. To become good writers students need expert instruction,
frequent practice, and constructive feedback. The National Council of Teachers of English Commission on Composition noted
that writing is a powerful instrument of thought. In the act of composing, writers learn about themselves and their world and
communicate their insights to others. Writing fosters the power to grow personally and to effect change in the world.

Writing objectives include:

• Students will write for a variety of purposes (narrative, informative, and persuasive).
• Students will write on a variety of tasks and for many different audiences.
• Students will write from a variety of stimulus materials (e.g., prompts, visuals), with opportunities for choice, and within
various time constraints.
• Students will generate, draft, revise, and edit ideas and forms of expression in their writing.
• Students will display effective choices in the organization of their writing. They should include detail to illustrate and
elaborate their ideas and use appropriate conventions of written English.
• Students will value writing as a communicative activity.

ENDURING UNDERSTANDINGS:

Writers have a purpose for writing.

Writers gather their ideas from personal experience, observations, reading, and imagination.
Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Good writers
use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences,
and contexts.
Writing is a multi-stage process.
Writing is a reflective process.

ESSENTIAL QUESTIONS:

pg.$36
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
1. Why do writers write?
2. How do good writers express themselves?
3. How do writers develop a well-written product?
4. How does process shape the writer’s product?
5. How does each step in the writing process impact your writing?
6. How can writing be evaluated?
7. How can evaluation and reflection be used to improve writing?

WRITING- W

Students employ a wide range of strategies as they write and use different writing process elements appropriately
to communicate with different audiences for a variety of purposes.

Text Type and Purposes

W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.

K 1 2 3 4 5
a. Use a a. Write opinion a. Write opinion a. Write opinion a. Write opinion a. Write opinion
combination of pieces in which pieces in which pieces on topics pieces on topics pieces on topics
drawing, they introduce the they introduce the or texts, or texts, or texts,
dictating, and topic or name the topic or book supporting supporting a supporting a
writing to book they are they are a point of view point of view point of view
compose writing about, writing about, with reasons. with reasons with reasons
opinion pieces in state an opinion, state an and and
which they tell a supply a reason opinion, • Introduce the information. information.
reader the topic or for the opinion, supply reasons topic or
the name of the and that support the text • Introduce a • Introduce a
book they are provide some opinion, use they are writing topic or text topic or text
writing sense of closure. linking words about, state an clearly, state an clearly, state an
about and state (e.g., because, opinion, and opinion, and opinion, and
an opinion or and, also) to create an create an create an
preference about connect organizational organizational organizational
the topic or book opinion and structure that structure in structure in
(e.g., My favorite reasons, and lists reasons. which related which ideas are
book is . . .). provide a • Provide reasons ideas are logically
concluding
statement or
section.
 pg.$37
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 1,2 DOK 2 DOK 2,3 that support the grouped to grouped to
opinion. support the support
• Use linking writer’s the writer’s
words and purpose. purpose.
phrases (e.g., • Provide reasons
because, that are • Provide
therefore, since, supported by logically
for example) to facts and details. ordered reasons
connect opinion • Link opinion that are
and reasons. and reasons supported by
• Provide a using words and facts and details.
concluding phrases (e.g., for
statement or instance, in • Link opinion
section. order to, in and reasons
addition). using words,
• Provide a phrases,
concluding and clauses
statement or (e.g.,
section related consequently,
to the opinion specifically).
presented.
• Provide a
concluding
statement or
section
related to the
opinion
presented.

DOK 3,4 DOK 3,4 DOK 3,4

 pg.$38
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

W.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.

K 1 2 3 4 5
a. Use a a. Write a. Write a. Introduce a a. Introduce a a. Introduce a
combination of informative/expla informative/expla topic and group topic clearly and topic clearly,
drawing, nat ory texts in nat ory texts in related group related provide a
dictating, and which they name which information information in general
writing to a topic, supply they introduce a together; include paragraphs and observation and
compose some facts about topic, use facts illustrations when sections; include focus, and group
informative or the topic, and and definitions useful to formatting (e.g., related
explanatory texts provide some to develop aiding headings), information
in which they sense of closure. points, and comprehension. illustrations, and logically; include
name provide a b. Develop the multimedia formatting (e.g.,
what they are concluding topic with facts, when useful to headings),
writing about and statement or section. definitions, and aiding illustrations, and
supply details. comprehension. multimedia when
some c. Use linking b. Develop the useful to aiding
information words and topic with facts, comprehension.
about the topic. phrases (e.g., definitions, b. Develop the
also, another, concrete details, topic with facts,
and, more, but) quotations, or definitions,
to other concrete details,
connect ideas information and quotations, or
within categories examples related other information
of to the topic. and examples
information. c. Link ideas related to the
d. Provide a within categories topic.
concluding of c. Link ideas
statement or information within and across
section. using words categories of
and phrases information using
(e.g., another, words, phrases,
for and clauses e.g.,
example, also, in
because). contrast,
d. Use precise especially). d.
 language and Use precise
domain-specific language and
vocabulary to domain-specific
inform about or vocabulary to
explain the topic. inform about or
explain the topic.
e. Provide a

pg.$39
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 1 DOK 2 DOK 2,3 DOK 3,4 e. Provide a concluding
concluding statement or
statement or section related to
section the information or
related to the explanation
information or presented.
explanation
presented.

DOK 3,4 DOK 3,4

W.3 Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

K 1 2 3 4 5
 a. Use a a. Write narratives a. Write narratives a. Establish a a. Orient the a. Orient the
combination of in which they in which they situation and reader by reader by
drawing, recount two or recount a well introduce a establishing a establishing a
dictating, and more elaborated narrator and/or situation and situation and
writing to appropriately event or short characters; introducing a introducing a
narrate a single sequenced events, sequence of organize an narrator and/or narrator and/or
event or include some events, include event sequence characters; characters;
several loosely details regarding details to that organize an event organize an event
linked events, what describe actions, unfolds naturally. sequence that sequence that
tell about the happened, use thoughts, and unfolds unfolds
events in the temporal words feelings, use b. Use dialogue naturally. naturally.
order in which to signal event temporal words and descriptions
they occurred, order, and to signal event of b. Use dialogue b. Use narrative
and provide some order, and actions, and description techniques, such
provide a reaction sense of closure. provide a sense thoughts, and to as dialogue,
to what of closure. feelings to develop description, and
happened. develop experiences and pacing, to
experiences and events or show develop
events or show the responses of experiences
the response of characters to and
characters to situations. events or show
situations. the responses of
c. Use a variety of characters to
c. Use temporal

pg.$40
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 2,3 DOK 2,3 DOK 2,3 words and phrases transitional situations.
to signal event words and
order. phrases to c. Use a variety
manage the of transitional
d. Provide a sense sequence of words, phrases,
of closure. events. and clauses to
d. Use concrete manage the
words and sequence of
phrases and events.
sensory details
to convey d. Use concrete
experiences and words and
events precisely. phrases and
sensory details
e. Provide a to convey
conclusion that experiences and
follows from the events precisely.
narrated
experiences or e. Provide a
events. conclusion that
follows from the
DOK 3,4 narrated
experiences or
events.
DOK 3,4
DOK 3,4

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

K 1 2 3 4 5
Begins in Grade 3 Begins in Grade 3 Begins in Grade 3 a. With guidance a. Produce clear a. Produce clear
and support from and coherent and coherent
adults, produce writing in which writing in which
writing in which the the
the development and development and
development and organization are organization are

pg.$41
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
organization are appropriate to appropriate to
appropriate to task task, purpose, task, purpose,
and purpose. and and
(Grade specific audience. (Grade audience. (Grade
expectations for specific specific
writing types are expectations for expectations for
defined in writing types are writing types are
standards 1–3 defined in defined in
above.) standards 1–3 standards 1–3
above.) above.)
DOK 3,4
DOK 3,4 DOK 3,4

Production and Distribution of Writing

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.

K 1 2 3 4 5
a. With guidance a. With guidance a. With guidance a. With guidance a. With guidance a. With guidance
and support from and support from and support from and support from and support from and support from
adults, respond to adults, focus on a adults and peers, peers and adults, peers and adults, peers and adults,
questions and topic, focus on a topic develop and develop and develop and
suggestions respond to and strengthen strengthen strengthen strengthen writing
from peers and questions and writing as needed writing as needed writing as needed as needed by
add details to suggestions by revising and by planning, by planning, planning, revising,
strengthen from peers, and editing. revising, and revising, and editing, rewriting,
writing as needed. add details to editing. (Editing editing. (Editing or trying a new
strengthen for for conventions approach.
writing as needed. conventions should (Editing for
should demonstrate conventions
demonstrate command of should
command of Language demonstrate
Language Foundation command of
Foundation standards 1–3 up Language
standards 1–3 up to and including Foundation
to and including grade 4.) standards 1–3 up
grade 3.) to and including
 grade 5.)

DOK 1,2,3,4
DOK 1,2,3,4
DOK 1,2,3,4

DOK 2,3
DOK 2,3
DOK 2,3

pg.$42
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

W.6 Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.

