archdiocese of los angeles unpacked ccss ela standards...

Archdiocese of Los Angeles Unpacked CCSS ELA Standards Developed July 2012

1

# Standard Concepts

(students will know…)

Skills (students will be able to…)

Level of

Bloom

*** Kindergarten *** *** ***

Reading Standards for Literature

1

CC.K.R.L.1 Key Ideas and Details: With prompting

and support, ask and answer questions about key

details in a text.

key details

narrative text

questions

(With prompting and support)

Ask questions about key details in a narrative

text.

Answer questions about key details in a

narrative text.

Apply

2


and support, retell familiar stories, including key

details.

retell (distinct from

summary – may

include more

events/information)

key details

chronological order*


Retell familiar stories in chronological order,

including key details.

Apply

3


and support, identify characters, settings, and major

events in a story.

characters

setting

major events



Identify characters in a story.

Identify settings in a story.

Identify major events in a story in

chronological order.

Apply

4

CC.K.R.L.4 Craft and Structure: Ask and answer

questions about unknown words in a text. unknown words

questions

Ask questions about unknown words in a

narrative text to determine their meaning.

Answer questions about the meaning of

unknown words in a narrative text.

Apply

5

CC.K.R.L.5 Craft and Structure: Recognize

common types of texts (e.g., storybooks, poems). text

storybooks

poems

Name different types of narrative texts

(storybook, poem).

Recognize different types of narrative texts.

Remember

Apply

6

CC.K.R.L.6 Craft and Structure: With prompting

and support, name the author and illustrator of a

story and define the role of each in telling the story.

author

illustrator

role

story


Identify the author of a story.

Identify the illustrator of a story.

Explain the role of the author in telling the

story.

Explain the role of the illustrator in telling the

story.

Understand

Apply

7

CC.K.R.L.7 Integration of Knowledge and Ideas:

With prompting and support, describe the

relationship between illustrations and the story in

which they appear (e.g., what moment in a story an

relationship

illustration


Determine the relationship between an

illustration and the story in which it appears

(e.g., what moment in a story an illustration

Analyze


2

# Standard Concepts



Level of

Bloom illustration depicts). depicts).

9

CC.K.R.L.9 Integration of Knowledge and Ideas:

With prompting and support, compare and contrast

the adventures and experiences of characters in

familiar stories.

similarities

differences

adventures

experiences

characters

familiar stories


Compare the adventures and experiences of

characters in familiar stories.

Contrast the adventures and experiences of

characters in familiar stories.

Analyze

10

CC.K.R.L.10 Range of Reading and Level of Text

Complexity: Actively engage in group reading

activities with purpose and understanding.

participation

purpose

understanding

Actively engage in group reading activities of

narrative texts with purpose and understanding.

Apply

Reading Standards for Informational Text

1

CC.K.R.I.1 Key Ideas and Details: With prompting

and support, ask and answer questions about key

details in a text.

informational text

key details

text

questions


Ask questions about key details in an

informational text.

Answer questions about key details in an

informational text.

Apply

2


and support, identify the main topic and retell key

details of a text.

informational text

main topic

key details

retell (stating

information already

given)


Determine the main topic of an informational

text.

Retell key details of an informational text.

Apply

Analyze

3


and support, describe the connection between two

individuals, events, ideas, or pieces of information

in a text.

informational text

connection

people

events

ideas

information


Determine the connection between two people

in an informational text.

Determine the connection between two events

in an informational text.

Determine the connection between two ideas in

an informational text.

Determine the connection between two pieces

of information in an informational text.

Analyze

4

CC.K.R.I.4 Craft and Structure: With prompting and

support, ask and answer questions about unknown

words in a text.

unknown words

questions


Ask questions about unknown words in an

informational text to determine their meaning.


unknown words in an informational text.

Apply


3

# Standard Concepts



Level of

Bloom

5

CC.K.R.I.5 Craft and Structure: Identify the front

cover, back cover, and title page of a book. front cover

back cover

title page

book

Identify the front cover of a book.

Identify the back cover on a book.

Identify the title page of a book.

Apply

6

CC.K.R.I.6 Craft and Structure: Name the author

and illustrator of a text and define the role of each in

presenting the ideas or information in a text.

author

illustrator

role

idea

information

informational text

Identify the author of an informational text.

Identify the illustrator of an informational text.

Explain the role of the author in presenting the

ideas or information in an informational text.

Explain the role of the illustrator in presenting

the ideas or information in an informational

text.

Understand

Apply

7

CC.K.R.I.7 Integration of Knowledge and Ideas:

With prompting and support, describe the

relationship between illustrations and the text in

which they appear (e.g., what person, place, thing,

or idea in the text an illustration depicts).

relationship

illustration

text


Determine the relationship between the

illustration and the text in which it appears

(e.g., what person, place, thing, or idea in the

text an illustration depicts).

Analyze

8


With prompting and support, identify the reasons an

author gives to support points in a text.

reasons

author

support

point


Determine the reasons an author gives to

support a point in a text.

Analyze

9


With prompting and support, identify basic

similarities in and differences between two texts on

the same topic (e.g., in illustrations, descriptions, or

procedures).

similarities

differences

text

topic

illustrations

descriptions

procedures


Determine the basic similarities between two

texts on the same topic (e.g., in illustrations,

descriptions, or procedures).

Determine the basic differences between two

texts on the same topic (e.g., in illustrations,


Analyze

10

CC.K.R.I.10 Range of Reading and Level of Text

Complexity: Actively engage in group reading

activities with purpose and understanding.

participation

purpose

understanding

Actively engage in group reading activities of

informational texts with purpose and

understanding.

Apply

Reading Foundational Skills

1

CC.K.R.F.1 Print Concepts: Demonstrate

understanding of the organization and basic features

of print.

print features

print organization

Demonstrate understanding of the organization

and basic features of print (specific skills are

outlined in 1.a-1.d below).

1.a CC.K.R.F.1.a Print Concepts: Follow words from

left to right, top to bottom, and page by page. print

left to right

Follow words from left to right.

Follow words from top to bottom.

Apply


4

# Standard Concepts



Level of

Bloom

top to bottom

page by page

Follow words page by page.

1.b

CC.K.R.F.1.b Print Concepts: Recognize that

spoken words are represented in written language by

specific sequences of letters.

words

written language

sequence

letters

Recognize that spoken words are represented

by written words.

Recognize that specific sequences of letters

make written words.

Remember

1.c

CC.K.R.F.1.c Print Concepts: Understand that

words are separated by spaces in print. words

spaces

print

Explain how words are separated by spaces in

print.

Understand

1.d

CC.K.R.F.1.d Print Concepts: Recognize and name

all upper- and lowercase letters of the alphabet. upper-case letters

lower-case letters

alphabet

Recognize all uppercase letters.

Name all uppercase letters.

Recognize all lowercase letters.

Name all lowercase letters.

Remember

2 CC.K.R.F.2 Phonological Awareness: Demonstrate

understanding of spoken words, syllables, and

sounds (phonemes).

phonemic awareness Demonstrate understanding of spoken words,

syllables, and phonemes (specific skills are

outlined in 2.a-2.e below).

2.a CC.K.R.F.2.a Phonological Awareness: Recognize

and produce rhyming words. rhyming words Determine whether words rhyme.

Produce rhyming words.

Analyze

Create

2.b

CC.K.R.F.2.b Phonological Awareness: Count,

pronounce, blend, and segment syllables in spoken

words.

counting

pronunciation

blending

segmenting

syllables

spoken words

Count syllables in spoken words.

Pronounce syllables in spoken words.

Blend syllables in spoken words.

Segment syllables in spoken words.

Apply

2.c

CC.K.R.F.2.c Phonological Awareness: Blend and

segment onsets and rimes of single-syllable spoken

words.

blending

segmenting

onset

rimes

spoken words

Blend onsets and rimes of single-syllable

spoken words.

Segment onsets and rimes of single-syllable

spoken words.

Apply

2.d

CC.K.R.F.2.d Phonological Awareness: Isolate and

pronounce the initial, medial vowel, and final

sounds (phonemes) in three-phoneme (consonant-

vowel-consonant, or CVC) words.*(This does not

include CVCs ending with /l/, /r/,or /x/.)

initial sound

medial vowel

final sound

CVC (This does not

include CVCs ending

with /l/, /r/,or /x/.)

Isolate and pronounce the initial sound in CVC

words.

Isolate and pronounce the medial vowel in

CVC words.

Isolate and pronounce the final sound in CVC

words.

Apply

2.e CC.K.R.F.2.e Phonological Awareness: Add or addition Add individual sounds (phonemes) in simple, Apply


5

# Standard Concepts



Level of

Bloom substitute individual sounds (phonemes) in simple,

one-syllable words to make new words. substitution

sound (phoneme)

one-syllable words

one-syllable words to make new words.

Substitute individual sounds (phonemes) in

simple, one-syllable words to make new words.

Create

3

CC.K.R.F.3 Phonics and Word Recognition: Know

and apply grade-level phonics and word analysis

skills in decoding words.

phonics

word recognition

Know and apply grade-level phonics and word

analysis skills in decoding words (specific

skills are outlined in 3.a-3.d below).

3.a CC.K.R.F.3.a Phonics and Word Recognition:

Demonstrate basic knowledge of letter-sound

correspondences by producing the primary or most

frequent sound for each consonant.

letter-sound

correspondence

primary/most frequent

sound

consonant

Produce the primary or most frequent sound for

each consonant.

Remember

Apply

3.b

CC.K.R.F.3.b Phonics and Word Recognition:

Associate the long and short sounds with the

common spellings (graphemes) for the five major

vowels.

long sounds

short sounds

vowels (a, e, i, o, u)

spelling (grapheme)

Associate the short sounds with the common

spellings (graphemes) for the five major

vowels.

Associate the long sounds with the common

spellings (graphemes) for the five major

vowels.

Remember

Apply

3.c

CC.K.R.F.3.c Phonics and Word Recognition: Read

common high-frequency words by sight. (e.g., the,

of, to, you, she, my, is, are, do, does).

high frequency words Read common high-frequency words by sight

(e.g., the, of, to, you, she, my, is, are, do, does).

Remember

Apply

3.d

CC.K.R.F.3.d Phonics and Word Recognition:

Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.

sounds

letters

difference

Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.

Analyze

4

CC.K.R.F.4 Fluency: Read emergent-reader texts

with purpose and understanding. purpose

fluency

accuracy

rate

expression

comprehension

Explain the difference between reading for

fluency and reading for comprehension

(purpose).

Read emergent-reader texts with fluency

(accuracy, expression, and grade-level rate).

Read emergent-reader texts with

comprehension (understanding).

Understand

Apply

Writing Standards

1

CC.K.W.1 Text Types and Purposes: Use a

combination of drawing, dictating, and writing to

compose opinion pieces in which they tell a reader

the topic or the name of the book they are writing

about and state an opinion or preference about the

topic or book (e.g., My favorite book is . . .).

drawing

dictating

writing

opinion pieces

topic

Compose opinion pieces about a topic or book

that:

o Use a combination of drawing, dictating, and

writing,

o Tell the reader the topic or name of the book

about which they are writing,

Create


6

# Standard Concepts



Level of

Bloom

book

preference

o State their opinion or preference about the

topic or book.

2



compose informative/explanatory texts in which

they name what they are writing about and supply

some information about the topic.

informative text

explanatory text

information

drawing

dictating

writing

Compose informative/explanatory texts that:

o Use a combination of drawing, dictating, and

writing,

o Identify the topic about which they are

writing,

o Provide information about the topic.

Create

3



narrate a single event or several loosely linked

events, tell about the events in the order in which

they occurred, and provide a reaction to what

happened.

drawing

dictating

writing

event

chronological order

reaction

Compose narratives that:

o Use combination of drawing, dictating, and

writing,

o Identify a single event or several loosely

linked events,

o Tell about the events in chronological order,

o Provide a reaction to what happened.

Create

5

CC.K.W.5 Production and Distribution of Writing:

With guidance and support from adults, respond to

questions and suggestions from peers and add

details to strengthen writing as needed.

peer revising

questions

suggestions

details

(With guidance and support)

Participate in peer revising

o Ask questions about a peer’s composition,

o Give suggestions to improve a peer’s

composition,

o Respond to questions and suggestions from

peers,

o Add details to strengthen writing.

Apply

Analyze

Create

6

CC.K.W.6 Production and Distribution of Writing:

With guidance and support from adults, explore a

variety of digital tools to produce and publish

writing, including in collaboration with peers.

digital tools

produce

publish


Use a variety of digital tools to produce and

publish writing (with support of adults and

peers).

Create

7

CC.K.W.7 Research to Build and Present

Knowledge: Participate in shared research and

writing projects (e.g., explore a number of books by

a favorite author and express opinions about them).

research Participate in shared research and writing

projects.

Apply

Create

8

CC.K.W.8 Research to Build and Present

Knowledge: With guidance and support from adults,

recall information from experiences or gather

information from provided sources to answer a

question.

information

experiences

sources


Answer a question by recalling information

from experiences.

Answer a question by gathering information

from provided sources.

Apply

Speaking and Listening Standards


7

# Standard Concepts



Level of

Bloom

1 CC.K.SL.1 Comprehension and Collaboration:

Participate in collaborative conversations with

diverse partners about kindergarten topics and texts

with peers and adults in small and larger groups.

collaborative

conversations


diverse partners about kindergarten topics and

texts with peers and adults in small and larger

groups (specific skills are outlined in 1.a-1.b

below).

1.a

CC.K.SL.1.a Comprehension and Collaboration:

Follow agreed-upon rules for discussions (e.g.,

listening to others and taking turns speaking about

the topics and texts under discussion).

rules

discussions


listening to others and taking turns speaking

about the topics and texts under discussion).

Apply

1.b

CC.K.SL.1.b Comprehension and Collaboration:

Continue a conversation through multiple

exchanges.

conversation

exchanges

Continue a conversation through multiple

exchanges.

Apply

2

CC.K.SL.2 Comprehension and Collaboration:

Confirm understanding of a text read aloud or

information presented orally or through other media

by asking and answering questions about key details

and requesting clarification if something is not

understood.

comprehension

key details

questions

questions

clarification

Confirm comprehension of information by

asking questions about key details.

Confirm comprehension of information by

answering questions about key details.

Request clarification when something is not

understood.

Apply

3

CC.K.SL.3 Comprehension and Collaboration: Ask

and answer questions in order to seek help, get

information, or clarify something that is not

understood.

questions

help

information

clarification

Ask and answer questions to seek help.

Ask and answer questions to get information.

Ask and answer questions to clarify something

that is not understood.

Apply

4

CC.K.SL.4 Presentation of Knowledge and Ideas:

Describe familiar people, places, things, and events

and, with prompting and support, provide additional

detail.

people

places

things

events

detail

Describe familiar people.

Describe familiar places.

Describe familiar things.

Describe familiar events.

Provide additional details when asked.

Apply

5


Add drawings or other visual displays to

descriptions as desired to provide additional detail.

drawings

visual displays

descriptions

detail


descriptions to provide additional detail.

Create

6


Speak audibly and express thoughts, feelings, and

ideas clearly.

presentation skills

audible speech

clear speech

Speak audibly.

Express thoughts, feelings, and ideas clearly.

Apply

Language Standards

1 CC.K.L.1 Conventions of Standard English: grammar conventions Demonstrate command of the conventions of


8

# Standard Concepts



Level of

Bloom Demonstrate command of the conventions of

standard English grammar and usage when writing

or speaking.

usage conventions standard English grammar and usage when

writing or speaking (specific skills are outlined

in 1.a-1.f below).

1.a CC.K.L.1.a Conventions of Standard English: Print

many upper- and lowercase letters. uppercase letters

lowercase letters

Print uppercase letters.

Print lowercase letters.

Apply

1.b

CC.K.L.1.b Conventions of Standard English: Use

frequently occurring nouns and verbs. nouns

verbs

Use frequently occurring nouns when speaking

or writing.

Use frequently occurring verbs when speaking

or writing.

Apply

1.c

CC.K.L.1.c Conventions of Standard English: Form

regular plural nouns orally by adding /s/ or /es/ (e.g.,

dog, dogs; wish, wishes).

singular nouns

plural nouns

Form regular plural nouns orally by adding /s/

or /es/.

Apply

1.d

CC.K.L.1.d Conventions of Standard English:

Understand and use question words (interrogatives)

(e.g., who, what, where, when, why, how).

question words

(interrogatives)

Explain the purpose for different question

words (e.g., who, what, where, when, why,

how).

Use question words (e.g., who, what, where,

when, why, how).

Understand

Apply

1.e

CC.K.L.1.e Conventions of Standard English: Use

the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with).

prepositions Use frequently occurring prepositions

appropriately (e.g., to, from, in, out, on, off,

for, of, by, with)

Apply

1.f

CC.K.L.1.f Conventions of Standard English:

Produce and expand complete sentences in shared

language activities.

complete sentence

production

expansion

Produce complete sentences in shared language

activities.

Expand complete sentences in shared language

activities.

Apply

Create

2

CC.K.L.2 Conventions of Standard English:

Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing.

capitalization

conventions

punctuation

conventions

spelling conventions


standard English capitalization, punctuation,

and spelling when writing (specific skills are


2.a

CC.K.L.2.a Conventions of Standard English:

Capitalize the first word in a sentence and the

pronoun I.

capitalize

first word

sentence

pronoun I

Capitalize the first word in a sentence.

Capitalize the pronoun I.

Apply

2.b CC.K.L.2.b Conventions of Standard English:

Recognize and name end punctuation. end punctuation Recognize end punctuation.

Name end punctuation.

Remember

2.c CC.K.L.2.c Conventions of Standard English: Write

a letter or letters for most consonant and short-vowel

sound-letter

correspondence

Write a letter or letters for most consonant and

short-vowel sounds (phonemes).

Remember

Apply


9

# Standard Concepts



Level of

Bloom sounds (phonemes). (phoneme)

2.d CC.K.L.2.d Conventions of Standard English: Spell

simple words phonetically, drawing on knowledge

of sound-letter relationships.

words

spelling

sound-letter

relationships

Spell simple words phonetically based on

sound-letter relationships.

Apply

3 N/A – (begins in grade 2) N/A N/A N/A

4

CC.K.L.4 Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on

kindergarten reading and content.

meaning Determine or clarify the meaning of unknown

and multiple-meaning words and phrases base

on kindergarten reading and content (specific

skills are outlined in 4.a-4.b below).

4.a

CC.K.L.4.a Vocabulary Acquisition and Use:

Identify new meanings for familiar words and apply

them accurately (e.g., knowing duck is a bird and

learning the verb to duck).

multiple-meaning

words

Identify new meanings for familiar words.

Apply new meanings of familiar words

accurately (e.g., knowing duck is a bird and

learning the verb to duck).

Remember

Apply

4.b

CC.K.L.4.b Vocabulary Acquisition and Use: Use

the most frequently occurring inflections and affixes

(e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the

meaning of an unknown word.

inflections

affixes

meaning

Use frequently occurring inflections and affixes

(e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue

to the meaning of an unknown word

Apply

5

CC.K.L.5 Vocabulary Acquisition and Use: With

guidance and support from adults, explore word

relationships and nuances in word meanings.

word relationships

nuances in meaning

Explore word relationships and nuances in

word meanings (specific skills are outlined in

5.a-5.d below).

5.a

CC.K.L.5.a Vocabulary Acquisition and Use: Sort

common objects into categories (e.g., shapes, foods)

to gain a sense of the concepts the categories

represent.

sort

categories

Sort common objects into categories (e.g.,

shapes, foods).

Explain the concepts that the categories

represent.

Analyze

5.b

CC.K.L.5.b Vocabulary Acquisition and Use:

Demonstrate understanding of frequently occurring

verbs and adjectives by relating them to their

opposites (antonyms).

verbs

adjectives

opposites (antonyms)

Provide the opposite meaning (antonym) of

verbs.

Provide the opposite meaning (antonym) of

adjectives.

Apply

5.c

CC.K.L.5.c Vocabulary Acquisition and Use:

Identify real-life connections between words and

their use (e.g., note places at school that are

colorful).

Identify real-life connections between words

and their use (e.g., note places at school that are

colorful).

Apply

5.d

CC.K.L.5.d Vocabulary Acquisition and Use:

Distinguish shades of meaning among verbs

describing the same general action (e.g., walk,

march, strut, prance) by acting out the meanings.

shades of meaning


describing the same general action (e.g., walk,

march, strut, prance) by acting out the

meanings.

Apply

Analyze


10

# Standard Concepts



Level of

Bloom

6

CC.K.L.6 Vocabulary Acquisition and Use: Use

words and phrases acquired through conversations,

reading and being read to, and responding to texts.

words

phrases

Acquire words and phrases through

conversations, reading and being read to, and

responding to texts.

Use acquired words and phrases .

Apply


11

# Standard Concepts



Level of

Bloom

*** Grade 1 *** *** ***


1

CC.1.R.L.1 Key Ideas and Details: Ask and answer

questions about key details in a text. key details

narrative text

questions


text.

Answer questions about key details in a

narrative text.

Apply

2

CC.1.R.L.2 Key Ideas and Details: Retell stories,

including key details, and demonstrate

understanding of their central message or lesson.

retell (distinct from

summary – may

include more

events/information)

key details


central message/lesson

Retell stories in chronological order, including

key details

Identify the central message/lesson of stories.

Apply

3

CC.1.R.L.3 Key Ideas and Details: Describe

characters, settings, and major events in a story,

using key details.

characters

setting

major events


Describe characters in a story using key details.

Describe settings in a story using key details.

Describe major events in a story using key

details.

Apply

4

CC.1.R.L.4 Craft and Structure: Identify words and

phrases in stories or poems that suggest feelings or

appeal to the senses.

feelings

senses

Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses.

Apply

5

CC.1.R.L.5 Craft and Structure: Explain major

differences between books that tell stories and books

that give information, drawing on a wide reading of

a range of text types.

differences

narrative texts

informational/exposito

ry texts

Explain major differences between the books

that tell stories and books that give information.

Understand

6 CC.1.R.L.6 Craft and Structure: Identify who is

telling the story at various points in a text. narrator

point of view

Identify who is telling the story at various

points in a text.

Apply

7

CC.1.R.L.7 Integration of Knowledge and Ideas:

Use illustrations and details in a story to describe its

characters, setting, or events.

illustrations

details

characters

settings

events

Use illustrations and details in a story to

describe characters.


describe settings


describe events

Apply

9


Compare and contrast the adventures and

experiences of characters in stories.

compare

contrast

Compare the adventures and experiences of

characters in stories.

Analyze


12

# Standard Concepts



Level of

Bloom

adventures

experiences

characters

Contrast the adventures and experiences of

characters in stories.

10

CC.1.R.L.10 Range of Reading and Level of Text

Complexity: With prompting and support, read

prose and poetry of appropriate complexity for

grade 1.

prose

poetry


Read grade-level prose and poetry.

Apply


1

CC.1.R.I.1 Key Ideas and Details: Ask and answer

questions about key details in a text. key details

informational text

questions


informational text.

Answer questions about key details in an

informational text.

Apply

2

CC.1.R.I.2 Key Ideas and Details: Identify the main

topic and retell key details of a text. informational text

main topic

retell (stating

information already

given)

key details

Identify the main topic of an informational text.

Retell key details of an informational text.

Apply

Analyze

3

CC.1.R.I.3 Key Ideas and Details: Describe the

connection between two individuals, events, ideas,

or pieces of information in a text.

connection

Determine the connection between two people

in a text.

Determine the connection between two events

in a text.

Determine the connection between two ideas in

a text.

Determine the connection between two pieces

of information in a text.

Analyze

4

CC.1.R.I.4 Craft and Structure: Ask and answer

questions to help determine or clarify the meaning

of words and phrases in a text.

meaning

clarifying questions

Ask questions about unknown words in an

informational text to determine or clarify their

meaning.


unknown words in an informational text.

Apply

5

CC.1.R.I.5 Craft and Structure: Know and use

various text features (e.g., headings, tables of

contents, glossaries, electronic menus, icons) to

locate key facts or information in a text.

text features

headings

tables of contents

glossaries

electronic menus

Identify text features that locate key facts or

information in a text (e.g., headings, tables of

contents, glossaries, electronic menus, icons).

Use text features to locate key facts or

information in a text.

Remember

Apply


13

# Standard Concepts



Level of

Bloom

icons

6

CC.1.R.I.6 Craft and Structure: Distinguish between

information provided by pictures or other

illustrations and information provided by the words

in a text.

visual information

verbal information

Distinguish between information provided by

illustrations and information provided by the

words in a text.

Analyze

7

CC.1.R.I.7 Integration of Knowledge and Ideas: Use

the illustrations and details in a text to describe its

key ideas.

illustration

text details

key ideas

Use the illustrations and details in a text to

describe its key ideas.

Apply

8

CC.1.R.I.8 Integration of Knowledge and Ideas:

Identify the reasons an author gives to support

points in a text.

supporting reasons

main point

Determine the reasons an author gives to

support points in an informational text.

Analyze

9


Identify basic similarities in and differences between

two texts on the same topic (e.g., in illustrations,


similarities

differences

Determine the similarities between two

informational texts on the same topic (e.g., in

illustrations, descriptions, or procedures).

