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PENNSYLVANIA CORE STANDARDS

English Language Arts

Grade Pre K-5

INTRODUCTION

These standards describe what students should know and be able to do with the English language, prekindergarten through Grade 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series ofactivities, school entities will use them to develop a local school cuniculum that will meet local students' needs.

Five standard categories are designed to provide a Pre K-12 continuum to reflect the demands of a college and careerready graduate: Standard 1: Foundational Skrns begin at prekindergarten and focus on early chi!Pbood, with some standards reflected through Grade 5. These

foundational skills are a necessary and important component ofan effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines.

Standard2: Reading Informational Text enables students to read, understand, and respond to informational text.

Standard3: Reading Literature enables students to read, understand, and respond to works ofliterature.

Standard4: Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence

based analysis oftext and research. Standard 5: Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas.

With a focus on college and career readiness, the instructional shifts as reflected in Common Core are evident throughout the PA Core Standards: Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature Focusing on close and careful reading of text so that students are learning from the text Building a staircase of complexity (i.e., each grade level requires a "step" of growth on the "staircase") so that students graduate college or

career ready Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to

the ideas, events, facts, and arguments presented in the texts they read Stressing an academically focused vocabulary so that students can access more complex texts

The English Language Arts Standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators, and community members become partners in learning. Each standard implies an endofyear goal-with the understanding that exceeding the standard is an even more desirable end goal.

Note: The Aligned Eligible Content is displayed with the standard statement. On the Standard Aligned System portal, it is a live link.

January 2013 2



Grade Pre K-5

TABLE OF CONTENTS

Foundational SkiIIs (Pre K-5) ............. - ....... - ....................... 1.1

Students gain a working knowledge ofconcepts of print, alphabetic principle, and other basic conventions. These foundational skills are not an end in and of themselves; rather, students apply them as effective readers. Book Handling Print Concepts Phonological Awareness Phonics and Word Recognition

Fluency

Reading Informational Text..-........................... - ................. 1.2

Students read, understand, and respond to informational text-with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Key Ideas and Details

Craft and Structure Integration ofKnowledge and ldeas Vocabulary Acquisition and Use o Range ofReading

Reading Literature ..................................................................... 1.3

Students read and respond to works ofliterature-with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Key Ideas and Details Craft and Structure Integration ofKnowledge and Ideas Vocabulary Acquisition and Use Range of Reading

Writing ,,,,,.....,,...........................................-..,..,...._,.,.,._,........- ....- ............~...........- ..... 1.4

Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Informative/Explanatory

Opinion/ Argumentative Narrative Response to Literature Production and Distribution of Writing

Technology and Publication Conducting Research Credibility, Reliability, and Validity of Sources

Range ofWriting

Speaking and Listening ............................................................ 1.5

Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Comprehension and Collaboration Presentation ofKnowledge and Ideas Integration of Knowledge and Ideas

Conventions of Standard English

January 2013 3



Grade Pre K-5

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CC.1.Z.5.B Cite textual evidence by quoting accurately

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January 2013 8



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CC.:L2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears.

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CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text.

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CC.1.2.5.G 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.

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CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence. EOS.B-C.3.1.1

January20'3 10



Grade Pre K-5

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E04.B-V.4.1.1 CC.1.2.PK.L CC.1.2.K.L cc.1.2.1.L CC.1.2.2.L CC.1.2.3.L CC.1.2.4.L CC.1.2.S.L

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With prompting and support. actively engage in group

Actively engage in group reading activities with purpose and

Readand comprehend literary nonfiction and

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Readand comprehend literary nonfiction and

Read and comprehend literary nonfiction

Read and comprehend literary nonfiction and

"' ~ reading activities with understanding. informational text on and informational informational text on and informational informational te;:..."t on 0 "

purpose and grade level, reading text on grade level, grade level, reading text on grade level, grade level, reading

"" c understanding. independently and reading independently and reading independently and "' "' proficiently. independently and proficiently. independently and proficiently. proficiently. proficiently.

January 2013 12



Grade Pre K-5

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" ~ i:l " support, answer support, identify settings, and major characters in a stoxy in a story and explain character, setting, or tw'o or more characters, o" "E respond to major how their actions event in a story or settings, or events in aquestions to identify characters, settings, events in a story, -0

contnoute to the drama, drawing on stoxy or drama,characters, settings, and major events in a using key details. events and" '"' -"' "

,., drawing on specific astoxy. and major events in stoxy. challenges. sequence of events. specific details in the ' ~

details in the text.text.-~ ,., "'_, " ~

E03.A-K.1.l.3 ' E04.A-K.1.1.3 I EOS.AK.1.1.3"'

fanuary2013 13

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Grade Pre K-5

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support, name the author and illustrator of a story.