K 1 2 3 4 5
a. With guidance a. With guidance a. With guidance a. With guidance a. With some a. With some
and support from and support from and support from and support from guidance and guidance and
adults, explore a adults, use a adults, use a adults, use support from support from
variety of digital variety of variety of technology to adults, use adults, use
tools to digital tools to digital tools to produce and technology, technology,
produce and produce and produce and publish writing including the including the
publish writing, publish writing, publish writing, (using Internet, to Internet, to
including in including in including in keyboarding produce and produce and
collaboration with collaboration with collaboration with skills) as well as publish writing publish writing
peers. peers. peers. to interact and as well as to as well as to
collaborate with interact and interact and
others. collaborate with collaborate with
others; others;
demonstrate demonstrate
sufficient sufficient
command of command of
keyboarding skills keyboarding skills
DOK 1,2 to type a minimum to type a minimum
DOK 1,2 DOK 2 DOK 2 of one page in a of two pages in a
single sitting. single sitting.

DOK 1,2 DOK 1,2

W.7 Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.

K 1 2 3 4 5
a. Participate in a. Participate in a. Participate in a. Conduct short a. Conduct short a. Conduct short
shared research shared research shared research research projects research projects research projects
and writing and writing and writing that build that build that use several
projects projects projects knowledge knowledge sources to build
(e.g., explore a (e.g., explore a (e.g., read a about a topic. through knowledge
number of books number of number of books investigation of through
by a favorite “how-to” books on a different aspects investigation
author and on a given single topic to of a topic. of different
express opinions topic and use produce a report; aspects of a
about them). them to write a record science topic.
sequence

pg.$43
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 2 of instructions). observations). DOK 1,2,3,4 DOK 3,4 DOK 3,4
DOK 2,3 DOK 2,3

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.

K 1 2 3 4 5
a. With guidance a. With guidance a. With guidance a. Recall a. Recall relevant a. Recall relevant
and support from and support from and support from information from information from information from
adults, recall adults, recall adults, recall experiences or experiences or experiences or
information from information from information from gather information gather relevant gather relevant
experiences or experiences or experiences or from print and information from information from
gather information gather information gather information digital sources; print and digital print and digital
from provided from provided from provided take brief notes sources; take sources;
sources to sources to sources to on notes and summarize or
answer a answer a answer a sources and sort categorize paraphrase
question. question. question. evidence into information, and information in
provided provide a list of notes and
sources. finished work,
and provide a list
DOK 1,2 of sources.
DOK 1,2 DOK 1,2 DOK 1,2 categories. DOK DOK 1,2

1,2

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

K 1 2 3 4 5
 Begins in Grade 4 Begins in Grade 4 Begins in Grade 4 Begins in Grade 4 a. Apply grade 4 a. Apply grade 5
Reading Reading
standards to standards to
literature (e.g., literature (e.g.,
“Describe in “Compare and
depth a character, contrast two or
setting, more characters,
or event in a story settings, or
or drama, drawing events in a story
on specific details or a drama,
in the text [e.g., a drawing
character’s on specific details
thoughts, words, in the text [e.g.,
or actions].”). how characters
interact]”).

pg.$44
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
b. Apply grade 4 b. Apply grade 5
Reading Reading
standards to standards to
informational informational
texts (e.g., texts (e.g.,
“Explain how an “Explain how an
author uses author uses
reasons and reasons and
evidence to evidence to
support support particular
particular points in points in a text,
a text”). identifying which
reasons and
evidence support
which
point[s]”).
DOK 2,3
DOK 2,3
 Range of Writing
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

K 1 2 3 4 5
Begins in Grade 3 Begins in Grade 3 Begins in Grade 3 a. Write a. Write a. Write
routinely over routinely over routinely over
extended time extended time extended time
frames (time for frames (time for frames (time for
research, research, research,
reflection, and reflection, and reflection, and
revision) and revision) and revision) and
shorter time shorter time shorter time
frames (a single frames (a single frames (a single
sitting or a day sitting or a day sitting or a day
or two) for a or two) for a or two) for a
range of range of range of
discipline discipline discipline
specific tasks, specific tasks, specific tasks,
purposes, and purposes, and purposes, and
audiences. audiences. audiences.
DOK 1,2,3.4 DOK 1,2,3.4 DOK 2,3,4

pg.$45
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 Listening and Speaking

Besides being an essential aspect of communication, listening and speaking are necessary fundamentals of reading and writing.
Research shows that oral language competence is a strong indicator of how easily students learn to read and write (Pence and
Justice, 2007). Students should be able to acquire, evaluate, and present increasingly-complex information, ideas, and evidence
through listening and speaking.

Listening and speaking skills are ones that must be explicitly taught. In order for students to be college and career ready, they
must have the skills of collaboration, discussion, and problem solving as never before. An important focus of listening and
speaking is performance in diverse academic settings—including one-on-one, small-group, and whole-classroom. Although
formal presentations are important for communication, informal discussions that take place as students collaborate to answer
questions, build understanding, and solve problems are critical as well.

• Participate in age appropriate activities involving listening and speaking.

• Speak clearly with volume appropriate to the setting.
• Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns, say “excuse
me” or “please,” etc.
• Ask questions to clarify conversations, directions, exercises, and/or classroom routines.
• Carry on and participate in a conversation over four to five turns, staying on topic, initiating comments or responding to a
partner’s comments, with either an adult or another child of the same age.
• Identify and express physical sensations, mental states, and emotions of self and others.
• Understand and use language to express spatial and temporal relationships (up, down, first, last, before, after,
etc.). • Understand and use narrative language to describe people, places, things, locations, events, actions. •
Understand and use common sayings and phrases such as “Better safe than sorry” and “Look before you leap”

Pence, K. L., and L. M. Justice. 2007. Language development from theory to practice. Upper Saddle River, NJ: Prentice-Hall; Sticht, T. G., and J. H. James.
1984. Listening and reading. In Handbook of reading research, eds. Pearson et al., 1:293–317. White Plains, NY: Longman.

Enduring Understandings

Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal
messages. Listening skills are critical for learning and communicating.
Effective listeners are able to interpret and evaluate increasingly complex messages.

pg.$46
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
A speaker selects a form and an organizational pattern based on the audience and purpose.
A speaker's choice of words and style set the tone and define the message.

Essential Questions

1. How does a speaker communicate so others will listen and understand the message?
2. How does a listener understand a message?
3. How do you listen?
4. What impact does listening have?
5. How do you speak effectively?
6. How does the choice of words affect the speaker's message and the listener's response?

Listening and Speaking - LS

Students use speaking, listening, and information literacy to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).

Comprehension and Collaboration

LS.1 Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

K 1 2 3 4 5
a. Participate in a. Participate in a. Participate in a. Engage a. Engage a. Engage
collaborative collaborative collaborative effectively in a effectively in a effectively in a
conversations conversations conversations range of range of range of
with diverse with diverse with diverse collaborative collaborative collaborative
partners partners partners discussions discussions discussions
about about grade 1 about grade 2 (one-on one, in (one-on one, in (one-on one, in
kindergarten topics and texts topics and texts groups, and groups, and groups, and
topics and texts with peers and with peers and teacher led) teacher led) with teacher led) with
with peers and adults in small adults in small with diverse diverse partners diverse partners
adults in small and larger groups. and larger groups. partners on grade on grade 4 on grade 5
and larger 3 topics topics and texts, topics and texts,
groups. • Follow agreed • Follow agreed and texts, building building on building on
upon rules upon rules on others’ ideas others’ ideas and others’ ideas and
• Follow agreed for for and expressing expressing their own expressing their own
their own
 pg.$47
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
upon rules for discussions discussions clearly. clearly. clearly.
discussions (e.g., listening (e.g.,
(e.g., listening to others with gaining the • Come to • Come to • .Come to
to others and care, speaking floor in discussions discussions discussions
taking turns one at a time respectful ways, prepared, having prepared, having prepared, having
speaking about about the topics listening to read or studied read or studied read or studied
the topics and and texts under others with required required required
texts under discussion). care, speaking material; material; material;
discussion). • Build on others’ one at a time explicitly draw explicitly draw explicitly draw
• Continue a talk in about on that on that on that
conversation conversations the topics and preparation and preparation and preparation and
through multiple by texts under other other other
exchanges. responding to discussion). information information information
the comments of • Build on others’ known about the known about the known about the
others through talk in topic to explore topic to explore topic to explore
multiple conversations ideas under ideas under ideas under
exchanges. by linking their discussion. discussion. discussion.
• Ask questions to comments to the • Follow agreed • Follow agreed • Follow agreed
clear up any remarks of upon rules upon rules upon rules
confusion about others. for for for
the topics and • Ask for discussions discussions and discussions and
texts under clarification and (e.g., carry out carry out
discussion. further gaining the floor assigned roles. assigned roles.
explanation in respectful • Pose and • Pose and
as needed about ways, listening respond to respond to
the topics and to others with specific specific
texts under care, peaking questions to questions by
discussion. one at a time clarify or follow making
about up on comments that
the topics and information, and contribute to the
texts under make comments discussion and
discussion). that contribute elaborate on the
• Ask questions to to the discussion remarks of
check and link to the others.
understanding remarks of • Review the key
of information others. ideas
expressed
 pg.$48
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 2 DOK 2,3 DOK 2,3 presented, stay • Review the key and draw
on topic, and ideas conclusions in
link their expressed light of
comments to the and explain their information and
remarks of own ideas and knowledge
others. understanding in gained from the
• Explain their light of the discussions.
own ideas and discussion.
understanding in
light of the
discussion.