Determine the differences between two

informational texts on the same topic.

Analyze

10

CC.1.R.I.10 Range of Reading and Level of Text

Complexity: With prompting and support, read

informational texts appropriately complex for grade

1.

informational text (With prompting and support)

Read grade-level informational texts.

Apply


1

CC.1.R.F.1 Print Concepts: Demonstrate

understanding of the organization and basic features

of print.

print organization

print features

Demonstrate understanding of the organization

and basic features of print (specific skills are

outlined in 1.a below).

1.a

CC.1.R.F.1.a Print Concepts: Recognize the

distinguishing features of a sentence (e.g., first

word, capitalization, ending punctuation).

sentence features

first word

capitalization

ending punctuation

Recognize the distinguishing features of a

sentence (e.g., first word, capitalization, ending

punctuation).

Remember

2

CC.1.R.F.2 Phonological Awareness: Demonstrate

understanding of spoken words, syllables, and

sounds (phonemes).

phonological

awareness

Demonstrate understanding of spoken words,

syllables, and sounds (specific skills are


2.a

CC.1.R.F.2.a Phonological Awareness: Distinguish

long from short vowel sounds in spoken single-

syllable words.

long vowel sounds

short vowel sounds

syllable

Distinguish long from short vowel sounds in

spoken single-syllable words.

Analyze

2.b

CC.1.R.F.2.b Phonological Awareness: Orally

produce single-syllable words by blending sounds

(phonemes), including consonant blends.

blending

sounds (phonemes)

consonant blends

Orally produce single-syllable words by

blending sounds (phonemes), including

consonant blends.

Apply


14

# Standard Concepts



Level of

Bloom

2.c

CC.1.R.F.2.c Phonological Awareness: Isolate and

pronounce initial, medial vowel, and final sounds

(phonemes) in spoken single-syllable words.

initial sound

medial vowel

final sound

Isolate and pronounce the initial sound in


Isolate and pronounce the medial vowel in


Isolate and pronounce the final sound in spoken

single-syllable words.

Apply

2.d

CC.1.R.F.2.d Phonological Awareness: Segment

spoken single-syllable words into their complete

sequence of individual sounds (phonemes).

segmenting

spoken words

sounds (phonemes)

Segment spoken single-syllable words into

their complete sequence of individual sounds

(phonemes).

Apply

3

CC.1.R.F.3 Phonics and Word Recognition: Know



phonics

word analysis



skills are outlined in 3.a-3.g below).

3.a

CC.1.R.F.3.a Phonics and Word Recognition: Know

the spelling-sound correspondences for common

consonant digraphs (two letters that represent one

sound).

spelling-sound

correspondence

digraphs (th, wh, sh,

ch)

Identify the spelling-sound correspondences for

common consonant digraphs (two letters that

represent one sound).

Remember

3.b CC.1.R.F.3.b Phonics and Word Recognition:

Decode regularly spelled one-syllable words. decode Decode regularly spelled one-syllable words. Apply

3.c

CC.1.R.F.3.c Phonics and Word Recognition: Know

final -e and common vowel team conventions for

representing long vowel sounds.

final –e

common vowel teams

long vowel sounds

Recognize final -e for representing long vowel

sounds.

Recognize common vowel teams for

representing long vowel sounds.

Remember

3.d

CC.1.R.F.3.d Phonics and Word Recognition: Use

knowledge that every syllable must have a vowel

sound to determine the number of syllables in a

printed word.

syllable

vowel sound

Determine the number of syllables in a printed

word (using the knowledge that every syllable

must have a vowel sound).

Apply

3.e

CC.1.R.F.3.e Phonics and Word Recognition:

Decode two-syllable words following basic patterns

by breaking the words into syllables.

two-syllable words

decoding

syllables

Decode two syllable-words by breaking the

words into syllables.

Apply

3.f CC.1.R.F.3.f Phonics and Word Recognition: Read

words with inflectional endings. inflectional endings Read words with inflectional endings. Apply

3.g

CC.1.R.F.3.g Phonics and Word Recognition:

Recognize and read grade-appropriate irregularly

spelled words.

irregularly spelled

words

Recognize grade-appropriate irregularly spelled

words.

Read grade-appropriate irregularly spelled

words.

Remember

Apply

4 CC.1.R.F.4 Read with sufficient accuracy and

fluency to support comprehension. accuracy

fluency

Read with sufficient accuracy and fluency to

support comprehension (specific skills are


15

# Standard Concepts



Level of

Bloom

comprehension outlined in 4.a-4.c below).

4.a

CC.1.R.F.4.a Read on-level text with purpose and

understanding. purpose

fluency

comprehension

(understanding)



(purpose).

Read grade-level text with comprehension

(understanding).

Understand

Apply

4.b

CC.1.R.F.4.b Read on-level text orally with

accuracy, appropriate rate, and expression. fluency

accuracy

rate

expression

Read grade-level texts fluently (with accuracy,

expression, and grade-level rate).

Apply

4.c

CC.1.R.F.4.c Use context to confirm or self-correct

word recognition and understanding, rereading as

necessary.

context

confirm

self-correct

rereading

Use context to confirm or self-correct word

recognition.

Use context to confirm or self-correct

understanding.

Reread when necessary.

Apply

Analyze

Writing Standards

1

CC.1.W.1 Text Types and Purposes: Write opinion

pieces in which they introduce the topic or name the

book they are writing about, state an opinion, supply

a reason for the opinion, and provide some sense of

closure.

opinion

topic

state

reason

closure

Write opinion pieces that:

o Introduce the topic or name the book they are

writing about,

o State an opinion,

o Supply a reason for the opinion,

o Provide closure.

Create

2

CC.1.W.2 Text Types and Purposes: Write

informative/explanatory texts in which they name a

topic, supply some facts about the topic, and provide

some sense of closure.

informative text

explanatory text

topic

facts

closure

Write informative/explanatory texts that:

o Name a topic,

o Supply some facts about the topic,

o Provide closure.

Create

3


narratives in which they recount two or more

appropriately sequenced events, include some

details regarding what happened, use temporal

words to signal event order, and provide some sense

of closure.

narrative

sequence

events

temporal words

details

closure

Write narratives that:

o Recount two or more appropriately

sequenced events,

o Include some details regarding what

happened,

o Use temporal words to signal event order,

o Provide closure.

Create

5 CC.1.W.5 Production and Distribution of Writing:

With guidance and support from adults, focus on a topic

questions


Revise a composition by:

Apply

Analyze


16

# Standard Concepts



Level of

Bloom topic, respond to questions and suggestions from

peers, and add details to strengthen writing as

needed.

suggestions

details

(peer-editing)

o Focusing on a topic,

o Responding to questions and suggestions

from peers,

o Adding details to strengthen writing as

needed.

Revise a peer’s composition by:

o Asking questions about a peer’s composition

o Giving suggestions to improve a peer’s

composition

Evaluate

Create

6

CC.1.W.6 Production and Distribution of Writing:

With guidance and support from adults, use a



digital tools

writing

publish

collaboration


Use digital tools to produce and publish

writing.

Create

7

CC.1.W.7 Research to Build and Present


writing projects (e.g., explore a number of “how-to”

books on a given topic and use them to write a

sequence of instructions).

research

participate

writing

Participate in shared research and writing

projects.

Apply

Create

8


Knowledge: With guidance and support from adults,

recall information from experiences or gather

information from provided sources to answer a

question.

recall

information

gather

experiences

sources


Answer a question by recalling information

from experiences.

Answer a questions by gathering information

from provided sources.

Apply


1

CC.1.SL.1 Comprehension and Collaboration:


diverse partners about grade 1 topics and texts with

peers and adults in small and larger groups.

collaborative

conversations


diverse partners about grade 1 topics and texts

with peers and adults in small and larger groups

(specific skills are outlined in 1.a-1.c below).

1.a

CC.1.SL.1.a Comprehension and Collaboration:


listening to others with care, speaking one at a time

about the topics and texts under discussion).

rules

discussion


listening to others with care, speaking one at a

time about the topics and texts under

discussion).

Apply

1.b

CC.1.SL.1.b Comprehension and Collaboration:

Build on others’ talk in conversations by responding

to the comments of others through multiple

exchanges.

conversation

multiple exchanges

response

Build on others’ talk in conversations by

responding to the comments of others through

multiple exchanges.

Apply

1.c CC.1.SL.1.c Comprehension and Collaboration: Ask clarifying questions Determine if any confusion exists about a topic Apply


17

# Standard Concepts



Level of

Bloom questions to clear up any confusion about the topics

and texts under discussion. confusion

discussion

or text under discussion.

Ask questions to clear up any confusion about

the topic or text under discussion.

Analyze

2

CC.1.SL.2 Comprehension and Collaboration: Ask

and answer questions about key details in a text read

aloud or information presented orally or through

other media.

questions

key details

media

Ask questions about key details in information

that is heard (e.g., in a text read aloud, in

information presented orally, or in information

presented through media).

Answer questions about key details in

information that is heard (e.g., in a text read

aloud, in information presented orally, or in

information presented through media).

Apply

3


and answer questions about what a speaker says in

order to gather additional information or clarify

something that is not understood.

speaker

questions

clarification

Ask questions to gather additional information

about what a speaker says.

Answer questions to gather additional

information about what a speaker says.

Determine when something a speaker says is

not understood.

Ask questions about what a speaker says to

clarify something that is not understood.

Answer questions about what a speaker says to

clarify something that is not understood.

Apply

Analyze

4

CC.1.SL.4 Presentation of Knowledge and Ideas:

Describe people, places, things, and events with

relevant details, expressing ideas and feelings

clearly.

descriptions

relevant details

clarity

Describe people, places, things, and events

with relevant details.

Express ideas and feelings clearly.

Apply

5



descriptions when appropriate to clarify ideas,

thoughts, and feelings.

visual displays

descriptions

clarification

Determine when visual displays are needed to

clarify descriptions.


descriptions when appropriate to clarify ideas,

thoughts, and feelings.

Analyze

Create

6


Produce complete sentences when appropriate to

task and situation. (See grade 1 Language standards

1 and 3 on page 26 for specific expectations.)

complete sentence

task

situation

Produce complete sentences when appropriate

to task and situation.

Create

Language Standards

1 CC.1.L.1 Conventions of Standard English:

Demonstrate command of the conventions of grammar conventions

usage conventions


standard English grammar and usage when


18

# Standard Concepts



Level of

Bloom standard English grammar and usage when writing

or speaking.


in 1.a-1.j below).

1.a CC.1.L.1.a Conventions of Standard English: Print

all upper- and lowercase letters. uppercase letters

lowercase letters

Print all uppercase letters.

Print all lowercase letters.

Apply

1.b

CC.1.L.1.b Conventions of Standard English: Use

common, proper, and possessive nouns. common nouns

proper nouns

possessive nouns

Use common nouns.

Use proper nouns.

Use possessive nouns.

Apply

1.c

CC.1.L.1.c Conventions of Standard English: Use

singular and plural nouns with matching verbs in

basic sentences (e.g., He hops; We hop).

singular nouns

plural nouns

verbs

subject-verb

agreement

Use singular nouns with matching verbs in

basic sentences.

Use plural nouns with matching verbs in basic

sentences.

Apply

1.d

CC.1.L.1.d Conventions of Standard English: Use

personal, possessive, and indefinite pronouns (e.g.,

I, me, my; they, them, their, anyone, everything).

personal pronouns

possessive pronouns

indefinite pronouns

Use personal pronouns.

Use possessive pronouns.

Use indefinite pronouns.

Apply

1.e

CC.1.L.1.e Conventions of Standard English: Use

verbs to convey a sense of past, present, and future

(e.g., Yesterday I walked home; Today I walk home;

Tomorrow I will walk home).

verb tense

past

present

future

Use verbs to convey a sense of past.

Use verbs to convey a sense of present.

Use verbs to convey a sense of future.

Apply

1.f CC.1.L.1.f Conventions of Standard English: Use

frequently occurring adjectives. adjectives Use frequently occurring adjectives. Apply

1.g

CC.1.L.1.g Conventions of Standard English: Use

frequently occurring conjunctions (e.g., and, but, or,

so, because).

conjunctions Use frequently occurring conjunctions (e.g.,

and, but, or, so, because).

Apply

1.h CC.1.L.1.h Conventions of Standard English: Use

determiners (e.g., articles, demonstratives).

determiners

articles

demonstratives

Use determiners (e.g., articles, demonstratives). Apply

1.i

CC.1.L.1.i Conventions of Standard English: Use

frequently occurring prepositions (e.g., during,

beyond, toward).

prepositions Use frequently occurring prepositions (e.g.,

during, beyond, toward).

Apply

1.j

CC.1.L.1.j Conventions of Standard English:

Produce and expand complete simple and compound

declarative, interrogative, imperative, and

exclamatory sentences in response to prompts.

simple sentence

compound sentence

declarative

interrogative

imperative

exclamatory

Produce simple declarative sentences in

response to prompts.

Expand simple declarative sentences in

sentences in response to prompts.

Produce compound declarative sentences in


Expand compound declarative sentences in

Apply

Create


19

# Standard Concepts



Level of

Bloom response to prompts.

Produce simple interrogative sentences in


Expand simple interrogative sentences in


Produce compound interrogative sentences in


Expand compound interrogative sentences in


Produce simple imperative sentences in


Expand simple imperative sentences in


Produce compound imperative sentences in


Expand compound imperative sentences in


Produce simple exclamatory sentences in


Expand simple exclamatory sentences in


Produce compound exclamatory sentences in


Expand compound exclamatory sentences in


2

CC.1.L.2 Conventions of Standard English:




capitalization

conventions

punctuation

conventions





outlined in 2.a-2.c below).

2.a

CC.1.L.2.a Conventions of Standard English:

Capitalize dates and names of people. capitalization

dates

names

Capitalize dates.

Capitalize names of people.

Apply

2.b CC.1.L.2.b Conventions of Standard English: Use

end punctuation for sentences. end punctuation

sentences

Use end punctuation for sentences. Apply

2.c CC.1.L.2.c Conventions of Standard English: Use

commas in dates and to separate single words in a commas

dates

Use commas in dates.

Use commas to separate single words in a

Apply


20

# Standard Concepts



Level of

Bloom series. series series.

2.d


conventional spelling for words with common

spelling patterns and for frequently occurring

irregular words.

common spelling

patterns

irregular words

Use conventional spelling for words with

common spelling patterns.

Use conventional spelling for frequently

occurring irregular words.

Apply

2.e

CC.1.L.2.e Conventions of Standard English: Spell

untaught words phonetically, drawing on phonemic

awareness and spelling conventions.

phonemic awareness


Spell untaught words phonetically, drawing on

phonemic awareness and spelling conventions.

Apply

3 N/A – (begins in grade 2) N/A N/A N/A

4

CC.1.L.4 Vocabulary Acquisition and Use:


multiple-meaning words and phrases based on grade

1 reading and content, choosing flexibly from an

array of strategies.

word meaning

multiple meanings

Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based

on grade 1 reading and content, choosing

flexibly from an array of strategies (specific

skills are outlined in 4.a-4.c below).

4.a

CC.1.L.4.a Vocabulary Acquisition and Use: Use

sentence-level context as a clue to the meaning of a

word or phrase.

context clues

word meaning

Use sentence-level context as a clue to the

meaning of a word or phrase.

Apply

4.b

CC.1.L.4.b Vocabulary Acquisition and Use: Use

frequently occurring affixes as a clue to the meaning

of a word.

affixes

word meaning

Use frequently occurring affixes as a clue to the

meaning of an unknown word.

Apply

4.c

CC.1.L.4.c Vocabulary Acquisition and Use:

Identify frequently occurring root words (e.g., look)

and their inflectional forms (e.g., looks, looked,

looking).

root words

inflectional forms

Identify frequently occurring root words.

Identify inflectional forms of frequently

occurring root words.

Remember

5

CC.1.L.5 Vocabulary Acquisition and Use: With

guidance and support from adults, demonstrate

understanding of word relationships and nuances in

word meanings.

word relationships

word nuances

With guidance and support from adults,

demonstrate understanding of word

relationships and nuances in word meanings

(specific skills are outlined in 5.a-5.d below).

5.a

CC.1.L.5.a Vocabulary Acquisition and Use: Sort

words into categories (e.g., colors, clothing) to gain

a sense of the concepts the categories represent.

sort

category

concept

Sort words into categories.

Explain the concepts the categories represent.

Understand

Analyze

5.b

CC.1.L.5.b Vocabulary Acquisition and Use: Define

words by category and by one or more key attributes

(e.g., a duck is a bird that swims; a tiger is a large

cat with stripes).

category

key attributes

Define words by category (e.g., a duck is a

bird).

Define words by one or more key attributes

(e.g., a duck is a bird that swims).

Apply

5.c CC.1.L.5.c Vocabulary Acquisition and Use:

Identify real-life connections between words and connections between

words and their use

Identify real-life connections between words

and their use (e.g., note places at home that are

Apply


21

# Standard Concepts



Level of

Bloom their use (e.g., note places at home that are cozy). cozy).

5.d

CC.1.L.5.d Vocabulary Acquisition and Use:


differing in manner (e.g., look, peek, glance, stare,

glare, scowl) and adjectives differing in intensity

(e.g., large, gigantic) by defining or choosing them

or by acting out the meanings.

shades of meaning

verbs

adjectives


differing in manner (e.g., look, peek, glance,

stare, glare, scowl).

Distinguish shades of meaning among

adjectives differing in intensity (e.g., large,

gigantic).

Define shades of meaning among verbs and

adjectives.

Choose the appropriate shade of meaning

among verbs and adjectives.

Act out shades of meaning among verbs and

adjectives.

Remember

Apply

Analyze

6

CC.1.L.6 Vocabulary Acquisition and Use: Use


reading and being read to, and responding to texts,

including using frequently occurring conjunctions to

signal simple relationships (e.g., I named my

hamster Nibblet because she nibbles too much

because she likes that).

conjunctions

relationships




Use acquired words and phrases, including

conjunctions, to signal simple relationships

(e.g., I named my hamster Nibblet because she

nibbles too much).

Apply


22

# Standard Concepts



Level of

Bloom

*** Grade 2 *** *** ***


1


such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a

text.

narrative text

questions

who, what, where,

when, why, and how

key details


text, using who, what, when, where, why, and

how.

Answer questions (who, what, when, where,

why, how) about key details in a narrative text.

Apply

2

CC.2.R.L.2 Key Ideas and Details: Recount stories,

including fables and folktales from diverse cultures,

and determine their central message, lesson, or

moral.

Recount (distinct from

summary – may

include more

events/information)

central message,

lesson, moral

fables

folktales

Recount stories.

Recount fables and folktales from diverse

cultures.

Determine a story’s central message, lesson, or

moral.

Apply

Analyze

3

CC.2.R.L.3 Key Ideas and Details: Describe how

characters in a story respond to major events and

challenges.

response

characters

major events

challenges

Describe how characters in a story respond to

major events.

Describe how characters in a story respond to

challenges.

Apply

4

CC.2.R.L.4 Craft and Structure: Describe how

words and phrases (e.g., regular beats, alliteration,

rhymes, repeated lines) supply rhythm and meaning

in a story, poem, or song.

regular beats

alliteration

rhymes

repeated lines

rhythm

meaning

story

poem

song

Describe how words and phrases (e.g., regular

beats, alliteration, rhymes, repeated lines)

supply rhythm in a story, poem, or song.

Describe how words and phrases (e.g., regular

beats, alliteration, rhymes, repeated lines)

supply meaning in a story, poem, or song.

Apply

5

CC.2.R.L.5 Craft and Structure: Describe the overall

structure of a story, including describing how the

beginning introduces the story and the ending

concludes the action.

story structure

beginning

(introduction)

ending (conclusion)

Describe the overall story structure.

Describe how the beginning introduces the

story.

Describe how the ending concludes the action.

Apply

6 CC.2.R.L.6 Craft and Structure: Acknowledge

differences in the points of view of characters,

including by speaking in a different voice for each

point of view

characters

voice

Determine differences in the points of view of

characters.

Speak in a different voice for each character

Apply

Analyze


23

# Standard Concepts



Level of

Bloom character when reading dialogue aloud. reading dialogue when reading dialogue aloud.

7


Use information gained from the illustrations and

words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.

print text

digital text

illustration

characters

setting

events

Use information gained from the illustrations in

a text (print or digital) to describe the

characters.


a text (print or digital) to describe the settings.


a text (print or digital) to describe the plot.

Apply

9


Compare and contrast two or more versions of the

same story (e.g., Cinderella stories) by different

authors or from different cultures.

compare

contrast

versions

Compare two or more versions of the same

story.

Contrast two or more versions of the same

story.

Analyze

10


Complexity: By the end of the year, read and

comprehend literature, including prose and poetry,

in the grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of the

range.

prose

poetry

Read grade-level prose and poetry.

Comprehend grade-level prose and poetry.

Apply


1


such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a

text.

informational text

questions

key details

who, what, when,

where, why, how


informational text, using who, what, when,

where, why, and how.

Answer questions (who, what, when, where,

why, how) about key details in an

informational text.

Apply

2

CC.2.R.I.2 Key Ideas and Details: Identify the main

topic of a multi-paragraph text as well as the focus

of specific paragraphs within the text.

main topic

multi-paragraph

focus

Determine the main topic of a multi-paragraph

informational text.

Determine the focus of specific paragraphs

within a multi-paragraph informational text.

Analyze

3


connection between a series of historical events,

scientific ideas or concepts, or steps in technical

procedures in a text.

connection

series of historical

events

scientific ideas or

concepts

steps in technical

procedures

Describe the connection between a series of

historical events in a text.

Describe the connection between a scientific

ideas or concepts in a text.

Describe the connection between steps in

technical procedures in a text.

Analyze

4 CC.2.R.I.4 Craft and Structure: Determine the meaning Determine the meaning of words or phrases in Apply


24

# Standard Concepts



Level of

Bloom meaning of words and phrases in a text relevant to a

grade 2 topic or subject area.

a text.

5

CC.2.R.I.5 Craft and Structure: Know and use

various text features (e.g., captions, bold print,

subheadings, glossaries, indexes, electronic menus,

icons) to locate key facts or information in a text

efficiently.

text features

captions

bold print

subheadings

glossaries

indexes

electronic menus

icons

Identify text features (e.g., captions, bold print,

subheadings, glossaries, indexes, electronic

menus, icons).

Use text features (e.g., captions, bold print,

subheadings, glossaries, indexes, electronic

menus, icons) to locate key facts or information

in a text efficiently.

Remember

Apply

6

CC.2.R.I.6 Craft and Structure: Identify the main

purpose of a text, including what the author wants to

answer, explain, or describe.

main purpose Determine the main purpose of a text, including

what the author wants to answer, explain, or

describe.

Analyze

7


Explain how specific images (e.g., a diagram

showing how a machine works) contribute to and

clarify a text.

images

clarify

text

Explain how specific images contribute to text.

Explain how specific images clarify a text.

Analyze

8


Describe how reasons support specific points the

author makes in a text.

supporting reasons

points

Describe how reasons support specific points

the author makes in a text.

Analyze

9


Compare and contrast the most important points

presented by two texts on the same topic.

similarities

differences

points

topic

Compare the most important points presented

by two texts on the same topic.

Contrast the most important points presented

by two texts on the same topic.

Analyze

10


Complexity: By the end of year, read and

comprehend informational texts, including

history/social studies, science, and technical texts, in

the grades 2–3 text complexity band proficiently,


range.

informational text

comprehension

Read grade-level informational texts (including

history/social studies, science, and technical

texts).

Comprehend grade-level informational texts.

Apply


3 CC.2.R.F.3 Phonics and Word Recognition: Know



phonics

word recognition



skills are outlined in 3.a-3.f below).

3.a CC.2.R.F.3.a Phonics and Word Recognition:

Distinguish long and short vowels when reading

long vowels

short vowels

Distinguish between long and short vowels

when reading regularly spelled one-syllable

Analyze


25

# Standard Concepts



Level of

Bloom regularly spelled one-syllable words. one-syllable words words.

3.b CC.2.R.F.3.b Phonics and Word Recognition: Know

spelling-sound correspondences for additional

common vowel teams.

spelling-sound

correspondence

vowel teams

Identify spelling-sound correspondences for

common vowel teams.

Remember

3.c CC.2.R.F.3.c Phonics and Word Recognition:

Decode regularly spelled two-syllable words with

long vowels.

decode

syllable

long vowels

Decode regularly spelled two-syllable words

with long vowels.

Apply

3.d CC.2.R.F.3.d Phonics and Word Recognition:

Decode words with common prefixes and suffixes.

prefixes

suffixes

Decode words with common prefixes.

Decode words with common suffixes.

Apply

3.e

CC.2.R.F.3.e Phonics and Word Recognition:

Identify words with inconsistent but common

spelling-sound correspondences.

spelling-sound

correspondence

Identify words with inconsistent but common

spelling-sound correspondences.

Remember

3.f

CC.2.R.F.3.f Phonics and Word Recognition:

Recognize and read grade-appropriate irregularly

spelled words.

irregularly spelled

words

Recognize grade-appropriate irregularly spelled

words.


words.