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

the story at various points in a text.

differences in the points of views of characters, including by speaking in a different voice for each character when

view of the author.

E03.A-C.2.1.1

contrast an event or topic told from two different points of view.

E04.A-C.2.1.1

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

I represent. u reading dialogue

aloud. EOS.A-C.2.1.1 CC.1.3.PK.E CC.1.3.K.E CC.1.3.1.E CC.1.3.2.E CC.1.3.3.E CC.1.3.4.E CC.1.3.5.E

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common types of text.

books that tell stories and books that give information, drawing

including describing how the beginning introduces the story

speaking about a text using such terms as chapter, scene, and

poems, drama, and prose and refer to the structural e_lements

stanzas fits together to provide the overall structure of a particular

c; ~ on a wide reading or and the ending stanza and describe of each when writing story, drama, or poem. ~~- range of text types. concludes the action. how each successive or speaking about a u partbuilds upon text.

earlier sections. CC.1.3.PK.F CC.1.3.K.F CC.1.3.1.F CC.1.3.2.F CC.1.3.3.F CC.1.3.4.F CC.l.3.5.F Answer quest\ons Ask and answer Identify words and Describe how words Determine the Determine the Determine the meaning about unfamiliar questions about phrases in stories or and phrases supply meaning of words meaning of words of words and phrases as

" I words read aloud unknown words in a poems that suggest rhythm and meaning and phrases as they and phrases as they they are used in grade~ from a story. text. feelings or appeal to in a story, poem, or are used in grade are used in grade- level text. including ~ ~ ;::; "- the senses. song. level text, distinguishing literal level text, including figurative language. interpretation of figurative language. Vl "' "" 1i!" u " 0a:: > " ~

from nonliteral meaning as well as shades of meaning

E04.A-V.4.1.1 E04.A-V.4.1.2

EOS.A-V.4.1.1 EOS.A-V.4.1.2

u among related words.

E03.A-V.4.l.1

E03.A-V.4.1.2

January2013 14



Grade Pre K-5

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Grade Pre K-5

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CC.1.3.PK.J CC.1.3.K.J CC.1.3.1.J CC.1.3.4.J CC.1.3.S.J Use new vocabulary

CC.1.3.2.J CC.1.3.3.J Use words and Use words and Acquire and use Acquire and use Acquire and use Acquire and use

and phrases phrases acquired phrases acquired grade-appropriate accurately grade accurately grade accurately gradeii acquired in through through appropriate appropriateconversational, appropriate::>

conversations and conversations, conversations, conversational, conversational, conversational, general general academic,"' " being read to. reading, and being general academic, general academic,reading, and being and domain-specific academic, and domain"' read to, and read to, and words and phrases. and domain-specific and domain-specific specific words and .g"

} o;; responding to texts. responding to texts, words and phrases, words and phrases, phrases1 including

including words that including those that including those that those that signal signal connections signal spatial and signal precise contrast, addition, and and relationships temporal actions, emotions, or other logical c between the words relationships.relationships. states of being and :;"' and phrases. that are basic to a"

E03.A-V.4.1.1 particular topic. EOS.A-V.-4.1.1 E03.A-V.4.1.2

g EOS.A-V.4.1.Z.

E04.A-V.4.1.1 E04.A-V.4.1.2.

CC.1.3.PK.K CC.1.3.K.K CC.1.3.1.K CC.1.3.2.K CC.:1.3.3.K CC.1.3.4.K CC.1.3.5.K With prompting and Actively engage in Read and Readand Read and Read and comprehend Read and

~

support, actively group reading comprehend literary literary fiction on gradecomprehend comprehend comprehend literary ~.a engage in group activities with purpose level, readingliterature on grade literature on grade fiction on grade level, fiction on grade level, """" " "' reading activities independently and with purpose and

and understanding. level, reading level, reading reading reading&~ proficiently.

understandine. independently and independently and independently and independently and

proficientlv.uroficientlv. oroficientlv. oroficientlv.

fanuary 2013 16

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Grade Pre K-5

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and connected logically with a concluding statement or section.

within categories of information using words and phrases; provide a concluding statement or section;

information using words, phrases, and clauses; provide a concluding statement or section; include

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E03.C.1.2.1 E03.C.1.2.3 E03.C.1.2.4

include fonnatting when useful to aiding comprehension.

formatting when useful to aiding comprehension.

