ela ccss-lts grades k-12 el 1213

READ ME FIRST – Overview of EL’s Common Core Learning Targets

What We Have Created and Why A group of 15 EL staff members wrote long-term learning targets aligned with

the Common Core State Standards for English Language Arts (K-12), Disciplinary Reading (6-12), and Math.

EL is committed to purposeful learning; to that end, learning targets are a key resource for students, teachers, and instructional leaders. Our hope is that these targets help launch teachers into what we’ve learned is the most powerful work: engaging students with targets during the learning process.

The Common Core State Standards (CCSS) unite us nationally. The standards, along with these long-term learning targets provide us with a common framework and language.

We offer these targets as an open educational resource (OER), intended to be shared publicly at no charge.

Next Steps for Schools and Teachers Determine importance and sort for long-term vs. supporting targets.

In most cases, there are more targets here than teachers can realistically instruct to and assess, and not each target is “worthy” of being a long-term target. We suggest that leadership teams, disciplinary teams, or grade-level teams analyze these targets to determine which ones you consider to be truly long-term versus supporting. Reorganize them as necessary to make them yours.

Build out contextualized supporting targets and assessments, looking back at the full text of the standard. Our intention is to offer a “clean translation” of the standards in student-friendly language to serve as a jumping-off point for teachers when developing daily targets used with students during instruction and formative assessment.

Resources A specific resource we recommend is The Common Core: Clarifying

Expectations for Teachers & Students (2012), by Align Assess, Achieve, LLC and distributed through McGraw Hill. These are a series of grade level booklets for Math, ELA, and Literacy in Science, Social Studies & Technology. They include enduring understandings, essential questions, suggested daily-level learning targets and vocabulary broken out by cluster and standard. Find more information at www.mheonline.com/aaa/index.php?page=flipbooks. (Each grade-level booklet costs $15-25.)

ELA CCSS and long-term learning targets – December, 2013

http://www.mheonline.com/aaa/index.php?page=flipbooks

We also recommend installing the free Common Core Standards app by MasteryConnect. It’s very useful to have the standards at your fingertips! http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Quick LinksKindergarten ELA1 st Grade ELA 2 nd Grade ELA 3 rd Grade ELA 4 th Grade ELA 5 th Grade ELA

6 th Grade ELA 7 th Grade ELA 8 th Grade ELA 9 th -10 th Grade ELA11 th -12 th Grade ELA

6 th -8 th Grade Disciplinary Reading9 th -10 th Grade Disciplinary Reading

11 th -12 th Grade Disciplinary Reading

ELA Common Core State Standards and Long-Term Learning Targets Kindergarten

CCS Standards: Reading - Literature

Long-Term Target(s)

RL.K.1. With prompting and support, ask and answer questions about key details in a text.

With support, I can ask questions about important details in a literary text.

With support, I can answer questions about important details in a literary text.

RL.K.2. With prompting and support, retell familiar stories, including key details.

With support, I can retell a story I know using important details.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

With support, I can describe the characters, setting and major events of a story using details.

RL.K.4. Ask and answer questions about unknown words in a text.

I can ask questions about words I don’t know in a literary text.

I can answer questions about words I don’t know in a literary text.

RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

I can identify different types of literary texts. (e.g., storybooks, poems).

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

With support, I can describe the author's job in telling a story.

With support, I can describe the illustrator's job in telling a story.

ELA CCSS and long-term learning targets – December, 2013 2

http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

With support, I can make connections between pictures and words in a story.

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

With support, I can compare and contrast things that happen to characters in stories that I know.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

I can actively participate in group reading activities.

CCS Standards: Reading – Informational Text

Long-Term Target(s)

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

With support, I can ask questions about important details in an informational text.

With support, I can answer questions about important details in an informational text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

With support, I can identify the main topic and details of an informational text.


RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With support, I can describe how two people, events, and/or ideas are connected in informational texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

With support, I can ask questions about words I don't know in informational texts.

With support, I can answer questions about words I don't know in informational texts.

RI.K.5. Identify the front cover, back cover, and title page of a book.

I can identify the front cover, back cover and title page of an informational text.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

I can describe the author's role in creating an informational text.

I can describe the illustrator’s role in creating an informational text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

With support, I can make connections between the pictures and words in an informational text.

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

With support, I can describe details an author gives in an informational text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With support, I can compare and contrast informational texts about the same topic (illustrations, descriptions, procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

I can actively participate in group reading activities.

CCS Standards: Reading – Foundational Skills

Long-Term Target(s)

RF.K.1. Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top

to bottom, and page by page.b. Recognize that spoken words are

I can show how words are organized and used in a text.a. I can follow words from left to right,

top to bottom and page by page.b. I can describe how words I hear can

be written in letters.


represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

c. I can identify spaces between words in print.

d. I can name all upper and lower case letters of the alphabet


RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming

words.b. Count, pronounce, blend, and

segment syllables in spoken words.c. Blend and segment onsets and

rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

I can use sound patterns to read words. a. I can identify rhyming words.a. I can make rhyming words.b. I can count the number of syllables

in a word I hear.b. I can say each syllable in a word I hear.b. I can break up words I hear into syllables.c. I can put syllables together in words

I hear.c. I can blend onsets and rimes in one syllable words.c. I can identify onsets and rimes in one-syllable words.d. I can say the beginning, middle and

end sounds of c-v-c words.e. I can change sounds in simple, one

syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of

letter-sound correspondences by producing the primary or most frequent sound for each consonant.

b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

I can read words using different strategies.a. I can match consonants with the

sounds they make (say).b. I can say the long sound for each

vowel.b. I can say the short sound for each vowel.c. I can read common sight words in a

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

d. I can identify which letters and sounds are different when looking at similar words.

RF.K.4. Read emergent-reader texts with purpose and understanding.

I can read kindergarten texts to make meaning.


Standards: Writing Long-Term Target(s)

W.K.1. 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...).

I can share my thoughts and opinions about a book using pictures and words.


W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can teach my reader about a topic using pictures and words.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can tell a story to my reader using pictures and words.

W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With support from adults, I can use feedback from peers to make my writing stronger.

With support from adults, I can revise my writing by adding details.

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

With support from adults, I can use digital tools to publish my writing.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

I can participate in shared research projects.

I can participate in shared writing projects.

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With support from adults, I can answer questions about things I’ve done or learned about.

CCS Standards: Speaking & Listening

Long-Term Target(s)

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for

discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through

I can participate in small and larger group conversations with peers and adults about kindergarten topics and texts.a. I can follow our class norms when I

participate in a conversation.b. I can build upon what others say

when I participate in a conversation.


multiple exchanges.SL.K.2. 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.

I can ask questions when I am confused about a text or information that has been read aloud or shown to me.

I can answer questions to show what I know about a text or information that has been read aloud or shown to me.


SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

I can ask questions when I am confused.

I can answer questions to show what I know.

SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

I can describe people, places, things, and events that I know. (with support)

With support, I can use details when I speak to send a clear message to my listener.

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

I can use pictures to send a clear message to my listener.

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

I can speak in a loud and clear voice so my listener can understand me.

CCS Standards: Language Long-Term Target(s)L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print many upper- and lowercase

letters.b. Use frequently occurring nouns and

verbs.c. Form regular plural nouns orally by

adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f. Produce and expand complete sentences in shared language activities.

I can use grammar conventions to send a clear message to a reader or listener.a. I can print many upper and lower

case letters. b. I can use common nouns and verbs.c. I can write regular plural nouns.

(e.g., dog, dogs; wish, wishes)d. I can use question words.

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

e. I can use common prepositions. (e.g., to, from, in, out, on, off, for, of, by, with)

f. I can write complete sentences when working with a group.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

I can use conventions to send a clear message to my reader.a. I can capitalize the first word in a


spelling when writing.a. Capitalize the first word in a

sentence and the pronoun I.b. Recognize and name end

punctuation.c. Write a letter or letters for most

consonant and short-vowel sounds (phonemes).

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

sentence.a. I can capitalize the pronoun I.b. I can identify ending punctuation

marks.c. I can write letters for consonant

sounds.c. I can write letters for short-vowel sounds. d. I can use sound patterns to spell

words I don't know.


L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a. Identify new meanings for familiar

words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. 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.

I can use a variety of strategies to read words I don’t know. a. I can identify new meanings for

words I know.a. I can use words I know in different ways that make sense. (e.g., knowing duck is a bird and learning the verb to duck).b. I can use common beginnings and

endings to help me know what a word means. (e.g., -ed, -s, re-, un-, pre-, -ful, -less)

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.a. Sort common objects into

categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

I can use a variety of strategies to figure out what words mean. (with support)a. I can sort words into categories.b. I can identify antonyms of common

verbs and adjectives. This means I can name the opposite words for common verbs and adjectives.

c. I can make connections between words and their use.

d. I can act out the meanings of similar action verbs to show that I know the differences between them.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can speak using words I hear in conversations.

I can speak using words I hear in books.


ELA Common Core State Standards and Long-Term Learning TargetsGrade 1


Long-Term Target(s)

RL.1.1. Ask and answer questions about key details in a text.

I can ask questions about details in a literary text.

I can answer questions about details in a literary text.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I can retell a story, including important details.

I can explain the important message or lesson of a story.

RL.1.3. Describe characters, settings, and major events in a story, using key details.

I can describe the characters, setting and major events of a story using details.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

I can identify feeling and sense words in stories and poems.

RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

I can compare and contrast books that tell stories and books that give information.

RL.1.6. Identify who is telling the story at various points in a text.

I can identify who is telling the story at different places in a text.

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

I can use pictures and details to describe the characters, setting and events of a story.

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

I can compare and contrast things that happen to characters in stories.

RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

With support, I can read first grade literary texts.


Long-Term Target(s)

RI.1.1. Ask and answer questions about key details in a text.

I can ask questions about details in informational text.

I can answer questions about details in informational text.


RI.1.2. Identify the main topic and retell key details of a text.

I can identify the main idea of an informational text.

I can retell details in an informational text.

RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

I can describe how two people, events, and/or ideas are connected in informational texts.


RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

I can ask questions about unknown words and phrases in informational texts.

I can answer questions about unknown words and phrases in informational texts.

RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

I can identify features of informational text. (e.g. headings, tables of contents, glossaries, electronic menus, icons).

I can use text features to find important facts in informational text.

RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

I can compare and contrast the facts from words and pictures in informational texts.

RI.1.7. Use the illustrations and details in a text to describe its key ideas.

I can use pictures and details to describe the main ideas of informational text.

RI.1.8. Identify the reasons an author gives to support points in a text.

I can identify the author's reasons that support the main idea of an informational text.

RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I can compare and contrast informational texts about the same topic.

RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.

With support, I can read first grade informational texts.


Long-Term Target(s)

RF.1.1. Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing

features of a sentence (e.g., first word, capitalization, ending punctuation).

I can explain how words are organized and used in a text. a. I can identify the parts of a

sentence.

RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

I can use sound patterns to read words.a. I can identify long and short vowels

in one-syllable words I hear.ELA CCSS and long-term learning targets – December, 2013 15

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

b. I can say one-syllable words by putting sounds together.

c. I can say the beginning, middle and end sounds of one- syllable words.

d. I can break up one syllable words into their sounds.

RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound

correspondences for common consonant digraphs (two letters that represent one sound).

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

I can use a variety of strategies to read words.a. I can match letters and sounds for

common consonant teams. (digraph: two letters that make one sound).

b. I can read one-syllable words that" play fair"

c. I can read long vowel words with a silent e.

c. I can read long vowel “team” words.d. I can use vowel sounds to identify

the number of syllables in a word.e. I can read two-syllable words that

by breaking the words into syllables.

f. I can read words with endings (ing, ed, s, es).

g. I can read high frequency words that don't “play fair.”

RF.1.4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose

and understanding.

I can read 1st grade level texts accurately and fluently to make meaning. a. I can read 1st grade level texts with


b. Read grade-level text orally with accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

purpose.b. I can read 1st grade level texts with

fluency.c. I can use clues in the text to check

my accuracy.c. I can re-read to make sure that what I’m reading makes sense.


W.1.1. 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.

I can write an opinion piece (about a book) with a clear topic, support for my opinion, and closure.

W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can write an informational text that has a clear topic.

I can include supporting facts about a topic in an informational text.

I can include an ending to my informational text.


W.1.3. Write 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.

I can sequence at least two events in a story.

I can include details that tell what happened in my story.

I can use transitional words and expressions in my story.

I can include an ending for my story.W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With support from adults, I can use feedback from peers to make my writing stronger.

With support from adults, I can revise my writing by adding details.

W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With support from adults, I can use digital tools to publish my writing.

W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).


W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With support from adults, I can answer questions about things I’ve done or learned about.


Long-Term Target(s)

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for

discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of

I can participate in small and larger group conversations with peers and adults about 1st grade topics and texts.a. I can follow our class norms when I participate in a conversation.b. I can build upon what others say


c. I can ask questions so I’m clear about what is being discussed.


others through multiple exchanges.c. Ask questions to clear up any

confusion about the topics and texts under discussion.

SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

I can ask questions about a text or information that has been read aloud or shown to me.

I can answer questions to show what I know about a text or information that has been read aloud or shown to me.


SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

I can ask questions when I am confused or want more information when listening to a speaker.

I can answer questions to show what I know after listening to a speaker.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

I can describe people, places, things, and events with appropriate details.

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

I can use drawings or other visual displays to help me express myself.

SL.1.6. Produce complete sentences when appropriate to task and situation.

I can speak in complete sentences.

CCS Standards: Language Long-Term Target(s)L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print all upper- and lowercase

letters.b. Use common, proper, and possessive

nouns.c. Use singular and plural nouns with

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

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

e. 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).

f. Use frequently occurring adjectives.g. Use frequently occurring

conjunctions (e.g., and, but, or, so, because).

I can use grammar conventions to send a clear message to a reader or listener.a. I can print all upper and lower case

letters.b. I can use common, proper and

possessive nouns in my writing.c. I can write basic sentences that

include nouns and matching verbs.d. I can use pronouns in my writing.

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

e. I can use verbs to show past, present, and future. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home)

f. I can use common adjectives in my writing.

g. I can use conjunctions in my writing. (e.g., and, but, or, so, because)

h. I can use words that point out a specific noun (e.g. this, that, the).

i. I can use common prepositions in my writing. (e.g., during, beyond, toward)

j. I can write complex and compound


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

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

sentences.


L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize dates and names of

people.b. Use end punctuation for sentences.c. Use commas in dates and to

separate single words in a series.d. Use conventional spelling for words

with common spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

I can use grammar conventions to send a clear message to a reader.a. I can capitalize dates and names of

people.b. I can use ending punctuation in

sentences.c. I can use commas in dates and

when writing a list.d. I can spell grade-level words

correctly.e. I can use sound patterns to spell

words I don't know.

L.1.4. 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.a. Use sentence-level context as a clue

to the meaning of a word or phrase.b. Use frequently occurring affixes as a

clue to the meaning of a word.c. Identify frequently occurring root

words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

I can use a variety of strategies to determine what word means. a. I can use sentence clues to help me

determine what a word means. b. I can use prefixes and suffixes to

determine the meaning of a wordc. I can identify common root words

and their endings.

L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Sort words into categories (e.g.,

colors, clothing) to gain a sense of the concepts the categories represent.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is

With support, I can describe what figurative and complex words and phrases mean.a. I can sort words into categories.b. I can sort words by one or more

attributes.c. I can identify real-life connection

between words and their uses. d. I can tell the difference between

similar verbs and adjectives.


a large cat with stripes).c. Identify real-life connections

between words and their use (e.g., note places at home that are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).






Long-Term Target(s)

RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

I can ask questions before, during and after reading that help me understanding the meaning of a literary text. (e.g.; who, what, where, when, why, and how)

I can answer questions during and after reading to show my understanding of a literary text.

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I can retell a story using important details.

I can determine the important message, lesson or moral in a story.

RL.2.3. Describe how characters in a story respond to major events and challenges.

I can describe how characters in story solve problems and overcome challenges.

RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

I can describe how rhymes, repeated lines, and alliteration supply rhythm and meaning in songs and poems.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

I can describe the structure of a story.

RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

I can identify different characters' points of view in a story.

I can speak in different voices to match the characters’ dialogue when I read a story out loud.

RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

I can use pictures from text to describe a story’s characters, setting and plot.

RL.2.9. Compare and contrast two or I can compare and contrast the same ELA CCSS and long-term learning targets – December, 2013 25

more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

story by different authors or from different cultures. (e.g., Cinderella stories)

RL.2.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can make meaning from 2nd grade stories and poems.

I can read above-grade literary texts with scaffolding and support.



Long-Term Target(s)

RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

I can ask questions to find information (who, what, where, when, why and how) in text.

I can answer questions to show what I learned in an informational text.

RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

I can identify the main idea of each paragraph in an informational text.

I can identify the main idea of a multi-paragraph informational text.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

I can describe the connection between events, ideas or concepts in an informational text.

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

I can find the meaning of words and phrases in 2nd grade informational texts.

RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

I can use text features (bold, captions, subheadings, glossaries, indexes, icons) to efficiently find facts in informational texts.

RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

I can identify the main idea of an informational text.

RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

I can explain how images help a reader make meaning from informational texts. (e.g., a diagram showing how a machine works)

RI.2.8. Describe how reasons support specific points the author makes in a text.

I can describe how reasons (details) support an author’s facts.

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

I can compare and contrast the most important points in two texts on the same topic.

RI.2.10. By the end of year, read and comprehend informational texts,

I can make meaning from 2nd grade informational texts.


including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can read above-grade informational texts with scaffolding and support.



Long-Term Target(s)

RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels

when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

I can use a variety of strategies to read words. a. I can identify long and short vowels

in one-syllable words.b. I can match letters and sounds for

common vowel teams.c. I can read two-syllable words with

long vowels.d. I can read words with prefixes and

suffixes.e. I can read words that sound the way

they are spelled, even when they don’t follow a normal pattern.

f. I can read high frequency words that don’t “play fair.”

RF.2.4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose

and understanding.b. Read grade-level text orally with

accuracy, appropriate rate, and expression.


I can read 2nd grade level texts accurately and fluently to make meaning. a. I can read 2nd grade level texts with

purpose.b. I can read 2nd grade level texts with

fluency.c. I can use clues in the text to check

my accuracy.c. I can re-read to make sure that what I’m reading makes sense.


W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect

I can write an opinion piece with a clear topic.

I can include reasons that support my opinion.

I can use linking words to connect my


opinion and reasons, and provide a concluding statement or section.

opinion and reasons.

W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can write an informative/explanatory text that has a clear topic.

I can include supporting facts about a topic in an informative/explanatory text.

I can construct a closure on the topic of an informative/explanatory text.


W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can write a story that has a clear sequence of events.

I can include details that tell what happened in my story.

I can use transitional words and expressions in my story.

I can close my story.W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With support, I can strengthen my writing through revising.

With support, I can strengthen my writing through editing.

W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With support, I can use digital tools to publish my writing.

W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

I can answer questions about things I’ve done or learned about.


Long-Term Target(s)

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations

I can participate in small and larger group conversations with peers and adults about 2nd grade topics and texts.a. I can follow our class norms when I

participate in a conversation.b. I can build upon what others say


c. I can ask questions so I’m clear about what is being discussed.


by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.


SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

I can describe key ideas or details about a text or information that has been read aloud or shown to me.

SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

I can ask questions when I am confused, to learn new things or to deepen my understanding of a topic when listening to a speaker.

I can answer questions to show what I know when listening to a speaker.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

I can tell a story or describe an experience using facts and details.

I can speak clearly and use full sentences to tell a story or describe an experience.

SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

I can create a recording of a story or poem.

I can use drawings or other visual displays to support what I say.

SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

I can speak in complete sentences.

CCS Standards: Language Long-Term Target(s)L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use collective nouns (e.g., group).b. Form and use frequently occurring

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

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

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

I can use grammar conventions to send a clear message to a reader or listener.a. I can use collective nouns.