DOK 1,2,3,4 DOK 1,2,3,4

DOK 1,2,3

LS.2 Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.

K 1 2 3 4 5
a. Confirm a. Ask and answer a. Recount or a. Determine the a. Paraphrase a. Summarize a
understanding questions about describe key ideas main ideas and portions of a text written text read
of a text read key details in a or details from a supporting details read aloud or aloud or
aloud or text read aloud or text read aloud or of a text read information information
information information information aloud or presented in presented in
presented orally presented orally or presented orally information diverse media diverse media and
or through other through other or through other presented in and formats, formats,
media by asking media. media. diverse media including including visually,
and answering and formats, visually, quantitatively, and
questions about including quantitatively, orally.
key details and visually, and orally.
requesting quantitatively,
clarification if and orally.
something is not
 understood.

DOK 2

DOK 1,2
DOK 2,3
DOK 2,3
DOK 1,2
DOK 1,2

pg.$49
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

LS.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

K 1 2 3 4 5
a. Ask and answer a. Ask and answer a. Ask and answer a. Ask and a. Identify the a. Summarize the
questions in order questions about questions about answer reasons and points a speaker
to seek help, get what a speaker what a speaker questions about evidence a speaker makes and
information, or says in says in information provides to explain how each
clarify order to gather order to clarify from a speaker, support particular claim is
something that additional comprehension, offering points. supported by
is not information or gather additional appropriate reasons and
understood. clarify information, or elaboration and evidence.
something that deepen detail.
is not understanding
understood. of a topic or

DOK 2 issue. DOK 2 DOK 1,2

DOK 1,2 DOK 1,2 DOK 2,3

Presentation of Knowledge and Ideas

LS.4 Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

K 1 2 3 4 5
 a. Describe a. Describe a. Tell a story or a. Report on a a. Report on a a. Report on a
familiar people, people, places, recount an topic or text, tell topic or text, tell topic or text or
places, things, and experience with a story, or a story, or present an
things, and events events with appropriate facts recount an recount an opinion,
and, with relevant details, and relevant, experience experience in an sequencing ideas
prompting and expressing ideas descriptive 1,2,3,4with organized manner, logically and
support, provide and feelings details, speaking appropriate facts using appropriate using appropriate
additional detail. clearly. audibly in and relevant, facts and relevant, facts and relevant,
coherent descriptive descriptive details descriptive details
sentences. details, speaking to support main to support main
clearly at an ideas or themes; ideas or themes;
Understandable speak speak
clearly at an clearly at an
understandable understandable
DOK 1 DOK 1,2 DOK 1,2 pace. DOK 1,2,3
pace pace. DOK 1,2,3

DOK

pg.$50
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

LS.5 Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.

K 1 2 3 4 5
 a. Add drawings a. Add drawings or a. Create audio a. Create engaging a. Add audio a. Include
or other visual other visual recordings of audio recordings recordings and multimedia
displays to displays to stories or poems; of stories or visual displays to components (e.g.,
descriptions as descriptions when add poems that presentations graphics, sound)
desired to appropriate to drawings or demonstrate fluid when and visual
provide clarify ideas, other visual reading at an appropriate to displays in
additional thoughts and displays to understandable enhance the presentations
detail. feelings. stories or recounts pace; add visual development of when
of experiences displays when main ideas or appropriate to
when appropriate to themes. enhance the
appropriate to emphasize or development of
clarify ideas, enhance certain main ideas or
thoughts, and facts or details. themes.
DOK 2,3 feelings. DOK 2,3 DOK 2,3
DOK 2 DOK 2,3
DOK 1,2

pg.$51
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

LS.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.

K 1 2 3 4 5
 a. Speak audibly a. Produce a. Produce a. Speak in a. Differentiate a. Produce
and express complete complete complete between contexts complete
thoughts, sentences when sentences when sentences when that call for sentences when
feelings, and appropriate to appropriate to task appropriate to task formal English appropriate to task
ideas clearly. task and and situation in and situation in (e.g., and situation in
situation. (See order to provide order to provide presenting ideas) order to provide
grade 1 requested detail or requested detail or and situations requested detail or
Language clarification. clarification. where informal clarification.
Foundations (See grade 2 (See grade 3 discourse is (See grade 5
standards 1 and Language Language appropriate (e.g., Language
for specific Foundations Foundations small-group Foundations
expectations.) standards 1 and 3 standards 1 and 3 discussion); use standards 1 and 3
for specific for specific formal English for specific
expectations.) expectations.) when appropriate expectations.)
to task and
situation. (See
grade 4 Language
Foundations
standards 1 and 3
for specific
DOK 1,2 expectations.)
DOK 1,2 DOK 1,2 DOK 1,2 DOK 1,2
DOK 1

Language Foundation

To build a foundation for college and career readiness in language, students must gain control over many
conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to
convey meaning effectively.

The Language strand includes the essential “rules” of standard written and spoken English. To ensure
development of effective reading and writing, students must gain an understanding of the conventions of
language. Explicit teaching of the features of language enables students to describe how language works, to make
meaning as they read

pg.$52
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 and to be able to use language to make meaning as they write. Knowledge about the conventions of language
is critical and must be supported by practical implementation of students' knowledge and skills as they
construct meaning.

Language skills are essential tools not only because they serve as the necessary basis for further learning but also because they
enable the human spirit to be enriched, foster responsible citizenship, and preserve the collective memory of a nation.

ENDURING UNDERSTANDINGS:

Written communication and mechanics promote fluency of communication.

Rules, conventions of language, help readers understand what is being communicated.
Words powerfully affect meaning.
People communicate through words.
Conventional spelling promotes common understanding.
Using proper form in sentence and paragraph composition expresses and clarifies thoughts.

ESSENTIAL QUESTIONS:

1. What is the purpose of applying grammar and mechanic skills?

2. How do rules of language affect communication?
3. How does word choice affect meaning?
4. Why is it important to spell correctly?
5. How can you write paragraphs to make a clear picture for your reader?

LANGUAGE FOUNDATIONS -L

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

pg.$53
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 Conventions of Standard English
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.

K 1 2 3 4 5
a. Print many a. Print all upper a. Use collective a. Explain the a. Use relative a. Explain the
upper and and lowercase nouns (e.g., function of pronouns (who, function of
lowercase letters. group). b. Form nouns, whose, whom, conjunctions,
letters. b. Use common, and use pronouns, which, that) and prepositions, and
b. Use frequently proper, and frequently verbs, relative adverbs interjections in
occurring nouns possessive nouns. occurring adjectives, and (where, when, general and
and verbs. c. Use singular and irregular adverbs in general why). b. Form their function in
c. Form regular plural nouns with plural nouns and their functions and use the particular
plural nouns matching verbs in (e.g., feet, in particular progressive (e.g., sentences. b.
orally by adding basic sentences children, teeth, sentences. b. Form I was Form and use the
/s/ or /es/ (e.g., (e.g., He hops; We mice, fish). and use walking; I am perfect (e.g., I
dog, dogs; hop). d. Use c. Use reflexive regular and walking; I will had walked; I
wish, wishes). personal, pronouns (e.g., irregular plural be walking) have walked; I
d. Understand and possessive, and myseL, nouns. verb will have
use question words indefinite ourselves). d. c. Use abstract tenses. walked) verb
(interrogatives) pronouns (e.g., I, Form and use the nouns (e.g., c. Use modal tenses.
(e.g., who, what, me, my; they, past tense of childhood). auxiliaries (e.g., c. Use verb tense
where, when, why, them, their; frequently d. Form and use can, may, must) to to convey
how). anyone, occurring regular and convey various various
e. Use the most everything). irregular verbs irregular verbs. conditions. times, sequences,
frequently e. Use verbs to (e.g., sat, hid, e. Form and use d. Order states, and
occurring convey a sense told). the simple (e.g., adjectives conditions.
prepositions (e.g., of past, e. Use adjectives I within sentences d. Recognize and
to, from, in, out, present, and adverbs, and walked; I walk; according to correct
on, off, for, of, by, and future (e.g., choose between I will walk) verb conventional inappropriate
with). Yesterday I them tenses. patterns (e.g., a shifts in verb
f. Produce and walked home; depending on what f. Ensure subject small red bag tense. e. Use
expand complete Today I walk is to be verb and rather than a red correlative
sentences in home; Tomorrow modified. pronoun small bag). conjunctions (e.g.,
shared language I will walk f. Produce, antecedent e. Form and use either/or,
activities. home). expand, and agreement. prepositional neither/nor).
f. Use frequently rearrange phrases.
occurring complete g. Form and use f. Produce complete
adjectives. g. Use simple and comparative and
frequently compound superlative
occurring sentences (e.g., adjectives and
 conjunctions (e.g., The boy adverbs, and choose
watched the movie;

pg.$54
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 1 and, but, or, so, The little boy between them sentences, DOK 1,2
because). watched the depending on what recognizing
h. Use movie; The is to be modified. and correcting
determiners action movie h. Use inappropriate
(e.g., articles, was watched by coordinating and fragments and
demonstratives). the little boy). subordinating run-ons.
i. Use frequently conjunctions. g. Correctly use
occurring i. Produce frequently
prepositions (e.g., simple, confused words
during, beyond, compound, and (e.g., to, too,
toward). complex two; there, their).
j. Produce and sentences.
expand complete
simple and
compound
declarative,
interrogative,
imperative, and
exclamatory
sentences in
response to
DOK 1,2 DOK 1,2
prompts. DOK 1
DOK 1,2