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)anuacy2013 18



Grade Pre K-5

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Grade Pre K-5

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CC.1.4.K.J CC.1.4.1.J CC.1.4.Z.J CC.1.4.3.J CC.1.4.4.J CC.1.4.5.J Make logical Create an Create an Create an Create an Create an connections between organizational organizational organizational organizational organizational drawing and writing. structure that includes structure that includes structure that includes structure that includes structure that includes

reasons and provides reasons and includes a reasons Jinked in a related ideas grouped related ideas grouped some sense of closure. concluding statement logical order with a to support the writer's to support the writer's

concluding statement purpose and linked in purpose; link opinion or section. a logical order with a and reasons using

E03.C.1.1.1 E03.C.1.1.3 E03.C.1.1.4

concluding statement words, phrases, and or section related to clauses; provide a the opinion. concluding statement

or section related to the .9 0 .s 6

E04.C.1.1.1 E04.C.1.1.3 E04.C.1.1.4

opinion .

EOS.C.1.1.1 E04.E.1.1.1 E04.E.1.1.3 E04.E.1.1.5

EOS.C.1.1.3 EOS.C.1.1.5 EOS.E.1.1.1 EOS.E.1.1.3 EOS.E.1.1.6

January 2013 22



Grade Pre K-5

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CC.1.4.2.J{CC.1.4.1.K cc.1.4.3J< CC.1.4.4.K CC.1.4.S.K Use a variety ofwords Use a variety ofwords Use a variety ofwords Choose words and Write with an and phrases. and phrases to appeal and sentencetypes to phrases to convey awareness ofstyle.

to the audience. appeal to the ideas precisely .. Use sentences of audience. varying length.

E04.D.2.1.1 Expand, combine, E03.D.l.l.9 E04.D.2.1.3~ and reduce.1l E03.D.Z.1.1 E04.E.l.l.4

sentences for meaning,E "

Intentionally Blank Intentionally Blank " ~ -.?;> reader/listener



Grade Pre K-5

.:!IJ 4.1:1:1,'1W"' ;.; :.,.. 1" 1:::i;:j'T:!:.; .1j,1 1ri-1 -ii i11rr:-i-;:1 ii Ii 'fl' 1f?TI'f'TTT; ;:i ,-,i-iTTT'Ti-~: ;;!-=.:Tf81'Ti = 1ffi-j1l' I,'-' l=i 1' i=':1'l''HJ

E03.D.l.1.8 EOS.D.1.1.8E04.D.1.1.S6' series. common spellingu E03.D.1.1.9 E04.D.1.2.1 EOS.D.1.2.1 Spell words patterns. E03.D.1.2.1 E04.D.12.2 EOS.D.1.2.2draWingon Consult reference E03.D.1.2.2 E04.D.1.2.3 EOS.D.1.2.3

common spelling material as needed. E03.D.l.2.3 E04.D.l.2.4 EOS.D.1.2.4 patterns, EOS.D.1.2.5 phonemic

E03.D.1.2.4 E03.D.l.2.S E03.D.1.2.6

spelling awareness, and

conventions.