(e.g., group)b. I can use irregular plural nouns.

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

c. I can use reflexive pronouns. (e.g., myself, ourselves)

d. I can use the past tense of irregular verbs. (e.g., sat, hid, told)

e. I can use adjectives to describe nouns.

e. I can use adverbs to describe actions.


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

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

f. I can create, expand, and rearrange complete simple and compound sentences.


L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize holidays, product names,

and geographic names.b. Use commas in greetings and

closings of letters.c. Use an apostrophe to form

contractions and frequently occurring possessives.

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

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

I can use conventions to send a clear message to my reader.a. I can capitalize holidays, product

names, and geographic names.b. I can use commas in greetings and

closings of letters.c. I can use apostrophes to form

contractions and possessives.d. I can use spelling patterns to spell

words correctly.e. I can use resources to check and

correct my spelling.

L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Compare formal and informal uses of

English.

I can express myself using language correctly.

I can compare formal and informal language.

L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue

to the meaning of a word or phrase.b. Determine the meaning of the new

word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

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

d. Use knowledge of the meaning of

I can use a variety of strategies to determine the meaning of a word. a. I can use sentence clues to help me

to determine what a word means. b. I can use common prefixes to help

me determine what a word means.c. I can use root words to determine

what a word means. (e.g., addition, additional)

d. I can predict the meaning of compound words by knowing the meaning of the individual words. (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)

e. I can use resource materials (glossaries and dictionaries) to help me determine the meaning of


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

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

unknown words and phrases.


L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Identify real-life connections

between words and their use (e.g., describe foods that are spicy or juicy).

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

I can describe what figurative words mean. a. I can identify real-life connections

between words and their uses. (e.g., describe foods that are spicy or juicy)

b. I can identify synonyms.

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).





CCS Standards: Reading - Literature Long-Term Target(s)RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I can ask questions to deepen my understanding of a literary text.

I can answer questions using specific details from literary text.

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

I can retell a story using key details from the text.

I can identify the main message or lesson of a story using key details from the text.

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

I can describe the characters in a story (traits, motivations, feelings).

I can explain how a character's actions contribute to the events in the story.

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

I can determine the meaning of words using clues from the story.

I can identify literal and nonliteral language in a story.

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

I can use literary terms to describe parts of a story or poem (e.g., chapter, scene stanza).

I can describe how parts of a story build on one another.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

I can distinguish between a narrator or character's point of view and my own.

RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

I can explain how an illustration contributes to the story (e.g., mood, tone, character, setting).

RL.3.9. Compare and contrast the themes, settings, and plots of stories

I can compare and contrast stories (themes, setting, plots) of stories by


written by the same author about the same or similar characters (e.g., in books from a series).

the same author (e.g. series books).

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

I can read grade-level literacy texts proficiently and independently.



Long-Term Target(s)

RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I can ask questions to deepen my understanding of informational text.

I can answer questions using specific details from informational text.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

I can determine the main idea of an informational text.

I can retell key ideas from an informational text.

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

I can describe how events, ideas, or concepts in an informational text are related.

I can describe steps in a procedure, in the order they should happen.

RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

I can determine the meaning of unknown words in informational text.

RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

I can use text features to locate information efficiently.

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

I can distinguish between my point of view and the author's point of view.

RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

I can use information from illustrations (maps, photographs) to understand informational texts.

I can use information from the words to understand informational texts.

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

I can make connections between specific sentences and paragraphs and the overall text. (e.g., comparison, cause/effect, first/second/third in a sequence)

RI.3.9. Compare and contrast the most I can compare and contrast the main


important points and key details presented in two texts on the same topic.

ideas and key details in two texts on the same topic.

RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

I can read grade-level informational texts proficiently and independently.



Long-Term Target(s)

RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Identify and know the meaning of the

most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multi-syllable words.d. Read grade-appropriate irregularly

spelled words.

I can use a variety of strategies to read words.a. I can identify the meaning of

common prefixes and suffixes.b. I can read words with common

suffixes.c. I can read words with more than one

syllable.d. I can read high-frequency words that

don’t “play fair.”

RF.3.4. Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and

understanding.b. Read grade-level prose and poetry

orally with accuracy, appropriate rate, and expression.


I can read 3rd grade level texts accurately and fluently to make meaning.a. I can read 3rd grade level texts

with purpose.b. I can read 3rd grade level texts

with fluency.c. I can use clues in the text to

check my accuracy.c. I can re-read to make sure that what I’m reading makes sense.


W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.a. Introduce the topic or text they are

writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

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

d. Provide a concluding statement or section.

I can write an opinion piece that supports a point of view with reasons. .a. I can introduce the topic of my

opinion piece.a. I can create an organizational structure that lists reasons for my opinion.b. I can identify reasons that support

my opinion.c. I can use linking words to connect

my opinion and reasons.d. I can construct a concluding

statement or section for my opinion piece.


W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related

information together; include illustrations when useful to aiding comprehension.

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

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

d. Provide a concluding statement or section.

I can write informative/explanatory texts that convey ideas and information clearly.a. I can write an

informative/explanatory text that has a clear topic.

a. I can group supporting facts together about a topic in an informative/explanatory text using both text and illustrations.b. I can develop the topic with facts,

definitions, and details.c. I can use linking words and

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

d. I can construct a closure on the topic of an informative/explanatory text.

W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Establish a situation and introduce a

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

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

I can craft narrative texts about real or imagined experiences or events.a. I can establish a situation.a. I can introduce the narrator

and/or characters of my narrative.a. I can organize events in an order that makes sense in my narrative.a. I can use dialogue to show the

actions, thoughts and feelings of my characters.

b. I can use descriptive words to show the

actions, thoughts and feelings of my characters.

b. I can use transitional words and expressions to show passage of time in a narrative text.

c. I can write a conclusion to my narrative.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are

With support from adults, I can produce writing that is appropriate to task and purpose. (with support)


appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With support from peers and adults, I can a the writing process to plan, revise and edit my writing.

W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

With support from adults, I can use technology to publish a piece of writing.

I can use technology to collaborate with others on a piece of writing.

W.3.7. Conduct short research projects that build knowledge about a topic.

I can conduct a research project to become knowledgeable about a topic.

W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

I can recall information from experiences.

I can document what I learn about a topic by taking notes.

I can sort evidence into provided categories.

W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can adjust my writing practices for different time frames, tasks, purposes, and audiences.

CCS Standards: Speaking & Listening Long-Term Target(s)SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.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.

I can effectively engage in discussions with diverse partners about 3rd grade topics and texts.

I can express my own ideas clearly during discussions.

I can build on other’s ideas during discussions.

a. I can prepare myself to participate in discussions.

a. I can draw on information to


b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

explore the ideas in a discussion.b. I can follow our class norms when

I participate in a conversation.c. I can ask questions so I’m clear

about what is being discussed.c. I can ask questions that are on the topic being discussed.c. I can connect my questions to what others say.d. I can explain what I understand

about the topic being discussed.

SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can determine the main idea and supporting details in text that is read aloud to me.

I can determine the main idea and supporting details of information that is presented in visual media and/or numbers.

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

I can ask questions when I am confused about what a speaker is saying.

I can answer questions to show what I know when listening to a speaker.

SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

I can use facts and details to tell about a story or experience.

I can speak clearly and at an understandable pace.

SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

I can demonstrate fluency when reading stories or poems for an audio recording.

I can use drawings or other visual displays to support what I say.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or

I can speak in complete sentences with appropriate detail.


clarification.CCS Standards: Language Long-Term Target(s)L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of nouns,

pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).d. Form and use regular and irregular

verbs.e. Form and use the simple (e.g., I

walked; I walk; I will walk) verb tenses.

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

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

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

I can use grammar conventions to send a clear message to a reader or listener.a. I can explain the functions of

(nouns, pronouns, verbs, adjectives, and adverbs).

b. I can use regular and irregular plural nouns.

c. I can use abstract nouns. (e.g., childhood)

d. I can use regular and irregular verbs.

e. I can use simple verb tenses. (e.g., I walked; I walk; I will walk)

f. I can make subjects and verbs agree in my writing.

f. I can make pronouns and antecedents agree in my writing. g. I can use adjectives to describe

nouns.g. I can use adverbs to describe actions.h. I can use coordinating and

subordinating conjunctions.i. I can write simple, complex and

compound sentences.


L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize appropriate words in titles.b. Use commas in addresses.c. Use commas and quotation marks in

dialogue.d. Form and use possessives.e. Use conventional spelling for high-

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

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

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

I can use conventions to send a clear message to my reader.a. I can capitalize appropriate words

in titles.b. I can use commas in addresses.c. I can use commas and quotation

marks in dialogue.d. I can use possessives in my

writing.e. I can spell words that have

suffixes added to base words correctly.

f. I can use spelling patterns to spell words correctly.

g. I can use resources to check and correct my spelling.

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases for effect.*b. Recognize and observe differences

between the conventions of spoken and written standard English.

I can express ideas using carefully chosen words.

I can compare how people use language when they write versus when they talk.

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.a. Use sentence-level context as a clue to

the meaning of a word or phrase.b. Determine the meaning of the new

word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,

I can use a variety of strategies to determine the meaning of words and phrases. a. I can use what the sentence says

to help me to determine what a word or phrase means.

b. I can use common prefixes to help me determine what a word means. (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)


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

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

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

c. I can use the meaning of root words to help me determine the meaning of new words with the same root. (e.g., company, companion)

d. I can use resource materials (glossaries and dictionaries) to help me determine the meaning of key words and phrases.


L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Distinguish the literal and nonliteral

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

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

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

I can analyze figurative language, word relationships, and slight differences in word meanings.a. I can describe the difference

between literal and non-literal meaning of words and phrases in context. (e.g., take steps)

b. I can identify real-life connections between words and their uses. (e.g., describe people who are friendly or helpful)

c. I can tell the difference between related words. (e.g., knew, believed, suspected, heard, wondered)

L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

I can accurately use 3rd grade academic vocabulary to express my ideas.