Remember

Apply

4

CC.2.R.F.4 Fluency: Read with sufficient accuracy

and fluency to support comprehension. fluency

comprehension




4.a

CC.2.R.F.4.a Read on-level text with purpose and

understanding. purpose

fluency

understanding

(comprehension)



(purpose).

Read on-level text with purpose.

Read on-level text with understanding

(comprehension).

Understand

Apply

4.b

CC.2.R.F.4.b Read on-level text orally with

accuracy, appropriate rate, and expression. fluency

accuracy

rate

expression

Read grade-level texts fluently (with accuracy,


Apply

4.c

CC.2.R.F.4.c Use context to confirm or self-correct

word recognition and understanding, rereading as

necessary.

context

confirm

self-correct

rereading

Use context to confirm word recognition.

Use context to self-correct word recognition.

Reread as necessary.

Apply

Analyze

Writing Standards

1 CC.2.W.1 Text Types and Purposes: Write opinion opinion piece Write opinion pieces that: Create


26

# Standard Concepts



Level of

Bloom pieces in which they introduce the topic or book

they are writing about, state an opinion, supply

reasons that support the opinion, use linking words

(e.g., because, and, also) to connect opinion and

reasons, and provide a concluding statement or

section.

topic

opinion

linking words

supporting reasons

conclusion

o Introduce the topic or book they are writing

about,

o State an opinion,

o Supply reasons that support the opinion,

o Use linking words (e.g., because, and, also)

to connect opinion and reasons,

o Provide a concluding statement or section.

2


informative/explanatory texts in which they

introduce a topic, use facts and definitions to

develop points, and provide a concluding statement

or section.

informative text

explanatory text

topic

facts

definitions

points

conclusion


o Introduce a topic,

o Use facts and definitions to develop points,


Create

3


narratives in which they recount a well-elaborated

event or short sequence of events, include details to

describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a

sense of closure.

narrative

sequence

event

details

temporal words

closure


o Recount a well-elaborated event or short

sequence of events

o Include details to describe actions, thoughts,

and feelings,

o Use temporal words to signal event order,

o Provide a sense of closure.

Create

5


With guidance and support from adults and peers,

focus on a topic and strengthen writing as needed by

revising and editing.

topic

revising

editing


Focus on a topic when writing.

Revise writing.

Edit writing.

Apply

Analyze

Evaluate

Create

6


With guidance and support from adults, use a



digital tools

publication


Use digital tools to produce and publish

writing.

Apply

Create

7



writing projects (e.g., read a number of books on a

single topic to produce a report; record science

observations).

research projects

writing projects

Participate in shared research and writing

projects.

Apply

Create

8


Knowledge: Recall information from experiences or

gather information from provided sources to answer

a question.

information

experiences

sources

Recall information from experiences to answer

a question.

Gather information from provided sources to

answer a question.

Apply


27

# Standard Concepts



Level of

Bloom


1



diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.

collaborative

conversations


diverse partners about grade 2 topics and texts

with peers and adults in small and larger groups


1.a



gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the

topics and texts under discussion).

rules

discussion



others with care, speaking one at a time about


Apply

1.b CC.2.SL.1.b Comprehension and Collaboration:

Build on others’ talk in conversations by linking

their comments to the remarks of others.

conversation

linking comments

remarks of others

Build on others’ talk in conversations by

linking their comments to the remarks of

others.

Apply

1.c CC.2.SL.1.c Comprehension and Collaboration: Ask

for clarification and further explanation as needed

about the topics and texts under discussion.

clarification

explanation

Ask for clarification and further explanation as

needed about the topics and texts under

discussion.

Apply

2


Recount or describe key ideas or details from a text

read aloud or information presented orally or

through other media.

recount

key ideas or details

Recount key details ideas or details in

information that is heard (e.g., in a text read

aloud, in information presented orally, or in

information presented through media).

Apply

3


and answer questions about what a speaker says in

order to clarify comprehension, gather additional

information, or deepen understanding of a topic or

issue.

questions

speaker

clarify comprehension

gather additional

information

deepen understanding

Ask questions about what a speaker says to:

o Clarify comprehension,

o Gather additional information,

o Deepen understanding of a topic or issue.

Answer questions about what a speaker says to:

o Clarify comprehension,

o Gather additional information,

o Deepen understanding of a topic or issue.

Apply

4


Tell a story or recount an experience with

appropriate facts and relevant, descriptive details,

speaking audibly in coherent sentences.

appropriate facts

relevant and

descriptive details

audible speech

coherent sentences

Tell a story with:

o Appropriate facts,

o Relevant, descriptive details,

o Speaking audibly,

o Speaking in coherent sentences.

Recount an experience with:



o Speaking audibly,

Apply

Create


28

# Standard Concepts



Level of

Bloom o Speaking in coherent sentences.

5


Create audio recordings of stories or poems; add

drawings or other visual displays to stories or

recounts of experiences when appropriate to clarify

ideas, thoughts, and feelings.

audio recording

clarifying visual

displays

Create audio recordings of stories or poems.

Add drawings or other visual displays to stories

or recounts of experiences when appropriate to

clarify ideas, thoughts, and feelings.

Create

6


Produce complete sentences when appropriate to

task and situation in order to provide requested

detail or clarification. (See grade 2 Language

standards 1and 3 on page 26 for specific

expectations.)

complete sentence

task

situation

Produce complete sentences when appropriate

to task and situation in order to provide

requested detail or clarification.

Create

Language Standards

1




or speaking.

grammar conventions

usage conventions




in 1.a-1.f below).

1.a CC.2.L.1.a Conventions of Standard English: Use

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

1.b

CC.2.L.1.b Conventions of Standard English: Form

and use frequently occurring irregular plural nouns

(e.g., feet, children, teeth, mice, fish).

irregular plural nouns Form frequently occurring irregular plural

nouns (e.g., feet, children, teeth, mice, fish).

Use frequently occurring irregular plural nouns.

Apply


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

ourselves).

Apply

1.d

CC.2.L.1.d Conventions of Standard English: Form

and use the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told).

past tense irregular

verbs

Form the past tense of frequently occurring

irregular verbs (e.g., sat, hid, told).

Use the past tense of frequently occurring

irregular verbs.

Apply

1.e


adjectives and adverbs, and choose between them

depending on what is to be modified.

adjectives

adverbs

Use adjectives.

Use adverbs.

Choose between adjectives and adverbs

depending on what is to be modified.

Apply

Analyze

1.f

CC.2.L.1.f Conventions of Standard English:

Produce, expand, and rearrange complete simple and

compound sentences (e.g., The boy watched the

movie; The little boy watched the movie; The action

movie was watched by the little boy).

simple sentence

compound sentence

Produce simple sentence.

Expand simple sentences.

Rearrange simple sentences.

Produce compound sentence.

Expand compound sentences.

Apply

Create


29

# Standard Concepts



Level of

Bloom

Rearrange compound sentences.

2





capitalization

conventions

punctuation

conventions






2.a


Capitalize holidays, product names, and geographic

names.

capitalization

holidays

product names

geographic names

Capitalize holidays.

Capitalize product names.

Capitalize geographic names.

Apply

2.b

CC.2.L.2.b Conventions of Standard English: Use

commas in greetings and closings of letters. commas

letters

greetings

closings

Use commas in greetings of letters.

Use commas in closings of letters.

Apply

2.c

CC.2.L.2.c Conventions of Standard English: Use an

apostrophe to form contractions and frequently

occurring possessives.

apostrophe

contractions

possessives

Use an apostrophe to form contractions.

Use an apostrophe to form frequently occurring

possessives.

Apply

2.d

CC.2.L.2.d Conventions of Standard English:

Generalize learned spelling patterns when writing

words (e.g., cage → badge; boy → boil).

spelling patterns Generalize learned spelling patterns when

writing words (e.g., cage → badge; boy →

boil).

Apply

Analyze

2.e

CC.2.L.2.e Conventions of Standard English:

Consult reference materials, including beginning

dictionaries, as needed to check and correct

spellings

reference materials

dictionaries

Use reference materials to check and correct

spellings (e.g., dictionaries).

Apply

3 CC.2.L.3 Knowledge of Language: Use knowledge

of language and its conventions when writing,

speaking, reading, or listening.

language conventions Use knowledge of language and its conventions

when writing, speaking, reading, or listening

(specific skills are outlined in 3.a below).

3.a

CC.2.L.3.a Knowledge of Language: Compare

formal and informal uses of English. formal uses of English

informal uses of

English

Compare formal and informal uses of English. Analyze

4




2 reading and content, choosing flexibly from an

array of strategies.




flexibly from an array of strategies (specific

skills are outlined in 4.a-4.e below).

4.a CC.2.L.4.a Vocabulary Acquisition and Use: Use

sentence-level context as a clue to the meaning of a

context clues Use context clues to determine the meaning of

a word or phrase

Apply


30

# Standard Concepts



Level of

Bloom word or phrase.

4.b

CC.2.L.4.b Vocabulary Acquisition and Use:

Determine the meaning of the new word formed

when a known prefix is added to a known word

(e.g., happy/unhappy, tell/retell).

prefix Determine meaning of the new word formed

when a known prefix is added to a known word

(e.g., happy/unhappy, tell/retell).

Apply

4.c

CC.2.L.4.c Vocabulary Acquisition and Use: Use a

known root word as a clue to the meaning of an

unknown word with the same root (e.g., addition,

additional).

root word

Use a known root word as a clue to find the

meaning of an unknown word with the same

root (e.g., addition, additional).

Apply

4.d

CC.2.L.4.d Vocabulary Acquisition and Use: Use

knowledge of the meaning of individual words to

predict the meaning of compound words (e.g.,

birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

compound word

prediction

Use knowledge of the meaning of words to

predict the meaning of compound words.

Apply

4.e

CC.2.L.4.e Vocabulary Acquisition and Use: Use

glossaries and beginning dictionaries, both print and

digital, to determine or clarify the meaning of words

and phrases.

glossaries

dictionaries

Determine the meaning of words and phrases

using glossaries and dictionaries.

Clarify the meaning of words and phrases using

glossaries and dictionaries.

Apply

5


Demonstrate understanding of word relationships

and nuances in word meanings.

word relationships

word nuances

Demonstrate understanding of word


(specific skills are outlined in 5.a-5.b below).

5.a

CC.2.L.5.a Vocabulary Acquisition and Use:


their use (e.g., describe foods that are spicy or

juicy).

real-life connections Identify real-life connections between words

and their use (e.g., describe foods that are spicy

or juicy).

Analyze

5.b


Distinguish shades of meaning among closely

related verbs (e.g., toss, throw, hurl) and closely

related adjectives (e.g., thin, slender, skinny,

scrawny).

shades of meaning

verbs

adjectives


related verbs (e.g., toss, throw, hurl)


related adjectives (e.g., thin, slender, skinny,

scrawny).

Analyze

6

CC.2.L.6 Vocabulary Acquisition and Use: Use


reading and being read to, and responding to texts,

including using adjectives and adverbs to describe

(e.g., When other kids are happy that makes me

happy).

adjectives

adverbs

relationships




Use acquired words and phrases to signal

simple relationships

Use adjectives and adverbs to describe.

Apply


31

# Standard Concepts



Level of

Bloom

*** Grade 3 *** *** ***


1


questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the

answers.

questions

understanding

(comprehension)

textual references

Ask questions based on a narrative text.

Answer questions to demonstrate

understanding of a narrative text, referring

explicitly to the text as the basis for the

answers.

Apply

2

CC.3.R.L.2 Key Ideas and Details: Recount stories,

including fables, folktales, and myths from diverse

cultures; determine the central message, lesson, or

moral and explain how it is conveyed through key

details in the text.

recount

fables

folktales

myths

central message,

lesson, or moral

key details

Recount stories, including fables, folktales, and

myths.

Determine the central message, lesson, or

moral of stories.

Explain the how the central message, lesson, or

moral is conveyed through key details in the

text.

Apply

Analyze

3

CC.3.R.L.3 Key Ideas and Details: Describe

characters in a story (e.g., their traits, motivations,

or feelings) and explain how their actions contribute

to the sequence of events.

character descriptions

traits

motivations

feelings

actions

sequence of events

Describe characters in stories (e.g., their traits,

motivations, or feelings).

Determine how characters’ actions contribute

to the sequence of events.

Apply

Analyze

4

CC.3.R.L.4 Craft and Structure: Determine the

meaning of words and phrases as they are used in a

text, distinguishing literal from nonliteral language.

literal language

nonliteral (figurative)

language


as they are used in a text.

Distinguish literal from nonliteral (figurative)

language

Apply

Analyze

5

CC.3.R.L.5 Craft and Structure: Refer to parts of

stories, dramas, and poems when writing or

speaking about a text, using terms such as chapter,

scene, and stanza; describe how each successive part

builds on earlier sections.

types of texts (stories,

dramas, poems)

text structure (chapter,

scene, stanza)

Refer to parts of stories, dramas, and poems

when writing or speaking about a text (e.g.,

chapter, scene, stanza).

Describe how each part of a story, drama, or

poem builds on earlier sections.

Apply

Analyze

6

CC.3.R.L.6 Craft and Structure: Distinguish their

own point of view from that of the narrator or those

of the characters.

point of view

narrator

character

Distinguish their own point of view from that

of the narrator or those of the characters.

Analyze

7


Explain how specific aspects of a text’s illustrations

contribute to what is conveyed by the words in a

illustrations

mood

aspects of a character

Explain how specific aspects of a text’s

illustrations contribute to what is conveyed by

the words in a story (e.g., create mood,

Analyze


32

# Standard Concepts



Level of

Bloom story (e.g., create mood, emphasize aspects of a

character or setting). aspects of a setting emphasize aspects of a character or setting).

9


Compare and contrast the themes, settings, and plots

of stories written by the same author about the same

or similar characters (e.g., in books from a series).

theme

setting

plot

characters

Compare and contrast themes written by the

same author about the same or similar

characters (e.g., in books in a series).

Compare and contrast settings written by the

same author about the same or similar

characters.

Compare and contrast plots written by the same

author about the same or similar characters.

Analyze

10

CC.3.R.L.10 Range of Reading and Complexity of

Text: 10. By the end of the year, read and

comprehend literature, including stories, dramas,

and poetry, at the high end of the grades 2–3 text

complexity band independently and proficiently.

comprehension

stories

dramas

poetry

Read grade-level stories.

Read grade-level dramas.

Read grade-level poetry.

Comprehend grade-level stories.

Comprehend grade-level dramas.

Comprehend grade-level poetry.

Apply


1


questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the

answers.

questions

referring to the text

Ask questions based on an informational text.

Answer questions to demonstrate

understanding of an informational text,

referring explicitly to the text as the basis for

the answers.

Apply

2

CC.3.R.I.2 Key Ideas and Details: Determine the

main idea of a text; recount the key details and

explain how they support the main idea.

main idea

recount

key details

Determine the main idea of an informational

text.

Recount the key details in an informational

text.

Explain how the details support the main idea

of an informational text.

Apply

Analyze

3


relationship between a series of historical events,

scientific ideas or concepts, or steps in technical

procedures in a text, using language that pertains to

time, sequence, and cause/effect.

series of historical

events

scientific ideas or

concepts

steps in a technical

procedure

relationship

time

sequence

Describe the relationship between a series of

historical events, using language that pertains

to time, sequence, and cause/effect.

Describe the relationship between scientific

ideas or concepts, using language that pertains

to time, sequence, and cause/effect.

Describe the relationship between steps in

technical procedures, using language that

pertains to time, sequence, and cause/effect.

Analyze


33

# Standard Concepts



Level of

Bloom

cause/effect

4

CC.3.R.I.4 Craft and Structure: Determine the

meaning of general academic and domain-specific

words and phrases in a text relevant to a grade 3

topic or subject area.

academic words and

phrases

domain-specific word

and phrases

relevant

Determine the meaning of general academic

words and phrases in a grade-level text.

Determine the meaning of domain-specific

words and phrases in grade-level text.

Apply

5

CC.3.R.I.5 Craft and Structure: Use text features

and search tools (e.g., key words, sidebars,

hyperlinks) to locate information relevant to a given

topic efficiently.

text features

search tools

key words

sidebars

hyperlinks

relevant information

topic

Use text features to locate information relevant

to a given topic efficiently.

Use search tools (key words, sidebars,

hyperlinks) to locate information relevant to a

given topic efficiently.

Apply

6 CC.3.R.I.6 Craft and Structure: Distinguish their

own point of view from that of the author of a text. point of view

author

Distinguish own point of view from that of the

author of an informational text.

Analyze

7

CC.3.R.I.7 Integration of Knowledge and Ideas: Use

information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why,

and how key events occur).

illustrations

map

photographs

words in a text

demonstrate

understanding

key event

Use information from illustrations (e.g., maps,

photographs) to demonstrate understanding of

the text (e.g., where, when, why, and how key

events occur).

Use information from words in a text to

demonstrate understanding of the text (e.g.,

where, when, why, and how key events occur).

Apply

8


Describe the logical connection between particular

sentences and paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a sequence).

comparison

cause/effect

first/second/third in a

sequence

Determine the logical connection between

particular sentences and paragraphs in a text

(e.g., comparison, cause/effect,

first/second/third in a sequence).

Analyze

9


Compare and contrast the most important points and

key details presented in two texts on the same topic.

compare

contrast

points

key details

topic

Compare important points and key details

presented in two texts on the same topic.

Contrast important points and key details

presented in two texts on the same topic.

Analyze

10



comprehend informational texts, including

history/social studies, science, and technical texts, at

the high end of the grades 2–3 text complexity band

independently and proficiently.

informational text

independent

proficient

Read grade-level informational texts

independently and proficiently (including

history/social studies, science, and technical

texts).

Comprehend grade-level informational texts

independently and proficiently (including

Apply


34

# Standard Concepts



Level of

Bloom history/social studies, science, and technical

texts).


3




phonics

word analysis




3.a

CC.3.R.F.3.a Phonics and Word Recognition:

Identify and know the meaning of the most common

prefixes and derivational suffixes.

prefixes

derivational suffixes

Identify common prefixes.

Define common prefixes.

Identify common derivational suffixes.

Define common derivational suffixes.

Remember

3.b CC.3.R.F.3.b Phonics and Word Recognition:

Decode words with common Latin suffixes. decoding

Latin suffixes

Decode words with common Latin suffixes. Apply

3.c CC.3.R.F.3.c Phonics and Word Recognition:

Decode multisyllable words. decoding

multisyllabic words

Decode multisyllabic words. Apply

3.d CC.3.R.F.3.d Phonics and Word Recognition: Read

grade-appropriate irregularly spelled words. irregularly spelled

words


words.

Apply

4



comprehension




4.a

CC.3.R.F.4.a Fluency: Read on-level text with

purpose and understanding. purpose

fluency

understanding

(comprehension)



(purpose).



(comprehension).

Understand

Apply

4.b

CC.3.R.F.4.b Fluency: Read grade-level prose and

poetry orally with accuracy, appropriate rate, and

expression.

prose

poetry

fluency

accuracy

rate

expression

Read grade-level prose fluently (with accuracy,


Read grade-level poetry fluently (with

accuracy, expression, and grade-level rate).

Apply

4.c

CC.3.R.F.4.c Fluency: Use context to confirm or

self-correct word recognition and understanding,

rereading as necessary.

context

confirm

self-correct

rereading

Use context to confirm word recognition and

understanding.

Use context to self-correct word recognition

and understanding.


Apply

Analyze


35

# Standard Concepts



Level of

Bloom

Writing Standards

1


pieces on familiar topics or texts, supporting a point

of view with reasons.

opinion pieces Write opinion pieces on familiar topics or texts,

supporting a point of view with reasons

(specific skills are outlined in 1.a-1.d below).

Create

1.a

CC.3.W.1.a Text Types and Purposes: Introduce the

topic or text they are writing about, state an opinion,

and create an organizational structure that lists

reasons.

topic

opinion

organizational

structure

reasons


o Introduce the topic or text,

o State an opinion,

o Create an organizational structure that lists

reasons.

Create

1.b CC.3.W.1.b Text Types and Purposes: Provide

reasons that support the opinion. reasons

opinion


o Provide reasons that support the opinion.

Create

1.c

CC.3.W.1.c Text Types and Purposes: Use linking

words and phrases (e.g., because, therefore, since,

for example) to connect opinion and reasons.

linking words/phrases Write opinion pieces that:

o Use linking words and phrases (e.g.,

because, therefore, since, for example) to

connect opinion and reasons.

Create

1.d CC.3.W.1.d Text Types and Purposes: Provide a

concluding statement or section. concluding statement

or section



Create

2


informative/explanatory texts to examine a topic and

convey ideas and information clearly.

informative texts

explanatory texts

Write informative/explanatory texts to examine

a topic and convey ideas and information

clearly (specific skills are outlined in 2.a-2.d

below).

Create

2.a

CC.3.W.2.a Text Types and Purposes: Introduce a

topic and group related information together;

include illustrations when useful to aiding

comprehension.

topic

related information

illustrations



o Group related information together,

o Include illustrations when useful to aiding

comprehension.

Create

2.b

CC.3.W.2.b Text Types and Purposes: Develop the

topic with facts, definitions, and details. topic

facts

definitions

details


o Develop the topic with facts, definitions and

details.

Create

2.c

CC.3.W.2.c Text Types and Purposes: Use linking

words and phrases (e.g., also, another, and, more,

but) to connect ideas within categories of

information.

linking words and

phrases

connect ideas

categories of

information


o Use linking words and phrases (e.g., also,

another, and, more, but) to connect ideas

within categories of information.

Create


concluding statement or section. concluding statement

or section


o Provide a concluding statement or sections.

Create


36

# Standard Concepts



Level of

Bloom

3


narratives to develop real or imagined experiences

or events using effective technique, descriptive

details, and clear event sequences.

narratives Write narratives to develop real or imagined

experiences or events using effective technique,

descriptive details, and clear event sequences

(specific skills are outlined in 4.a-4.e below).

Create

3.a

CC.3.W.3.a Text Types and Purposes: Establish a

situation and introduce a narrator and/or characters;

organize an event sequence that unfolds naturally.

situation

narrator

character

sequence of events


o Establish a situation,

o Introduce a narrator and/or characters,

o Organize an event sequence that unfolds

naturally.

Create

3.b

CC.3.W.3.b Text Types and Purposes: Use dialogue

and descriptions of actions, thoughts, and feelings to

develop experiences and events or show the

response of characters to situations.

dialogue

descriptions

experiences

responses


o Use dialogue to develop experiences and

events,

o Use dialogue to show the response of

characters to situations,

o Use descriptions of actions, thoughts, and

feelings to develop experiences and events,


feelings to show the response of characters

to situations.

Create

3.c

CC.3.W.3.c Text Types and Purposes: Use temporal

words and phrases to signal event order. temporal words and

phrases

event order


o Use temporal words and phrases to signal

event order.

Create


sense of closure. closure Write narratives that:

o Provide closure.

Create

4


With guidance and support from adults, produce

writing in which the development and organization

are appropriate to task and purpose. (Grade-specific

expectations for writing types are defined in

standards 1–3 above.)

development

organization

task

purpose

(Incorporate into writing standards 1-3 above)

Produce writing in which the development is

appropriate to task and purpose.

Produce writing in which the organization is

appropriate to task and purpose.

Create

5


With guidance and support from peers and adults,

develop and strengthen writing as needed by

planning, revising, and editing. (Editing for

conventions should demonstrate command of

Language standards 1–3 up to and including grade 3

on page 29.)

planning

revising

editing


Develop and strengthen writing by planning.

Develop and strengthen writing by revising.

Develop and strengthen writing by editing.

Apply

Evaluate

6 CC.3.W.6 Production and Distribution of Writing: technology (With guidance and support) Apply


37

# Standard Concepts



Level of

Bloom With guidance and support from adults, use

technology to produce and publish writing (using

keyboarding skills) as well as to interact and

collaborate with others.

produce

publish

collaboration

Use technology to produce and publish writing.

Use technology to interact and collaborate with

others.

Create

7


Knowledge: Conduct short research projects that

build knowledge about a topic.

research projects

topic

Conduct short research projects that build

knowledge about a topic.

Apply

Create

8


Knowledge: Recall information from experiences or

gather information from print and digital sources;

take brief notes on sources and sort evidence into

provided categories.

experiences

print sources

digital sources

notes

evidence

categories

Recall information from experiences.

Gather information from print and digital

sources.

Take brief notes on sources.

Sort evidence into provided categories.

Remember

Apply

Analyze

10

CC.3.W.10 Range of Writing: Write routinely over

extended time frames (time for research, reflection,

and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

time frames

research

planning

reflection

revision

tasks

purposes

audiences

Write routinely over extended time frames,

utilizing time for:

o Research,

o Planning,

o Reflection,

o Revision.

Write routinely over shorter time frames (a

single sitting or a day or two).

Write routinely for a range of discipline-


Create


1


Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 3 topics and texts,

building on others’ ideas and expressing their own

clearly.

collaborative

discussions


discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 3

topics and texts, building on others’ ideas and

expressing their own clearly (specific skills are


1.a


Come to discussions prepared, having read or

studied required material; explicitly draw on that

preparation and other information known about the

topic to explore ideas under discussion.

preparation

discussion

Read or study required material to prepare for

discussions.