)anuacy ZO 13 24



Grade Pre K-5

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Grade Pre K-5

!:!~r:~.i~i:i;i:!w:1:tu.:j9Jt~~::1::!!iii!:t1::~1:i::11::!i:!:.::a1:!.lW1:i;i:i:i;~il!!.i.!.i.!:l.i:!:!:J::::].!:i!:i-:i:1 !:1.l.idlJ! !:!Ji aiHJD .I i:i:!.i I,i J.1 :1.i ii.i iar:ff1! ! i'I !1 iii i:iJJ!:fi:itti:i:i:!:i:!i:!!t1::u111:!!i~i:1;iii:i!i!i:-ai~i:iii'.i!i!i!!!i!1!1!:i:l:!i!il!!i!1!:l1! 1!ili!i!1!1'.1!1!J:i:i!~~r11i!i.liJai'li:f!il[iTi:a.i:i!i1:i1i:i'.i!.1:1:1!1:1!i~i!i!i~i:!;~:.i'.!::i:.!'.i.i:.l:i ..iai!:i:i;iJ:!1! 1 . .,,, 1:11::::,1:,1:'5 aents:M'I"J.te:ior: luei:en .p,rposes.;an 1au lelriceso5tu. ents:!W'Cl,te.1uearana 1,ocuse ',teXt;.to1conv:ey:1;a1weu" e1uie rperspect:IVe:an !'~'"" f.ii i'!',}!'il-:'11;!1~ !,i::.!;:i1:::!!! i'.::::a;!:i:pr;:~p:::;.ili:0::;P:!:!.itia:i~'t:,ie'::1_ ic:!0r.::!n::ile!"i:ni:!-~i;i:1:1:iii!:i:r.1;j:!' :l:iYH:j:1 1 'I :1 i:1 :1:1:!:1:: .!:i 'l:i:r:; !!:tli:::i1 ::.1 i"i !'i-ji ri.i'iTii: i,j i'l p1:1:ji]'i'i.ll1 :]'. :: 1:!:rj !i 1!1l:i!1 :t.1 '1 1:1i:!Ji Hti:!i i"1::1 i i-i:i"'iI U!:i::Ji!!!i:;::::J::\ri-j"! :;:q:J:1.1 :i :!:u 1 !i:['i : :1:1:1 .!:i i:ii:i:li'.i.i:;:::i ir:::- iii i l1i'l:]i r!-}Ji1 ::1.1;i:]:1:1: 1 f.ri:1 :: :: 1:!:i'i{i'IYI1 1 1 1 1 1 1 1 1 1 !1!.:.1.:::i.!:'.1:it!:!hr!;:L . -~= .-' .~!" .. . .:, : ... , :"' , ...a:-: L11.1r1:1::i::."Lr1:1-1 1 ::i"i-!.i'1!: .:1:;-:.n:i I!'!'.!,.:: 1r!:i.=! 111:!:1:i;1:11i;,r! i::):!". 1:1!1:1!'i: ii: ii: ! i ! ! I:, 1i!i:-1 ;1 ri11: 1i 1!:1 !"111-i: l, ~ 1: :=:Hh: :n:1:!:1:1 l:i.~!ii ,:1:i:!1:1:1:!:!: ;::.:i=1'1:r:1.f i:i-! t.r:11 I., r1i.! :.1.:l!,::i::,1.::!!'i_1::.r! :.!J1;::;:1::~::::::i1.:: 1 1::~Gtade!:'.Pfe!K: j i.!Til!.1nt-:i::Graae:L~!i:!;];!:l:[:l:f:iJH:U:i'.i11::!:: ;!::Gtao:eHt:;!i;::~i:i:!:!:! l:!H::~H:!.:W iGI-aa~.2!:! iil lIi il i: il iIl-1 !:ii UG~de1.3f!.!l:f.!:!:i:f!:IJi:f.!:nH 1!:Gr3:de!:4J:!"!Ji:!:i.!i'HTl-"i:!:!:i.-i iGra:de::s;:;:::::::~:!+~!.::i ii=~!;:.:!

CC.1.4.PK.P I CC.1.4.K.P I CC.1.4.1.P I CC.1.4.2.P I CC.1.4.3.P I CC.1.4.4.P I CC.1.4.5.P Recount a single event Recount a single event Recount two or more Organize a short Organize an event Organize an event Organize an event and tell about the or several loosely appropriately sequence of events, sequence that unfolds sequence that unfolds sequence that unfolds events in the order in linked events, tell about sequenced events using temporal words naturally, using naturally, using a naturally, using a which they occurred. the events in the order using temporal words to signal event order; temporal words and variety oftransitional variety of transitional

"' in which they occurred, to signal event order provide a sense of phrases to signal event words and phrases to words and phrases to

" 0>:Cl~ ~ -~ ~ " "' "'z ft'

0

and provide a reaction to what happened

and provide some sense of closure.

closure. order; provide a sense of closure.

E03.C.1.3.1 E03.C.1.3.3

manage the sequence of events; provide a conclusion that follows from the narrated experiences

manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.

E03.C.1.3.4 and events.

E04.C.1.3.1 EOS.C.1.3.1 E04.C.1.3.3 EOS.C.1.3.3 E04.C.1.3.5 E05.C.1.3.5

CC.1.4.5.Q Use a variety of words CC.1.4.1.Q CC.1.4.2.Q CC.1.4.3.Q CC.1.4.4.Q

Choose words and Choose words and Write with an and phrases.