CCS Standards: Reading - Literature Long-Term Target(s)RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can explain what a text says using specific details from the text.

I can make inferences using specific details from text.

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

I can determine the theme of a story, drama, or poem.

I can summarize a story, drama, or poem.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

I can describe a story's character, setting, or events using specific details from the text.

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

I can determine word meaning in a text.

I can identify word meaning alluding from classic mythology.

RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions).

I can describe the differences in structure of poems, drama and prose.

RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

I can compare and contrast different narrators’ points of view.

RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific

I can make connections between a text and the text's visuals.


descriptions and directions in the text.RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

I can compare how similar ideas and stories are portrayed between different cultures.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can read grade-level literary texts proficiently and independently.



Long-Term Target(s)

RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can explain what a text says using specific details from the text.

I can make inferences using specific details from the text.

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

I can determine the main idea using specific details from the text.

I can summarize informational or persuasive text.

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

I can explain the main points in a historical, scientific, or technical text, using specific details in the text.

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

I can determine the meaning of academic words or phrases in an informational text.

I can determine the meaning of content words or phrases in an informational text.

RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

I can describe the organizational structure in informational or persuasive text (chronology, comparison, cause/effect, problem/solution).


RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

I can compare and contrast a first-hand and second-hand account of the same event or topic.

RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

I can interpret information presented through charts, graphs, timelines, or websites.

I can explain how visual or graphic information helps me understand the text around it.

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

I can explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

I can accurately synthesize information from two texts on the same topic.


RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Long-Term Target(s)

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. 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.

I can use a variety of strategies to read words.





I can read 4th grade level texts accurately and fluently to make meaning.a. I can read 4th grade level texts

with purpose.b. I can read 4th grade level texts

with fluency.c. I can use clues in the text to



W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state

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

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

c. Link opinion and reasons using words

I can write an opinion piece that supports a point of view with reasons and information.a. I can introduce the topic of my

opinion piece.a. I can create an organizational structure in which I group together related ideas. b. I can identify reasons that support



and phrases (e.g., for instance, in order to, in addition).

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




W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group

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

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

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

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

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

I can write informative/explanatory texts that convey ideas and information clearly.a. I can introduce a topic clearly.a. I can group supporting facts together about a topic in an informative/explanatory text a. I can use text, formatting, illustrations, and multi-media to support my topic.b. I can develop the topic with facts,

definitions, details, and quotations.

c. I can use linking words and phrases to connect ideas within categories of information. (e.g., another, for example, also, because)

d. I can use precise, content-specific language/vocabulary to inform or explain about a topic.

e. I can construct a concluding statement or section of an informative/explanatory text.

W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a

situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

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

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

d. Use concrete words and phrases and

I can write narrative text about real or imagined experiences or events.a. I can establish a situation.a. I can introduce the narrator and/or characters of my narrative.a. I can organize events in an order that makes sense in my narrative.a. I can use dialogue and

descriptions to show the actions, thoughts and feelings of my characters.

b. I can use transitional words and phrases to show the sequence of events in a narrative text.

c. I can use sensory details to describe experiences and events precisely.


sensory details to convey experiences and events precisely.

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

d. I can write a conclusion to my narrative.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

I can produce writing that is appropriate to task, purpose, and audience.

W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With support from peers and adults, I can use the writing process to produce clear and coherent writing (with support).


W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

With support, I can use technology to publish a piece of writing.

I can use technology to collaborate with others to produce a piece of writing.

I can type at least one page of writing in a single setting.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

I can conduct a research project to become knowledgeable about a topic.

W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

I can recall information that is important to a topic.


I can sort my notes into categories.

I can provide a list of sources I used to gather information.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. 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].”).

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

I can choose evidence from literary or informational texts to support analysis, reflection and research. a. (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].”).

b. (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).






b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. 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.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

I can effectively engage in discussions with diverse partners about 4th grade topics and texts.




a. I can draw on information to explore ideas in the discussion.b. I can follow our class norms when

I participate in a conversation.c. I can ask questions that are on

the topic being discussed.c. I can answer questions about the topic being discussed.c. I can connect my questions and responses to what others say.d. After a discussion, I can explain

what I understand about the topic being discussed.

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can paraphrase portions of a text that is read aloud to me.

I can paraphrase information that is presented in visual media and/or numbers.

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

I can identify the reason a speaker provides to support a particular point.

I can identify evidence a speaker provides to support particular points.

SL.4.4. Report on a topic or text, tell a I can report on a topic or text using


story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

organized facts and details.


SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

I can add audio or visual support to a presentation in order to enhance main ideas or themes.


SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

I use formal English when appropriate.

CCS Standards: Language Long-Term Target(s)L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use relative pronouns (who, whose,

whom, which, that) and relative adverbs (where, when, why).

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

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

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

e. Form and use prepositional phrases.f. Produce complete sentences,

recognizing and correcting inappropriate fragments and run-ons.*

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

I can use grammar conventions to send a clear message to a reader or listener.a. I can use relative pronouns. (e.g.;

who, whose, whom, which, that)a. I can use relative adverbs. (e.g.; where, when, why)b. I can use progressive verb tenses.

(e.g., I was walking; I am walking; I will be walking)

c. I can use ‘can’, ‘may’, and ‘must’ correctly.”

d. I can use conventional patterns to order adjectives within sentences. (e.g., a small red bag rather than a red small bag)

e. I can use prepositional phrases.f. I can write complete sentences.f. I can recognize fragmented and run-on sentences.g. I can correctly use homophones.

(e.g., to, too, two; there, their)

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use correct capitalization.b. Use commas and quotation marks to

mark direct speech and quotations from a text.

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

I can use conventions to send a clear message to my reader.a. I can use correct capitalization in

my writing.b. I can use commas and quotation

marks to identify speech and quotations from a text.

c. I can use a comma before a coordinating conjunction in a compound sentence.

d. I can spell grade-appropriate


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

words correctly.d. I can use resources to check and correct my spelling.


L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases to convey

ideas precisely.*b. Choose punctuation for effect.*c. Differentiate between contexts that

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

I can express ideas using carefully chosen words.

I can choose punctuation for effect in my writing.

I use formal English when appropriate.

L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., definitions,

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

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

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

I can use a variety of strategies to determine the meaning of words and phrases. a. I can use context to help me to

determine what a word or phrase means.

b. I can use common affixes and roots as clues to help me determine what a word means. (e.g., telegraph, photograph, autograph)

c. I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine the pronunciation and meaning of key words and phrases.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes

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

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

c. Demonstrate understanding of words

I can analyze figurative language, word relationships, and slight differences in word meanings.a. I can explain the meaning of

simple similes in context.a. I can explain the meaning of simple metaphors in context.b. I can explain the meaning of

common idioms.


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

b. I can explain the meaning of common adages.b. I can explain the meaning of common proverbs.c. I can name synonyms and

antonyms for vocabulary words.


L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

I can accurately use 4th grade academic vocabulary to express my ideas.



CCS Standards: Reading - Literature Long-Term Target(s)RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

I can explain what a text says using quotes from the text.

I can make inferences using quotes from text.

RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

I can determine a theme based on details in a literary text.

I can summarize a literary text.

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

I can compare and contrast literary elements using details from the text (two or more characters' points of view, settings, events).

RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

I can determine the meaning of literal and figurative language (metaphors and similes) in text.

RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

I can explain how a series of chapters, scenes of stanzas fit together to create a larger literary text.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

I can describe how a narrator's point of view influences the description of events.

RL.5.7. 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).

I can analyze how visual and multimedia elements add to the meaning, tone or beauty of literary text.

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to

I can compare and contrast stories in the same genre for approach to theme and topic.


similar themes and topics.RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.




Long-Term Target(s)

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

I can explain what a text says using quotes from the text.

I can make inferences using quotes from the text.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

I can determine the main idea(s) of an informational text based on key details.

I can summarize an informational text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text.

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

I can determine the meaning of academic words or phrases in an informational text.

I can determine the meaning of content words or phrases in an informational text.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

I can compare and contrast the organizational structure of different informational texts.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

I can compare and contrast multiple accounts of the same event or topic.

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

I can locate an answer or solve a problem efficiently, drawing from multiple informational sources.

RI.5.8. Explain how an author uses reasons and evidence to support

I can explain how authors use evidence and reasons to support


particular points in a text, identifying which reasons and evidence support which point(s).

their points in informational texts.

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

I can accurately synthesize information from multiple texts on the same topic.

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.



Long-Term Target(s)

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. 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.

I can use a variety of strategies to read words.





I can read 5th grade level texts accurately and fluently to make meaning.a. I can read 5th grade texts with

purpose and understanding.b. I can read 5th grade texts with

fluency.c. I can use clues in the text to



W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state

an opinion, and create an

I can write an opinion piece that supports a point of view with reasons and information.a. I can introduce the topic of my

opinion piece.a. I can create an organizational


organizational structure in which ideas are logically grouped to support the writer’s purpose.

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

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

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

structure in which I group together related ideas. b. I can identify reasons that support





W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a

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

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

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


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

I can write informative/explanatory texts that convey ideas and information clearly.a. I can introduce a topic clearly.a. I can group supporting facts together about a topic in an informative/explanatory text a. I can use text, formatting, illustrations, and multi-media to support my topic.b. I can develop the topic with facts,

definitions, details, and quotations.

c. I can use linking words and phrases to connect ideas within categories of information. (e.g., in contrast, especially)

d. I can use precise, content-specific vocabulary to inform or explain about a topic.

e. I can construct a concluding statement or section of an informative/explanatory text.

W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a

situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

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

d. Use concrete words and phrases and

I can write narrative texts about real or imagined experiences using descriptive details and clearly sequenced events.a. I can establish a situation.a. I can introduce the narrator and/or characters of my narrative.a. I can organize events in an order that makes sense in my narrative.b. I can show the actions, thoughts

and feelings of my characters through dialogue, description, and careful pacing.

c. I can use transitional words, phrases and clauses to show the order of events in a narrative text.

d. I can use sensory details to


sensory details to convey experiences and events precisely.


describe experiences and events precisely.

e. I can write a conclusion to my narrative.