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

K 1 2 3 4 5
 a Demonstrate a. Demonstrate a. Demonstrate a. Capitalize a. Use correct a. Use punctuation
command of the command of the command of the appropriate words capitalization. to separate items
conventions of conventions of conventions of in titles. b. Use commas in a series.
standard English standard English standard English b. Use commas and quotation b. Use a comma
capitalization, capitalization, capitalization, in addresses. marks to mark to separate an
punctuation, and punctuation, and punctuation, and c. Use commas direct speech and introductory
spelling when spelling when spelling when and quotation quotations element from the
writing. writing. writing. marks in from a text. rest of the
dialogue. c. Use a comma sentence.
• Capitalize the • Capitalize dates • Capitalize d. Form and use before a c. Use a comma to
possessives. set off the words
yes

pg.$55
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 first word in a and names of holidays, e. Use coordinating and no (e.g., Yes,
sentence and the people. product names, conventional conjunction in a thank you), to set
pronoun I. • Use end and spelling for high compound off a tag question
punctuation for geographic frequency and sentence. d. Spell from the rest of the
• Recognize and sentences. names. other studied grade sentence (e.g., It’s
name end • Use commas in • Use commas in words and for appropriate true, isn’t it?), and
punctuation. dates and to greetings and adding suffixes words to indicate direct
• Write a letter or separate single closings of to base words correctly, address (e.g., Is
letters for words in a letters. (e.g., sitting, consulting that you, Steve?).
most series. • Use an smiled, references as d. Use
consonant and • Use apostrophe to cries, happiness). needed. underlining,
short-vowel conventional form f. Use spelling quotation marks,
sounds spelling for contractions and patterns and or italics to
(phonemes). words with frequently generalizations indicate
• Spell simple common occurring (e.g., word titles of works.
words spelling patterns possessives. families, e. Spell grade
phonetically, and for • Generalize position-based appropriate
drawing on frequently learned spelling spellings, words
knowledge of occurring patterns when syllable patterns, correctly,
sound-letter irregular words. writing words ending rules, consulting
relationships. • Spell untaught (e.g., cage meaningful word references as
words → badge; boy parts) in writing needed.
phonetically, → boil). words.
drawing on • Consult g. Consult
phonemic reference reference
awareness and materials, materials,
spelling including including
conventions. beginning beginning
dictionaries, as dictionaries, as
needed to check needed to check
and correct and correct
spellings.

DOK 1 DOK 1
DOK 1

DOK 1
DOK 1
 spellings. DOK 1

pg.$56
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

Knowledge of Language
L.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.

K 1 2 3 4 5
 Begins in Grade 2 Begins in Grade 2 a. Use knowledge a. Choose words a. Choose words a. Expand,
of language and and phrases for and phrases to combine, and
its effect. convey ideas reduce sentences
conventions b. Recognize and precisely. for meaning,
when writing, observe b. Choose reader/listener
speaking, reading, differences punctuation for interest, and style.
or listening. between the effect. b. Compare and
conventions of c. Differentiate contrast the
• Compare spoken and between contexts varieties of
formal and written standard that call for English
informal uses English. formal English (e.g., dialects,
of English. (e.g., registers) used in
presenting ideas) stories, dramas,
and situations or poems.
where informal
discourse is
appropriate (e.g.,
small-group
discussion).
DOK 1
DOK 2 DOK 2,3,4
DOK 2

Vocabulary Acquisition and Use

L.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.

K 1 2 3 4 5
a. Determine or a. Determine or a. Determine or a. Use a. Use context a. Use context
clarify the clarify the clarify the sentence-level (e.g., definitions, (e.g.,
meaning of meaning of meaning of context as a clue to examples, or cause/effect
unknown and unknown and unknown and the meaning of a restatements in text) relationships
multiple-meaning multiple-meaning multiple-meaning word or phrase. and comparisons in

pg.$57
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
words and words and words and b. Determine the as a clue to the text) as a clue to
phrases based phrases based phrases based meaning of the meaning of a the meaning of a
on on grade 1 on grade 2 new word formed word or phrase. word or phrase.
kindergarten reading and reading and when a known b. Use common, b. Use common,
reading and content, choosing content, choosing affix is added to a grade-appropri grade-appropri
content. flexibly flexibly known word ate Greek and ate Greek and
from an array of from an array of (e.g., Latin affixes and Latin affixes and
• Identify new strategies. strategies. Agreeable/disagre roots as clues to roots as clues to
meanings for ea ble, the meaning the meaning
familiar words • Use sentence • Use sentence comfortable/unco of a word (e.g., of a word (e.g.,
and level context level context mf ortable, telegraph, photograph,
apply them as as care/careless, photograph, photosynthesis).
accurately (e.g., a clue to the a clue to the heat/preheat). autograph). c. Consult
knowing duck is meaning of a meaning of a c. Use a known c. Consult reference
a bird and word or phrase. word or phrase. root word as a reference materials (e.g.,
learning the • Determine the clue to the materials (e.g., dictionaries,
verb to duck). • Use frequently meaning of meaning of an dictionaries, glossaries,
• Use the most occurring the unknown word glossaries, thesauruses),
frequently affixes as a clue new word with the same thesauruses), both print and
occurring to the meaning formed when a root (e.g., both print and digital,
inflections and of a word. known prefix is company, digital, to find the
affixes (e.g., - added to a companion). to find the pronunciation
ed, -s, re-, un-, • Identify known word d. Use glossaries pronunciation and determine
pre-, -ful, -less) frequently (e.g. or beginning and determine or
as a clue to the occurring root happy/unhappy, dictionaries, both or clarify the
meaning of an words (e.g., tell/retell). print and digital, clarify the precise
unknown word. look) and their • Use a known to determine or precise meaning of key
inflectional root word as a clarify the meaning of key words and
forms (e.g., clue to the precise meaning words and phrases.
looks, looked, meaning of an of key words and phrases.
looking). unknown word phrases.
with the same
root (e.g.,
addition,
additional).
• Use knowledge
of the
meaning
of individual
words to predict
 pg.$58
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
DOK 1,2 DOK 2 the meaning of DOK 1,2,3 DOK 1,2,3 DOK 1,2,3
compound
words (e.g.,
birdhouse,
lighthouse,
housefly;
bookshelf,
notebook,
bookmark).
• Use glossaries
and
beginning
Dictionaries,
both print and
digital, to
determine or
clarify the
meaning of
words and
phrases.
DOK 2

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

K 1 2 3 4 5
a. With guidance a. With guidance a. Demonstrate a. Distinguish the a. Explain the a. Interpret
and support from and support from understanding of literal and meaning of figurative
adults, explore adults, demonstrate word relationships nonliteral simple similes language,
word understanding of and nuances in meanings of and including similes
relationships and word relationships word meanings. words and metaphors (e.g., and metaphors,
nuances in word and nuances in phrases in as pretty as a in context.
meanings. word meanings. • Identify real-life context (e.g., take picture) in b. Recognize and
connections steps). context. explain the
• Sort common • Sort words into between words b. Identify real-life b. Recognize and meaning of
objects into categories and their use connections explain the common
categories (e.g., (e.g., (e.g., describe between words meaning of idioms, adages,
shapes, foods) colors, clothing) foods that are and their use (e.g., common idioms, and proverbs.
 to gain a sense to gain a sense spicy or juicy). describe people adages, and c. Use the
of the concepts of the concepts who are friendly or proverbs. relationship
helpful). c. Demonstrate between
c. Distinguish shades understanding of particular words

pg.$59
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 the categories the • Distinguish of meaning words by (e.g., synonyms,
represent. categories shades of among related relating them to antonyms,
• Demonstrate represent. meaning among words that their opposites homographs) to
understanding • Define words by closely describe states (antonyms) better understand
of frequently category and related verbs of mind or and to words each of the words.
occurring verbs by (e.g., toss, degrees of with similar
and adjectives one or more key throw, hurl) and certainty (e.g., but not
by relating them attributes (e.g., a closely knew, believed, identical
to their duck is a bird related suspected, meanings
opposites that swims; a adjectives (e.g., heard, wondered). (synonyms).
(antonyms). tiger is a large thin, slender,
• Identify real-life cat with stripes). skinny,
connections • Identify real-life scrawny).
between words connections
and their use between words
(e.g., note and their use
places at school (e.g., note
that are places at home
colorful). that are cozy).
• Distinguish • Distinguish
shades of shades of
meaning among meaning among
verbs describing verbs differing
the same general in manner (e.g.,
action (e.g., look, peek,
walk, march, glance, stare,
strut, prance) by glare, scowl)
acting out the and adjectives
meanings. differing in
intensity (e.g.,
large, gigantic)
by defining or
choosing them
or by acting out
the meanings.

pg.$60
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.
 DOK 2 DOK 2 DOK 1,2,3 DOK 1,2,3 DOK 1,2,3
DOK 1,2

L.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 considering a word or phrase
important to comprehension or expression.