Choose words and phrases to convey awareness of style. ideas precisely.

phrases for effect phrases for effect Use sentences of

E03.D.2.1.1 varying length. E04.C.1.3.4 Expand, combine,E04.D.2.1.1

and reduce E04.D.2.1.3" sentences for.;;:: " E04.E.1.1.4Intentionally Blank Intentionally BlankE~ meaning,

~"' "' z reader /listener interest, and style.

E05.C.1.3.4 E05.D.2.1.1 EOS.D.2.1.2 E05.D.2.1.3 EOS.D.2.1.4

January2013 26



Grade Pre K-5

1'I' r11 I Students iwntefor different.pw:rnoses and1aud1ences,1Students1~te: cleaz;1andfocused te.xtito, comre.YI alwe/.!;"defilied1perfil)eetive1and 11 :1:: :: :1 Ii 1,1 !!I !,.: 1.i i: .1: ! :: !!T! !!l: :t!!1:1-::=i i::::t~::) ::t.!!'! !fti :.:.u.1:-1:,. I! 1' I11 j1:n1ii 1 i.::~1 ;:;,1:HJ.i ll ! '1 ii,! r11i.'1' 1: I !:,1:j~li)'.}!:.l;;,rq Iii! l-l'1"1il i[,ii I 1: 1:1:i:i:r11:::~:;)!.u ! :1 iii:.~ i I: I.i i'i')\_i;?=.:;:.!Ji"i ,1!.i n i j ,! ,I [.:Ii,! .I J 11j]11,l:.i!.i:r1::,:!:i.!;,il:1.,':1:11;JF.i 1' ! 11,1111.: 1''1'1 I i=i 1 11:1;111;;1:;:i:1.ii!:i:i:~/!~1;;;:iJ~:r::!:::r!ri)1!.ti iI/: ir 11: ! ! 1 :~! ,: :! :i 1 !i~PP.IiQPIJ.~ .~:~9n.. -~~ :i1:::;:!!;;::;;:=:=1 !.. ! -: J!:1:i:l~n:~1,1:!'! 1+ ! 1i ! r !1 :i1i1:~:~[:;!li:itt1::iiii1, 1i11 i: ii:! iiJ!ii!'.!;1:,! !:; !ii;::, i":"f:::;,;;:::~:i(i:::.!i:!d-!"i h!ii 1i!":.:i11 J:!:i"! ::::!:::;::n1:::: i:::11 ,i! !~I::: :1:1:!, .r:1:11::riT::!: ::.:1:1:::::;:i:;:::::::!!!;:;::::: !'.1 ,.1:1 !!r'[ ! : H:

1::'iii.[! iii r.\r:Graae::PFe:Hn:H;:::~:;::::}i !Ii Gf3:de::Ki: l"I: j li.i:i!i~YIT! HGf3'.deTf):1~tUi:!-Hi! i!iii ii (T:G@d~'.!2:! if! ffITIT!TTI:TF::i ;;;Gnider3i: !ii rn !ii 1.t:.i-;:n ;:;c;raaet~TIT!T!Ti nrru.1.rn: TGX-ade':5!1!:1:!~!:HTDT:T1 fiTI!-!. CC.1.4.K.R CC.1.4.1.R CC.1.4.2.R CC.1.4.3.R CC.1.4.4.R CC.1.4.5.R Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade-appropriate co=and appropriate command appropriate command appropriate co=and appropriate command appropriate command of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of standard English standard English standard English standard English standard English standard English grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, capitalization, capitalization, capitalization, capitalization, capitalization, capitalization, punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and spelling. spelling. spelling. spelling. spelling. spelling. Capitalize first word Capitalize dates Capitalize proper

in sentence and and names of nouns.t E03.D.l.1.1 E04.D.l.1.l EOS.D.1.1.1 E03.D.1.1.2 E04.D.l.l.2 EOS.D.l.1.2pronoun I. people. Use commas andc E03.D.1.l.3 E04.D.l.l.3 EOS.D.l.1.3

E03.D.1.2.1 E04.D.1.2.2 EOS.D.1.2.2drawing on Consult reference E03.D.1.2.2 E04.D.l.2.3 EOS.D.l.2.3 co=on spelling material as needed. E03.D.1.2.3 E04.D.1.2.4 EOS.D.1.2.4 patterns, E03.D.l.2.4 EOS.D.1.2.S phonemic E03.D.1.2.S awareness, and E03.D.1.2.6

spelling conventions.