W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

I can produce clear and coherent writing that is appropriate to task, purpose, and audience.

W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

With support from peers and adults, I can use a writing process to produce clear and coherent writing.


W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

With support from adults, I can use technology to publish a piece of writing.


I can use type a minimum of two pages in a single sitting.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

I can build knowledge about multiple aspects of a topic by conducting research.

I can use several sources to build my knowledge about a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

I can recall information that is important to a topic.


I can summarize or paraphrase information in my notes and in finished work.

I can provide a list of sources I used to gather information.


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]”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and

I can choose evidence from literary or informational texts to support analysis, reflection and research. a. (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]”)

b. (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”)


evidence support which point[s]”).W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.





b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

I can effectively engage in discussions with diverse partners about 5th grade topics and texts.




a. I can draw on information to explore ideas in the discussion.b. I can follow our class norms when

I participate in a conversation.c. I can ask questions that are on

the topic being discussed.c. I can connect my questions and responses to what others say.d. After a discussion, I can explain

key ideas about the topic being discussed.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can summarize text that is read aloud to me.

I can summarize information that is presented in visual media and/or numbers.

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

I can summarize the points a speaker provides.

I can explain how the evidence a speaker provides supports the points they’re trying to make.

SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

I can report on a topic or text using organized facts and details.



understandable pace.SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

I can include multimedia components or visual support to a presentation in order to enhance main ideas or themes.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate.


CCS Standards: Language Long-Term Target(s)L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of conjunctions,

prepositions, and interjections in general and their function in particular sentences.

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

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

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

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

I can use grammar conventions to send a clear message to a reader or listener.a. I can explain what conjunctions,

prepositions, and interjections are and how they’re used in sentences.

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

c. I can use verb tense to convey various times, sequences, states, and conditions.

d. I can identify an inappropriate shift in verb tense.

d. I can correct an inappropriate shift in verb tense.e. I can use correlative conjunctions.

(e.g., either/or, neither/nor)L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation to separate items in a

series.*b. Use a comma to separate an

introductory element from the rest of the sentence.

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

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

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

I can use conventions to send a clear message to my reader.a. I can use punctuation to separate

items in a series.b. I can use a comma to separate an

introductory word or phrase from the rest of the sentence.

c. I can use a comma to set off the words yes and no. (e.g., Yes, thank you)

c. I can use a comma to set off a tag question from the rest of the sentence. (e.g., It’s true, isn’t it?)c. I can use a comma to indicate direct address. (e.g., Is that you, Steve?)d. I can use underlining, quotation

marks, or italics to indicate titles of works.


e. I can spell grade-appropriate words correctly.

e. I can consult reference materials to check and correct my spelling.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Expand, combine, and reduce

sentences for meaning, reader/listener interest, and style.

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

I can use my knowledge of language and its conventions when writing, speaking, reading, or listening.a. I can use a variety of sentence

structures in my writing.b. I can compare and contrast the

varieties of English (e.g., dialects, registers) used in different kinds of texts. (e.g., stories, dramas, poems)

L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., cause/effect

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

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

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

I can use a variety of strategies to read grade appropriate words and phrases I don’t know.a. I can use context (e.g.,

cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase.

b. I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. (e.g., photograph, photosynthesis)

c. I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation and meaning of key words and phrases.

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figurative language,

including similes and metaphors, in context.

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

I can analyze figurative language, word relationships, and slight differences in word meanings.a. I can interpret the meaning of

similes in context.a. I can interpret the meaning of metaphors in context.b. I can explain the meaning of


c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

common idioms.b. I can explain the meaning of common

adages.b. I can explain the meaning of common proverbs.c. I can use relationships between words (synonyms, antonyms, and homographs) to help me understand words.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).




CCS Standards: Reading - Literature Long-Term Target(s)RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence to support an analysis of literary text.

RL.6.2. Determine a 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.

I can determine a theme based on details in a literary text.

I can summarize a literary text using only information from the text.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

I can describe how the plot evolves throughout a literary text.

I can describe how the characters change throughout a literary text.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

I can determine the meaning of literal and figurative language (metaphors and similes) in literary text.

I can analyze how an author's word choice affects tone and meaning.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

I can analyze how an author develops a narrator or speaker’s point of view.

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

I can compare and contrast how reading a text is different from watching a movie or listening to a literary text.

RL.6.9. Compare and contrast texts in I can compare and contrast how


different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

different genres communicate the same theme or idea.


RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Long-Term Target(s)

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence to support an analysis of informational text.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

I can determine the main idea of an informational text based on details in the text.

I can summarize an informational text using only information from the text.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

I can analyze how key individuals, events, or ideas are developed throughout a text.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

I can use a variety of strategies to determine word meaning in informational texts.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text.

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

I can determine an author’s point of view or purpose in an informational text.

I can explain how an author’s point of view is conveyed in an informational text.

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to

I can use a variety of media to develop and deepen my understanding of a topic or idea.


develop a coherent understanding of a topic or issue.RI.6.8. 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.

I can identify the argument and specific claims in a text.

I can evaluate the argument and specific claims for sufficient evidence.

RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

I can compare how different authors portray the same idea or event.


RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.




W.6.1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the

reasons and evidence clearly.b. Support claim(s) with clear reasons

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

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

d. Establish and maintain a formal style.e. Provide a concluding statement or

section that follows from the argument presented.

I can write arguments to support claims with clear reasons and relevant evidence.a. I can create an introduction that

states my main argument and foreshadows the organization of my piece.

b. I can support my claim(s) with clear reasons and relevant evidence.

b. I can use credible sources to support my claim(s)c. I can identify the relationship

between my claim(s) and reasons by using linking words, phrases and clauses.

d. I can maintain a formal style in my writing.

e. I can construct a concluding statement or section that reinforces my main argument.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic; organize ideas,

concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details,

I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.a. I can introduce the topic of my

text.a. I can organize my information using various strategies (e.g. definition/classification, comparison/contrast, cause/effect.)a. I can include headings, graphics, and multimedia to help readers understand my ideas.


quotations, or other information and examples.

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


e. Establish and maintain a formal style.f. Provide a concluding statement or

section that follows from the information or explanation presented.

b. I can develop the topic with relevant facts, definitions, concrete details, and quotations.

c. I can use transitions to clarify relationships among my ideas.

d. I can use contextually specific language/vocabulary to inform or explain about a topic

e. I can establish and maintain a formal style in my writing.

f. I can construct a concluding statement or section of an informative/explanatory text.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by

establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

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

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


I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense.a. I can establish a context for my

narrative.a. I can introduce the narrator/characters of my narrative.a. I can organize events in a logical sequence.b. I can use dialogue and

descriptions to show the actions, thoughts and feelings of my characters.

c. I can use transitional words, phrases and clauses to show passage of time in a narrative text.

d. I can use precise words and phrases and sensory language to convey experiences and events to my reader.

d. I can use relevant descriptive details to convey experiences and events.e. I can write a conclusion to my

narrative that makes sense to a reader.

W.6.4. Produce clear and coherent I can produce clear and coherent


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

writing that is appropriate to task, purpose, and audience.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

With support from peers and adults, I can use a writing process to produce clear and coherent writing.

W.6.6. 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.

I can use technology to publish a piece of writing.


I can use type at least three pages of writing in a single sitting.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

I can conduct short research projects to answer a question.

I can use several sources in my research.

I can refocus or refine my question when appropriate.


W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

I can gather relevant information from a variety of sources.

I can assess the credibility of each source I use.

I can quote or paraphrase what others say about my topic while avoiding plagiarism.

I can provide a list of sources I used to gather information in a bibliography.


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”).

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research.




CCS Standards: Speaking & Listening Long-Term Target(s)SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having

read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

I can effectively engage in discussions with diverse partners about 6th grade topics, texts, and issues.




b. I can follow our class norms when I participate in a discussion.

c. I can pose questions that help me clarify what is being discussed.

c. I can pose questions that elaborate on the topic being discussed.c. I can respond to questions with elaboration and detail that connect with the topic being discussed.d. After a discussion, I can

paraphrase what I understand about the topic being discussed.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

I can interpret information presented in different media and formats.

I can explain how new information connects to a topic, text, or issue I am studying.

SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

I can outline a speaker’s argument and specific claims.

I can determine whether a speaker’s argument is supported by reasons and evidence or not.

SL.6.4. Present claims and findings, I can present claims and findings in a


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.

logical order.

I can support my main points with descriptions, facts, and details.

I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation).


SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

I can include multimedia components and visual displays in a presentation to clarify information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate.

CCS Standards: Language Long-Term Target(s)L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper

case (subjective, objective, possessive).b. Use intensive pronouns (e.g., myself,

ourselves).c. Recognize and correct inappropriate

shifts in pronoun number and person.*d. Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous antecedents).*

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

I can use correct grammar and usage when writing or speaking.a. I can use the proper case of

pronouns in my writing.b. I can use intensive pronouns.

(e.g., myself, ourselves)c. I can correct inappropriate shifts

in pronoun number and person. d. I can correct vague pronouns.

(i.e., ones with unclear or ambiguous antecedents)

e. I can identify when Standard English is and isn’t being used.

e. I can convert language into Standard English.

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas,

parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

b. Spell correctly.

I can use correct capitalization, punctuation, and spelling to send a clear message to my reader.a. I can use punctuation (commas,

parentheses, dashes) to set off nonrestrictive/parenthetical elements.

b. I can spell correctly.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning,

reader/listener interest, and style.*

I can use a variety of sentence structures to make my writing and speaking more interesting.

I can maintain consistency in style and tone when writing and speaking.


b. Maintain consistency in style and tone.*


L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning

of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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

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

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

I can use a variety of strategies to determine the meaning of unknown words and phrases.a. I can 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.

b. I can use common Greek and Latin affixes (prefixes) and roots as clues to help me determine the meaning of a word. (e.g., audience, auditory, audible)

c. I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation, meaning of key words and phrases, and its part of speech.

d. I can check the accuracy of my guess about the meaning of a word or phrase by using resource materials.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g.,

personification) in context.b. Use the relationship between

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

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

I can analyze figurative language, word relationships, and nuances in word meanings.a. I can interpret figures of speech

in context. (e.g., personification)b. I can use the relationship between

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

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


L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


I can use resources to build my vocabulary.