K 1 2 3 4 5
a. Use words and a. Use words and a. Use words a. Acquire and a. Acquire and a. Acquire and
phrases acquired phrases acquired and phrases use accurately use accurately use accurately
through through acquired grade grade grade
conversations, conversations, through appropriate appropriate appropriate
reading and reading and conversations, conversational, general academic general academic
being read to, being read to, reading and general and and
and and being read to, academic, and domain-specific domain-specific
responding to responding to and domain specific words words and
texts, including responding to words and and phrases, phrases,
using texts, including phrases, including those including those
frequently using including those that signal that signal
occurring adjectives that signal spatial precise contrast,
conjunctions to and adverbs to and actions, emotions, addition, and
signal simple describe (e.g., temporal or states of being other logical
relationships When other kids relationships (e.g., quizzed, relationships
(e.g., because). are happy that (e.g., After whined, (e.g.,
makes me dinner that stammered) and however,
happy). night we went that are basic to a although,
looking for them). particular topic nevertheless,
(e.g., wildlife, similarly,
conservation, and moreover, in
endangered addition).
when
DOK 1,2 discussing
animal
DOK 2 preservation).
DOK 1,2
DOK 1,2 DOK 1,2
 texts. DOK 1,2

pg.$61
Adapted from the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO Common
Core, American Diploma Project Network, and the following state departments of education: Utah, Maine, North Carolina, Massachusetts, Wisconsin, and
Georgia.

English!Language!Arts!Standard
s! Grades!6412
 Page!62
Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high
quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths
from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various
text structures and elements. Students also acquire the habits of reading independently and closely, which are essential to their
future success.

Reading objectives include:

• Students will locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and
across texts of varying lengths.
• Students will demonstrate understanding of new vocabulary and concepts and use them accurately in reading, speaking, and
writing.
• Students will describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and
historical periods.
• Students will explain how literary and other texts evoke personal experience and reveal character in particular historical
circumstances.

Enduring Understandings:
Readers use strategies to construct meaning.
Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in
text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Words powerfully affect meaning.
Readers develop a deeper understanding through reflection of text.
 Essential)Questions:
1.!!!How!do!readers!construct!meaning!from!text?
2.!!!How!do!you!figure!out!a word!you!do!not!know?
3.!!!What!do!readers!do!when!they!do!not!understand!everything!in!a!text?
4.!!!Why!do!readers!need!to!pay!attention!to!a!writer’s!choice!of!words?
5. How does reading influence us?
6. Why do we need to evaluate what we read?

READING LITERATURE- RL

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!63
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the
United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

NOTE:!These!standards!are!directed!toward!fostering!students’!understanding!and!working!knowledge!of!concepts!of!p
rint,!
the!alphabetic!principle,!and!other!basic!conventions!of!the!English!writing!system.!These!skills!are!basic!components!o
f!an!
effective,!comprehensive!reading!program!designed!to!develop!proficient!readers!with!the!capacity!to!comprehend!texts
!
across!a!range!of!types!and!disciplines.!Instruction!should!be!differentiated:!good!readers!will!need!continued!practice!
and!
greater!exposure!to!more!complex!texts.!Struggling!readers!will!require!more!practice!with!support!from!the!teacher!at
! appropriate!text!levels.!The!point!is!to
teach!students!what!they!need!to!learn!and!not!what!they!already!know—to!discern!
when!particular!children!or!activities!warrant!more!or!less!attention.

Key Ideas and Details

 RL.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.

6 7 8 9-10 11-12
a. Cite textual evidence to a. Cite several pieces of a. Cite the textual evidence a. Cite strong and a. Cite strong and
support analysis of what textual evidence to support that most strongly supports thorough textual thorough textual
the text says explicitly as analysis of what the text an analysis of what the text evidence to support evidence to support
well as inferences drawn says explicitly as well as says explicitly as well as analysis of what the text analysis of what the text
from the text. inferences drawn from inferences drawn from says explicitly as well as says explicitly as well as
the text. the text. inferences drawn from inferences drawn from the
the text. text, including determining
where the text leaves
matters uncertain.
DOK 1,2,3 DOK 1,2,33 DOK 1,2,3
DOK 1,2,3 DOK 1,2,3

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!64
RL.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

6 7 8 9-10 11-12
a. Determine a theme or a. Determine a theme or a. Determine a theme or a. Determine a central idea a. Determine two or
central idea of a text and central idea of a text and central idea of a text and of a text and analyze its more central ideas of a
how it is conveyed through analyze its development analyze its development development over the text and analyze their
particular details. over the course of the text. over the course of the text, course of the text, development over the
b. Provide a summary of b. Provide an objective including its relationship including how it emerges course of the text,
the text distinct from summary of the text. to the characters, setting, and is shaped and refined including how they
personal opinions or and plot. by specific interact and build on one
judgments. b. Provide an objective details. another to provide a
summary of the text. b. Provide an objective complex
summary of the text. analysis.
DOK 2,3 DOK 2,3 b. Provide an objective
DOK 2,3 DOK 2,3 summary of the text.
DOK 2,3,4
 RL.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6 7 8 9-10 11-12
a. Describe how a a. Analyze how particular a. Analyze how particular a. Analyze how complex a. Analyze the impact of
particular story’s or elements of a story or lines of dialogue or characters (e.g., those the author’s choices
drama’s plot drama interact (e.g., how incidents in a story or with multiple or regarding how to develop
unfolds in a series of setting shapes the drama propel the action, conflicting and relate elements of a
episodes as well as how the characters or plot). reveal aspects of a motivations) develop over story or drama (e.g.,
characters respond or character, or provoke a the course of a text, interact where a story is set, how
change as the plot decision. with other characters, and the action is ordered, how
progresses. advance the plot or develop the characters are
the theme. introduced and

DOK 2,3 DOK 2,3 developed). DOK 2,3,4

DOK 2,3 DOK 2,3

Craft and Structure

RL.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.

6 7 8 9-10 11-12
a. Determine the meaning a. Determine the meaning a. Determine the meaning a. Determine the meaning a. Determine the meaning
of words and phrases as of words and phrases of words and phrases of words and phrases as of words and phrases as
they are they are

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!65
they are used in a text, as they are used in a as they are used in a used in the text, used in the text,
including figurative and text, including text, including including figurative and including figurative and
connotative meanings. figurative figurative connotative meanings connotative meanings
b. Analyze the impact of and connotative and connotative b. Analyze the b. Analyze the impact of
a specific word choice meanings. b. Analyze meanings. b. Analyze cumulative impact of specific word choices on
on the impact the impact specific word meaning and tone,
meaning and tone. of rhymes and other of specific word choices choices on meaning and including words with
repetitions of sounds on meaning and tone, tone (e.g., how the multiple
(e.g., alliteration) on a including analogies or language meanings or language that
specific verse or stanza allusions to other texts. evokes a sense of time and is particularly fresh,
of a place; how it sets a formal engaging, or beautiful.
poem or section of a story or informal tone). (Include
or drama. Shakespeare as well as
DOK 1,2,3 other authors.)
DOK 1,2,3 DOK 1,2,3,4 DOK 1,2,3
DOK 1,2,3

RL.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.

6 7 8 9-10 11-12
a. Analyze how a a. Analyze how a drama’s a. Compare and contrast the a. Analyze how an a. Analyze how an author’s
particular sentence, or poem’s form or structure of two or more author’s choices choices concerning how to
chapter, scene, or stanza structure (e.g., texts and analyze how the concerning how to structure specific parts of a
fits into the overall soliloquy, sonnet) differing structure of each structure a text, order text (e.g., the choice of
structure of a text and contributes to text events within it (e.g., where to begin or end a
contributes to the its meaning. contributes to its meaning parallel plots), and story, the choice to provide
development of the and style. manipulate time (e.g., a
theme, setting, or plot. pacing, flashbacks) create comedic or tragic
such effects as resolution) contribute to
mystery, tension, or its overall
structure and meaning as
well as its aesthetic impact.
DOK 2,3 DOK 3,4 DOK 3,4
surprise. DOK 3,4 DOK 3,4

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

6 7 8 9-10 11-12
 a. Explain how an author a. Analyze how an a. Analyze how differences a. Analyze a particular point a. Analyze a case in
develops the point of view author develops and in the points of view of the of view or cultural which grasping point of
of the narrator or speaker in contrasts the points of characters and the audience experience reflected in a view
a text. view of different or reader (e.g., created work of requires distinguishing
characters or narrators in through the use of dramatic literature from outside the what is directly stated in
a text. United States, drawing on a text from what is really
a meant

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!66
DOK 2,3,4 DOK 3,4 irony) create such wide reading of world (e.g., satire, sarcasm,
effects as suspense or literature. irony, or
understatement).
humor. DOK 3,4 DOK 3,4
DOK 3,4

Integration of Knowledge and Ideas

RL.7
Integrate)and)evaluate)content)presented)in)diverse)formats)and)media,)including)print)and)digital)resources.