Janimry2013 27

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Grade Pre K-5

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Grade Pre K-5

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Grade Pre K-5

1 1 11 11 .1,,;i]i!::1;;-~:~.!.i;l;i:!;w1!i''"'''5.. 1fi~a~~:~gts::;::!rt::1:1::tJ:i:!!i!i:fi:'.:i1:1:i:r[!Jffiiiil.1lr1ii!i1rr:..en, :~tel or,!-'1 ei:entpuIJ>qsesi: iii irm.1nr11 1anu1a:ui!:Ufni !ldi-ences:[5ff tuuents:W111tei-.1-.i-u.l,11i11!ii1:Hi iJ!:i:i1 i!U.:1f::.1J1:1:1~1:1:1:1:1u1:~!~1 ::1::~:-i'.i:1'.1:LJ~:!::::::i:~:::~:.:li!-:rri:::::;!1!i:::i!!!ii:!!!:i11rlJ:i i:i:!.liJJ.Urt1:1:1r.1:1:til!:r.1:1:rr:r'.1 1 ;~:i:rl1a!?:t;::::i1!/i.1~r1:~1-1;1. tu; i.!J i'i i'i !11 i-~i f .r:1:1f i:r~iti.':!if:.1;1

1 we~1anw,ocuseu~xttQ;conyex,afWell"ueAil,eu,per~ectl:ve.an !iii"l''l!,[I

: i-1'::1.::1:::!1:1::;:G'r'a''!.-1~.;n..:.:' !.:f.T!HiJ :I i:i-t'.':1: :."G':.:.: .. :d= .. K:::;~~:1::.::=.1'.i.:1''.'.i;"1:r:.1d:1.1 1:! : ~ :11-!.11:,1 u.:....,r,a:en-111 . .-: 1.:.11.!:!,: !!. ra e= :!.! !:!.:: :r,-,1d,. l"'~!:!i1 CC.1.4.PK.W1l With guidance and support, recall

cil " ~

information from ~ 0 experiences or books..?;> '6

~ 'O

"' "' ~ :0 "' ~ :E '6 5

CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

CC.1.4.K.X Write routinely over short time frames.

M

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Grade Pre K-5

1 1 1Ytr~s;!i:~: 11'.:s.ni~aking:~n..ll''''''''''"'J?,,,,, .. 1, .. ,,.., .. ,gl"IJ[1,,,.}.,,,,I. ',.,.. '''"""I'',,~, .~ "" ..11, .... i' '' .. 1,'

1:.:.j :-r'!r'! i.!-'1 i:!iGraae:P.re1Kr::1::!:[:'.i:!:!:iU:! IGtadel"K:-ii r!:Ui!;H;j:!.i! !!"i !ii iGF3.d~1:.1:1!l:!! 1-ji !'i !111 [).! li!1i!G:Fade!2i! ii 1'i !i1-i !f:!':::1:i'i !:: iGraae !3 !-!::! ::::1:::!::;i~:::!'!.! i ii iGr3.lfe:f1.::::H. ::~r::!::!i:1.i:i: 1!ifili;fi :i:Gntde.!s! !'i:! 1:".:;i::!.r!;r ri CC.1.5.PK.A CC.1.5.K.A CC.1.5.1.A CC.1.5.2.A CC.1.5.3.A CC.1.5.4.A CC.1.5.5.A

".g ~ :::: c c .o"' ::;= "

Participate in collaborative conversations with peers and adults in



Participate in collaborative conversations w'ith peers and adults in

Engage effectively in a range of collaborative discussions on grade-level topics and texts,

Engage effectively in a range of collaborative discussions on grade... level topics and texts,

Engage effectively in a range of collaborative discussions on grade-level topics and texts,

0u " ~ small and larger small and larger small and larger small and larger building on others' building on others' building on others' "' i5!

" "' c"' c;; 15 groups. groups. groups.. groups. ideas and expressing

their own clearly. ideas and expressing their own clearly.

ideas and expressing their own clearly.