CCS Standards: Reading - Literature Long-Term Target(s)RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite several pieces of text-based evidence to support an analysis of informational text.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

I can determine a theme or the central ideas literary text.

I can analyze the development of a theme or central idea throughout a literary text.

I can objectively summarize literary text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

I can analyze the interaction of literary elements of a story or drama.

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings).

I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry, story or drama.

RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

I can analyze how a drama’s or poem’s form or structure contributes to its meaning.

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text.

RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

I can compare and contrast different media versions of a literary text (written vs. audio vs. film vs. staged, etc.).

I can analyze the impact of the techniques unique to each medium.

RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character

I can compare and contrast a fictional and historical account of a


and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

time, place or character.

I can analyze how authors of fiction use or alter history based on my comparison of a fictional and historical account of the same time, place or character.


RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can read grade level literary texts proficiently and independently.

I can read above grade level texts with scaffolding and support.


Long-Term Target(s)

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite several pieces of text-based evidence to support an analysis of informational text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

I can determine a theme or the central ideas informational text.

I can analyze the development of a theme or central idea throughout the text.

I can objectively summarize informational text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

I can analyze the interactions between individuals, events and ideas in a text.

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings).

I can analyze the impact of word choice on meaning and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas).

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

I can determine an author’s point of view or purpose in informational text.

I can analyze how the author distinguishes his/her position from


others’.RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

I can compare and contrast different media versions of informational text (written vs. audio vs. film vs. staged, etc.).

I can analyze impact of the techniques unique to each medium.


RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence.

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic.

RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


I can read above grade level texts with scaffolding and support.


W.7.1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge

alternate or opposing claims, and organize the reasons and evidence logically.

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

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


section that follows from and supports the argument presented.

I can write arguments to support claims with clear reasons and relevant evidence.


W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing

what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

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



section that follows from and supports the information or explanation presented.

I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.


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

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

c. Use a variety of transition words,

I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense.


phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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

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

W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

I can produce clear and coherent writing that is appropriate to task, purpose and audience.

W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed.

W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

I can use technology to produce and publish a piece of writing with links to cited sources.

I can use technology to collaborate with others while producing a piece of writing, linking to cited sources.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

I can conduct short research projects to answer a question.


I can generate additional questions for further research.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


I can use search terms effectively.

I can evaluate the credibility and accuracy of each source.


I can quote or paraphrase others’ work while avoiding plagiarism.

I can use a standard format for citation.


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”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

I can select evidence from literary or informational texts to support analysis, reflection and research.


I can adjust my writing practices for different timeframes, tasks, purposes and audiences.



read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

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.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.




SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

I can analyze the main ideas and supporting details presented in different media and formats.

I can explain how ideas clarify a topic, text or issue.

SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

I can outline a speaker’s argument and specific claims.

I can evaluate the reasoning and evidence presented for soundness, relevance, and sufficiency.

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

I can present claims and findings with descriptions, facts, details and examples.

I can use effective speaking techniques (appropriate eye contact, adequate volume and clear


pronunciation).SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

I can include multimedia components and visual displays in a presentation to clarify claims and to add emphasis.

SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.



CCS Standards: Language Long-Term Target(s)L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and

clauses in general and their function in specific sentences.

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

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

I can use correct grammar and usage when writing or speaking.

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate

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

b. Spell correctly.

I can use correct capitalization, punctuation and spelling to send a clear message to my reader.

L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas

precisely and concisely, recognizing and eliminating wordiness and redundancy.*

I can express ideas with precision.

L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning


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

I can use a variety of strategies to determine the meaning of unknown words or phrases.


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.



L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g.,

literary, biblical, and mythological allusions) in context.

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

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

I can analyze figurative language, word relationships and nuances in word meanings.






CCS Standards: Reading - Literature Long-Term Target(s)RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence that provides the strongest support for my analysis of literary text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

I can determine a theme or the central ideas of literary text.

I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot).


RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision.

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings)

I can analyze the impact of word choice on meaning and tone (analogies or allusions).

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

I can compare and contrast the structure of multiple texts.

I can analyze how different structures impact meaning and style of a text.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

I can analyze how difference in points of view between characters and audience create effects in writing.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices

I can analyze the extent to which a filmed or live production follows the text or script of the same literary text.


made by the director or actors.I can evaluate the choices made by director or actors in presenting an interpretation of a script.

RL.8.9. 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.

I can analyze the connections between modern fiction and myths, traditional stories or religious works (themes, patterns of events, character types).


RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.




Long-Term Target(s)

RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence that provides the strongest support for an analysis of literary text.

RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

I can determine a theme or the central ideas of an informational text.

I can analyze the development of a theme or central idea throughout the text (including its relationship to supporting ideas).


RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

I can analyze the connections and distinctions between individuals, ideas or events in a text.

RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.



RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept).

RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.



I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

I can evaluate the advantages and disadvantages of using different mediums to present an idea.


RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


I can 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).

I can identify when irrelevant evidence is used.

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

I can analyze texts for disagreement on facts or interpretation.

RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.




W.8.1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and

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

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

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


section that follows from and supports the argument presented.

I can write arguments to support claims with clear reasons and relevant evidence.


W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing

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

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

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



section that follows from and supports the information or explanation presented.

I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.


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

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

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

I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense.


sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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

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

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

I can produce clear and coherent writing that is appropriate to task, purpose and audience.

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed.

W.8.6

. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

I can use technology to produce and publish writing that presents relationships between information and ideas efficiently.

I can use technology to collaborate with others while producing and publishing writing.

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

I can conduct short research projects to answer a question (including a self-generated question).


I can generate additional research questions for further exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;


I can use search terms effectively.


and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

I can evaluate the credibility and accuracy of each source.

I can quote and paraphrase others’ work while avoiding plagiarism.

I can use a standard format for citation.


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”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

I can use evidence from informational texts to support analysis, reflection and research.

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

I can adjust my writing practices for different timeframes.


read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.





b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

I can analyze the purpose of information presented in different media and formats.

I can evaluate the motives behind a presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

I can determine a speaker’s argument and specific claims.

I can evaluate the reasoning and evidence presented for soundness and relevance.

I can identify when irrelevant evidence is introduced.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

I can present claims and findings in a focused, coherent manner (use relevant evidence, sound reasoning and well-chosen details).

I can use effective speaking techniques (appropriate eye contact, adequate volume and clear pronunciation).

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

I can integrate multimedia components and visual displays in a presentation to clarify information, strengthen claims and to add emphasis.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating

I can adapt my speech for a variety of contexts and tasks, using formal


command of formal English when indicated or appropriate.

English when indicated or appropriate.

CCS Standards: Language Long-Term Target(s)L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of verbals

(gerunds, participles, infinitives) in general and their function in particular sentences.

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

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

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


L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma, ellipsis,

dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.


L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Use verbs in the active and passive

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

I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood.

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning


b. Use common, grade-appropriate Greek

I can use a variety of strategies to determine the meaning of unknown words or phrases.


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

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.



L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. verbal

irony, puns) in context.b. Use the relationship between

particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).






ELA Common Core State Standards and Long-Term Learning TargetsGrades 9-10

CCS Standards: Reading - Literature Long-Term Target(s)RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence that provides strong and thorough support for an analysis of literary text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

I can determine the theme or central idea of a literary text.

I can analyze the development of the theme or central idea over the course of the text (how it emerges and is shaped and refined by details).

I can objectively summarize a literary text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

I can analyze how complex characters develop, interact with other characters and advance the plot or theme.

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).


I can analyze the overall impact of word choice on meaning and tone.

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

I can analyze how an author’s choices about how to structure text, order events and manipulate time create intended effects.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of

I can analyze a specific point of view or cultural experience in world literature.


world literature.RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

I can compare and contrast the representation of a subject or scene in two different mediums (including what is emphasized or absent in each treatment).

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

I can analyze how an author uses and transforms source material in a specific work.

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

I can read grade-level texts proficiently and independently.



Long-Term Target(s)

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite strong and thorough evidence to support an analysis of informational text.

RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

I can determine the theme or central idea of a text.


I can objectively summarize an informational text.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points

I can analyze how an author unfolds an analysis or series of ideas (including the order in which the


are made, how they are introduced and developed, and the connections that are drawn between them.

points are made, how they are introduced and developed, and the connections that are drawn between them).

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).



RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

I can analyze how author’s ideas or claims are developed and refined by other sections of text (sentences, paragraphs, or larger portions of text).

RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

I can determine an author’s point of view of purpose in informational text.

I can analyze how an author uses rhetoric to advance his/her point of view or purpose.


RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

I can analyze accounts of the same subject from different mediums to determine which details are emphasized.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



I can identify false statements and flawed reasoning.

RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

I can analyze important US historical documents and literary texts for related themes and concepts.

RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.




CCS Standards: Writing Long-Term Target(s)

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish

the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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

I can write an analysis of substantive topics or texts, using valid reasoning and sufficient evidence.


W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex

ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

I can write informative/explanatory texts that convey complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed.


W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by

setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

I can write narrative texts about real or imagined experiences using well-chosen details and effective event sequences.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

I can produce clear and coherent writing appropriate to task, purpose and audience.

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

I can use the writing process to focus on what is most significant for a specific purpose and audience.


significant for a specific purpose and audience.W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

I can use technology to produce, publish, and update writing products that link to information and display information flexibily and dynamically.


W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

I can conduct research projects to answer a question or solve a problem.

I can narrow or broaden my inquiry appropriately.

I can synthesize multiple sources on a subject.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

I can gather relevant information from a variety of authoritative sources.

I can use advanced searched effectively.

I can assess the usefulness of each source in answering the research question.

I can selectively integrate information into the text, maintaining the flow of the piece.