Draw on preparation to explore ideas under

discussion.

Draw on other information known about the


Apply

Analyze

1.b CC.3.SL.1.b Comprehension and Collaboration: rules Follow agreed-upon rules for discussions (e.g., Apply


38

# Standard Concepts



Level of

Bloom Follow agreed-upon rules for discussions (e.g.,


others with care, speaking one at a time about the

topics and texts under discussion).

discussion gaining the floor in respectful ways, listening to

others with care, speaking one at a time about


1.c

CC.3.SL.1.c Comprehension and Collaboration: Ask

questions to check understanding of information

presented, stay on topic, and link their comments to

the remarks of others.

linking comments

remarks of others

stay on topic

Ask questions to check understanding of

information presented.

Stay on topic.

Link comments to the remarks of others.

Apply

Analyze

1.d

CC.3.SL.1.d Comprehension and Collaboration:

Explain their own ideas and understanding in light

of the discussion.

own ideas and

understanding

in light of discussion

Explain own ideas and understanding in light

of the discussion.

Apply

2


Determine the main ideas and supporting details of a

text read aloud or information presented in diverse

media and formats, including visually,

quantitatively, and orally.

main idea

supporting details

Determine main ideas in a text read aloud or

information presented in diverse media and

formats (visually, quantitatively, and orally).

Determine supporting details in a text read

aloud or information presented in diverse

media and formats (visually, quantitatively, and

orally).

Analyze

3


and answer questions about information from a

speaker, offering appropriate elaboration and detail.

information

elaboration

detail

Ask questions about information from a

speaker.

Answer questions about information from a

speaker.

Offer appropriate elaboration and detail.

Apply

Analyze

4


Report on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant,

descriptive details, speaking clearly at an

understandable pace.

topic

text

story

experience

appropriate facts

relevant and

descriptive details

audible speech

pace

Report on a topic or text with:



o Speaking audibly,

o Speaking at an understandable pace.

Tell a story with:



o Speaking audibly,





o Speaking audibly,


Apply

Create


39

# Standard Concepts



Level of

Bloom

5


Create engaging audio recordings of stories or

poems that demonstrate fluid reading at an

understandable pace; add visual displays when

appropriate to emphasize or enhance certain facts or

details.

audio recording

fluidity

pace

visual displays

appropriate

Create engaging audio recordings of stories or

poems that:

o Demonstrate fluid reading at an

understandable pace,

o Add visual displays when appropriate to

emphasize or enhance certain facts or

details.

Create

6


Speak in complete sentences when appropriate to

task and situation in order to provide requested

detail or clarification. (See grade 3 Language

standards 1 and 3 on page 26 for specific

expectations.)

complete sentence

task

situation

detail

clarification

Speak in complete sentences when appropriate

to task and situation in order to provide

requested detail or clarification.

Apply

Language Standards

1




or speaking.

grammar conventions

usage conventions




in 1.a-1.i below).

1.a


Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their

functions in particular sentences.

nouns

pronouns

verbs

adjectives

adverbs

sentences

Explain the function of nouns in general and in

particular sentences.

Explain the function of pronouns in general and

in particular sentences.

Explain the function of verbs in general and in


Explain the function of adjectives in general

and in particular sentences.

Explain the function of adverbs in general and

in particular sentences.

Understand

Analyze

1.b


and use regular and irregular plural nouns regular plural nouns

irregular plural nouns

Form regular plural nouns.

Use regular plural nouns.

Form regular plural nouns.

Use regular plural nouns.

Apply

1.c CC.3.L.1.c Conventions of Standard Engligh: Use

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

1.d

CC.3.L.1.d Conventions of Standard English: Form

and use regular and irregular verbs. regular verbs

irregular verbs

Form regular verbs.

Use regular verbs.

Form irregular verbs.

Apply


40

# Standard Concepts



Level of

Bloom

Use irregular verbs.

1.e

CC.3.L.1.e Conventions of Standard English: Form

and use the simple (e.g., I walked; I walk; I will

walk) verb tenses.

simple verb tense Form simple verb tenses (e.g., I walked; I walk;

I will walk).

Use simple verb tenses.

Apply

1.f

CC.3.L.1.f Conventions of Standard English: Ensure

subject-verb and pronoun-antecedent agreement.* subject-verb

agreement

pronoun-antecedent

agreement

Ensure subject-verb agreement.

Ensure pronoun-antecedent agreement,

Apply

1.g

CC.3.L.1.g Conventions of Standard English: Form

and use comparative and superlative adjectives and

adverbs, and choose between them depending on

what is to be modified.

comparative adjectives

superlative adjectives

comparative adverbs

superlative adverbs

Form comparative adjectives.

Use comparative adjectives.

Form superlative adjectives.

Use superlative adjectives.

Form comparative adverbs.

Use comparative adverbs.

Form superlative adverbs.

Use superlative adverbs.

Choose between comparative and superlative

adjectives and adverbs depending on what is to

be modified.

Apply

Analyze

1.h

CC.3.L.1.h Conventions of Standard English: Use

coordinating and subordinating conjunctions. coordinating

conjunctions

subordinating

conjunctions

Use coordinating conjunctions.

Use subordinating conjunctions.

Apply

1.i

CC.3.L.1.i Conventions of Standard English:

Produce simple, compound, and complex sentences. simple sentences

compound sentences

complex sentences

Produce simple sentences.

Produce compound sentences.

Produce complex sentences.

Create

2





capitalization

conventions

punctuation

conventions





outlined in 2.a-2.g below).

2.a CC.3.L.2.a Conventions of Standard English:

Capitalize appropriate words in titles. capitalization

titles

Capitalize appropriate words in titles. Apply


commas in addresses. addresses

commas

Use commas in addresses. Apply


commas and quotation marks in dialogue. commas

quotation marks

Use commas in dialogue.

Use quotation marks in dialogue.

Apply


41

# Standard Concepts



Level of

Bloom

dialogue

2.d CC.3.L.2.d Conventions of Standard English: Form

and use possessives. possessives Form possessives.

Use possessives.

Apply

2.e


conventional spelling for high-frequency and other

studied words and for adding suffixes to base words

(e.g., sitting, smiled, cries, happiness).

high-frequency words

suffixes

base words

Use conventional spelling for high-frequency

words.

Use conventional spelling for studied words.

Use conventional spelling for adding suffixes

to base words (e.g., sitting, smiled, cries,

happiness).

Apply

2.f

CC.3.L.2.f Conventions of Standard English: Use

spelling patterns and generalizations (e.g., word

families, position-based spellings, syllable patterns,

ending rules, meaningful word parts) in writing

words.

spelling patterns and

generalizations

word families

position-based

spellings

syllable patterns

ending rules

meaningful word parts

Use spelling patterns and generalizations (e.g.,

word families, position-based spellings,

syllable patterns, ending rules, meaningful

word parts) to write words.

Apply

2.g

CC.3.L.2.g Conventions of Standard English:

Consult reference materials, including beginning

dictionaries, as needed to check and correct

spellings.

reference materials

dictionaries

Use reference materials to check and correct

spelling (e.g. dictionaries).

Apply

3

CC.3.L.3 Knowledge of Language: Use knowledge






3.a CC.3.L.3.a Knowledge of Language: Choose words

and phrases for effect.* effect Choose the appropriate words and phrases for

the desired effect.

Analyze

3.b

CC.3.L.3.b Knowledge of Language: Recognize and

observe differences between the conventions of

spoken and written standard English.

conventions

spoken standard

English

written standard

English

Determine differences between the conventions

of spoken and written standard English.

Analyze

4



multiple-meaning word and phrases based on grade

3 reading and content, choosing flexibly from a

range of strategies.


and multiple-meaning word and phrases based


flexibly from a range of strategies (specific


4.a CC.3.L.4.a Vocabulary Acquisition and Use: Use context clues Use context clues to determine the meaning of Apply


42

# Standard Concepts



Level of

Bloom sentence-level context as a clue to the meaning of a

word or phrase.

a word or phrase.

4.b


Determine the meaning of the new word formed

when a known affix is added to a known word (e.g.,

agreeable/disagreeable, comfortable/uncomfortable,

care/careless, heat/preheat).

affix Determine the meaning of a new word formed

when a known affix is added to a known word

(e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless,

heat/preheat).

Apply

4.c

CC.3.L.4.c Vocabulary Acquisition and Use: Use a

known root word as a clue to the meaning of an

unknown word with the same root (e.g., company,

companion).

root words

Use a known root word as a clue to find the

meaning of an unknown word with the same

root (e.g., company, companion).

Apply

4.d

CC.3.L.4.d Vocabulary Acquisition and Use: Use

glossaries or beginning dictionaries, both print and

digital, to determine or clarify the precise meaning

of key words and phrases.

glossaries

dictionaries

Determine meaning of words and phrases using

glossaries and dictionaries (print and digital).


glossaries and dictionaries (print and digital).

Apply

5


Demonstrate understanding of word relationships

and nuances in word meanings.

word relationships

word nuances

Demonstrate understanding of word



5.a


Distinguish the literal and nonliteral meanings of

words and phrases in context (e.g., take steps).

literal meaning

nonliteral (figurative)

meaning

context

Distinguish between the literal and nonliteral

(figurative) meanings of words and phrases in

context.

Analyze

5.b



their use (e.g., describe people who are friendly or

helpful).

connections Identify real-life connections between words

and their use (e.g., describe people who are

friendly or helpful).

Apply

5.c


Distinguish shades of meaning among related words

that describe states of mind or degrees of certainty

(e.g., knew, believed, suspected, heard, wondered).

shades of meaning

states of mind

degrees of certainty

Distinguish shades of meaning among related

words that describe states of mind.

Distinguish shades of meaning among words

that describe degrees of certainty.

Analyze

6

CC.3.L.6 Vocabulary Acquisition and Use: Acquire

and use accurately grade-appropriate conversational,

general academic, and domain-specific words and

phrases, including those that signal spatial and

temporal relationships (e.g., After dinner that night

we went looking for them).

conversational words

and phrases

general academic

words and phrases

domain-specific words

and phrases

spatial relationships

Acquire conversational words and phrases.

Use conversational words and phrases.

Acquire general academic words and phrases.

Use general academic words and phrases

acquired.

Acquire domain-specific words and phrases.

Use domain-specific words and phrases

Apply


43

# Standard Concepts



Level of

Bloom

temporal relationships Use words and phrases to signal spatial and

temporal relationships.


44

# Standard Concepts



Level of

Bloom

*** Grade 4 *** *** ***


1

CC.4.R.L.1 Key Ideas and Details: Refer to details

and examples in a text when explaining what the

text says explicitly and when drawing inferences

from the text.

details

examples

explicitly meaning

inferences

Analyze what a narrative text says explicitly.

Refer to details and examples in the text to

support the analysis.

Draw inferences from a narrative text.


support the inferences.

Analyze

2

CC.4.R.L.2 Key Ideas and Details: Determine a

theme of a story, drama, or poem from details in the

text; summarize the text.

theme

story

drama

poem

summary

Determine the theme of a story.

Determine the theme of a drama.

Determine the theme of a poem.

Summarize a story.

Summarize a drama.

Summarize a poem.

Apply

Analyze

3

CC.4.R.L.3 Key Ideas and Details: Describe in

depth a character, setting, or event in a story or

drama, drawing on specific details in the text (e.g., a

character’s thoughts, words, or actions).

character

setting

event

specific details

Draw on specific details in the text to describe

a character.

Draw on specific details in a text to describe a

setting.

Draw on specific details in a text to describe an

event.

Apply

4



text, including those that allude to significant

characters found in mythology (e.g., Herculean).

text

characters

allude

mythology



Determine the meaning of words or phrases

that allude to significant characters found in

mythology.

Apply

5

CC.4.R.L.5 Craft and Structure: Explain major

differences between poems, drama, and prose, and

refer to the structural elements of poems (e.g., verse,

rhythm, meter) and drama (e.g., casts of characters,

setting descriptions, dialogue, stage directions)

when writing or speaking about a text.

poems

drama

prose

structural elements of

poems

structural elements of

drama

Explain the major differences between poems,

dramas, and prose.

Refer to the structural elements of poems (e.g.,

verse, rhythm, meter) when writing or speaking

about a text.

Refer to the structural elements of drama (e.g.,

casts of characters, setting descriptions,

dialogue, stage directions) when writing or

speaking about a text.

Understand

Apply

6 CC.4.R.L.6 Craft and Structure: Compare and

contrast the point of view from which different point of view

narrator

Explain the difference between first- and third-

person narrations.

Understand

Analyze


45

# Standard Concepts



Level of

Bloom stories are narrated, including the difference

between first- and third-person narrations. first-person

third-person

Compare the point of view from which

different stories are narrated.

Contrast the point of view from which different

stories are narrated.

7


Make connections between the text of a story or

drama and a visual or oral presentation of the text,

identifying where each version reflects specific

descriptions and directions in the text.

connections

text

visual presentation

oral presentation

version

Make connections between a text and a visual

or oral presentation of the text.

Identify where the visual or oral presentation

reflects specific descriptions in the text.

Identify where the visual or oral presentation

reflects specific directions in the text.

Apply

Analyze

9


Compare and contrast the treatment of similar

themes and topics (e.g., opposition of good and evil)

and patterns of events (e.g., the quest) in stories,

myths, and traditional literature from different

cultures.

theme

topic

patterns of events

stories

myths

traditional literature

cultures

Compare the treatment of similar themes and

topics in stories, myths, and traditional

literature from different cultures.

Contrast the treatment of similar themes and

topics in stories, myths, and traditional

literature from different cultures.

Compare the patterns of events in stories,


cultures.

Contrast the patterns of events in stories,


cultures.

Analyze

10


Text: By the end of the year, read and comprehend

literature, including stories, dramas, and poetry, in

the grades 4–5 text complexity band proficiently,


range.

stories

dramas

poetry

comprehension







Apply

Reading Standards for Informational Texts

1

CC.4.R.I.1 Key Ideas and Details: Refer to details

and examples in a text when explaining what the

text says explicitly and when drawing inferences

from the text.

details

examples

explicitly meaning

inferences

Analyze what an informational text says

explicitly.


support the analysis.

Draw inferences from an informational text.


support the inferences

Analyze

2 CC.4.R.I.2 Key Ideas and Details: Determine the main idea Determine the main idea of a text. Apply


46

# Standard Concepts



Level of

Bloom main idea of a text and explain how it is supported

by key details; summarize the text. key details

summary

Explain how the main idea of a text is

supported by key details support.

Summarize the text.

Analyze

3

CC.4.R.I.3 Key Ideas and Details: Explain events,

procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened

and why, based on specific information in the text.

events

procedures

ideas/concepts

historical text

scientific text

technical text

Explain events in a historical text.

Explain procedures in a technical text.

Explain ideas or concepts in a scientific text.

Explain what happened and why in an

informational text, based on specific

information in the text.

Apply

Analyze

4



words or phrases in a text relevant to a grade 4 topic

or subject area.

academic words and

phrases


and phrases


words and phrases in a grade-level

informational text.


words and phrases in a grade-level

informational text.

Apply

5

CC.4.R.I.5 Craft and Structure: Describe the overall

structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas,

concepts, or information in a text or part of a text.

structure

chronology

comparison

cause/effect

problem/solution

events

ideas

concepts

information

Determine the overall structure (e.g.,

chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or

information in a text or part of a text

Analyze

6

CC.4.R.I.6 Craft and Structure: Compare and

contrast a firsthand and secondhand account of the

same event or topic; describe the differences in

focus and the information provided.

similarities

differences

firsthand account

secondhand account

event

topic

focus

information

Compare a firsthand and secondhand account

of the same event or topic.

Contrast a firsthand and secondhand account of

the same event or topic, including the

difference in focus and information provided.

Analyze

7


Interpret information presented visually, orally, or

quantitatively (e.g., in charts, graphs, diagrams, time

lines, animations, or interactive elements on Web

pages) and explain how the information contributes

charts

graphs

diagrams

time lines

Interpret information presented visually, orally,

or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive

elements on Web pages).

Explain how the information presented

Analyze


47

# Standard Concepts



Level of

Bloom to an understanding of the text in which it appears. animations

interactive elements

visually

orally

quantitatively

visually, orally, or quantitatively contributes to

an understanding of the text in which it

appears.

8


Explain how an author uses reasons and evidence to

support particular points in a text.

reasons

evidence

support

Explain how an author uses reasons and

evidence to support particular points in a text.

Analyze

9


Integrate information from two texts on the same

topic in order to write or speak about the subject

knowledgeably.

integrate

topic

knowledgeably

Integrate information from two texts on the

same topic.

Write or speak about the topic knowledgably.

Analyze

Create

10

CC.4.R.I.10 Range of Reading and Complexity of

Text: By the end of year, read and comprehend

informational texts, including history/social studies,

science, and technical texts, in the grades 4–5 text

complexity band proficiently, with scaffolding as

necessary at the high end of the range.

informational text

comprehension

Read grade-level informational texts.

Comprehend grade-level informational texts.

Apply


3 CC.4.R.F.3 Phonics and Word Recognition: Know



phonics

word analysis



skills are outlined in 3.a below)

3.a

CC.4.R.F.3.a Phonics and Word Recognition: Use

combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context

and out of context.

letter-sound

correspondence

syllabication patterns

morphology

roots and affixes

multisyllabic words

Use letter-sound correspondence to read

unfamiliar multisyllabic words.

Use syllabication to read unfamiliar

multisyllabic words.

Use morphology (e.g., roots and affixes) to

read unfamiliar multisyllabic words.

Apply

4



comprehension



outlined in 4.a-4.c below)

4.a

CC.4.R.F.4.a Fluency: Read on-level text with


fluency

understanding

(comprehension)



(purpose).



(comprehension).

Understand

Apply


48

# Standard Concepts



Level of

Bloom

4.b

CC.4.R.F.4.b Fluency: Read on-level prose and


expression.

fluency

prose

poetry

accuracy

rate

expression





Apply

4.c




context

confirm

self-correct

rereading


understanding.


and understanding.


Apply

Analyze

Writing Standards

1


pieces on topics or texts, supporting a point of view

with reasons and information.

opinion pieces Write opinion pieces on topics or texts,

supporting a point of view with reasons and

information (specific skills are outlined in 1.a-

1.d below).

1.a


topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are

grouped to support the writer’s purpose.

topic

opinion

organizational

structure

writer’s purpose


o Introduce a topic or text clearly,

o State an opinion,

o Create an organizational structure in which

related ideas are grouped to support the

writer’s purpose.

Create

1.b

CC.4.W.1.b Text Types and Purposes: Provide

reasons that are supported by facts and details. reasons

facts and details


o Provide reasons that are supported by facts

and details.

Create

1.c

CC.4.W.1.c Text Types and Purposes: Link opinion

and reasons using words and phrases (e.g., for

instance, in order to, in addition).

linking words

linking phrases


o Link opinion and reasons using words and

phrases (e.g., for instance, in order to, in

addition).

Create

1.d

CC.4.W.1.d Text Types and Purposes: Provide a

concluding statement or section related to the

opinion presented.

concluding statement

or section


o Provide a concluding statement or section

related to the opinion presented.

Create

2




informative texts

explanatory texts



clearly (specific skills are outlined in 2.a-2.e

below).

2.a CC.4.W.2.a Text Types and Purposes: Introduce a topic Write informative/explanatory texts that: Create


49

# Standard Concepts



Level of

Bloom topic clearly and group related information in

paragraphs and sections; include formatting (e.g.,

headings), illustrations, and multimedia when useful

to aiding comprehension.

paragraphs

sections

formatting

illustrations

multimedia

o Introduce a topic clearly,

o Group related information in paragraphs and

sections,

o Include formatting (e.g., headings),

illustrations, and multimedia when useful to

aiding comprehension.

2.b


topic with facts, definitions, concrete details,

quotations, or other information and examples

related to the topic.

topic development Write informative/explanatory texts that:

o Develop the topic with facts, definitions,

concrete details, quotations, or other

information and examples related to the

topic.

Create

2.c

CC.4.W.2.c Text Types and Purposes: Link ideas

within categories of information using words and

phrases (e.g., another, for example, also, because).

linking words and

phrases

connect ideas

categories of

information


o Link ideas within categories of information

using words and phrases (e.g., another, for

example, also, because).

Create

2.d

CC.4.W.2.d Text Types and Purposes: Use precise

language and domain-specific vocabulary to inform

about or explain the topic.

precise language

domain-specific

vocabulary

topic


o Use precise language to inform about or

explain the topic,

o Use domain-specific vocabulary to inform


Create

2.e

CC.4.W.2.e Text Types and Purposes: Provide a


information or explanation presented.


or section



related to the information or explanation

presented.

Create

3





narrative Write narratives to develop real or imagined




Create

3.a

CC.4.W.3.a Text Types and Purposes: Orient the

reader by establishing a situation and introducing a

narrator and/or characters; organize an event

sequence that unfolds naturally.

introduction

(orientation)

organization

narrator

character

sequence


o Orient the reader by establishing a situation,

o Orient the reader by introducing a narrator

and/or characters,


naturally.

Create

3.b CC.4.W.3.b Text Types and Purposes: Use dialogue

and description to develop experiences and events or dialogue

description



Create


50

# Standard Concepts



Level of

Bloom show the responses of characters to situations. events

characters

events,


character to situations,


feelings to develop experiences and events,


feelings to show the response of character to

situations.

3.c

CC.4.W.3.c Text Types and Purposes: Use a variety

of transitional words and phrases to manage the

sequence of events.

transitional words and

phrases

sequence of events


o Use a variety of transitional words and

phrases to signal event order.

Create

3.d

CC.4.W.3.d Text Types and Purposes: Use concrete

words and phrases and sensory details to convey

experiences and events precisely.

concrete words

concrete phrases

sensory details


o Use concrete words and phrases to convey

experiences and events precisely,

o Use sensory details to convey experiences

and events precisely.

Create

3.e


conclusion that follows from the narrated

experiences or events.

conclusion Write narratives that:

o Provide a conclusion that follows from the

narrated experiences or events.

Create

4


Produce clear and coherent writing in which the

development and organization are appropriate to

task, purpose, and audience. (Grade-specific



clear and coherent

writing

development

organization

task

purpose

audience

(incorporate into writing standards 1-3 above)

Produce clear and coherent writing.


appropriate to task, purpose, and audience.



Create

5




planning, revising, and editing.(Editing for


Language standards 1–3up to and including grade 4

on page 29.)

planning

revising

editing




Apply

Analyze

Evaluate

6


With some guidance and support from adults, use

technology, including the Internet, to produce and

publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of

technology

produce

publish

collaboration

Use technology, including the Internet, to

produce and publish writing.


interact and collaborate with others.

Demonstrates keyboarding skills to type a

Apply

Create


51

# Standard Concepts



Level of

Bloom keyboarding skills to type a minimum of one page in

a single sitting. Internet

keyboarding skills

minimum of one page in a single sitting.

7


Knowledge: Conduct short research projects that

build knowledge through investigation of different

aspects of a topic.

research

topic

Conduct short research projects that build

knowledge through investigation of different

aspects of a topic.

Apply

Create

8


Knowledge: Recall relevant information from

experiences or gather relevant information from

print and digital sources; take notes and categorize

information, and provide a list of sources.

recall


gather

experiences

print sources

digital sources

notes

evidence

categories

Recall relevant information from experiences.

Gather relevant information from print and

digital sources.

Take notes on sources.

Categorize information from notes.

Provide a list of sources.

Remember

Apply

Analyze

9


Knowledge: Draw evidence from literary or

informational texts to support analysis, reflection,

and research.

literary texts

informational texts

analysis

reflection

research

Draw evidence from literary or informational

texts to support analysis.


texts to support reflection.


texts to support research.

Analysis

9.a

CC.4.W.9.a Research to Build and Present

Knowledge: Apply grade 4 Reading standards to

literature (e.g., “Describe in depth a character,

setting, or event in a story or drama, drawing on

specific details in the text [e.g., a character’s

thoughts, words, or actions].”).

literature standards

Apply grade 4 literature standards in writing. Apply

Create

9.b

CC.4.W.9.b Research to Build and Present


informational texts (e.g., “Explain how an author

uses reasons and evidence to support particular

points in a text”).

informational text

standards

Apply grade 4 informational text standards in

writing.

Apply

Create

10






time frames

research

planning

reflection

revision


utilizing time for:

o Research,

o Planning,

o Reflection,

Create


52

# Standard Concepts



Level of

Bloom

tasks

purposes

audiences

o Revision.






1

CC.4.SL.1 and Collaboration: Engage effectively in

a range of collaborative discussions (one-on-one, in

groups, and teacher-led)with diverse partners on

grade 4 topics and texts, building on others’ ideas

and expressing their own clearly.

collaborative

discussions







1.a






preparation

discussion

Prepare for discussions by reading or studying

required material.


discussion.

Draw on other information know about the


Apply

Analyze

1.b


Follow agreed-upon rules for discussions and carry

out assigned roles.

rules

discussion

roles

Follow agreed-upon rules for discussions.

Carry out assigned roles for discussions.