= .0" "'-5 := ~ c p.U E c u

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idea.Sand supporting a text read aloud or points of written text about key details in a questions about key understanding of a ideas or details from a details of a text read information presented read aloud ortext read aloud or details in a text read text read aloud or text read aloud or~

.0 in diverse media and information presented information presented information presented aloud or information information presented aloud or information "' 01) c= " formats, including in diverse media and orally or through other presented orally or orally or through orally or through other presented in diverse u " visually, formats, including media formats, media. through other media. other media by asking media."' .& " $ including visually, quantitatively, and visually, quantitatively, and answering "'_,

and orally. quantitatively, and orally."0"' questions about key ";) orally.details and requesting ~ " "" clarification if""u something is not

~ understood. 8

January 2013 31



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Academic Standards for

English Language

Arts

Grades6-12

January 2013

Pennsylvania Department ofEducation Note: Draft version of the PA Common Standards, pending approval by the State Board.



Grade6-12

INTRODUCTION

These standards describe what students should know and be able to do with the English language, prekindergarten through Grade 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a cuniculum or a prescribed series ofactivities, school entities will use them to develop a local school curriculum that will meet local students' needs.

Five standard categories are designed to provide a Pre K-12 continuum to reflect the demands of a college- and career-ready graduate: Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade 5. These

foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines.

Standard2: Reading Informational Text enables students to read, understand, and respond to informational text. Standard3: Reading Literature enables students to read, understand, and respond to works ofliterature. Standard4: Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence

based analysis of text and research. Standard 5: Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas.

With a focus on college and career readiness, the instructional shifts as reflected in Common Core are evident throughout the PA Core Standards: Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature Focusing on close and careful reading of text so that students are learning from the text ~ Building a staircase of complexity (i.e., each grade level requires a "step" ofgrowth on the "staircase'j so that students graduate college or

career ready Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to

the ideas, events, facts, and arguments presented in the texts they read Stressing an academically focused vocabulary so that students can access more complex texts

The English Language Arts Standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators, and community members become partners in learning. Each standard implies an end-of-year goal-with the understanding that exceeding the standard is an even more desirable end goal.

Note: The Aligned Eligible Content is displayed with the standard statement On Standard Aligned System portal, it is a live link.

fanuary Z013 2



Grade6-12

TABLE OF CONTENTS

Foundational Skills (Pre K-5)............................................................... 1.1

Students gain a working knowledge ofconcepts of print. alphabetic principle. and other basic conventions. These foundational skills are not an end in and of themselves; rather, students apply them as effective readers. Book Handling

Print Concepts Phonoiogical Awareness Phonics and Word Recognition Fluency

Readin9 Informational Text.................................................................. 1.2

Students read, understand, and respond to informational text-with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Key Ideas and Details Craft and Structure Integration ofKnowledge and ldeas Vocabulary Acquisition and Use

Range ofReading

Readin9 Literature ................................................................................... 1.3 Students read and respond to works ofliterature-with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Vocabulary Acquisition and Use Range of Reading

Writing .........................................................................................................1.4

Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content Informative/Explanatory Opinion/ Argumentative Narrative Response to Literature Production and Distribution of Writing

Technology and Publication Conducting Research Credibility, Reliability, and Validity of Sources Range ofWriting

Speakin9 andListenin9 ........................................................................... 1.s

Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Comprehension and Collaboration

Presentation of Knowledge ap.d ldeas Integration of Knowledge and Ideas

Conventions ofStandard English

January 2013 3



Grade6-12

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Analyze in detail how a key Analyze the interactions Analyze how a text makes Apply appropriate strategies to Analyze the interaction and individual, event. or idea is between individuals, connections among and analyze, interpret. and evaluate development ofa complex set of introduced, illustrated, and events, and ideas ih a text. distinctions between how an author unfolds an analysis ideas, sequence ofevents, or elaborated in a text individuals, ideas, or events. or series ofideas or events, specific individuals over the$

E07.B-K.1.1.3 including the order in which the course ofthe text: $ E06.B-K.1.l.3 EOS.B-K.1.1.3 points are made, how they are ~0"

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CC.1.2.6.D CC.1.2.7.D cc.1.2.s.D CC.1.2.9-10.D cc.1.2.11-12.n

z ~ ~ Determine an author's point of Determine an author's point of Determine an author's point of Determine an author's particular Evaluate how an author's point of" view or purpose in a text and view or purpose in a text and view or purpose in a text and point ofview and analyze how view or purpose shapes theu explain how it is conveyed in the analyze how the author" " analyze how the author rhetoric advances the point of content and style of a text>~ .... distinguishes his or her acknowledges and responds to view.text