6 7 8 9-10 11-12
a. Compare and contrast a. Compare and contrast a. Analyze the extent to a. Analyze the a. Analyze multiple
the experience of reading a written story, drama, which a filmed or live representation of a subject interpretations of a
a story, drama, or poem or production of a story or or a key scene in two story, drama, or poem
to listening to or poem to its audio, drama stays faithful to different artistic (e.g.,
viewing filmed, staged, or or departs from the text mediums, including what is recorded or live
an audio, video, or live multimedia or script, evaluating the emphasized or absent in production of a play or
version of the text, version, analyzing the choices made by the each treatment (e.g., recorded novel or poetry),
including contrasting effects of techniques director or actors. Auden’s “Musée des evaluating how each
what they “see” and unique to each medium Beaux Arts” and version interprets the
“hear” (e.g., lighting, sound, color, Breughel’s Landscape with source text. (Include at
when reading the text to or camera focus and angles the Fall of Icarus). least one play by
what they perceive in a film). Shakespeare and one
play by an American
DOK 3,4 dramatist.)
 when they listen or
DOK 3,4

watch. DOK 3,4

DOK 3,4 DOK 3,4

RL.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence

6 7 8 9-10 11-12
Not applicable to Literature Not applicable to Literature Not applicable to Literature Not applicable to Literature Not applicable to Literature

RL.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.

6 7 8 9-10 11-12
a. Compare and contrast texts a. Compare and contrast a a. Analyze how a modern a. Analyze how an author a. Demonstrate knowledge of

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!67
in different forms or fictional portrayal of a work of fiction draws on draws on and transforms eighteenth-, nineteenth-
genres (e.g., stories and time, place, or character and themes, patterns of events, source material in a and
poems; historical novels a historical account or character types from specific work (e.g., how early-twentieth-century
and fantasy stories) in of the same period as a myths, traditional stories, Shakespeare treats a foundational works of
terms of their approaches means of understanding or religious works theme or topic from Ovid American literature,
to similar themes and topics. how authors of fiction use including describing how or how a later author including how two or more
or alter history. the material is rendered draws on a play by texts from the same period
DOK 3,4 new. Shakespeare). treat similar themes or
. DOK 3,4 DOK 3,4 DOK 3,4 topics.
DOK 3,4

Range of Reading and Level of Text Complexity

RL.10 Read and comprehend complex literary and informational texts independently and proficiently.
 6 7 8 9-10 11-12
a. By the end of the year, a. By the end of the year, a. By the end of the year, a. By the end of grade 9, a. By the end of grade
read proficiently and read proficiently and read independently and read independently and 11, read independently
comprehend literature, comprehend literature, proficiently and proficiently and and
including stories, dramas, including stories, dramas, comprehend literature, comprehend literature, proficiently and
and poems, in the grades and poems, in the grades including stories, dramas, including stories, dramas, comprehend literature,
6–8 text complexity band , 6–8 text complexity band, and poems, at the high and poems, in the grades including stories, dramas,
with scaffolding as needed with scaffolding as needed end of grades 6–8 text 9–10 text complexity and poems, in the grades
at the high end of the at the high end of the range. complexity band. band proficiently, with 11–CCR text
range. scaffolding as needed at complexity band
the high end of the proficiently, with
range. scaffolding as needed at the
By the end of grade 10, read high end of the range. By
and comprehend literature, the end of grade 12, read
including stories, dramas, and comprehend literature,
and poems, at the high end including stories, dramas,
of the grades 9–10 text and poems, at the high end
DOK 1,2 complexity band. of the grades 11–CCR text
DOK 1,2 DOK 1,2 complexity band.
DOK 1,2
DOK 1,2

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!68

Key Ideas and Details

RI.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.

6 7 8 9-10 11-12
 a. Cite textual evidence to a. Cite several pieces of a. Cite the textual evidence a. Cite strong and a. Cite strong and
support analysis of what textual evidence to support that most strongly supports thorough textual thorough textual
the text says explicitly as analysis of what the text an analysis of what the text evidence to support evidence to support
well as inferences drawn says explicitly as well as says explicitly as well as analysis of what the text analysis of what the text
from the text. inferences drawn from inferences drawn from says explicitly as well as says explicitly as well as
the text. the text. inferences drawn from inferences drawn from the
the text. text, including determining
where the text leaves
matters uncertain.
DOK 1,2,3 DOK 1,2,3 DOK 1,2,3
DOK 1,2,3 DOK 1,2,3

RI.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!69
6 7 8 9-10 11-12
 a. Determine a central idea a. Determine a central idea a. Determine a central idea a. Determine a central idea a. Determine two or
of a text and how it is of a text and analyze its of a text and analyze its of a text and analyze in more central ideas of a
conveyed through development over the development over the detail its development over text and analyze their
particular details. b. course of the text. course of the text, the course development over the
Provide a summary of the b. Provide an objective including its of the text, including how course of the text,
text distinct from personal summary of the text. relationship to the it emerges and is shaped including how they interact
opinions or judgments. characters, setting, and and refined by specific and build on one another to
plot. details. b. Provide an produce a complex
b. Provide an objective objective account.
summary of the text. summary of the text. b. Provide an objective
DOK 2,3,4 summary of the text.
DOK 2,3 DOK 2,3,4
DOK 2,3,4 DOK 2,3

RI.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6 7 8 9-10 11-12
a. Analyze in detail how a. Analyze the a. Analyze how a text a. Analyze how the author a. Analyze a complex set
a key individual, event, interactions between makes connections unfolds an analysis or of ideas or sequence of
or individuals, among and series of ideas or events, events and explain how
idea is introduced, events, and ideas in a distinctions between including the order in which specific
illustrated, and elaborated text (e.g., how ideas individuals, ideas, or the points are made, how individuals, ideas, or
in a text (e.g., through influence individuals or events (e.g., through they are introduced and events interact and
examples or events, or how comparisons, analogies, developed, and the develop over the course of
anecdotes). individuals influence or categories). connections that are drawn the text.
ideas or events). between them.

DOK 2,3
DOK 2,3,4 DOK 2,3 DOK 2,3 DOK 2,3

Craft and Structure

RI.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
 pg.!70
meanings, and analyze how specific word choices shape meaning or tone.

6 7 8 9-10 11-12
. Determine the meaning a. Determine the meaning a. Determine the meaning a. Determine the meaning a. Determine the meaning
of words and phrases of words and phrases of words and phrases as of words and phrases as of words and phrases as
as they are used in a as they are used in a they are used in a text, they are used in a text, they are used in a text,
text, including text, including including including figurative, including figurative,
figurative, figurative, figurative, connotative, connotative, and connotative, and
connotative, and connotative, and and technical meanings; technical meanings; technical meanings;
technical meanings. technical meanings; analyze the impact of analyze the analyze how an author
analyze the specific word cumulative impact of uses and refines the
impact of a specific choices on meaning and specific word choices on meaning of a key term
word choice on tone, including analogies meaning and tone (e.g., or
meaning and or how the language of a terms over the course of
tone. allusions to other texts. court opinion differs from a text (e.g., how
that of a newspaper). Madison
DOK 1,2,3 defines faction in
DOK 1,2,3 Federalist No. 10).
DOK 1,2,3 DOK 1,2,3 DOK 1,2,3

RI.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.

6 7 8 9-10 11-12
a Analyze how a a. Analyze the structure a. Analyze in detail the a. Analyze in detail how a. Analyze and evaluate
particular sentence, an author uses to structure of a specific an author’s ideas or the effectiveness of the
paragraph, organize paragraph in a text, claims are developed structure an author uses in
chapter, or section fits a text, including how the including the role of and refined by particular his or her exposition or
into the overall structure major sections contribute particular sentences, argument,
of a text and contributes to the whole and to the sentences in developing paragraphs, or larger including whether the
to the development of development of the and refining a key portions of a text (e.g., a structure makes points
the ideas. concept. section or chapter). clear, convincing, and
engaging.
DOK 2,3 ideas. DOK 2,3 DOK 2,3
DOK 2,3 DOK 2,3,4

RI.6 Assess how point of view or purpose shapes the content and style of a text.
 6 7 8 9-10 11-12

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!71
a. Determine an a. Determine an a Determine an author’s a. Determine an author’s a. Determine an author’s
author’s point of view author’s point of view point of view or purpose in point of view or purpose in point of view or purpose in
or purpose or a text and analyze how the a text and analyze how an a text in which the
in a text and explain how it purpose in a text and author acknowledges and author uses rhetoric to rhetoric is particularly
is conveyed in the analyze how the author responds to conflicting advance that point of view effective,
text. distinguishes his or her evidence or viewpoints or purpose. analyzing how style
position from that of and content contribute
others. to the power,
DOK 2,3 DOK 2,3,4 persuasiveness, or
DOK 2,3 DOK 2,3 beauty of the text.
DOK 2,3,4

Integration of Knowledge and Ideas

RI.7
Integrate)and)evaluate)content)presented)in)diverse)formats)and)media,)including)print)and)digital)resources.