Apply

1.c

CC.4.SL.1.c Comprehension and Collaboration:

Pose and respond to specific questions to clarify or

follow up on information, and make comments that

contribute to the discussion and link to the remarks

of others.

discussion

questions

comments

contribution

Pose questions to clarify information.

Pose questions to follow up on information.

Make comments that contribute to the

discussion.

Make comments that link to the remarks of

others.

Apply

Analyze

Create

1.d


Review the key ideas expressed and explain their

own ideas and understanding in light of the

discussion.

key ideas

own ideas and

understanding

in light of discussion

Review the key ideas expressed.

Explain own ideas and understanding in light

of the discussion.

Understand

Apply

Create

2


Paraphrase portions of a text read aloud or

information presented in diverse media and formats,

including visually, quantitatively, and orally.

paraphrase

media

formats

visually

quantitatively

Paraphrase portions of a text read aloud or

information presented in diverse media and

formats (visually, quantitatively, and orally).

Analyze


53

# Standard Concepts



Level of

Bloom

orally

3


Identify the reasons and evidence a speaker provides

to support particular points.

reasons

evidence

Identify reasons a speaker provides to support

particular points.

Identify evidence a speaker provides to support

particular points.

Apply

4


Report on a topic or text, tell a story, or recount an

experience in an organized manner, using

appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an


topic

text

story

experience

organization

appropriate facts

relevant and

descriptive details

main idea/theme

clarity

pace

Report on a topic or text with:

o Organization,



o Supporting a main idea or theme,

o Speaking clearly,


Tell a story with:

o Organization,




o Speaking clearly,



o Organization,




o Speaking clearly,


Apply

Create

5


Add audio recordings and visual displays to

presentations when appropriate to enhance the

development of main ideas or themes.

audio recordings

visual displays

presentations

main ideas/themes

Add audio recordings and visual displays to

presentations when appropriate to enhance the

development of main ideas or themes.

Apply

Create

6


Differentiate between contexts that call for formal

English (e.g., presenting ideas) and situations where

informal discourse is appropriate (e.g., small-group

discussion); use formal English when appropriate to

task and situation. (See grade 4 Language standards

1 and 3 on page 28 for specific expectations.)

formal English

informal discourse

appropriate to task and

situation

Differentiate between contexts that call for

formal English and informal discourse.

Use formal English when appropriate to task

and situation.

Apply

Analyze


54

# Standard Concepts



Level of

Bloom

Language Standards

1




or speaking.

grammar conventions

usage conventions




in 1.a-1.g below).


relative pronouns (who, whose, whom, which, that)

and relative adverbs (where, when, why).

relative pronouns

relative adverbs

Use relative pronouns (who, whose, whom,

which, that).

Use relative adverbs (where, when, why).

Apply

1.b CC.4.L.1.b Conventions of Standard English: Form

and use the progressive (e.g., I was walking; I am

walking; I will be walking) verb tenses.

progressive verb

tenses

Form progressive verb tenses (e.g., I was

walking; I am walking; I will be walking).

Use progressive verb tenses.

Apply

1.c


modal auxiliaries (e.g., can, may, must) to convey

various conditions.

modal auxiliaries Use modal auxiliaries (e.g., can, may, must) to

convey various conditions.

Apply

1.d

CC.4.L.1.d Conventions of Standard English: Order

adjectives within sentences according to

conventional patterns (e.g., a small red bag rather

than a red small bag).

adjectives

conventional patterns

Order adjectives according to conventional

patterns (e.g., a small red bag rather than a red

small bag).

Apply

1.e CC.4.L.1.e Conventions of Standard English: Form

and use prepositional phrases. prepositional phrases Form prepositional phrases.

Use prepositional phrases.

Apply

1.f

CC.4.L.1.f Conventions of Standard English:

Produce complete sentences, recognizing and

correcting inappropriate fragments and run-ons.*

complete sentence

inappropriate

fragments

inappropriate run-ons

Produce complete sentences.

Recognize inappropriate fragments.

Correct inappropriate fragments.

Recognize inappropriate run-ons.

Correct inappropriate run-ons.

Apply

Create

1.g

CC.4.L.1.g Conventions of Standard English:

Correctly use frequently confused words (e.g., to,

too, two; there, their).*

homophones Correctly use frequently confused words (e.g.,

to, too, two; there, their).

Apply

2





capitalization

conventions

punctuation

conventions







correct capitalization. capitalization Use correct capitalization. Apply


commas and quotation marks to mark direct speech

commas

quotation marks

Use commas to mark direct speech and

quotations from a text.

Apply


55

# Standard Concepts



Level of

Bloom and quotations from a text. direct speech

quotations

Use quotation marks to mark direct speech and

quotations form a text.

2.c CC.4.L.2.c Conventions of Standard English: Use a

comma before a coordinating conjunction in a

compound sentence.

comma

coordinating

conjunction

compound sentence

Use a comma before a coordinating

conjunction in a compound sentence.

Apply

2.d

CC.4.L.2.d Conventions of Standard English: Spell

grade-appropriate words correctly, consulting

references as needed.

spelling

references

Spell grade appropriate words.

Consult references as needed to spell words.

Apply

3 CC.4.L.3 Knowledge of Language: Use knowledge






3.a CC.4.L.3.a Knowledge of Language: Choose words

and phrases to convey ideas precisely.*

precise language Choose words and phrases to convey ideas

precisely.

Apply

Analyze

3.b CC.4.L.3.b Knowledge of Language: Choose

punctuation for effect.*

punctuation

effect

Choose punctuation for effect. Apply

Analyze

3.c

CC.4.L.3.c Knowledge of Language: Differentiate

between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal

discourse is appropriate (e.g., small-group

discussion).

formal English

informal discourse

Differentiate between contexts that call for

formal English and situations where informal

discourse is appropriate.

Analyze

4











4.a


context (e.g., definitions, examples, or restatements

in text) as a clue to the meaning of a word or phrase.

context clues Use context clues to determine meaning of a

word or phrase.

Apply

4.b


common, grade-appropriate Greek and Latin affixes

and roots as clues to the meaning of a word (e.g.,

telegraph, photograph, autograph).

Greek affixes

Greek roots

Latin affixes

Latin roots

Identify the meaning of a known word using

Greek and Latin affixes and roots.

Apply

4.c


Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to

find the pronunciation and determine or clarify the

reference materials

(glossaries,

dictionaries,

thesauruses)

Use reference materials (print and digital) to

find the pronunciation of a word.

Use reference materials (print and digital) to

determine or clarify the meaning of words and

Apply


56

# Standard Concepts



Level of

Bloom precise meaning of key words and phrases. print and digital

pronunciation

vocabulary

phrases.

5 CC.4.L.5 Vocabulary Acquisition and Use:

Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

figurative language

word relationships

nuances in meaning

Demonstrate understanding of figurative

language, word relationships, and nuances in


5.a-5.c below).

5.a


Explain the meaning of simple similes and

metaphors (e.g., as pretty as a picture) in context.

similes

metaphors

context

Determine the meaning of simple similes in

context.

Determine the meaning of simple metaphors in

context.

Analyze

5.b


Recognize and explain the meaning of common

idioms, adages, and proverbs.

idioms

adages

proverbs

Recognize common idioms.

Explain the meaning of common idioms.

Recognize common adages

Explain the meaning of common adages.

Recognize common proverbs.

Explain the meaning of common proverbs.

Remember

Understand

5.c


Demonstrate understanding of words by relating

them to their opposites (antonyms) and to words

with similar but not identical meanings (synonyms).

antonyms

synonyms

Demonstrate understanding of words by

relating them to antonyms.

Demonstrate understanding of words by

relating them to synonyms.

Apply

6


and use accurately grade-appropriate general

academic and domain-specific words and phrases,

including those that signal precise actions, emotions,

or states of being (e.g., quizzed, whined, stammered)

and that are basic to a particular topic (e.g., wildlife,

conservation, and endangered when discussing

animal preservation).

general academic

words and phrases

domain specific words

and phrases



acquired.

Acquire domain-specific words and phrases.

Use domain-specific words and phrases.


precise actions, emotions, and states of being.

Apply


57

# Standard Concepts



Level of

Bloom

*** Grade 5 *** *** ***


1

CC.5.R.L.1 Key Ideas and Details: Quote accurately

from a text when explaining what the text says

explicitly and when drawing inferences from the

text.

explicit meaning

inference

quotation

Analyze what a narrative text says explicitly.

Quote accurately from the text to support the

analysis.

Draw inferences from a narrative text.


inferences.

Apply

Analyze

2


theme of a story, drama, or poem from details in the

text, including how characters in a story or drama

respond to challenges or how the speaker in a poem

reflects upon a topic; summarize the text.

Theme

story

drama

poem

summary

characters

challenges

speaker

topic

Determine the theme of a story using details in

the text (e.g., how characters in a story or

drama respond to challenges).

Determine the theme of a drama using details

in the text (e.g., how characters in a story or

drama respond to challenges).

Determine the theme of a poem using details in

the text (e.g., how the speaker in a poem

reflects upon a topic).

Summarize a story.

Summarize a drama.

Summarize a poem.

Apply

Analyze

3

CC.5.R.L.3 Key Ideas and Details: Compare and

contrast two or more characters, settings, or events

in a story or drama, drawing on specific details in

the text (e.g., how characters interact).

characters

setting

event

compare/contrast

Compare and contrast two or more characters

in a story or drama, drawing on specific details

in the text.

Compare and contrast two or more settings in a

story or drama, drawing on specific details in

the text.

Compare and contrast two or more events in a

story or drama, drawing on specific details in

the text.

Analyze

4



text, including figurative language such as

metaphors and similes.

vocabulary

figurative language

metaphors

similes



Determine the meaning of figurative language

(e.g., metaphors and similes) as it is used in a

text.

Analyze

5 CC.5.R.L.5 Craft and Structure: Explain how a

series of chapters, scenes, or stanzas fits together to chapters

scenes

Explain how a series of chapters fits together to

provide the overall structure of a particular

Analyze


58

# Standard Concepts



Level of

Bloom provide the overall structure of a particular story,

drama, or poem. stanzas

structure

story

drama

poem

story.

Explain how a series of scenes fits together to


drama.

Explain how a series of stanzas fits together to


poem.

6

CC.5.R.L.6 Craft and Structure: Describe how a

narrator’s or speaker’s point of view influences how

events are described.

point of view Describe how a narrator’s or speaker’s point of

view influences how events are described.

Analyze

7


Analyze how visual and multimedia elements

contribute to the meaning, tone, or beauty of a text

(e.g., graphic novel; multimedia presentation of

fiction, folktale, myth, poem).

visual elements

multimedia elements

meaning

tone

beauty


contribute to the meaning of a text.


contribute to the tone of a text.


contribute to the beauty of a text.

Analyze

9


Compare and contrast stories in the same genre

(e.g., mysteries and adventure stories) on their

approaches to similar themes and topics.

similarities

differences

genre

theme

topic

Compare stories in the same genre on their


Contrast the stories in the same genre on their


Analyze

10



literature, including stories, dramas, and poetry, at

the high end of the grades 4–5 text complexity band


stories

dramas

poetry

comprehension

Read-grade level stories.

Read-grade level dramas.

Read-grade level poetry.




Apply

Reading Standards for Informational Tests

1

CC.5.R.I.1 Key Ideas and Details: Quote accurately

from a text when explaining what the text says

explicitly and when drawing inferences from the

text.

explicit meaning

inference

quotation


explicitly.


analysis.



inferences.

Apply

Analyze

2 CC.5.R.I.2 Key Ideas and Details: Determine two or

more main ideas of a text and explain how they are main idea Determine two or more main ideas of an

informational text.

Apply

Analyze


59

# Standard Concepts



Level of

Bloom supported by key details; summarize the text. key details

summary

Explain how key details support the main idea.

Summarize the informational text.

3

CC.5.R.I.3 Key Ideas and Details: Explain the

relationships or interactions between two or more

individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific

information in the text.

events

procedures

ideas

concepts

historical text

scientific text

technical text

Use specific information in the text to explain

the relationships or interactions between two or

more individuals in a historical, scientific, or

technical text.



more events in a historical, scientific, or

technical text.



more ideas in a historical, scientific, or

technical text.



more concepts in a historical, scientific, or

technical text.

Analyze

4



words and phrases in a text relevant to a grade 5

topic or subject area.

academic words and

phrases


and phrases


words and phrases in an informational text.


words and phrases in an informational text.

Analyze

5

CC.5.R.I.5 Craft and Structure: Compare and

contrast the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two or

more texts.

structure

chronology

comparison

cause/effect

problem/solution

events

ideas

concepts

information

Compare the overall structure (e.g.,

chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or

information in two or more informational texts.

Contrast the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two

or more informational texts.

Analyze

6

CC.5.R.I.6 Craft and Structure: Analyze multiple

accounts of the same event or topic, noting

important similarities and differences in the point of

view they represent.

accounts

event

point of view

compare/contrast

Compare multiple accounts of the same event,

including the point of view they represent.

Contrast multiple accounts of the same event,

including the point of view they represent.

Analyze

7 CC.5.R.I.7 Integration of Knowledge and Ideas:

Draw on information from multiple print or digital print sources

digital sources

Draw on information from multiple print or

digital sources to locate an answer quickly.

Apply

Analyze


60

# Standard Concepts



Level of

Bloom sources, demonstrating the ability to locate an

answer to a question quickly or to solve a problem

efficiently.

Draw on information from multiple print or

digital sources to solve a problem efficiently.

8


Explain how an author uses reasons and evidence to

support particular points in a text, identifying which

reasons and evidence support which point(s).

reasons

evidence

point

Explain how the author uses reasons to support

particular points in an informational text.

Explain how the author uses evidence to

support particular points in an informational

text.

Determine which reasons/evidence support

which point(s).

Analyze

9


Integrate information from several texts on the same

topic in order to write or speak about the subject

knowledgeably.

text

topic

Integrate information from several texts on the

same topic.

Write or speak about the topic using integrated

information.

Analyze

Create

10

CC.5.R.I.10 Range of Reading and Complexity of


informational texts, including history/social studies,

science, and technical texts, at the high end of the

grades 4–5 text complexity band independently and

proficiently.

independent

proficient

comprehension

Read informational texts independently and

proficiently.

Comprehend informational texts independently

and proficiently.

Apply


3




phonics

word analysis



skills are outlined in 3.a below).

3.a

CC.5.R.F.3.a Phonics and Word Recognition: Use

combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context

and out of context.

letter-sound

correspondence

syllabication patterns

morphology

roots and affixes

unfamiliar

multisyllabic words

Use letter-sound correspondence to read

unfamiliar multisyllabic words.

Use syllabication to read unfamiliar

multisyllabic words.

Use morphology to read unfamiliar

multisyllabic words (e.g., roots and affixes).

Apply

4



comprehension




4.a

CC.5.R.F.4.a Fluency: Read grade-level text with


fluency

understanding



(purpose).

Understand

Apply


61

# Standard Concepts



Level of

Bloom (comprehension) Read on-level text with purpose.


(comprehension).

4.b

CC.5.R.F.4.b Fluency: Read grade-level prose and


expression.

fluency

prose

poetry

accuracy

rate

expression





Apply

4.c




context

confirm

self-correct

rereading


understanding.


and understanding.


Apply

Analyze

Writing Standards

1


pieces on topics or texts, supporting a point of view

with reasons and information.

opinion pieces Write opinion pieces on topics or texts,

supporting a point of view with reasons and

information (specific skills are outlined in 1.a-

1.d below).

Create

1.a


topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically

grouped to support the writer’s purpose.

opinion

topic

organizational

structure

writer’s purpose


o Introduce a topic or text clearly,

o State an opinion,

o Create an organizational structure in which

ideas are logically grouped to support the

writer’s purpose.

Create

1.b

CC.5.W.1.b Text Types and Purposes: Provide

logically ordered reasons that are supported by facts

and details.

reasons

facts and details


o Provide logically ordered reasons that are

supported with facts and details.

Create

1.c

CC.5.W.1.c Text Types and Purposes: Link opinion

and reasons using words, phrases, and clauses (e.g.,

consequently, specifically).

linking words

linking phrases

linking clauses


o Link opinion and reasons using words,

phrases, and clauses.

Create

1.d

CC.5.W.1.d Text Types and Purposes: Provide a


opinion presented.

conclusion Write opinion pieces that:


related to the opinion presented

Create

2




informative text

explanatory text



clearly (specific skills are outlined in 2.a-2.e

Create


62

# Standard Concepts



Level of

Bloom below).

2.a


topic clearly, provide a general observation and

focus, and group related information logically;

include formatting (e.g., headings), illustrations, and

multimedia when useful to aiding comprehension.

topic

focus

observation

formatting

illustrations

multimedia



o Provide a general observation and focus,

o Group related information logically,

o Include formatting (e.g., headings),

illustrations, and multimedia when useful to

aiding comprehension.

Create

2.b


topic with facts, definitions, concrete details,

quotations, or other information and examples

related to the topic.

development

topic

facts

definitions

concrete details

quotations

examples


o Develop the topic with facts,

o Develop the topic with definitions,

o Develop the topic with concrete details,

o Develop the topic with quotations,

o Develop the topic with information and

examples related to the topic.

Create

2.c

CC.5.W.2.c Text Types and Purposes: Link ideas

within and across categories of information using

words, phrases, and clauses (e.g., in contrast,

especially).

linking words,

phrases, and clauses

connections

categories of

information


o Link ideas within and across categories of

information using words, phrases, and

clauses (e.g., in contrast, especially).

Create

2.d




precise language

domain-specific

vocabulary

topic



explain the topic,



Create

2.e




conclusion Write informative/explanatory texts that:


related to the information or explanation

presented.

Create

3





narrative Write narratives to develop real or imagined




Create

3.a

CC.5.W.3.a Text Types and Purposes: Orient the

reader by establishing a situation and introducing a

narrator and/or characters; organize an event

sequence that unfolds naturally.

introduction

situation

narrator

character


o Orient the reader by establishing a situation,

o Orient the reader by introducing a narrator

and/or characters,

Create


63

# Standard Concepts



Level of

Bloom

sequence o Organize an even sequence that unfolds

naturally.

3.b

CC.5.W.3.b Text Types and Purposes: Use narrative

techniques, such as dialogue, description, and

pacing, to develop experiences and events or show

the responses of characters to situations.

narrative techniques

dialogue

descriptions

pacing



events,


characters to situations,

o Use descriptions to develop experiences and

events,

o Use descriptions to show the response of

character to situations,

o Use pacing to develop experiences and

events,

o Use pacing to show the response of

characters to situations.

Create

3.c


of transitional words, phrases, and clauses to

manage the sequence of events.

transitional words,

phrases, and clauses

sequence of events


o Use a variety of transitional words, phrases,

and clauses to signal event order.

Create

3.d

CC.5.W.3.d Text Types and Purposes: Use concrete

words and phrases and sensory details to convey

experiences and events precisely.

concrete words and

phrases

sensory details

precision


o Use concrete words and phrases to convey

experiences and events precisely,

o Use sensory details to convey experiences

and events precisely.

Create

3.e







Create

4



development and organization are appropriate to

task, purpose, and audience. (Grade-specific



clear and coherent

writing

development

organization

task

purpose

audience







Create

5




planning, revising, editing, rewriting, or trying a

new approach.(Editing for conventions should

planning

revising

editing

rewriting





Apply

Analyze

Evaluate


64

# Standard Concepts



Level of

Bloom demonstrate command of Language standards 1–3up

to and including grade 5 on page 29.) new approach Develop and strengthen writing by rewriting.

Develop and strengthen writing by trying a

new approach.

6


With some guidance and support from adults, use

technology, including the Internet, to produce and

publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of

keyboarding skills to type a minimum of two pages

in a single sitting.

technology

writing

produce

publish

collaboration

Internet

keyboarding skills

(With some guidance and support)


produce and publish writing


interact and collaborate with others.

Demonstrates keyboarding skills to type a

minimum of two pages in a single sitting

Apply

Create

7


Knowledge: Conduct short research projects that use

several sources to build knowledge through

investigation of different aspects of a topic.

research projects

sources

topic

Conduct short research projects that use several

sources to build knowledge of different aspects

of a topic.

Apply

Create

8


Knowledge: Recall relevant information from

experiences or gather relevant information from

print and digital sources; summarize or paraphrase

information in notes and finished work, and provide

a list of sources.


sources

summarize

paraphrase

notes

Recall relevant information from experiences.

Gather relevant information from print and

digital sources.

Summarize information in notes and finished

work.

Paraphrase information in notes and finished

work.

Provide a list of sources.

Remember

Apply

Analyze

Evaluate

9




and research.

analysis

reflection

research


texts to support analysis, reflection, and

research (specific skills are outlined in 9.a-9.b

below).

9.a



literature (e.g., “Compare and contrast two or more

characters, settings, or events in a story or a drama,

drawing on specific details in the text [e.g., how

characters interact]”).

literary text

analysis

reflection

research

Apply grade 5 Literature standards in writing. Apply

Create

9.b



informational texts (e.g., “Explain how an author

uses reasons and evidence to support particular

points in a text, identifying which reasons and

informational text

writing

analysis

reflection

research

Apply grade 5 Informational Text standards in

writing.

Apply

Create


65

# Standard Concepts



Level of

Bloom evidence support which point[s]”).

10






time frames

research

planning

reflection

revision

discipline-specific

tasks

discipline-specific

purposes

discipline-specific

audiences


utilizing time for:

o Research,

o Planning,

o Reflection,

o Revision.





Create


1




with diverse partners on grade 5 topics and texts,

building on others’ ideas and expressing their own

clearly.

collaborative

discussions







1.a






preparation

discussion

Prepare for discussions by reading or studying

required material.


discussion.

Draw on other information know about the


Apply

Analyze

1.b


Follow agreed-upon rules for discussions and carry

out assigned roles.

rules

discussion

assigned roles

Follow agreed-upon rules for discussions.

Carry out assigned roles in discussions.

Apply

1.c


Pose and respond to specific questions by making

comments that contribute to the discussion and

elaborate on the remarks of others.

clarification

comments

contribution

elaboration

Pose specific questions to clarify information.

Respond to specific questions by making

comments that contribute to the discussion.

Respond to specific questions by making

comments that elaborate on the remarks of

others.

Apply

1.d


Review the key ideas expressed and draw

conclusions in light of information and knowledge

key ideas

discussions

conclusions

Review the key ideas expressed during

discussions.

Draw conclusions in light of information and

Understand

Analyze


66

# Standard Concepts



Level of

Bloom gained from the discussions. knowledge gained from the discussions.

2


Summarize written a text read aloud or information

presented in diverse media and formats, including

visually, quantitatively, and orally.

summarize

formats for

information

textual information

visual information

quantitative

information

oral information

Summarize a written text read aloud.

Summarize information presented visually.

Summarize information presented

quantitatively.

Summarize information presented orally.

Apply

Analyze

3


Summarize the points a speaker makes and explain

how each claim is supported by reasons and

evidence.

summarize

points/claims

reasons/evidence

Summarize the points (claims) a speaker

makes.

Explain how each claim is supported by

reasons and evidence.

Apply

Analyze

4


Report on a topic or text or present an opinion,

sequencing ideas logically and using appropriate

facts and relevant, descriptive details to support

main ideas or themes; speak clearly at an


presentation

topic

text

opinion

logical sequence

appropriate facts

relevant, descriptive

details

main ideas/themes

clarity

pace

Present on a topic, text, or opinion by:

o Sequencing ideas logically,

o Using appropriate facts to support main

ideas or themes,

o Using relevant, descriptive details, to

support main ideas or themes,

o Speaking clearly,


Apply

Analyze

Create

5


Include multimedia components (e.g., graphics,

sound) and visual displays in presentations when

appropriate to enhance the development of main

ideas or themes.

multimedia

components

visual displays

presentations

main ideas or themes

Enhance the development of main ideas or

themes by adding multimedia components and

visual displays to presentations when

appropriate.

Apply

Analyze

6


Adapt speech to a variety of contexts and tasks,

using formal English when appropriate to task and

situation. (See grade 5 Language standards 1 and 3

on page 28 for specific expectations.)

speech

formal English

task

situation

Adapt speech to a variety of contexts and tasks.

Use formal English when appropriate to task

and situation.

Apply

Analyze

Language Standards

1 CC.5.L.1 Conventions of Standard English: grammar conventions Demonstrate command of the conventions of


67

# Standard Concepts



Level of

Bloom Demonstrate command of the conventions of


or speaking.

usage conventions standard English grammar and usage when


in 1.a-1.e below).

1.a


Explain the function of conjunctions, prepositions,

and interjections in general and their function in


conjunctions

prepositions

interjections

Explain the function of conjunctions in general.

Explain the function of conjunctions in


Explain the function of prepositions in general.

Explain the function of prepositions in


Explain the function of interjections in general.

Explain the function of interjections in


Understand

1.b


and use the perfect (e.g., I had walked; I have

walked; I will have walked) verb tenses.

perfect verb tenses Form perfect verb tenses (e.g., I had walked; I

have walked; I will have walked).

Use perfect verb tenses (e.g., I had walked; I

have walked; I will have walked).