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" grade-appropriate general grade-appropriate general grade-appropriate general general academic a.'1d domain~ general academic and domain

"'::> academic and domain-specific academic and domain-specific academic and domain-specific specific words and phrases, specific words and phrases, "O

"' "' "': words and phrases; gather vocabulary knowledge when considering a word or phrase

words and phrases; gather vocabulary knowledge when considering a word or phrase

words and phrases; gather vocabulary knowledge when considering a word or phrase

sufficient for reading, writing, speaking, and listening at the college- and career-readiness

sufficient for reading, writing, speaking, and listening at the college- and career-readiness

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important to comprehension or expression.



level; demonstrate independence in gatheringvocabulary

level; demonstrate independence in gathering vocabulary

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L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

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"' ::> Determine or clarify the meaning Determine or clarify the Determine or clarify the Determine or clarify the meaning Determine or clarify the meaning "O

" ofunknown and multiple- meaning ofunknown and meaning of unlmown and ofunknown and multiple-meaning of unknown and multiple-meaning

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multiple-meaning words and phrases based on grade-level

multiple-meaning words and phrases based on grade-level

words and phrases based on grade-level reading and content,

words and phrases based on grade-level reading and content,

ii content, choosing flexillly from a reading and content, choosing reading and content, choosing choosing flexibly from a range of choosing flexibly from a range of g. range ofstrategies and tools. flexibly from a range of flexibly from a range of strategies and tools. strategies and toois. "



Grade6-12

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e the development ofTHEME, TEXT CONTRIBUTES TO ITS STRUCTURE of the meani:eg text, order events within it, and paragraphs, and larger portions of El ? ;:;

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academic and domain-specific academic and domain-specific ACQUIRE AND USE reading, writing, speaking, and

:::> " "' words and phrases; gather words and phrases; gather ACCURATELY grade appropriate

vocabulary knowledge when vocabulary knowledge when vocabulary knowledge when GENERAL ACADEMIC AND listening at the college- and careerw considering a word or phrase DOMAIN SPECIFIC WORDS AND readiness level; demonstrateconsidering a word or phrase considering a word or phrase~ important to comprehension or independence in gatheringimportant to comprehension important to comprehension PHRASES; GATHER"' vocabulary knowledge when

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expr~sion. or expression. or eA-pression. VOCABULARY KNOWLEDGE

WHEN CONSIDERING A WORD considering a word or phrase "' important to comprehension or

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EXPRESSION.~ figia:rati-ve l:aagaage, 'i\rarG] "' relaasnsffitls, aaEl the shaeles af"' " meaai:ag amsag Fe1ateei '/FB~-:i: L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

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fiction on grade level, reading fiction on grade level, reading fiction on grade level, reading fiction on grade leveL reading IB, ; fiction on grade level, reading independently and proficiently. $J independently and proficiently. independently and independently and independently and proficiently.

proficiently.proficiently."" ""

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CC.1.4.6.J> CC.1.4.7.D CC.1.4.8.J> CC.1.4.9-10.J> Cc.1.4.11-12.D Organize ideas, concepts, and Organize ideas, concepts, and Organize ideas, concepts, and Organize ideas, concepts, and Organize complex ideas1 concepts, information using strategies such information to make important and information so that each new as definition, classification,

information using strategies information into broader categories; use appropriate connections and distinctions; use element builds on that which

comparison/contrast, and such as definition,

and varied transitions to appropriate and varied transitions precedes it to create a whole; use cause/effect; use appropriate

classification, to link the major sections of the appropriate and varied transitions create cohesion and clarify the comparison/contrast, and

relationships among ideas and text; include formatting when and syntax to link the major

~ relationships among ideas and

~ transitions to clarify the cause/effect; use appropriate

concepts; provide a concluding useful to aiding comprehension; sections of the text; provide a

.iii concepts; provide a concluding

transitions to create cohesion provide a concluding statement or concluding statement or section

~ ~ statement or section; include

and clarify the relationships statement or section; include

formatting when useful to section. that supports the information

~ E formattingwhen useful to aiding

among ideas and conceptsi presented; include formatting

.=: ~ comprehension.

provide a concluding aiding comprehension. statement or section; include c.E.1.1.3 when useful to aiding

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E06.E.1.1.6 E07.E.1.1.l

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