6 7 8 9-10 11-12
a. Integrate a. Compare and contrast a. Evaluate the advantages a. Analyze various a. Integrate and
information presented a text to an audio, and disadvantages of using accounts of a subject told evaluate multiple
in different video, different mediums (e.g., in different mediums (e.g., sources of
media or formats (e.g., or multimedia version of print or digital text, video, a person’s life story in both information presented in
visually, quantitatively) the text, analyzing each multimedia) to present print and different media or formats
as well as in words to medium’s portrayal of a particular topic or multimedia), determining (e.g., visually,
develop a coherent the subject (e.g., how idea. which details are quantitatively) as well as
understanding of a topic the emphasized in each in words in order to address
or issue. delivery of a speech account. a question or solve a
affects the impact of the problem.
DOK 3,4 words). DOK 3,4
DOK 3,4 DOK 3,4 DOK 3,4

RI.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
 the relevance and sufficiency of the evidence.

6 7 8 9-10 11-12
a. Delineate and evaluate a. Delineate and evaluate !!a.Delineate and evaluate a. Delineate and evaluate a. Delineate and evaluate
the argument and specific the argument and specific the argument and specific the argument and specific the reasoning in seminal
claims in a text, claims in a text, claims in a text, claims in a text, assessing U.S. texts, including the
distinguishing claims that assessing whether the assessing whether the whether the reasoning is application of
are supported by reasons reasoning reasoning is valid and the evidence is constitutional principles
and evidence from claims is sound and the evidence sound and the evidence relevant and sufficient. and use of legal
that are not. is relevant and is relevant and b. Identify false reasoning (e.g., in U.S.
sufficient to support the sufficient. statements and Supreme Court majority
claims. b. Recognize when fallacious reasoning. opinions and dissents) and
irrelevant evidence is the premises, purposes,
introduced.

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!72
DOK 2,3 DOK 2,3,4 DOK 2,3,4 DOK 2,3,4 and arguments in works
of public advocacy (e.g.,
The Federalist,
presidential
addresses).

DOK 2,3,4

RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.

6 7 8 9-10 11-12
 a Compare and contrast a. Analyze how two or a. Analyze a case in which a. Analyze seminal U.S. a. Analyze seventeenth-,
one author’s presentation more authors writing two or more texts provide documents of historical eighteenth-, and
of events with that of about conflicting information on and literary significance nineteenth century
another (e.g., a memoir the same topic shape the same topic and (e.g., Washington’s foundational U.S.
written by and a biography their presentations of identify where the texts Farewell documents of historical
on the same person). key disagree on matters of Address, the Gettysburg and literary significance
information by fact or interpretation. Address, Roosevelt’s (including The Declaration
emphasizing different Four Freedoms speech, of Independence, the
evidence or King’s “Letter from Preamble to the
advancing different Birmingham Jail”), Constitution, the Bill of
interpretations of facts. including how they Rights, and Lincoln’s
address related themes Second Inaugural
DOK 3,4 DOK 3,4 and concepts. Address) for their
themes, purposes, and
DOK 3,4 rhetorical features.
DOK 3,4 DOK 2,3

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!73
Range of Reading and Level of Text Complexity
RI.10 Read and comprehend complex literary and informational texts independently and proficiently.

6 7 8 9-10 11-12
 a. By the end of the a. By the end of the a. By the end of the year, a. By the end of grade 9, a. By the end of grade 11,
year, read proficiently year, read proficiently read independently and read independently and read independently and
and and proficiently and proficiently and proficiently and
comprehend comprehend comprehend literary comprehend literary comprehend literary
literary nonfiction in literary nonfiction in nonfiction at the high end nonfiction in the grades nonfiction in the grades
the grades 6–8 text the grades 6–8 text of the grades 6–8 text 9–10 text complexity 11–CCR text
complexity band, with complexity band, with complexity band. band proficiently, with complexity band
scaffolding as needed at scaffolding as needed at scaffolding as needed at proficiently, with
the high end of the the high end of the the high end of the scaffolding as needed at
range. range. range. the high end of the range.
By the end of grade 10, By the end of grade 12,
read and comprehend read and comprehend
literary nonfiction at the literary nonfiction at the
high end of the grades high end of the grades 11
9–10 text –CCR text complexity
DOK 1,2 complexity band. band.
DOK 1,2 DOK 1,2
DOK 1,2 DOK 1,2

READING FOUNDATIONAL SKILLS- RF

These skills represent key learnings in grades K-5 and generally

do not apply to grades 6-8.

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!74
 Writing
The fundamental aim of writing is to communicate. However, its purpose, audience, form, and subject matter vary according to the specific
writing situation. Good writers can communicate well in a range of situations. They can perform a variety of writing tasks, ranging from business
letters to stories, reports, and essays. To become good writers students need expert instruction, frequent practice, and constructive feedback. The
National Council of Teachers of English Commission on Composition noted that writing is a powerful instrument of thought. In the act of
composing, writers learn about themselves and their world and communicate their insights to others. Writing fosters the power to grow personally
and to effect change in the world.

Writing objectives include:

• Students will write for a variety of purposes (e.g., narrative, informative, and persuasive).
• Students will write on a variety of tasks and for many different audiences (e.g., story based on a poem, reporting to a school committee, and a
letter to the editor).
• Students will write from a variety of stimulus materials and within various time constraints. (e.g., respond to photographs, cartoons, charts,
letters, and dialogue).
• Students will generate, draft, revise, and edit ideas and forms of expression in their writing.
• Students will display effective choices in the organization of their writing. They should include detail to illustrate and elaborate their ideas and
use appropriate conventions of written English.
2007!NAEP!Writing!Framework
nces.ed.gov/nationsreportcard/writing/whatmeasure.asp

ENDURING)INDERSTANDINGS:

Good!writers!develop!and!refine!their!ideas!for!thinking,!learning,!communicating,!and!aesthetic!expression.!
Good!writers!use!a!repertoire!of!strategies!that!enables!them!to!vary!form!and!style,!in!order!to!write!for!different!purposes,!audienc
es,! and!contexts.
Writers!have!a!purpose!for!writing.
Writing!is!a!multi\stage!process.
Writing!is!a!reflective!process.

ESSENTIAL)QUESTIONS:

1. Why!do!writers!write?
2. How!do!good!writers!express!themselves?!
3. How!do!writers!develop!a!well\written!product?

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!75
4. How!does!process!shape!the!writer’s!product?!
5. How!does!each!step!in!the!writing!process!impact!your!writing?
6. How!can!writing be!evaluated?
7. How!can!evaluation!and!reflection be!used!to!improve!writing?

WRITING-W

Students employ a wide range of strategies as they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.

Text Type and Purpose

W.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.

6 7 8 9-10 11-12

a. Introduce claim(s) a. Introduce claim(s), a. Introduce claim(s), a. Introduce precise a. Introduce precise,
and organize the acknowledge alternate acknowledge and claim(s), distinguish the knowledgeable claim(s),
reasons or opposing claims, distinguish the claim(s) claim(s) from alternate or establish the significance
and evidence clearly. and from alternate or opposing claims, and of the claim(s),
b. Support claim(s) with organize the reasons opposing claims, and create an organization distinguish the claim(s)
clear reasons and and evidence organize the reasons that from alternate or
relevant evidence, logically. and evidence establishes clear opposing claims, and
using credible b. Support claim(s) logically. relationships among create an organization that
sources and with logical b. Support claim(s) claim(s), counterclaims, logically sequences
demonstrating an reasoning and with logical reasons, and evidence. claim(s), counterclaims,
understanding of the relevant evidence, reasoning and b. Develop claim(s) and reasons and evidence.
topic or text. using accurate, relevant evidence, counterclaims fairly, b. Develop claim(s) and
c. Use words, phrases, credible using accurate, supplying evidence for counterclaims fairly and
and clauses to clarify sources and demonstrating credible each while pointing out thoroughly, supplying the
the an understanding sources and demonstrating the most relevant evidence
relationships among of the topic or text. an understanding strengths and limitations for each while pointing
claim(s) and reasons. c. Use words, phrases, of the topic or text. of both in a manner that out the strengths and
d. Establish and maintain and clauses to create c. Use words, phrases, anticipates the limitations of both in a
a formal style. cohesion and clarify the and clauses to create audience’s knowledge manner that
e. Provide a concluding relationships among cohesion and clarify the level and
claim(s), reasons, and
Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!76
statement or section evidence. relationships among concerns. anticipates the audience’s
that follows from the d. Establish and maintain claim(s), counterclaims, c. Use words, phrases, knowledge level,
argument presented. a formal style. reasons, and evidence. and clauses to link the concerns, values, and
e. Provide a concluding d. Establish and maintain major sections of the possible biases. c. Use
statement or section a formal style. text, words, phrases, and
that follows from and e. Provide a concluding create cohesion, and clauses as well as varied
supports the argument statement or section clarify the relationships syntax to link the major
presented. that follows from and between claim(s) and sections of the text,
supports the argument reasons, create cohesion, and
presented. between reasons and clarify the relationships
evidence, and between between
claim(s) and claim(s) and reasons,
counterclaims. d. between reasons and
Establish and maintain a evidence, and between
formal style and claim(s) and
objective tone while counterclaims.
attending to the d. Establish and maintain
norms and conventions of a formal style and
the discipline in which objective tone while
they are writing. attending to the
e. Provide a concluding norms and conventions of
statement or section the discipline in which
that follows from and they are writing.
supports the argument
DOK 3,4 DOK 3,4 presented. e. Provide a concluding
DOK 3,4
statement or section
that follows from and
supports the argument
presented.