Apply

1.c


verb tense to convey various times, sequences,

states, and conditions.

verb tense

times

sequences

states

conditions

Use verb tense to convey various times,

sequences, states, and conditions.

Apply

1.d


Recognize and correct inappropriate shifts in verb

tense.*

verb tense Determine inappropriate shifts in verb tense.

Correct inappropriate shifts in verb tense.

Apply

Analyze

1.e CC.5.L.1.e Conventions of Standard English: Use

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

conjunctions

Use correlative conjunctions (e.g., either/or,

neither/nor).

Apply

2





capitalization

conventions

punctuation

conventions







punctuation to separate items in a series.* punctuation

series

Use punctuation to separate items in a series. Apply

2.b

CC.5.L.2.b Conventions of Standard English: Use a

comma to separate an introductory element from the

rest of the sentence.

comma

introductory clause

Use a comma to separate an introductory

element from the rest of the sentence.

Apply

2.c CC.5.L.2.c Conventions of Standard English: Use a comma Use a comma to set off words yes or no (e.g., Apply


68

# Standard Concepts



Level of

Bloom comma to set off the words yes and no (e.g., Yes,

thank you), to set off a tag question from the rest of

the sentence (e.g., It’s true, isn’t it?), and to indicate

direct address (e.g., Is that you, Steve?).

words yes or no

tag question

direct address

Yes, thank you).

Use a comma to set off a tag question from the

rest of the sentence (e.g., It’s true, isn’t it?).

Use a comma to indicate direct address (e.g., Is

that you, Steve?).

2.d


underlining, quotation marks, or italics to indicate

titles of works.

underlining

quotations

italics

titles of works

Use underlining to indicate titles of works.

Use quotations to indicate titles of works.

Use italics to indicate titles of works.

Apply

2.e

CC.5.L.2.e Conventions of Standard English: Spell

grade-appropriate words correctly, consulting

references as needed.

spelling

references

Spell grade-appropriate words correctly.

Consult references to spell words correctly.

Apply

3







3.a

CC.5.L.3.a Knowledge of Language: Expand,

combine, and reduce sentences for meaning,

reader/listener interest, and style.

sentence revision

meaning

interest

style

Expand sentences for meaning, reader/listener

interest, and style.

Combine sentences for meaning, reader/listener


Reduce sentences for meaning, reader/listener


Apply

3.b

CC.5.L.3.b Knowledge of Language: Compare and

contrast the varieties of English (e.g., dialects,

registers) used in stories, dramas, or poems.

varieties of English

dialects

registers

stories

dramas

poems

Compare the varieties of English (e.g., dialects,


Contrast the varieties of English (e.g., dialects,


Analyze

4






word meaning

multiple-meanings

Determine or clarify the meaning of unknown





4.a


context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of a

word or phrase.

meaning

context clues

Use context clues to determine meaning of a

word or phrase.

Apply

4.b CC.5.L.4.b Vocabulary Acquisition and Use: Use meaning Use Greek and Latin affixes and roots to Apply


69

# Standard Concepts



Level of

Bloom common, grade-appropriate Greek and Latin affixes


photograph, photosynthesis).

Greek affixes

Greek roots

Latin affixes

Latin roots

determine to meaning of a word.

4.c




find the pronunciation and determine or clarify the

precise meaning of key words and phrases.

precise meaning

pronunciation

reference materials

Find the pronunciation of words using print and

digital reference materials (e.g., dictionaries,

glossaries, thesauruses).


using print and digital reference materials (e.g.,

dictionaries, glossaries, thesauruses).


print and digital reference materials (e.g.,


Apply

5




figurative language

word relationships

nuances in meaning




5.a-5.c below).

5.a


Interpret figurative language, including similes and

metaphors, in context.

figurative language

similes

metaphors

context

Interpret figurative language in context,

including similes and metaphors.

Analyze

5.b


Recognize and explain the meaning of common

idioms, adages, and proverbs.

idioms

adages

proverbs

Recognize common idioms.

Explain the meaning of common idioms.

Recognize common adages.

Explain the meaning of common adages.

Recognize common proverbs.

Explain the meaning of common proverbs.

Remember

Understand

5.c

CC.5.L.5.c Vocabulary Acquisition and Use: Use

the relationship between particular words (e.g.,

synonyms, antonyms, homographs) to better

understand each of the words.

word relationships

antonyms

synonyms

homographs

Use the relationship between particular words

(e.g., synonyms, antonyms, homographs) to

better understand each of the words.

Analyze

6



academic and domain-specific words and phrases,

including those that signal contrast, addition, and

other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition).

general academic

words and phrases


and phrases

logical relationships



acquired .

Acquire domain-specific words and phrases .

Use domain-specific words and phrases.


Understand

Apply


70

# Standard Concepts



Level of

Bloom contrast, addition, and other logical

relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition).


71

# Standard Concepts



Level of

Bloom

*** Grade 6 *** *** ***


1

CC.6.R.L.1 Key Ideas and Details: Cite textual

evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

explicitly meaning

inference

citation

textual evidence

Analyze what a literary text says explicitly.

Cite textual evidence to support analysis of

what a literary text says explicitly.

Draw inferences from a literary text.

Cite textual evidence to support inferences

drawn from a literary text.

Analyze

2


theme or central idea of a text and how it is

conveyed through particular details; provide a

summary of the text distinct from personal opinions

or judgments.

theme/central idea

particular details

objective summary

Determine the theme or central idea of a

literary text.

Determine how the theme or central idea is

conveyed through particular details.

Provide an objective summary of the text

distinct from personal opinions or judgments.

Analyze

3

CC.6.R.L.3 Key Ideas and Details: Describe how a

particular story’s or drama’s plot unfolds in a series

of episodes as well as how the characters respond or

change as the plot moves toward a resolution.

plot

sequence of events

(episodes)

character

response/change

resolution

Determine the sequence of events (episodes) in

a plot.

Determine how characters respond or change as

the plot moves towards resolution.

Analyze

4



text, including figurative and connotative meanings;

analyze the impact of a specific word choice on

meaning and tone.

literal meaning

figurative meaning

connotative meaning

impact of word choice

tone


as they are used in a literary text (including

literal, figurative, and connotative meanings).

Analyze the impact of a specific word choice

on meaning and tone.

Analyze

5

CC.6.R.L.5 Craft and Structure: Analyze how a

particular sentence, chapter, scene, or stanza fits into

the overall structure of a text and contributes to the

development of the theme, setting, or plot.

sentence

chapters

scenes

stanzas

structure of text

development of text

(theme, setting, plot)

Analyze how a particular sentence, chapter,

scene, or stanza fits into the overall structure of

a text.

Analyze how a particular sentence, chapter,

scene, or stanza contributes to the development

of the theme, setting, or plot.

Analyze

6

CC.6.R.L.6 Craft and Structure: Explain how an

author develops the point of view of the narrator or

speaker in a text.

point of view

narrator

speaker

Determine how the author develops the point of

view of a narrator or speaker in a text.

Analyze


72

# Standard Concepts



Level of

Bloom

7


Compare and contrast the experience of reading a

story, drama, or poem to listening to or viewing an

audio, video, or live version of the text, including

contrasting what they “see” and “hear” when

reading the text to what they perceive when they

listen or watch.

literary experiences

textual, audio, and

visual formats

Compare the experience (e.g., what they

perceive, see, and hear) of reading a literary

text to the experience of listening or watching

a version of the text.

Contrast the experience (e.g., what they

perceive, see, and hear) of reading a literary

text to the experience of listening or watching

a version of the text.

Analyze

9


Compare and contrast texts in different forms or

genres (e.g., stories and poems; historical novels and

fantasy stories) in terms of their approaches to

similar themes and topics.

text form

genre

approach to

theme/topic

Compare texts in different forms or genres

(e.g., stories and poems; historical novels and

fantasy stories) in terms of their approaches to

similar themes and topics.

Contrast texts in different forms or genres (e.g.,

stories and poems; historical novels and fantasy

stories) in terms of their approaches to similar

themes and topics.

Analyze

10




and poems, in the grades 6–8 text complexity band

proficiently, with scaffolding as needed at the high

end of the range.

stories

dramas

poetry

comprehension

Read-grade level stories.

Read-grade level dramas.

Read-grade level poetry.




Apply


1

CC.6.R.I.1 Key Ideas and Details: Cite textual

evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

explicit meaning

inference

textual evidence

citation


explicitly.

Cite textual evidence to support analysis of

what an informational text says explicitly.


Cite textual evidence to support inferences

drawn from an informational text.

Analyze

2

CC.6.R.I.2 Key Ideas and Details: Determine a

central idea of a text and how it is conveyed through

particular details; provide a summary of the text

distinct from personal opinions or judgments.

central idea

particular details

objective summary

Determine a central idea of an informational

text.

Determine how the central idea is conveyed

through particular details.

Provide an objective summary of the

informational text distinct from personal

opinions or judgments.

Analyze


73

# Standard Concepts



Level of

Bloom

3

CC.6.R.I.3 Key Ideas and Details: Analyze in detail

how a key individual, event, or idea is introduced,

illustrated, and elaborated in a text (e.g., through

examples or anecdotes).

key individual

key event

key idea

introduction

illustration

elaboration

Analyze in detail how a key individual, event,

or idea is introduced in a text.


or idea is illustrated in a text.


or idea is elaborated in a text.

Analyze

4



text, including figurative, connotative, and technical

meanings.

literal meaning

figurative meaning

connotative meaning

technical meaning


as they are used in an informational text

(including literal, figurative, connotative, and

technical meanings).

Analyze

5

CC.6.R.I.5 Craft and Structure: Analyze how a

particular sentence, paragraph, chapter, or section

fits into the overall structure of a text and

contributes to the development of the ideas.

sentence

paragraph

chapter

section

structure of text

development of ideas

Analyze how a particular sentence, paragraph,

chapter, or section fits into the overall structure

of a text.

Analyze how a particular sentence, paragraph,

chapter, or section contributes to the

development of the ideas.

Analyze

6

CC.6.R.I.6 Craft and Structure: Determine an

author’s point of view or purpose in a text and

explain how it is conveyed in the text.

point of view Determine an author’s point of view or purpose

in a text.

Explain how the point of view or purpose is

conveyed in the text.

Analyze

7


Integrate information presented in different media or

formats (e.g., visually, quantitatively) as well as in

words to develop a coherent understanding of a

topic or issue.

integration

media

formats

coherent

understanding

Integrate information presented in different

media or formats as well as text to develop a

coherent understanding of a topic or issue.

Analyze

8


Trace and evaluate the argument and specific claims

in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not.

argument

claims

supporting

reasons/evidence

evaluation

Determine the argument and specific claims in

a text.

Distinguish claims that are supported by

reasons and evidence from claims that are not.

Evaluate whether the claims are sufficiently

supported by reasons and evidence.

Analyze

Evaluate

9


Compare and contrast one author’s presentation of

events with that of another (e.g., a memoir written

by and a biography on the same person).

author’s presentation Compare two authors’ presentation of events

(e.g., a memoir written by and a biography on

the same person).

Contrast two authors’ presentation of events

(e.g., a memoir written by and a biography on

the same person).

Analyze


74

# Standard Concepts



Level of

Bloom

10



comprehend literary nonfiction in the grades 6–8

text complexity band proficiently, with scaffolding

as needed at the high end of the range.

independently

proficiently

comprehension


proficiently.


and proficiently.

Apply

Writing Standards

1


arguments to support claims with clear reasons and

relevant evidence.

arguments

claims

reasons

evidence

Write arguments to support claims with clear

reasons and relevant evidence (specific skills

are outlined in 1.a-1.e below).

Create

1.a

CC.6.W.1.a Text Types and Purposes: Introduce

claim(s) and organize the reasons and evidence

clearly.

arguments

claims

reasons

evidence

Write arguments that:

o Introduce claim(s),

o Organize the reasons and evidence clearly.

Create

1.b

CC.6.W.1.b Text Types and Purposes: Support

claim(s) with clear reasons and relevant evidence,

using credible sources and demonstrating an

understanding of the topic or text.

arguments

claims

reasons

evidence

credible sources

topic


o Support claim(s) with clear reasons and

relevant evidence,

o Use credible sources,

o Demonstrate an understanding of the topic

or text.

Create

1.c

CC.6.W.1.c Text Types and Purposes: Use words,

phrases, and clauses to clarify the relationships

among claim(s) and reasons.

clarification

relationships

claims

reasons


o Use words, phrases, and clauses to clarify

the relationships among claim(s) and

reasons.

Create

1.d

CC.6.W.1.d Text Types and Purposes: Establish and

maintain a formal style. formal (conventional)

style


o Establish a formal style,

o Maintain a formal style.

Create

1.e


concluding statement or section that follows from

the argument presented.


or section



that follows from the argument presented.

Create

2



convey ideas, concepts, and information through the

selection, organization, and analysis of relevant

content.

informative texts

explanatory texts


a topic and convey ideas, concepts, and

information through the selection, organization,

and analysis of relevant content (specific skills

are outlined in 2.a-2.f below).

Create

2.a CC.6.W.2.a Text Types and Purposes: Introduce a topic Write informative/explanatory texts that: Create


75

# Standard Concepts



Level of

Bloom topic; organize ideas, concepts, and information,

using strategies such as definition, classification,

comparison/contrast, and cause/effect; include

formatting (e.g., headings), graphics (e.g., charts,

tables), and multimedia when useful to aiding

comprehension.

organizational

strategies

o definition

o classification

o comparison/contrast

o cause/effect

formatting (e.g.

headings)

graphics (e.g. charts,

tables)

multimedia


o Organize ideas, concepts, and information

(using strategies such as definition,

classification, comparison/contrast, and

cause/effect),

o Include formatting (e.g., headings) when

useful to aiding comprehension,

o Include graphics (e.g., charts, tables) when


o Include multimedia when useful to aiding

comprehension.

2.b


topic with relevant facts, definitions, concrete

details, quotations, or other information and

examples.

topic development

facts

definitions

concrete details

quotations

examples


o Develop the topic with relevant facts,

definitions, concrete details, quotations, or

other information and examples.

Create

2.c

CC.6.W.2.c Text Types and Purposes: Use

appropriate transitions to clarify the relationships

among ideas and concepts.

transitions Write informative/explanatory texts that:

o Use appropriate transitions to clarify the

relationships among ideas and concepts.

Create

2.d




precise language

domain-specific

vocabulary

topic



explain the topic.



Create

2.e

CC.6.W.2.e Text Types and Purposes: Establish and

maintain a formal style. formal style Write informative/explanatory texts that:



Create

2.f

CC.6.W.2.f Text Types and Purposes: Provide a


the information or explanation presented.


or section



that follows from the information or

explanation presented.

Create

3



or events using effective technique, relevant

descriptive details, and well-structured event

sequences.

narratives

technique

detail

sequence of events

Write narrative to develop real or imagines


relevant descriptive details, and well-structured

event sequences (specific skills are outlined in

3.a-3.e below).

Create


76

# Standard Concepts



Level of

Bloom

3.a

CC.6.W.3.a Text Types and Purposes: Engage and

orient the reader by establishing a context and

introducing a narrator and/or characters; organize an

event sequence that unfolds naturally and logically.

narratives

introduction

context

narrator

characters

event sequence


o Engage and orient the reader by establishing

a context in an introduction.

o Engage and orient the reader by introducing

a narrator and/or characters in an

introduction.


naturally and logically.

Create

3.b


techniques, such as dialogue, pacing, and

description, to develop experiences, events, and/or

characters.


dialogue

pacing

description


o Use narrative techniques (e.g., dialogue,

pacing, and description) to develop

experiences, events, and/or characters.

Create

3.c


of transition words, phrases, and clauses to convey

sequence and signal shifts from one time frame or

setting to another.

transitions

sequence

shifts


o Use a variety of transition words, phrases,

and clauses to convey sequence,


and clauses to signal shifts from one time

frame or setting to another.

Create

3.d


words and phrases, relevant descriptive details, and

sensory language to convey experiences and events.

precise words and

phrases


details

sensory language


o Use precise words and phrases to convey

experiences and events,

o Use relevant descriptive details to convey

experiences and events,

o Use sensory language to convey experiences

and events.

Create

3.e







Create

4



development, organization, and style are appropriate

to task, purpose, and audience. (Grade-specific



clear and coherent

writing

development

organization

style

task

purpose

audience







Produce writing in which the style is


Create

5 CC.6.W.5 Production and Distribution of Writing: planning Develop and strengthen writing by planning. Apply


77

# Standard Concepts



Level of

Bloom With some guidance and support from peers and

adults, develop and strengthen writing as needed by


new approach.(Editing for conventions should

demonstrate command of Language standards 1–3up

to and including grade 6 on page53.)

revising

editing

rewriting

new approach



Develop and strengthen writing by rewriting.


new approach.

Analyze

Evaluate

6


Use technology, including the Internet, to produce

and publish writing as well as to interact and

collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum

of three pages in a single sitting.

technology

produce

publish

collaboration

Internet

keyboarding skills




interact and collaborate with others in writing.

Demonstrate keyboarding skills to type a

minimum of three pages in a single sitting.

Apply

Create

7


Knowledge: Conduct short research projects to

answer a question, drawing on several sources and

refocusing the inquiry when appropriate.

research projects

inquiry

sources

Conduct short research projects that:

o Answer a question,

o Draw on several sources,

o Refocus the inquiry when appropriate.

Apply

Create

8


Knowledge: Gather relevant information from

multiple print and digital sources; assess the

credibility of each source; and quote or paraphrase

the data and conclusions of others while avoiding

plagiarism and providing basic bibliographic

information for sources.

sources

credibility

quote or paraphrase

plagiarism

bibliographic

information

Gather relevant information from multiple print

and digital sources.

Assess the credibility of each source.

Quote or paraphrase the data and conclusions

of others avoiding plagiarism.

Provide basic bibliographic information for

sources.

Apply

Analyze

Evaluate

9




and research.




below).

Apply

Analysis

9.a



literature (e.g., “Compare and contrast texts in

different forms or genres [e.g., stories and poems;

historical novels and fantasy stories]in terms of their

approaches to similar themes and topics”).

literary text

analysis

reflection

research


Create

9.b



literary nonfiction (e.g., “Trace and evaluate the

argument and specific claims in a text,

distinguishing claims that are supported by reasons

informational text

analysis

reflection

research


writing.

Apply

Create


78

# Standard Concepts



Level of

Bloom and evidence from claims that are not”).

10






time frames

research

planning

reflection

revision

discipline-specific

tasks

discipline-specific

purposes

discipline-specific

audiences


utilizing time for:

o Research,

o Planning,

o Reflection,

o Revision.





Create


1




with diverse partners on grade 6 topics, texts, and

issues, building on others’ ideas and expressing their

own clearly.

collaborative

discussions




topics, texts, and issues, building on others’

ideas and expressing their own clearly (specific


1.a




preparation by referring to evidence on the topic,

text, or issue to probe and reflect on ideas under

discussion.

preparation

discussion

evidence

Prepare for discussions by reading required

material.

Refer to evidence from preparation to probe

and reflect on ideas under discussion.

Apply

Analyze

1.b


Follow rules for collegial discussions, set specific

goals and deadlines, and define individual roles as

needed.

collegial discussion

rules

goals

roles

Follow rules for collegial discussions.

Set specific goals and deadlines.

Define individual roles as needed.

Apply

1.c


Pose and respond to specific questions with

elaboration and detail by making comments that

contribute to the topic, text, or issue under

discussion.

elaboration

detail

Pose specific questions to gain elaboration and

detail about the topic.

Respond to specific questions with elaboration

and detail about the topic.

Make comments that contribute to the topic,

text, or issue under discussion.

Apply

1.d CC.6.SL.1.d Comprehension and Collaboration:

Review the key ideas expressed and demonstrate key ideas

multiple perspectives

Review the key details expressed during

discussions.

Understand

Apply


79

# Standard Concepts



Level of

Bloom understanding of multiple perspectives through

reflection and paraphrasing. paraphrasing Reflect on multiple perspectives expressed by

others.

Paraphrase multiple perspectives expressed by

others.

Analyze

2


Interpret information presented in diverse media and

formats (e.g., visually, quantitatively, orally) and

explain how it contributes to a topic, text, or issue

under study.

media/formats

interpretation

contribution

Interpret information presented in diverse

media and formats (e.g., visually,

quantitatively, orally).

Explain how this information contributes to a

topic, text, or issue being discussed.

Analyze

3


Delineate a speaker’s argument and specific claims,

distinguishing claims that are supported by reasons

and evidence from claims that are not.

argument

claims

evidence

Delineate a speaker’s argument and specific

claims.

Distinguish whether claims are supported by

evidence or not.

Analyze

4


Present claims and findings, sequencing ideas

logically and using pertinent descriptions, facts, and

details to accentuate main ideas or themes; use

appropriate eye contact, adequate volume, and clear

pronunciation.

presentation

logical sequence

appropriate facts

pertinent information

main ideas/themes

eye conduct

volume

pronunciation

Present claims and findings by:

o Sequencing ideas logically,

o Using pertinent descriptions, facts, and

details to accentuate main ideas or themes,

o Use appropriate eye conduct,

o Use adequate volume,

o Use clear pronunciation.

Apply

Analyze

Create

5


Include multimedia components (e.g., graphics,

images, music, sound) and visual displays in

presentations to clarify information.

presentations

clarification

multimedia

components

visual displays

Clarify information in presentations by adding

multimedia components (e.g., graphics, images,

music, sound) and visual displays.

Apply

6



demonstrating command of formal English when

indicated or appropriate. (See grade 6 Language


expectations.)

speech

formal English

task

context


Demonstrate command of formal English when

indicated or appropriate.

Apply

Analyze

Language Standards

1




or speaking.

grammar conventions

usage conventions




in 1.a-1.e below).


80

# Standard Concepts



Level of

Bloom

1.a


Ensure that pronouns are in the proper case

(subjective, objective, possessive).

subjective pronouns

objective pronouns

possessive pronouns

Determine whether pronouns are in the proper

case (subjective, objective, possessive).

Correct pronouns that are not in the proper

case.

Apply

Analyze


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

ourselves).

Apply

1.c

CC.6.L.1.c Conventions of Standard English:

Recognize and correct inappropriate shifts in

pronoun number and person.*

pronoun number

pronoun person

Determine whether there are inappropriate

shifts in pronoun number and person.

Correct inappropriate shifts in pronoun number

and person.

Apply

Analyze

1.d


Recognize and correct vague pronouns (i.e., ones

with unclear or ambiguous antecedents).*

vague pronouns (ones

with unclear or

ambiguous

antecedents)

Determine whether pronoun usage is vague

(i.e., ones with unclear or ambiguous

antecedents).

Correct vague pronouns (i.e., ones with unclear

or ambiguous antecedents).

Apply

Analyze

1.e

CC.6.L.1.e Conventions of Standard English:

Recognize variations from standard English in their

own and others' writing and speaking, and identify

and use strategies to improve expression in

conventional language.*

variations

standard English

expression

conventional language

Determine whether variations from standard

English have been made in writing and

speaking.

Identify strategies to improve expression in

conventional language.

Use strategies to improve expression in

conventional language.

Remember

Apply

Analyze

2





capitalization

conventions

punctuation

conventions



standard English capitalization when writing.


standard English punctuation when writing.


standard English spelling when writing.

Apply

2.a

CC.6.L.2.a Conventions of Standard English: Use

punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.*

commas

parentheses

dashes

nonrestrictive/parenthe

tical elements

Use commas to set off

nonrestrictive/parenthetical elements.

Use parentheses to set off


Use dashes to set off


Apply

2.b CC.6.L.2.b Conventions of Standard English: Spell

correctly. spelling Spell correctly. Apply

3 CC.6.L.3 Knowledge of Language: Use knowledge language conventions Use knowledge of language and its conventions


81

# Standard Concepts



Level of

Bloom of language and its conventions when writing,




3.a

CC.6.L.3.a Knowledge of Language: Vary sentence

patterns for meaning, reader/listener interest, and

style.*

sentence patterns Vary sentence patterns for meaning.

Vary sentence patters for reader/listener

interest.

Vary sentence patterns for style.

Apply

3.b CC.6.L.3.b Knowledge of Language: Maintain

consistency in style and tone.* style

tone

Maintain consistency in style.

Main consistency in tone.

Apply

4






meaning (vocabulary) Determine or clarify the meaning of unknown





4.a


context (e.g., the overall meaning of a sentence or

paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or

phrase.

context Use context (e.g., the overall meaning of a

sentence or paragraph; a word’s position or

function in a sentence) to determine the

meaning of a word or phrase.

Apply

4.b


common, grade-appropriate Greek or Latin affixes


audience, auditory, audible).

Greek affixes

Greek roots

Latin affixes

Latin roots

Use Greek and Latin affixes and roots to

determine the meaning of a word.

Apply

4.c




find the pronunciation of a word or determine or

clarify its precise meaning or its part of speech.

precise meaning

pronunciation

part of speech

reference materials

Find the pronunciation of a word using print

and digital reference materials (e.g.,


Find the meaning of a word using print and

digital reference materials (e.g., dictionaries,


Find the part of speech of a word using print



Clarify the precise meaning of word using print



Apply

4.d

CC.6.L.4.d Vocabulary Acquisition and Use: Verify

the preliminary determination of the meaning of a

word or phrase (e.g., by checking the inferred

verification Verify the meaning of a word or phrase. Analyze


82

# Standard Concepts



Level of

Bloom meaning in context or in a dictionary).