I can follow a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading

standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the

I can select evidence from literary informational texts to support analysis, reflection and research.


evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

I can adjust my writing practices for different timeframes, tasks, purposes and audiences.


CCS Standards: Speaking & Listening Long-Term Target(s)SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having

read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

I can initiate effective discussions with diverse partners on grade 9-10 topics, texts, and issues.

I can express my own ideas clearly and persuasively.

I can build on other’s ideas.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or

I can integrate multiple sources of information in various media or


formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

formats.

I can evaluate the credibility and accuracy of sources.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

I can evaluate a speaker’s ideas.

I can identify fallacious reasoning, exaggeration or distorted evidence.


SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

I can present information clearly, concisely and logically for the appropriate purpose, audience and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

I can strategically use digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


CCS Standards: Language Long-Term Target(s)L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel structure.*b. Use various types of phrases (noun,

verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a

conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.



c. Spell correctly.L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms

to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

I can use a style manual appropriate for the discipline and type of writing.

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning

of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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, its part of speech, or its etymology.


I can use a variety of strategies to determine the meaning of unknown or multiple-meaning words and phrases.


L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g.,

euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.


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

I can accurately use 9th /10th grade academic vocabulary to express my ideas.



ELA Common Core State Standards and Long-Term Learning TargetsGrades 11-12

CCS Standards: Reading - Literature Long-Term Target(s)RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

I can cite text-based evidence that provides strong and thorough support for an analysis of literary text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

I can determine multiple themes or central ideas of a literary text.

I can analyze the development of the theme or central idea over the course of the text (how they interact and build on one another to produce a complex account).


RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

I can analyze the impact of author’s choices on the development and relationship of elements of a story or drama.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


I can analyze the overall impact of word choices on meaning and tone (including words with multiple meanings or language that is particularly fresh, engaging, or beautiful).

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice

I can analyze how an author’s choices about how to structure specific parts of a text contribute to the overall structure, meaning and


to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

I can determine point of view whether it is expressed literally or figuratively.

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.

I can analyze multiple representations of a story, drama or poem to evaluate each version’s interpretation of the source text.

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

I can describe the foundational works of eighteenth-, nineteenth-, and twentieth-century American literature.

I can compare and contrast how two or more texts from the same period treat similar themes or topics.

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.




Long-Term Target(s)

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

I can cite strong and thorough evidence to support analysis of informational text, including


inferences drawn from the text, including determining where the text leaves matters uncertain.

determining where the text leaves matters uncertain.

RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

I can determine multiple themes or central ideas of an informational text.



RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

I can explain how specific individuals, ideas, or events interact and develop in a text with a complex sequence of events or set of ideas.

RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).


I can analyze how an author uses and refines the meaning of key terms over the course of a text.

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

I can evaluate the effectiveness of the structure of an author’s explanation or argument (including whether the structure makes points clear, convincing and engaging).

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

I can determine an author’s point of view or purpose in a text with effective rhetoric.

I can analyze how style and content contribute to the power, persuasiveness or beauty of the text.

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in

I can integrate multiple sources of information presented in different media and formats to address a question or solve a problem.


words in order to address a question or solve a problem. I can evaluate multiple sources of

information presented in different media or formats in order to address a question or solve a problem.

RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

I can evaluate the reasoning (premises, purposes, and arguments) in seminal US texts and works of public advocacy (including the application of constitutional principles and use of legal reasoning).

RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

I can analyze the themes, purposes, and rhetorical features in US documents of historical and literary significance from the seventeenth-, eighteenth-, and nineteenth-centuries.

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

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




W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise, knowledgeable

claim(s), establish the significance of the claim(s), distinguish the claim(s)

I can write an analysis of substantive topics or text using valid reasoning and sufficient evidence.


from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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


W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex

ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

I can write informative/explanatory texts that convey complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed.


W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by

setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

I can write narrative texts about real or imagined experiences using well-chosen details and effective event sequences.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

I can produce clear and coherent writing appropriate to task, purpose and audience.

W.11-12.5. Develop and strengthen I can use the writing process to focus


writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

on what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

I can use technology to produce, publish, and update writing products in response to ongoing feedback, new arguments, and new information.


W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

I can conduct research projects to answer a question or solve a problem.

I can narrow or broaden my inquiry when appropriate.

I can synthesize multiple sources on a subject.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

I can gather relevant information from a variety of authoritative sources. I can use advanced searches effectively.

I can assess the strengths and limitations of each source in terms of task, purpose, and audience.

I can selectively integrate information into text, maintaining the flow of the piece.

I can follow a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11–12 Reading

standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles

I can use evidence from literary informational texts to support analysis, reflection and research.


and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

I can adjust my writing practices for different timeframes, tasks, purposes, and audiences.


CCS Standards: Speaking & Listening Long-Term Target(s)SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having

read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

I can initiate effective discussions with diverse partners on grade 11-12 topics, texts, and issues.

I can express my own ideas clearly and persuasively.

I can build on other’s ideas.

SL.11-12.2. Integrate multiple sources of information presented in diverse formats

I can integrate multiple sources of information in various media or


and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

formats to make informed decisions and solve problems.

I can evaluate the credibility and accuracy of each source (noting discrepancies among the data).

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

I can evaluate a speaker’s ideas, organization and style.


SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

I can present information appropriate to purpose, audience and task (conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style).

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

I can strategically use digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.


CCS Standards: Language Long-Term Target(s)L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is

a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.


L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.

I can use correct capitalization, punctuation and spelling.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

I can vary grammar and sentence structure for effect, consulting references for support.

I can analyze grammar and sentence


comprehend more fully when reading or listening.a. Vary syntax for effect, consulting

references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

structure in complex text to aid my comprehension.


L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning

of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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, its part of speech, its etymology, or its standard usage.


I can use a variety of strategies to determine the meaning of unknown or multiple-meaning words or phrases.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g.,

hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.


L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the

I can accurately use college- and career-ready academic vocabulary to express my ideas.


college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Disciplinary Reading Common Core State Standards & Long-Term Learning TargetsGrades 6-8

“BOOKEND” CCS Reading Standard 10:

Long-Term Target(s)

Comprehend complex text independently and proficiently

I can comprehend a wide range of complex texts on my own.

RL.8.10. By the end of grade 8, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.



RI.8.10. By the end of grade 8, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.



RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

I can read grade-level primary and secondary sources proficiently and independently.

I can read above-grade primary and secondary sources with scaffolding and support.

RST.6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

I can read grade-level science/technical texts proficiently and independently.

I can read above-grade science/technical texts with scaffolding and support.



Long-Term Target(s)

Cite evidence I can cite strong and specific evidence from a range of discipline-specific texts to support my analysis.

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence that provides the strongest support for my analysis of literary text.

RI.8.1. Cite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence that provides the strongest support for an analysis of literary text.

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

I can cite specific evidence from primary and secondary sources to support my analysis.

RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.

I can cite specific textual evidence from scientific and technical texts to support my analysis.

CCS Reading Standard 2: Long-Term Target(s)Determine central ideas and summarize

I can determine a theme or the central ideas of a discipline-specific text.

I can objectively and accurately summarize discipline-specific texts.

RL.8.2. Determine a theme or central idea of a text andanalyze its development over the course of the text,including its relationship to the characters, setting,and plot; provide an objective summary of the text.

I can determine a theme or the central ideas of a literary or informational text.

I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot).


RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its

I can determine a theme or the central ideas of a literary or informational text.


relationship to supporting ideas; provide an objective summary of the text. I can analyze the development of a

theme or central idea throughout the text (including its relationship to the characters, setting, and plot).


RH.6-8.2. 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.

I can determine the central idea of a primary or secondary source.

I can accurately summarize a primary or secondary source.

RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

I can determine the central idea or conclusions of a scientific text.

I can objectively summarize a scientific text.

CCS Reading Standard 3: Long-Term Target(s)Analyze idea development I can analyze how an author

develops ideas in a discipline-specific text.

I can identify and follow the steps described in a discipline-specific text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision.

RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

I can analyze the connections and distinctions between individuals, ideas or events in a text.

RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

I can identify key steps in a process described in a primary or secondary source.

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

I can follow precisely a multi-step scientific or technical procedure.


CCS Reading Standard 4: Long-Term Target(s)Interpret word meaning I can determine the meaning and

impact of specialized vocabulary used in a wide range of discipline-specific texts.

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings)


RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.



RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

I can determine the meaning of discipline- specific words and phrases used in a primary or secondary source.

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

I can determine the meaning of specialized symbols and technical vocabulary used in a scientific or technical text.


CCS Reading Standard 5: Long-Term Target(s)Analyze text structure I can analyze how and why the

structure of a discipline-specific text helps me understand a topic or concept.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

I can compare and contrast the structure of multiple texts.

I can analyze how different structures impact meaning and style of a text.

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept).

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

I can describe the organizational structure of a primary or secondary source.

RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

I can analyze how different structures impact meaning of a text.

I can analyze how the sections of a text contribute to the overall meaning.

CCS Reading Standard 6: Long-Term Target(s)Assess purpose and point of view I can determine an author’s point

of view or purpose in a discipline-specific text based on details in the text.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

I can analyze how difference in points of view between characters and audience create effects in writing.

RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RH.6-8.6. Identify aspects of a text that I can identify aspects of the text that


reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

reveal and author’s point of view or purpose.

RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

I can explain why the author describes a procedure, explains a concept, or discusses an experiment.


CCS Reading Standard 7: Long-Term Target(s)Evaluate/integrate content from diverse formats

I can integrate and evaluate content from diverse formats.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

I can analyze the extent to which a filmed or live production follows the text or script of the same literary text.

I can evaluate the choices made by director or actors in presenting an interpretation of a script.

RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

I can evaluate the advantages and disadvantages of using different mediums to present an idea.

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

I can synthesize visual information with information in print and digital texts.

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

I can synthesize visual information with other information in a scientific or technical text.

CCS Reading Standard 8: Long-Term Target(s)Evaluate the argument I can identify the argument and

specific claims in a discipline-specific text.