DOK 3,4 DOK 3,4

W.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.

6 7 8 9-10 11-12
 a. Introduce a topic; a. Introduce a topic a. Introduce a topic a. Introduce a topic; a. Introduce a topic;
organize ideas, concepts, clearly, previewing what clearly, previewing what organize complex ideas, organize complex ideas,
and information, using is to follow; organize is to follow; organize concepts, and information concepts, and information
strategies such as ideas, concepts, and ideas, concepts, and to make so that each new element
definition, information, using information into important connections builds on that which
classification, strategies such as broader categories; and distinctions; precedes it to create a
comparison/contrast, definition, include include unified whole; include
formatting (e.g., formatting

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!77
and cause/effect; classification, formatting (e.g., headings), graphics (e.g., headings), graphics
include formatting comparison/contrast, headings), graphics (e.g., figures, tables), (e.g., figures, tables),
(e.g., and cause/ effect; (e.g., and and multimedia when
headings), graphics include charts, tables), and multimedia when useful useful to aiding
(e.g., charts, tables), formatting (e.g., headings), multimedia when useful to aiding comprehension.
and multimedia when graphics (e.g., charts, to aiding comprehension. b. Develop the topic
useful to aiding tables), and multimedia comprehension. b. Develop the topic with thoroughly by selecting
comprehension. when useful to aiding b. Develop the topic well-chosen, relevant, and the most significant and
b. Develop the topic comprehension. with relevant, sufficient facts, extended relevant facts, extended
with relevant facts, b. Develop the topic well-chosen definitions, concrete definitions, concrete
definitions, concrete with relevant facts, facts, definitions, details, quotations, or details, quotations, or
details, quotations, or definitions, concrete concrete details, other other information and
other information and details, quotations, or quotations, information and examples examples appropriate to
examples. other information and or other information appropriate to the the audience’s knowledge
c. Use appropriate examples. and examples. audience’s knowledge of of the topic.
transitions to clarify the c. Use appropriate c. Use appropriate and the topic. c. Use appropriate and
relationships among ideas transitions to create varied transitions to create c. Use appropriate and varied transitions and
and concepts. cohesion and clarify the cohesion and clarify the varied transitions to link syntax to link the major
d. Use precise language relationships among ideas relationships among the major sections of the sections of the text,
and domain-specific and concepts. ideas and concepts. text, create cohesion, and create cohesion, and
vocabulary to inform about d. Use precise language d. Use precise language clarify the relationships clarify the relationships
or explain the and domain-specific and domain-specific among complex ideas and among
topic. vocabulary to inform about vocabulary to inform about concepts. complex ideas and
e. Establish and maintain or explain the topic. or explain the topic. d. Use precise language concepts. d. Use precise
a formal style. e. Establish and maintain e. Establish and maintain and domain-specific language,
f. Provide a concluding a formal style. a formal style. vocabulary to manage domain-specific
statement or section that f. Provide a concluding f. Provide a concluding the vocabulary, and
follows from the statement or section statement or section that complexity of the topic. techniques such as
information or explanation that follows from and follows from and supports e. Establish and maintain metaphor, simile, and
presented. supports the the information or a formal style and analogy to manage the
information or explanation presented. objective tone while complexity of the topic.
explanation presented. attending to e. Establish and maintain
the norms and conventions a formal style and
of the discipline in which objective tone while
they are writing. attending to
f. Provide a concluding the norms and conventions
statement or section of the discipline in which
that follows from and they are writing.
supports the f. Provide a concluding
information or statement or section
explanation presented that follows from and
(e.g., articulating supports the
implications or the information or
significance of the topic). explanation presented
 (e.g., articulating
implications or

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!78
DOK 3,4 DOK 3,4 DOK 3,4 DOK 3,4 the significance of the

. topic). DOK 3 ,4

W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.

6 7 8 9-10 11-12
 a. Engage and orient a. Engage and orient a. Engage and orient a. Engage and orient a. Engage and orient
the reader by the reader by the reader by the reader by setting the reader by setting
establishing establishing establishing out a out a
a context and introducing a context and point of a context and point of problem, situation, or problem, situation, or
a narrator and/or view and introducing a view and introducing a observation, establishing observation and its
characters; organize an narrator and/or narrator and/or one or multiple point(s) of significance, establishing
event sequence that characters; organize an characters; organize an view, and introducing a one or multiple point(s)
unfolds naturally and event event narrator and/or characters; of view, and introducing
logically. sequence that unfolds sequence that unfolds create a smooth a narrator and/or
b. Use narrative naturally and logically. naturally and logically. progression of characters; create a
techniques, such as b. Use narrative techniques, b. Use narrative experiences or events. smooth
dialogue, such as dialogue, pacing, techniques, such as b. Use narrative progression of experiences
pacing, and description, to and description, to develop dialogue, techniques, such as or events.
develop experiences, experiences, events, pacing, description, and dialogue, pacing, b. Use narrative
events, and/or characters. and/or characters. reflection, to develop description, reflection, techniques, such as
c. Use a variety of c. Use a variety of transition experiences, events, and multiple plot lines, to dialogue, pacing,
transition words, phrases, words, phrases, and clauses and/or characters. develop experiences, description, reflection,
and clauses to convey to convey sequence and c. Use a variety of events, and/or characters. and multiple plot lines, to
sequence and signal shifts transition words, phrases, c. Use a variety of develop experiences,
signal shifts from one time frame or and clauses to convey techniques to sequence events, and/or characters.
from one time frame or setting to another. sequence, signal shifts events so that they build c. Use a variety of
setting to another. d. Use precise words from one time frame or on one another to create a techniques to sequence
d. Use precise words and phrases, relevant setting to another, and coherent whole. events so that they build on
and phrases, relevant descriptive details, and show the relationships d. Use precise words and one another to create a
descriptive details, and sensory language to among experiences and phrases, telling details, coherent whole and build
sensory language to capture the action and events. and sensory language to toward a particular tone
convey experiences and convey experiences d. Use precise words convey a vivid picture of and outcome (e.g., a sense
events. and events. and phrases, relevant the experiences, events, of mystery, suspense,
e. Provide a conclusion e. Provide a conclusion that descriptive details, and setting, and/or characters. growth, or resolution).
that follows from the sensory language to e. Provide a conclusion d. Use precise words and
that follows from and phrases, telling details,
reflects on and

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!79
narrated experiences or follows from and capture the action and what is experienced, sensory language to
events. reflects on the narrated convey experiences and observed, or resolved over convey a vivid picture of
experiences or events. events. the course of the narrative. the experiences, events,
e. Provide a conclusion setting, and/or characters.
that follows from and e. Provide a conclusion
reflects on the narrated that follows from and
experiences or events. reflects on what is
experienced,
observed, or resolved over
the course of the narrative.
DOK 3,4 DOK 3,4 DOK 3,4 DOK 3,4
DOK 3,4

Production and Distribution of Writing

W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.

6 7 8 9-10 11-12
a. Produce clear and a. Produce clear and a. Produce clear and a. Produce clear and a. Produce clear and
coherent writing in which coherent writing in which coherent writing in which coherent writing in which coherent writing in which
the development, the development, the development, the the
organization, and style are organization, and style are organization, and style are development, development,
appropriate to task, appropriate to task, appropriate to task, organization, and style are organization, and style are
purpose, and audience. purpose, and audience. purpose, and audience. appropriate to task, appropriate to task,
(Grade-specific (Grade-specific (Grade-specific purpose, and audience. purpose, and audience.
expectations for writing expectations for writing expectations for writing (Grade-specific (Grade-specific
types are defined in types are defined in types are defined in expectations for writing expectations for writing
standards 1–3 above.) standards 1–3 above.) standards 1–3 above.) types are defined in types are defined in
standards 1–3 above.) standards 1–3 above.)
DOK 3,4 DOK 3,4 DOK 3,4
DOK 3,4 DOK 3,4

W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6 7 8 9-10 11-12
a. With some guidance a. With some guidance a. With some guidance a. Develop and a. Develop and
and support from peers and support from peers and support from peers strengthen writing as strengthen writing as
and and and needed by needed by
adults, develop and adults, develop and adults, develop and planning, revising, planning, revising,
 strengthen writing as strengthen writing as strengthen writing as editing, rewriting, or editing, rewriting, or
needed by planning, needed by planning, needed by planning, trying a new approach, trying a new approach,
revising, editing, rewriting, revising, editing, rewriting, revising, editing, rewriting, focusing on focusing on
or trying a new or trying or trying addressing what is most addressing what is most

Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Commo
n! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina Massachusetts,!Wisconsin,!
and!Georgia).
pg.!80