5




figurative language

word relationships

nuances in meaning




5.a-5.c below).

5.a


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

context.

figures of speech Interpret figures of speech in context. Analyze

5.b



cause/effect, part/whole, item/category) to better


relationships Analyze the relationships between particular

words (e.g., cause/effect, part/whole,

item/category) to better understand each of the

words.

Analyze

5.c


Distinguish among the connotations (associations)

of words with similar denotations (definitions) (e.g.,

stingy, scrimping, economical, unwasteful, thrifty).

connotations

denotations

Distinguish among the connotations

(associations) of words with similar

denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).

Analyze

6



academic and domain-specific words and phrases;

gather vocabulary knowledge when considering a

word or phrase important to comprehension or

expression.

general academic

words and phrases


and phrases


Use accurately general academic words and

phrases acquired .


Use accurately domain-specific words and

phrases.

Gather vocabulary knowledge when

considering a word or phrase important to

comprehension or expression.

Understand

Apply


83

# Standard Concepts



Level of

Bloom

*** Grade 7 *** *** ***


1

CC.7.R.L.1 Key Ideas and Details: Cite several

pieces of textual evidence to support analysis of

what the text says explicitly as well as inferences

drawn from the text.

explicit meaning

inference

citation

textual evidence


Cite several pieces of textual evidence to

support analysis of what a literary text says

explicitly.



support inferences drawn from a literary text.

Analyze

2


theme or central idea of a text and analyze its

development over the course of the text; provide an

objective summary of the text.

theme/central idea

development

objective summary

Determine the theme of central idea of a

literary text.

Analyze how the theme or central idea is

developed over the course of the text.

Provide an objective summary of the text.

Analyze

3

CC.7.R.L.3 Key Ideas and Details: Analyze how

particular elements of a story or drama interact (e.g.,

how setting shapes the characters or plot).

literary elements

(characters, setting,

plot)

interaction

Analyze how elements of a story or drama

interact (e.g., how setting shapes the characters

or plot).

Analyze

4




analyze the impact of rhymes and other repetitions

of sounds (e.g., alliteration) on a specific verse or

stanza of a poem or section of a story or drama.

literal meaning

figurative meaning

connotative meaning

rhyme

repetition of sounds




Analyze the impact of rhyme and repetition of

sounds on a specific verse or stanza of a poem

or section of a story or drama.

Analyze

5

CC.7.R.L.5 Craft and Structure: Analyze how a

drama’s or poem’s form or structure (e.g., soliloquy,

sonnet) contributes to its meaning.

form

structure

Analyze how a drama’s form or structure (e.g.,

soliloquy) contributes to its meaning.

Analyze how a poem’s form or structure (e.g.,

sonnet) contributes to its meaning.

Analyze

6

CC.7.R.L.6 Craft and Structure: Analyze how an

author develops and contrasts the points of view of

different characters or narrators in a text.

points of view Analyze how an author develops the points of

view of different characters or narrators in a

text.

Analyze how an author contrasts the points of

view of different characters or narrators in a

text.

Analyze

7 CC.7.R.L.7 Integration of Knowledge and Ideas:

Compare and contrast a written story, drama, or audio version

filmed version

Compare a written story, drama, or poem to its

audio, filmed, staged, or multimedia version.

Analyze


84

# Standard Concepts



Level of

Bloom poem to its audio, filmed, staged, or multimedia

version, analyzing the effects of techniques unique

to each medium (e.g., lighting, sound, color, or

camera focus and angles in a film).

staged version

multimedia version

techniques

Contrast a written story, drama, or poem to its

audio, filmed, staged, or multimedia version.

Analyze the effects of techniques unique to

each medium (e.g., lighting, sound, color, or

camera focus and angles in a film).

9


Compare and contrast a fictional portrayal of a time,

place, or character and a historical account of the

same period as a means of understanding how

authors of fiction use or alter history.

fictional portrayal

historical portrayal

Compare a fictional portrayal and a historical

account of the same period.

Contrast a fictional portrayal and a historical

account of the same period.

Determine how authors of fiction use or alter

history.

Analyze

10




and poems, in the grades 6–8 text complexity band

proficiently, with scaffolding as needed at the high

end of the range.

stories

dramas

poetry

comprehension







Apply


1

CC.7.R.I.1 Key Ideas and Details: Cite several

pieces of textual evidence to support analysis of



explicit meaning

inference

textual evidence

citation


explicitly.


support analysis of what an informational text

says explicitly.



support inferences drawn from an

informational text.

Analyze

2

CC.7.R.I.2 Key Ideas and Details: Determine two or

more central ideas in a text and analyze their

development over the course of the text; provide an

objective summary of the text.

central idea

development

objective summary

Determine two or more central ideas in an

informational text.

Analyze how the develop of the central ideas

over the course of the text.


informational text.

Analyze

3

CC.7.R.I.3 Key Ideas and Details: Analyze the

interactions between individuals, events, and ideas

in a text (e.g., how ideas influence individuals or

events, or how individuals influence ideas or

interactions Analyze the interactions between individuals,

events, and ideas in an informational text (e.g.,

how ideas influence individuals or events, or

how individuals influence ideas or events).

Analyze


85

# Standard Concepts



Level of

Bloom events).

4




meanings; analyze the impact of a specific word

choice on meaning and tone.

figurative meanings

connotative meanings

technical meanings


as they are used in a text (including literal,

figurative, connotative, and technical

meanings).


on meaning.


on tone.

Analyze

5

CC.7.R.I.5 Craft and Structure: Analyze the

structure an author uses to organize a text, including

how the major sections contribute to the whole and

to the development of the ideas.

text structure Analyze the structure an author to organize a

text.

Analyze how the major sections contribute to

the whole.

Analyze how the major sections contribute to

the development of ideas.

Analyze

6



analyze how the author distinguishes his or her

position from that of others.

point of view

purpose

position

Determine an author’s point of view or purpose

in a text.

Analyze how the author distinguishes his/her

position from that of others.

Analyze

7


Compare and contrast a text to an audio, video, or

multimedia version of the text, analyzing each

medium’s portrayal of the subject (e.g., how the

delivery of a speech affects the impact of the

words).

audio portrayal

video portrayal

multimedia version

Compare a text to an audio, video, or

multimedia version of the text.

Contrast a text to an audio, video, or

multimedia version of the text.

Analyze how each medium’s portrayal of the

subject (e.g., how the delivery of a speech

affects the impact of the words).

Analyze

8


Trace and evaluate the argument and specific claims

in a text, assessing whether the reasoning is sound

and the evidence is relevant and sufficient to support

the claims.

trace

evaluate

argument

claims

reasoning

evidence

claims


a text.

Evaluate the argument and specific claims in a

text.

Assess whether the reasoning is sound.

Assess whether the evidence is sufficient to

support the claims.

Analyze

Evaluate

9


Analyze how two or more authors writing about the

same topic shape their presentations of key

information by emphasizing different evidence or

presentations

evidence

interpretations

Analyze how two or more authors writing

about the same topic shape their presentations

of key information by emphasizing different

evidence or advancing different interpretations

Analyze


86

# Standard Concepts



Level of

Bloom advancing different interpretations of facts. of facts.

10



comprehend literary nonfiction in the grades 6–8

text complexity band proficiently, with scaffolding

as needed at the high end of the range.

independent

proficient

comprehension


proficiently.


and proficiently.

Apply

Writing Standards

1



relevant evidence.

arguments Write arguments to support claims with clear



Create

1.a


claim(s), acknowledge alternate or opposing claims,

and organize the reasons and evidence logically.

claims

alternate/opposing

claims

reasons

evidence

logical organization



o Acknowledge alternate or opposing claims,

o Organize the reasons and evidence logically.

Create

1.b

CC.7.W.1.b Text Types and Purposes: Support

claim(s) with logical reasoning and relevant

evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text.

claims

logical reasoning

relevant evidence

credible sources


o Support claim(s) with logical reasoning and

relevant evidence,

o Use accurate, credible sources,


or text.

Create

1.c


phrases, and clauses to create cohesion and clarify

the relationships among claim(s), reasons, and

evidence.

cohesion

clarity

relationships


o Use words, phrases, and clauses to create

cohesion among claim(s), reasons, and

evidence.


the relationships among claims(s), reasons,

and evidence.

Create

1.d


maintain a formal style. formal style Write arguments that:

o Establish a formal style.


Create

1.e



and supports the argument presented.


or section



that follows from and supports the argument

presented.

Create

2 CC.7.W.2 Text Types and Purposes: Write informative texts Write informative/explanatory texts to examine Create


87

# Standard Concepts



Level of

Bloom informative/explanatory texts to examine a topic and



content.

explanatory texts a topic and convey ideas, concepts, and



are outlined in 2.a-2.f).

2.a


topic clearly, previewing what is to follow; organize

ideas, concepts, and information, using strategies

such as definition, classification,

comparison/contrast, and cause/effect; include

formatting (e.g., headings), graphics (e.g., charts,

tables), and multimedia when useful to aiding

comprehension.

introduction

organizational

strategies

o definition

o classification

o comparison/contras

t

o cause/effect

formatting (e.g.

headings)


tables)

multimedia



o Preview what is to follow,

o Organize ideas, concepts, and information,

o Use strategies such as definition,

classification, comparison/contrast, and

cause/effect,

o Include formatting (e.g., headings) when


o Include graphics (e.g., charts, tables) when



comprehension.

Create

2.b


topic with relevant facts, definitions, concrete

details, quotations, or other information and

examples.

topic development

facts

definitions

concrete details

quotations

examples


o Develop the topic with relevant facts,

definitions, concrete details, quotations, or

other information and examples.

Create

2.c


appropriate transitions to create cohesion and clarify

the relationships among ideas and concepts.


o Use appropriate transitions to create

cohesion among the ideas and concepts,



Create

2.d




precise language

domain-specific

vocabulary

topic



explain the topic,



Create

2.e





Create

2.f CC.7.W.2.f Text Types and Purposes: Provide a

concluding statement or section that follows from concluding statement Write informative/explanatory texts that: Create


88

# Standard Concepts



Level of

Bloom and supports the information or explanation

presented.

or section o Provide a concluding statement or section

that follows from and supports the


3





sequences.

narratives

technique

detail

sequence of events

Write narrative to develop real or imagines




3.a-3.e below)

Create

3.a


orient the reader by establishing a context and point

of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally

and logically.

narratives

introduction

context

narrator

characters

event sequence



a context in an introduction,


a point of view in an introduction,



introduction,



Create

3.b


techniques, such as dialogue, pacing, and

description, to develop experiences, events, and/or

characters.


dialogue

pacing

description



pacing, and description) to develop

experiences, events, and/or characters.

Create

3.c



sequence and signal shifts from one time frame or

setting to another.

transitions

sequence

shifts






frame or setting to another.

Create

3.d



sensory language to capture the action and convey

experiences and events.

precise words and

phrases


details

sensory language


o Use precise words and phrases to capture

the action and convey experiences and

events,

o Use relevant, descriptive details to capture

the action and convey experiences and

events,

o Use sensory language to capture the action

and convey experiences and events.

Create

3.e CC.7.W.3.e Text Types and Purposes: Provide a conclusion Write narratives that: Create


89

# Standard Concepts



Level of

Bloom conclusion that follows from and reflects on the




4







clear and coherent

writing

development

organization

style

task

purpose

audience









Create

5


With some guidance and support from peers and



new approach, focusing on how well purpose and

audience have been addressed. (Editing for


Language standards 1–3 up to and including grade 7

on page 53.)

planning

revising

editing

rewriting

new approach

purpose

audience






new approach.

Focus on how well purpose and audience have

been addressed.

Apply

Analyze

Evaluate

6



and publish writing and link to and cite sources as

well as to interact and collaborate with others,

including linking to and citing sources.

technology

produce

publish

sources

collaboration

Internet



Use technology, including the Internet, to link

to and cite sources.



Apply

Create

7



answer a question, drawing on several sources and

generating additional related, focused questions for

further research and investigation.

research projects

inquiry

sources


o Answer a question,


o Generate additional, related questions for

further research and investigation.

Apply

Create

8



multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of

each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and

following a standard format for citation.

sources

credibility

accuracy

quote or paraphrase

plagiarism

citation



Use search terms effectively


Assess the accuracy of each source.


Apply

Analyze

Evaluate


90

# Standard Concepts



Level of

Bloom of others avoiding plagiarism.

Follow a standard format for citation.

9




and research.

analysis

reflection

research




below).

Apply

Analysis

9.a



literature (e.g., “Compare and contrast a fictional

portrayal of a time, place, or character and a

historical account of the same period as a means of

understanding how authors of fiction use or alter

history”).

literary text

analysis

reflection

research


Create

9.b



literary nonfiction (e.g. “Trace and evaluate the

argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is

relevant and sufficient to support the claims”).

informational text

analysis

reflection

research


writing.

Apply

Create

10






time frames

research

planning

reflection

revision

discipline-specific

tasks

discipline-specific

purposes

discipline-specific

audiences


utilizing time for:

o Research,

o Planning,

o Reflection,

o Revision.





Create


1






own clearly.

collaborative

discussions





ideas and expressing their own clearly (specific



91

# Standard Concepts



Level of

Bloom

1.a



researched material under study; explicitly draw on

that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas

under discussion.

preparation

discussion

evidence


material.

Prepare for discussions by researching topic of

discussion.


and reflect on ideas during discussion.

Apply

Analyze

1.b


Follow rules for collegial discussions, track progress

toward specific goals and deadlines, and define

individual roles as needed.


rules

goals

roles

Follow rules for collegial discussions.

Track progress toward specific goals and

deadlines.


Apply

1.c


Pose questions that elicit elaboration and respond to

others’ questions and comments with relevant

observations and ideas that bring the discussion

back on topic as needed.

elaboration

detail

Pose specific questions that elicit elaboration

about the topic.

Respond to others’ specific questions and

comments with relevant observations and ideas

that bring the discussion back on topic as

needed.

Apply

1.d CC.7.SL.1.d Comprehension and Collaboration:

Acknowledge new information expressed by others

and, when warranted, modify their own views.

acknowledgement

modification

Acknowledge new information expressed by

others.

Modify own views when warranted.

Apply

Evaluate

2


Analyze the main ideas and supporting details

presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and explain how the

ideas clarify a topic, text, or issue under study.

media/formats

clarification

Analyze the main ideas and supporting details

presented in diverse media and formats (e.g.,

visually, quantitatively, orally).

Explain how the ideas clarify a topic, text, or

issue under study.

Analyze

3



evaluating the soundness of the reasoning and the

relevance and sufficiency of the evidence.

argument

claims

soundness

reasoning

relevance

sufficiency

evidence

Determine a speaker’s argument and specific

claims.

Evaluate the soundness of the reasoning.

Evaluate the relevance and sufficiency of the

evidence.

Analyze

Evaluate

4


Present claims and findings, emphasizing salient

points in a focused, coherent manner with pertinent

descriptions, facts, details, and examples; use

appropriate eye contact, adequate volume, and clear

pronunciation.

presentation

salient points

pertinent information

main ideas/themes

eye conduct

volume


o Emphasizing salient points in a focused,

coherent manner.

o Provide pertinent descriptions, facts, details,

and examples.


Apply

Analyze

Create


92

# Standard Concepts



Level of

Bloom

pronunciation o Use adequate volume,


5


Include multimedia components and visual displays

in presentations to clarify claims and findings and

emphasize salient points

multimedia

components

visual displays

claims/findings

salient points

Clarify claims and findings in presentations by

using multimedia components (e.g., graphics,

images, music, sound) and visual displays.

Emphasize salient points in presentations by

using multimedia components (e.g., graphics,

images, music, sound) and visual displays.

Apply

6





speech

formal English

task

context




Apply

Analyze

Language Standards

1




or speaking.

grammar conventions

usage conventions




in 1.a-1.c below).

1.a


Explain the function of phrases and clauses in

general and their function in specific sentences.

phrases

clauses

Explain the function of phrases and clauses in

general.

Determine the function of phrases and clauses

in specific sentences.

Understand

Analyze

1.b

CC.7.L.1.b Conventions of Standard English:

Choose among simple, compound, complex, and

compound-complex sentences to signal differing

relationships among ideas.

simple sentence

compound sentence

complex sentences

compound-complex

sentence

Choose the appropriate sentence structure (i.e.,

simple, compound, complex, and compound-

complex sentences) to signal differing

relationships among ideas.

Apply

Analyze

1.c

CC.7.L.1.c Conventions of Standard English: Place

phrases and clauses within a sentence, recognizing

and correcting misplaced and dangling modifiers.*

phrases

clauses

misplaced modifiers

dangling modifiers

Use phrases and clauses within a sentence.

Determine whether modifiers are dangling or

misplaced.

Correct modifiers that are dangling or

misplaced.

Apply

Analyze

2





capitalization

conventions

punctuation

conventions








Apply


93

# Standard Concepts



Level of

Bloom

2.a

CC.7.L.2.a Conventions of Standard English: Use a

comma to separate coordinate adjectives (e.g., It was

a fascinating, enjoyable movie but not He wore an

old[,] green shirt).

coordinate adjectives Use a comma to separate coordinate adjectives

(e.g., It was a fascinating, enjoyable movie but

not He wore an old[,] green shirt).

Apply

2.b CC.7.L.2.b Conventions of Standard English: Spell

correctly. spelling Spell correctly Apply

3






(specific skills are outlined in 3.a below).

3.a

CC.7.L.3.a Knowledge of Language: Choose

language that expresses ideas precisely and

concisely, recognizing and eliminating wordiness

and redundancy.*

wordiness

redundancy

Choose language that expresses ideas precisely

and concisely.

Determine whether language is wordy or

redundant.

Eliminate wordiness and redundancy.

Apply

Analyze

4











4.a





phrase.



function in a sentence) as a clue to the meaning

of a word or phrase.

Apply

4.b




belligerent, bellicose, rebel).

Greek affixes

Greek roots

Latin affixes

Latin roots



Apply

4.c


Consult general and specialized reference materials

(e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word

or determine or clarify its precise meaning or its part

of speech.

precise meaning

pronunciation

part of speech

reference materials


and digital generalized and specialized

reference materials (e.g., dictionaries,



digital generalized and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses).



Apply


94

# Standard Concepts



Level of

Bloom reference materials (e.g., dictionaries,






4.d




meaning in context or in a dictionary).


5




figurative language

word relationships

nuances in meaning




4.a-4.d below).

5.a


Interpret figures of speech (e.g., literary, biblical,

and mythological allusions) in context.

figures of speech Interpret figures of speech in context (e.g.,

literary, biblical, and mythological allusions).

Analyze

5.b



synonym/antonym, analogy) to better understand

each of the words.

relationships Analyze the relationships between particular

words (e.g., synonym/antonym, analogy) to

better understand each of the words.

Analyze

5.c




refined, respectful, polite, diplomatic,

condescending).

connotations

denotations



denotations (definitions) (e.g., refined,

respectful, polite, diplomatic, condescending).

Analyze

6






expression.

general academic

words and phrases


and phrases



phrases acquired .



phrases.




Understand

Apply


95

# Standard Concepts



Level of

Bloom

*** Grade 8 *** *** ***


1

CC.8.R.L.1 Key Ideas and Details: Cite the textual

evidence that most strongly supports an analysis of



explicit meaning

inference

citation

textual evidence


Cite the textual evidence that most strongly

supports an analysis of what a literary text says

explicitly.



supports inferences drawn from a literary text.

Analyze

2


theme or central idea of a text and analyze its

development over the course of the text, including

its relationship to the characters, setting, and plot;

provide an objective summary of the text.

theme/central idea

development

objective summary

Determine the theme or central idea of a

literary text.

Analyze how the theme or central idea is

developed over the course of the text.

Provide an objective summary of the text.

Analyze

3

CC.8.R.L.3 Key Ideas and Details: Analyze how

particular lines of dialogue or incidents in a story or

drama propel the action, reveal aspects of a

character, or provoke a decision.

dialogue

incidents

action (plot)

character aspects

(traits)

character decisions

Analyze how particular lines of dialogue or

incidents in a story propel the action.


incidents in a story reveal aspects of a

character.


incidents or incidents in a story provoke a

decision.

Analyze

4




analyze the impact of specific word choices on

meaning and tone, including analogies or allusions

to other texts.

literal meaning

figurative meaning

connotative meaning

word choice

meaning

tone

analogies

allusions




Analyze the impact of specific word choices on

meaning (including analogies and allusions to

other texts).

Analyze the impact of specific word choices on

tone (including analogies and allusions to other

texts).

Analyze

5

CC.8.R.L.5 Craft and Structure: Compare and

contrast the structure of two or more texts and

analyze how the differing structure of each text

contributes to its meaning and style.

text structure

meaning

style

Compare the structure of two or more texts.

Contrast the structure of two or more texts.

Analyze how the differing structure of each

text contributes to its meaning.

Analyze how the differing structure of each

Analyze


96

# Standard Concepts



Level of

Bloom text contributes to its style.

6

CC.8.R.L.6 Craft and Structure: Analyze how

differences in the points of view of the characters

and the audience or reader (e.g., created through the

use of dramatic irony) create such effects as

suspense or humor.

points of view

suspense

humor

Analyze how differences in the character point

of view and the audience/reader point of view

create suspense.

Analyze how differences in the character point

of view and the audience/reader point of view

create humor.

Analyze

7


Analyze the extent to which a filmed or live

production of a story or drama stays faithful to or

departs from the text or script, evaluating the

choices made by the director or actors.

text/script

filmed/lived

production

director

actors

Analyze the extent to which a filmed or live

production of a story or drama stays faithful to

or departs from the text or script.

Evaluate the choices made by the director or

actors.

Analyze

Evaluate

9


Analyze how a modern work of fiction draws on

themes, patterns of events, or character types from

myths, traditional stories, or religious works such as

the Bible, including describing how the material is

rendered new.

themes

patterns of events

character types

Analyze how a modern work of fiction draws

on themes from myths, traditional stories, or

religious works.


on patterns of events from myths, traditional

stories, or religious works.


on character types from myths, traditional

stories, or religious works.

Determine how material is rendered new.

Analyze

10




and poems, at the high end of grades 6–8 text

complexity band independently and proficiently.

stories

dramas

poetry

comprehension






Comprehend grade-level poems.

Apply


1

CC.8.R.I.1 Key Ideas and Details: Cite the textual

evidence that most strongly supports an analysis of



explicit meaning

inference

citation

textual evidence


explicitly.


supports an analysis of what an informational

text says explicitly.



supports inferences drawn from an

Analyze


97

# Standard Concepts



Level of

Bloom informational text.

2

CC.8.R.I.2 Key Ideas and Details: Determine a

central idea of a text and analyze its development

over the course of the text, including its relationship

to supporting ideas; provide an objective summary

of the text.

central idea

development

supporting ideas

objective summary

Determine a central idea of an informational

text.

Analyze the development of the central idea

over the course of the text.

Analyze the relationship of the central idea to

the supporting ideas.


informational text.

Analyze

3

CC.8.R.I.3 Key Ideas and Details: Analyze how a

text makes connections among and distinctions

between individuals, ideas, or events (e.g., through

comparisons, analogies, or categories).

connections

distinctions

Analyze how a text makes connections among

individuals, ideas, or events (e.g., through


Analyze how a text makes distinctions between

individuals, ideas, or events (e.g., through


Analyze

4




meanings; analyze the impact of specific word

choices on meaning and tone, including analogies or

allusions to other texts.

figurative meanings

connotative meanings

technical meanings


as they are used in a text (including literal,

figurative, connotative, and technical

meanings).


on meaning (including analogies and allusions

to other texts).

Analyze the impact of specific word choice on

tone (including analogies and allusions to other

texts).

Analyze

5

CC.8.R.I.5 Craft and Structure: Analyze in detail the

structure of a specific paragraph in a text, including

the role of particular sentences in developing and

refining a key concept.

paragraph structure

key concept

Analyze the structure of a specific paragraph in

a text.

Analyze the role of particular sentences to

developing and refining a key concept.

Analyze

6



analyze how the author acknowledges and responds

to conflicting evidence or viewpoints.

point of view

purpose

evidence

Determine an author’s point of view or purpose

in a text.

Analyze how the author acknowledges and

responds to conflicting evidence or viewpoints.

Analyze

7


Evaluate the advantages and disadvantages of using

different mediums (e.g., print or digital text, video,

multimedia) to present a particular topic or idea.

mediums

advantages

disadvantages

Evaluate the advantages of using different

mediums (e.g., print or digital text, video,

multimedia) to present a particular topic or

idea.

Evaluate


98

# Standard Concepts



Level of

Bloom

Evaluate the disadvantages of using different

mediums (e.g., print or digital text, video,

multimedia) to present a particular topic or

idea.

8


Delineate and evaluate the argument and specific

claims in a text, assessing whether the reasoning is

sound and the evidence is relevant and sufficient;

recognize when irrelevant evidence is introduced.

argument

claims

reasoning

evidence


a text.