I can distinguish an argument that is logical and well supported from an argument based on speculation, insufficient, or irrelevant evidence.

N/ARI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


I can 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).

I can identify when irrelevant evidence is used.

RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

I can explain the differences between facts, reasoned judgments, and opinions.

I can identify facts, reasoned judgments, and opinions in a text.


RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

I can explain the differences between facts, reasoned judgment based on research, and speculation.

I can identify facts, reasoned judgment based on research, and speculation in a scientific text.


CCS Reading Standard 9: Long-Term Target(s)Analyze how multiple texts address similar topics

I can compare and contrast how multiple texts present the same topic.

RL.8.9. 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.

I can analyze the connections between modern fiction and myths, traditional stories or religious works (themes, patterns of events, character types).

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

I can analyze texts for disagreement on facts or interpretation.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

I can compare and contrast a primary and secondary source about the same topic.

RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

I can compare and contrast the information gained from a variety of sources about the same scientific topic.




Long-Term Target(s)



RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.



RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.



RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.



RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

I can read grade-level science/technical texts proficiently and independently.

I can read above-grade science/technical texts with scaffolding and support.



Long-Term Target(s)

Cite evidence I can cite strong, specific, and thorough evidence from a range of discipline-specific texts to support my analysis.

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite text-based evidence that provides strong and thorough support for an analysis of literary text.

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can cite strong and thorough evidence to support an analysis of informational text.


RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attendingto such features as the date and origin of the information.

I can cite specific evidence from primary and secondary sources to support my analysis (attending to such features as the date and origin of the information).

RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

I can cite specific textual evidence from scientific and technical texts to support my analysis (attending to the precise details of explanations or descriptions).



I can accurately and objectively summarize discipline-specific texts.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

I can determine the theme or central idea of a literary text.



RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

I can determine the theme or central idea of a text.



RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.


I can accurately summarize how key events or ideas develop over the


course of the text.RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

I can determine the central idea or conclusions of a scientific or technical text.

I can trace a text’s explanation or depiction of a complex process, phenomenon, or concept.

I can accurately summarize a scientific or technical text.





RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

I can analyze how complex characters develop, interact with other characters, and advance the plot or theme.

RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

I can analyze how an author unfolds an analysis or series of ideas (including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them).

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

I can analyze a series of events described in a text.

I can determine whether earlier events caused later ones or simply preceded them.

RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

I can follow precisely a complex multistep experimental procedure, including taking measurements or performing technical tasks.

I can attend to special cases or exceptions defined in the text.



RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

I can determine the meaning of words and phrases in literary text (figurative, connotative, and


meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

technical meanings)


RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).




RH.9-10.4. Determine the meaning of words and phrasesas they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

I can determine the meaning of specific words and phrases used in a primary or secondary source (including discipline-specific vocabulary about the political, social, or economic aspects of history).




structure of a discipline-specific text helps me understand a topic or concept.

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

I can analyze how an author’s choices about how to structure text, order events, and manipulate time create intended effects.

RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

I can analyze how author’s ideas or claims are developed and refined by other sections of text (sentences, paragraphs, or larger portions of text).

RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

I can analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

RST.9-10.5.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

I can analyze the relationships among concepts and processes in a scientific text.

I can explain the relationship among key terms in a scientific or technical text.


of view or purpose in a discipline-


specific text based on details in the text.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

I can analyze a specific point of view or cultural experience in world literature.


RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

I can determine an author’s point of view of purpose in informational text.

I can analyze how an author uses rhetoric to advance his/her point of view or purpose.

RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

I can compare and contrast the point of view of two or more authors for how they treat similar topics (including which details they include and emphasize in their respective accounts).

RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

I can analyze the author’s purpose for providing an explanation, describing a procedure or discussing an experiment.

I can explain the question the author is addressing in a scientific or technical text.

CCS Reading Standard 7: Long-Term Target(s)Integrate/evaluate content from diverse formats

I can integrate and evaluate content from diverse formats.

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

I can compare and contrast the representation of a subject or scene in two different mediums (including what is emphasized or absent in each treatment)

RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

I can analyze various accounts of the same subject from different mediums to determine which details are emphasized.

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

I can integrate quantitative or technical analysis with qualitative analysis in print or digital text.

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or

I can create a visual representation to translate technical information expressed in words in a text.


chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

I can translate visual or mathematical text into words, using quantitative or technical vocabulary.



specific claims in a discipline-specific text.

I can distinguish an argument that is logical and well supported from an argument based on speculation, insufficient, or irrelevant evidence.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



I can identify false statements and flawed reasoning.

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

I can assess how well an author’s claim is supported by reasoning and evidence.

RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

I can analyze to what degree an author’s reasoning and evidence in a text supports a claim or recommendation for solving a scientific or technical problem.



RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

I can analyze how an author uses and transforms source material in a specific work.

RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell

I can analyze important US historical documents and literary texts for related themes and concepts.


Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

I can compare and contrast how the same topic is addressed in several primary and secondary sources.


RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

I can compare and contrast findings presented in a variety of sources that support or contradict previous explanations or accounts of a scientific or technical problem.




Long-Term Target(s)



RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.



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

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



RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.



RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

I can read grade-level scientific/technical texts proficiently and independently.

I can read above-grade scientific/technical texts with scaffolding and support.



Long-Term Target(s)

Cite evidence I can cite strong, specific, and thorough evidence from a range of discipline-specific texts to support my analysis.

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

I can cite text-based evidence that provides strong and thorough support for an analysis of literary text, including determining where the text leaves matters uncertain.


RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

I can cite strong and thorough evidence to support analysis of informational text, including determining where the text leaves matters uncertain.

RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

I can cite specific evidence from primary and secondary sources to support my analysis (connecting insights gained from specific details to an understanding of the text as a whole).

RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

I can cite supporting textual evidence to support analysis of scientific and technical texts, citing supporting textual evidence.

I can identify important distinctions the author makes and any gaps or inconsistencies in the account.



I can accurately and objectively summarize discipline-specific texts.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

I can determine multiple themes or central ideas of a literary text.



RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on

I can determine multiple themes or central ideas of an informational text.


one another to provide a complex analysis; provide an objective summary of the text.



RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.


I can provide an accurate summary that identifies the relationships among key details and ideas.

RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

I can accurately paraphrase the central ideas or conclusions of a text, including the key concepts and processes.




RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

I can analyze the impact of author’s choices on the development and relationship of elements of a story or drama.

RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

I can explain how specific individuals, ideas, or events interact and develop in a text with a complex sequence of events or set of ideas.

RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

I can evaluate various explanations for actions or events.

I can determine which explanation is best supported by textual evidence


and acknowledge where the text leaves matters uncertain.

RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

I can follow precisely a complex multistep experimental procedure, including taking measurements or performing technical tasks.

I can analyze the specific results based upon explanations in the text.



RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


I can analyze the overall impact of word choices on meaning and tone (including words with multiple meanings or language that is particularly fresh, engaging, or beautiful).


RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).



RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

I can determine the meaning of specific words and phrases used in a primary or secondary source.





structure of a text helps me understand a topic or concept and appreciate the aesthetic impact of the text.

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

I can analyze how an author’s choices about how to structure specific parts of a text contribute to the overall structure, meaning and aesthetic impact.

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

I can evaluate the effectiveness of the structure of an author’s explanation or argument (including whether the structure makes points clear, convincing and engaging).

RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute

I can analyze how a complex primary source is structured.

I can explain how key sentences,


to the whole. paragraphs, and larger portions of the text contribute to the whole.

RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

I can analyze how a text is structured into categories or hierarchies, and how that structure supports my understanding of the information or ideas.



of view or purpose in a text even when it is not directly stated.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

I can determine point of view whether it is expressed literally or figuratively.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

I can determine an author’s point of view or purpose in a text with effective rhetoric.

I can analyze how style and content contribute to the power, persuasiveness, or beauty of the text.

RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

I can evaluate authors’ differing points of view on the same historical event or issue.

I can assess authors’ claims, reasoning, and evidence.

RST.11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

I can analyze the author’s purpose for providing an explanation, describing a procedure or discussing an experiment.

I can identify important issues that remain unresolved in a scientific or technical text.

CCS Reading Standard 7: Long-Term Target(s)Integrate/evaluate content from diverse formats

I can integrate and evaluate content from diverse formats to address a question or solve a problem.

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by

I can analyze multiple representations of a story, drama or poem to evaluate each version’s interpretation of the source text.


Shakespeare and one play by an American dramatist.RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

I can integrate multiple sources of information presented in different media and formats to address a question or solve a problem.

I can evaluate multiple sources of information presented in different media or formats in order to address a question or solve a problem.


RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

I can integrate and evaluate multiple sources of information in a variety of formats and media to address a question or solve a problem.

RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

I can integrate and evaluate multiple sources of information in a variety of formats and media to address a question or solve a problem.


specific claims in a discipline-specific text and.

I can challenge or corroborate the argument in a discipline-specific text by drawing on additional information.

N/ARI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

I can evaluate the reasoning (premises, purposes, and arguments) in seminal US texts and works of public advocacy (including the application of constitutional principles and use of legal reasoning).

RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

I can evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

I can evaluate the hypotheses, data, analysis and conclusions in a science or technical text by verifying the data when possible.

I can corroborate or challenge conclusions with other sources of information.




I can notice and resolve discrepancies between different texts on the same topic.

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

I can describe the foundational works of eighteenth-, nineteenth-, and twentieth-century American literature.

I can compare and contrast how two or more texts from the same period treat similar themes or topics.

RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

I can analyze the themes, purposes, and rhetorical features in US documents of historical and literary significance from the seventeenth-, eighteenth-, and nineteenth-centuries.

RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

I can integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event.

I can note discrepancies among sources.

RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

I can synthesize information from a variety of sources into a coherent understanding of a process, phenomenon or concept.

I can resolve conflicting information when possible.


ela ccss-lts grades k-12 el 1213

Documents

level learning targets

daily targets

grade ela11th

gradelevel teams

grade disciplinary reading11th

grade disciplinary reading9th

term targets rl

series of grade level