Evaluate the argument and specific claims in a

text.

Assess whether the reasoning is sound.

Assess whether the evidence is relevant and

sufficient.

Determine when irrelevant evidence is

introduced.

Analyze

Evaluate

9


Analyze a case in which two or more texts provide

conflicting information on the same topic and

identify where the texts disagree on matters of fact

or interpretation.

conflicting

information

fact

interpretation

Analyze a case in which two or more texts

provide conflicting information on the same

topic.

Determine where the texts disagree on matters

of fact.

Determine where the texts disagree on matters

of interpretation.

Analyze

10



comprehend literary nonfiction at the high end of the

grades 6–8 text complexity band independently and

proficiently.

independent

proficiently

comprehension


proficiently.


and proficiently.

Apply

Writing Standards

1



relevant evidence.

arguments Write arguments to support claims with clear



Create

1.a


claim(s), acknowledge and distinguish the claim(s)

from alternate or opposing claims, and organize the

reasons and evidence logically.

claims

alternate/opposing

claims

reasons

evidence




o Acknowledge alternate or opposing claims,

o Distinguish the claims from alternate or

opposing claims,


Create

1.b CC.8.W.1.b Text Types and Purposes: Support

claim(s) with logical reasoning and relevant claims

logical reasoning


o Support claim(s) with logical reasoning and

Create


99

# Standard Concepts



Level of

Bloom evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text. relevant evidence

credible sources

relevant evidence,

o Use accurate, credible sources,


or text.

1.c


phrases, and clauses to create cohesion and clarify

the relationships among claim(s), counterclaims,

reasons, and evidence.

cohesion

clarity

relationships

claims

counterclaims

reasons

evidence



cohesion,


the relationships among claims,

counterclaims, reasons, and evidence.

Create

1.d


maintain a formal style. formal style Write arguments that:



Create

1.e



and supports the argument presented.


or section




presented.

Create

2





content.

informative texts

explanatory texts


a topic and convey ideas, concepts, and



are outlined in 2.a-2.f below).

Create

2.a


topic clearly, previewing what is to follow; organize

ideas, concepts, and information into broader

categories; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when

useful to aiding comprehension.

introduction

organization

categories

formatting (e.g.

headings)


tables)

multimedia



o Preview what is to follow,


into broader categories,

o Include formatting when useful to aiding

comprehension (e.g., headings),

o Include graphics when useful to aiding

comprehension (e.g., charts, tables),


comprehension.

Create

2.b


topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information

and examples.

topic development

facts

definitions


o Develop the topic with relevant, well-

chosen facts, definitions, concrete details,

quotations, or other information and

Create


100

# Standard Concepts



Level of

Bloom

concrete details

quotations

examples

examples.

2.c


appropriate and varied transitions to create cohesion

and clarify the relationships among ideas and

concepts.


o Use appropriate and varied transitions to

create cohesion among ideas and concepts.



Create

2.d




precise language

domain-specific

vocabulary

topic



explain the topic,



Create

2.e





Create

2.f

CC.8.W.2.f Text Types and Purposes: Provide a


and supports the information or explanation

presented.


or section





Create

3





sequences.

narratives

technique

detail

sequence of events

Write narratives to develop real or imagined




1.a-1.e below).

Create

3.a


orient the reader by establishing a context and point

of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally

and logically.

context

narrator

characters

event sequence



a context in an introduction,


a point of view in an introduction,



introduction,



Create

3.b


techniques, such as dialogue, pacing, description,

and reflection, to develop experiences, events,


dialogue

pacing



pacing, description, and reflection) to

Create


101

# Standard Concepts



Level of

Bloom and/or characters. description

reflection

develop experiences, events, and/or

characters.

3.c



sequence, signal shifts from one time frame or

setting to another, and show the relationships among


transitions

sequence

shifts

relationships






frame or setting to another,


and clauses to show relationships among


Create

3.d



sensory language to capture the action and convey


precise words and

phrases


details

sensory language


o Use precise words and phrases to capture

action and convey experiences and events,

o Use relevant, descriptive details to capture

action and convey experiences and events,

o Use sensory language to capture action and

convey experiences and events.

Create

3.e


conclusion that follows from and reflects on the



o Provide a conclusion that follows from and

reflects on the narrated experiences or

events.

Create

4







clear and coherent

writing

development

organization

style

task

purpose

audience









Create

5


With some guidance and support from peers and



new approach, focusing on how well purpose and

audience have been addressed. (Editing for


planning

revising

editing

rewriting

new approach

purpose






new approach.

Apply

Analyze

Evaluate


102

# Standard Concepts



Level of

Bloom Language standards 1–3 up to and including grade 8

on page 53.) audience Focus on how well purpose and audience have

been addressed.

6



and publish writing and present the relationships

between information and ideas efficiently as well as

to interact and collaborate with others.

technology

produce

publish

relationships

collaboration

Internet




present the relationships between information

and ideas efficiently.



Apply

Create

7



answer a question (including a self-generated

question), drawing on several sources and

generating additional related, focused questions that

allow for multiple avenues of exploration.

research projects

inquiry

sources


o Answer a question (including a self-

generated question),


o Generate additional, related, focused

questions that allow for multiple avenues of

exploration.

Apply

Create

8








sources

credibility

accuracy

quote or paraphrase

plagiarism

citation



Use search terms effectively.






Apply

Analyze

Evaluate

9




and research.

analysis

reflection

research




below).

Apply

Analysis

9.a



literature (e.g., “Analyze how a modern work of

fiction draws on themes, patterns of events, or

character types from myths, traditional stories, or

religious works such as the Bible, including

describing how the material is rendered new”).

literary text

analysis

reflection

research


Create

9.b



literary nonfiction (e.g., “Delineate and evaluate the

informational text

analysis


writing.

Apply

Create


103

# Standard Concepts



Level of

Bloom argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is

relevant and sufficient; recognize when irrelevant

evidence is introduced”).

reflection

research

10






time frames

research

planning

reflection

revision

discipline-specific

tasks

discipline-specific

purposes

discipline-specific

audiences


utilizing time for:

o Research,

o Planning,

o Reflection,

o Revision.





Create


1






own clearly.

collaborative

discussions





ideas and expressing their own clearly.

1.a



researched material under study; explicitly draw on

that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas

under discussion.

preparation

discussion

evidence


material.

Prepare for discussions by researching topic of

discussion.


and reflect on ideas under discussion

Apply

Analyze

1.b


Follow rules for collegial discussions and decision-

making, track progress toward specific goals and

deadlines, and define individual roles as needed.


rules

goals

roles

Follow rules for collegial discussions and

decision-making.

Track progress toward specific goals and

deadlines.


Apply

1.c


Pose questions that connect the ideas of several

speakers and respond to others’ questions and

comments with relevant evidence, observations, and

connection

evidence

observations

ideas

Pose specific questions that connect the ideas

of several speakers.

Respond to others’ questions and comments

with relevant evidence, observations, and ideas.

Apply


104

# Standard Concepts



Level of

Bloom ideas.

1.d


Acknowledge new information expressed by others,

and, when warranted, qualify or justify their own

views in light of the evidence presented.

acknowledgement

qualification

justification

Acknowledge new information expressed by

others

Qualify or justify own views in light of the

evidence presented.

Apply

Evaluate

2


Analyze the purpose of information presented in

diverse media and formats (e.g., visually,

quantitatively, orally) and evaluate the motives (e.g.,

social, commercial, political) behind its

presentation.

purpose

media/formats

motives

Analyze the purpose of information presented

in diverse media and formats (e.g., visually,

quantitatively, orally).

Evaluate the motives (e.g., social, commercial,

political) behind the presentation of

information.

Analyze

3



evaluating the soundness of the reasoning and

relevance and sufficiency of the evidence and

identifying when irrelevant evidence is introduced.

argument

claims

soundness

reasoning

relevance

sufficiency

evidence

Determine a speaker’s argument and specific

claims.

Evaluate the soundness of the reasoning.

Evaluate the relevance and sufficiency of the

evidence.

Determine when irrelevant evidence is

introduced.

Analyze

Evaluate

4


Present claims and findings, emphasizing salient

points in a focused, coherent manner with relevant

evidence, sound valid reasoning, and well-chosen

details; use appropriate eye contact, adequate

volume, and clear pronunciation.

presentation

salient points

relevant evidence

sound, valid reasoning

well-chosen details

eye conduct

volume

pronunciation


o Emphasizing salient points in a focused,

coherent manner.

o Provide relevant evidence,

o Provide sound, valid reasoning,

o Provide well-chosen details,


o Use adequate volume,


Apply

Analyze

Create

5


Integrate multimedia and visual displays into

presentations to clarify information, strengthen

claims and evidence, and add interest.

multimedia

visual displays

clarification

strength

interest

claims

evidence

Clarify information in presentations by

integrating multimedia and visual displays.

Strengthen claims and evidence in

presentations by integrating multimedia and

visual displays.

Add interest in presentations by integrating

multimedia and visual displays.

Apply

6




speech

formal English

task




Apply

Analyze


105

# Standard Concepts



Level of

Bloom indicated or appropriate. (See grade 8 Language


expectations.)

context

Language Standards

1




or speaking.

grammar conventions

usage conventions



writing or speaking.

1.a


Explain the function of verbals (gerunds, participles,

infinitives) in general and their function in particular

sentences.

verbals

o gerunds

o participles

o infinitives

Explain the function of verbals in general.

Explain the function of verbals in particular

sentences.

Understand

Analyze

1.b


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

passive voice

Form verbs in the active voice.

Use verbs in the active voice.

Form verbs in the passive voice.

Use verbs in the passive voice.

Apply

1.c

CC.8.L.1.c Conventions of Standard English: Form

and use verbs in the indicative, imperative,

interrogative, conditional, and subjunctive mood.

indicative mood

imperative mood

interrogative mood

conditional mood

subjunctive mood

Form verbs in the indicative mood.

Use verbs in the indicative mood.

Form verbs in the imperative mood.

Use verbs in the imperative mood.

Form verbs in the interrogative mood.

Use verbs in the interrogative mood.

Form verbs in the conditional mood.

Use verbs in the conditional mood.

Form verbs in the subjunctive mood.

Use verbs in the subjunctive mood.

Apply

1.d


Recognize and correct inappropriate shifts in verb

voice and mood.*

verb voice

verb mood

Determine inappropriate shifts in verb voice

and mood.

Correct inappropriate shifts in verb voice and

mood.

Apply

Analyze

2





capitalization

conventions

punctuation

conventions








Apply


106

# Standard Concepts



Level of

Bloom

2.a

CC.8.L.2.a Conventions of Standard English: Use

punctuation (comma, ellipsis, dash) to indicate a

pause or break.

comma

ellipsis

dash

Use a comma to indicate a pause of break.

Use an ellipsis to indicate a pause of break.

Use a dash to indicate a pause of break.

Apply


an ellipsis to indicate an omission. ellipsis Use an ellipsis to indicate an omission. Apply

2.c CC.8.L.2.c Conventions of Standard English: Spell

correctly. spelling Spell correctly. Apply

3





when writing, speaking, reading, or listening.

3.a

CC.8.L.3.a Knowledge of Language: Use verbs in

the active and passive voice and in the conditional

and subjunctive mood to achieve particular effects

(e.g., emphasizing the actor or the action; expressing

uncertainty or describing a state contrary to fact).

active voice

passive voice

conditional mood

subjunctive mood

Use verb voice (active and passive) to achieve

particular effects.

Use verbs mood (conditional and subjunctive)

to achieve particular effects.

Apply

4



multiple-meaning words or phrases based on grade 8

reading and content, choosing flexibly from a range

of strategies.


and multiple-meaning words or phrases based


flexibly from a range of strategies.

4.a





phrase.



function in a sentence) as a clue to the meaning

of a word or phrase.

Apply

4.b




precede, recede, secede).

Greek affixes

Greek roots

Latin affixes

Latin roots



Apply

4.c


Consult general and specialized reference materials

(e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word

or determine or clarify its precise meaning or its part

of speech.

precise meaning

pronunciation

part of speech

reference materials






digital generalized and specialized reference

materials (e.g., dictionaries, glossaries,

thesauruses).


Apply


107

# Standard Concepts



Level of

Bloom and digital generalized and specialized







4.d




meaning in context or in a dictionary).


5




figurative language

word relationships

nuances in meaning



word meanings.

5.a


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

in context.

figures of speech Interpret figures of speech in context (e.g.

verbal irony, puns).

Analyze

5.b


the relationship between particular words to better


relationships Use the relationship between particular words

to better understand each of the words.

Apply

5.c




bullheaded, willful, firm, persistent, resolute).

connotations

denotations



denotations (definitions) (e.g., bullheaded,

willful, firm, persistent, resolute).

Analyze

6






expression.

general academic

words and phrases


and phrases



phrases acquired .



phrases.




Understand

Apply


108

# Standard Concepts



Level of

Bloom

*** Grades 6-8 *** *** ***

Reading Standards for Literacy in History/Social

Studies

1

CC.6-8.R.H.1 Key Ideas and Details: Cite specific

textual evidence to support analysis of primary and

secondary sources.

primary sources

secondary sources

textual evidence

citation

Analyze primary sources.

Analyze secondary sources.

Cite specific textual evidence to support

analysis of primary of secondary sources.

Apply

Analyze

2

CC.6-8.R.H.2 Key Ideas and Details: Determine the

central ideas or information of a primary or

secondary source; provide an accurate summary of

the source distinct from prior knowledge or

opinions.

primary source

secondary source

central idea

objective summary

Determine the central ideas or information of a

primary or secondary source.

Provide an accurate summary of the source

distinct from prior knowledge or opinions.

Analyze

3

CC.6-8.R.H.3 Key Ideas and Details: Identify key

steps in a text’s description of a process related to

history/social studies (e.g., how a bill becomes law,

how interest rates are raised or lowered).

process

key steps

Determine the keys steps in a text’s description

of a process related to history/social studies

(e.g., how a bill becomes law, how interest

rates are raised or lowered).

Analyze

4

CC.6-8.R.H.4 Craft and Structure: Determine the


text, including vocabulary specific to domains

related to history/social studies.

meaning

context


as they are used in a text (including vocabulary

specific to domains related to history/social

studies).

Analyze

5

CC.6-8.R.H.5 Craft and Structure: Describe how a

text presents information (e.g., sequentially,

comparatively, causally).

text organization Determine how a text presents information

(e.g., sequentially, comparatively, causally).

Analyze

6

CC.6-8.R.H.6 Craft and Structure: Identify aspects

of a text that reveal an author’s point of view or

purpose (e.g., loaded language, inclusion or

avoidance of particular facts).

point of view

purpose

Determine which aspects of a text reveal an

author’s point of view (e.g., loaded language,

inclusion or avoidance of particular facts).

Determine which aspects of a text reveal an

author’s purpose (e.g., loaded language,

inclusion or avoidance of particular facts).

Analyze

7

CC.6-8.R.H.7 Integration of Knowledge and Ideas:

Integrate visual information (e.g., in charts, graphs,

photographs, videos, or maps) with other

information in print and digital texts.

visual information Integrate visual information (e.g., in charts,

graphs, photographs, videos, or maps) into an

analysis of a print or digital text.

Analyze

8


Distinguish among fact, opinion, and reasoned

judgment in a text.

fact

opinion

reasoned judgment

Distinguish among fact, opinion, and reasoned

judgment in a text.

Analyze


109

# Standard Concepts



Level of

Bloom

9


Analyze the relationship between a primary and

secondary source on the same topic.

primary sources

secondary sources

relationship

Analyze the relationship between a primary and

secondary source on the same topic.

Analyze

10 CC.6-8.R.H.10 Range of Reading and Level of Text

Complexity: By the end of grade 8, read and

comprehend history/social studies texts in the grades

6–8 text complexity band independently and

proficiently.

history/social studies

texts

independent

proficient

Read grade-level history/social studies texts


Comprehend grade-level history/social studies

texts independently and proficiently.

Apply

*** Grades 6-8 *** *** ***

Reading Standards for Literacy in Science and

Technical Subjects

1 CC.6-8.R.ST.1 Key Ideas and Details: Cite specific

textual evidence to support analysis of science and

technical texts.

science texts

technical texts

textual evidence

citation

Analyze science texts.

Analyze technical texts.

Cite specific textual evidence to support

analysis of science and technical texts.

Apply

Analyze

2 CC.6-8.R.ST.2 Key Ideas and Details: Determine

the central ideas or conclusions of a text; provide an

accurate summary of the text distinct from prior

knowledge or opinions.

central ideas

conclusions

objective summary

Determine the central ideas or conclusions of a

text.

Provide an accurate summary of the text

distinct from prior knowledge or opinions.

Analyze

3 CC.6-8.R.ST.3 Key Ideas and Details: Follow

precisely a multistep procedure when carrying out

experiments, taking measurements, or performing

technical tasks.

multistep procedure

experiments

measurements

technical tasks

Follow precisely a multistep procedure when

carrying out experiments.


taking measurements.


performing technical tasks.

Apply

4 CC.6-8.R.ST.4 Craft and Structure: Determine the

meaning of symbols, key terms, and other domain-

specific words and phrases as they are used in a

specific scientific or technical context relevant to

grades 6–8 texts and topics.

meaning

context

symbols

key terms

domain-specific

words/phrases

Determine the meaning of symbols as they are

used in a specific scientific or technical

context.

Determine the meaning of key terms as they are

used in a specific scientific or technical

context.


words and phrases as they are used in a specific

scientific or technical context.

Analyze

5 CC.6-8.R.ST.5 Craft and Structure: Analyze the

structure an author uses to organize a text, including text structure

text sections

Analyze the structure an author uses to

organize a text.

Analyze


110

# Standard Concepts



Level of

Bloom how the major sections contribute to the whole and

to an understanding of the topic. topic Analyze how the major sections of a text

contribute to the whole.

Analyze how the major sections of a text

contribute to an understanding of the topic.

6 CC.6-8.R.ST.6 Craft and Structure: Analyze the

author’s purpose in providing an explanation,

describing a procedure, or discussing an experiment

in a text.

author’s purpose

explanations

procedures

experiments

Analyze the author’s purpose in providing an

explanation.

Analyze the author’s purpose in describing a

procedure.

Analyze the author’s purpose in discussing an

experiment in a text.

Analyze

7 CC.6-8.R.ST.7 Integration of Knowledge and Ideas:

Integrate quantitative or technical information

expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart,

diagram, model, graph, or table).

quantitative

information

technical information

visual information

Integrate quantitative or technical information

expressed in words in a text into an analysis of

that information expressed visually (e.g., in a

flowchart, diagram, model, graph, or table).

Analyze


Distinguish among facts, reasoned judgment based

on research findings, and speculation in a text.

facts

reasoned judgment

speculation

Distinguish among facts, reasoned judgment

based on research findings, and speculation in a

text.

Analyze


Compare and contrast the information gained from

experiments, simulations, video, or multimedia

sources with that gained from reading a text on the

same topic.

experiments

simulations

video sources

multimedia sources

texts

Compare the information gained from


sources with that gained from reading a text on

the same topic.

Contrast the information gained from


sources with that gained from reading a text on

the same topic.

Analyze

10 CC.6-8.R.ST.10 Range of Reading and Level of

Text Complexity: By the end of grade 8, read and

comprehend science/technical texts in the grades 6–

8 text complexity band independently and

proficiently.

science texts

technical texts

independent

proficient

Read grade-level science texts independently

and proficiently.

Read grade-level technical texts independently

and proficiently.

Comprehend grade-level science texts


Comprehend grade-level technical texts


Apply

*** Grades 6-8 *** *** ***

Writing Standards for Literacy in History/Social


111

# Standard Concepts



Level of

Bloom Studies, Science, and Technical Subjects

1 CC.6-8.W.HST.1 Text Types and Purposes: Write

arguments focused on discipline-specific content. arguments

discipline-specific

content

Write arguments focused on discipline-specific

content (specific skills are outlined in 1.a-1.e

below).

Create

1.a CC.6-8.W.HST.1.a Text Types and Purposes:

Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from

alternate or opposing claims, and organize the

reasons and evidence logically.

claims

alternate claims

opposing claims



content that:

o Introduce claim(s) about a topic or issue,

o Acknowledge the claim(s) from alternate or

opposing claims,

o Distinguish the claim(s) from alternate or

opposing claims,


Create

1.b CC.6-8.W.HST.1.b Text Types and Purposes:

Support claim(s) with logical reasoning and

relevant, accurate data and evidence that

demonstrate an understanding of the topic or text,

using credible sources.

logical reasoning

data

evidence

credible sources


content that:

o Support claim(s) with logical reasoning,

o Support claim(s) with relevant, accurate

data and evidence,


or text,

o Use credible sources.

Create

1.c CC.6-8.W.HST.1.c Text Types and Purposes: Use

words, phrases, and clauses to create cohesion and

clarify the relationships among claim(s),

counterclaims, reasons, and evidence.

cohesion

clarity

claims

counterclaims

reasons

evidence


content that:


cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and

evidence.

Create

1.d CC.6-8.W.HST.1.d Text Types and Purposes:

Establish and maintain a formal style. formal style Write arguments focused on discipline-specific

content that:



Create

1.e CC.6-8.W.HST.1.e Text Types and Purposes:

Provide a concluding statement or section that

follows from and supports the argument presented.


or section


content that:



presented.

Create

2 CC.6-8.W.HST.2 Text Types and Purposes: Write

informative/explanatory texts, including the informative texts

explanatory texts

Write informative/explanatory texts, including

the narration of historical events, scientific

Create


112

# Standard Concepts



Level of

Bloom narration of historical events, scientific procedures/

experiments, or technical processes. narration

historical events

scientific

procedures/experiment

s

technical processes

procedures/experiments, or technical processes

(specific skills are outlined in 2.a-2.f below).

2.a CC.6-8.W.HST.2.a Text Types and Purposes:

Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information

into broader categories as appropriate to achieving

purpose; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when


Write narrations of historical events that:


o Previewing what is to follow;


into broader categories as appropriate to

achieving purpose,

o Include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when


Write narrations of scientific

procedures/experiments that:





achieving purpose,




Write narrations of technical processes that:





achieving purpose,




Create

2.b CC.6-8.W.HST.2.b Text Types and Purposes:

Develop the topic with relevant, well-chosen facts,

definitions, concrete details, quotations, or other

information and examples.





Create


113

# Standard Concepts



Level of

Bloom examples.


processes/experiments that:




examples.





examples.

2.c CC.6-8.W.HST.2.c Text Types and Purposes: Use

appropriate and varied transitions to create cohesion

and clarify the relationships among ideas and

concepts.

transitions Write narrations of historical events that:


create cohesion and clarify the relationships











Create

2.d CC.6-8.W.HST.2.d Text Types and Purposes: Use

precise language and domain-specific vocabulary to

inform about or explain the topic.



explain the topic.






explain the topic.





Create


114

# Standard Concepts



Level of

Bloom explain the topic.



2.e CC.6-8.W.HST.2.e Text Types and Purposes:

Establish and maintain a formal style and objective

tone.



o Establish an objective tone,

o Maintain a formal style,

o Maintain an objective tone.












Create

2.f CC.6-8.W.HST.2.f Text Types and Purposes:

Provide a concluding statement or section that

follows from and supports the information or

explanation presented.






processes/experiments that:








Create

3 N/A N/A N/A N/A

4 CC.6-8.W.HST.4 Production and Distribution of

Writing: Produce clear and coherent writing in

which the development, organization, and style are


clear and coherent

writing

development

organization

style





Create


115

# Standard Concepts



Level of

Bloom

task

purpose

audience






Writing: With some guidance and support from

peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on how well

purpose and audience have been addressed.

planning

revising

editing

rewriting

new approach

purpose

audience






new approach.

Focus on how well purpose and audience have

been addressed.

Apply

Analyze

Evaluate


Writing: Use technology, including the Internet, to

produce and publish writing and present the

relationships between information and ideas clearly

and efficiently.

technology

produce

publish

relationships

Internet




present the relationships between information

and ideas efficiently.

Apply

Create

7 CC.6-8.W.HST.7 Research to Build and Present


answer a question (including a self-generated

question), drawing on several sources and

generating additional related, focused questions that

allow for multiple avenues of exploration.

research projects

inquiry

sources


o Answer a question (including a self-

generated question),


o Generate additional, related, focused

questions that allow for multiple avenues of

exploration.

Apply

Create








sources

credibility

accuracy

quote or paraphrase

plagiarism

citation



Use search terms effectively.






Apply

Analyze

Evaluate


Knowledge: Draw evidence from informational

texts to support analysis reflection, and research.

analysis

reflection

research

Draw evidence from informational texts to

support analysis.


support reflection,


Apply

Analysis


116

# Standard Concepts



Level of

Bloom support research.

10 CC.6-8.W.HST.10 Range of Writing: Write

routinely over extended time frames (time for

reflection and revision) and shorter time frames (a

single sitting or a day or two) for a range of

discipline-specific tasks, purposes, and audiences.

time frames

reflection

revision

discipline-specific

tasks

discipline-specific

purposes

discipline-specific

audiences


utilizing time for:

o Reflection,

o Revision.





Create

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