ela state standards 2013

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Common CoreState Standardsfor English Language Arts &

Literacy in History/Social Studies,Science, and Technical Subjects

for California Public SchoolsKindergarten Through GradeTwelve

Adopted by the CaliforniaState Board of EducationAugust 2010Updated March 2013(Prepublication Version)


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Contents

Message from the State Board of Educationand the State Superintendent of Public Instruction

ii

Introduction iii

Standards for English Language Arts & Literacy inHistory/Social Studies, Science, and Technical SubjectsK5College and Career Readiness Anchor Standards for Reading

2Reading Standards for Literature K5

3

Reading Standards for Informational Text K57Reading Standards: Foundational Skills K5

10

College and Career Readiness Anchor Standards for Writing14

Writing Standards K515

College and Career Readiness Anchor Standards for Speakingand Listening 21

Speaking and Listening Standards K522

College and Career Readiness Anchor Standards for Language26

Language Standards K527

Language Progressive Skills, by Grade35

Standard 10: Ran e, Qualit , and Com lexit of Student


Writing Standards 61250

College and Career Readiness Anchor Standards for Speakingand Listening 59

Speaking and Listening Standards 61260

College and Career Readiness Anchor Standards for Language64

Language Standards 61265

Language Progressive Skills, by Grade70

Standard 10: Range, Quality, and Complexity of StudentReading 612 71

Standards for Literacy in History/Social Studies, Science,and Technical Subjects

College and Career Readiness Anchor Standards for Reading74

Reading Standards for Literacy in History/SocialStudies 612 75Reading Standards for Literacy in Science and Technical

Subjects 612 77


Writing Standards for Literacy in History/Social Studies,Science, and Technical Subjects 612

80


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A Message from the State Board of Educationand the State Superintendent of PublicInstruction

The first academic content standards for English languagearts adopted by California in 1997 set a bold precedent the establishment of a statewide standards-basededucation system to improve academic achievement anddefine what students should learn.

The commitment to a high-quality education, based onsound content standards, was reaffirmed in August 2010when California joined with 45 other states and adoptedthe Common Core State Standards for English Language

Arts and Literacy in History/Social Studies, Science, andTechnical Subjects (CCSS for ELA/Literacy). The CCSS forELA/Literacy build on the rigor of the states previousEnglish Language Arts standards, incorporating currentresearch and input from other educational sources including state departments of education, scholars,professional organizations, teachers and other educators,parents, and students. Also, a number of California-specificadditions to the standards (identified in bolded textfollowed by the CA state acronym) were incorporated inan effort to retain the consistency and precision of our

past standards. The CCSS for ELA/Literacy are rigorous,research- and evidence-based, internationallybenchmarked, and address the demands of today toprepare students to succeed tomorrow.

The CCSS for ELA/Literacy are organized around a number ofkey design considerations. The College and Career ReadinessAnchor standardsprovide the backbone of the standards and define thegeneral, cross-disciplinary literacy expectations for studentsin preparation for college

and the workforce. The standards are divided into strands:Reading, Writing, Speaking and Listening, and Language.Connected to these design considerations is theinterdisciplinary expectation that the development of everystudents literacy skills is a shared responsibility Englishlanguage arts teachers collaborating with teachers in othercontent areas for an integrated model of literacy across thecurriculum.

The standards identify what it means to be a literate person

in the 21st

century. Students learn to closely and attentivelyread and analyze critical works of literature and an array ofnonfiction text in an exploding print and digital world. Theyuse research and technology to sift through the staggeringamount of information available and engage in collaborativeconversations, sharing and reforming viewpoints through avariety of written and speaking applications. Teachers andschools, districts and county offices of education, areencouraged to use these standards to design specificcurricular and instructional strategies that best deliver thecontent to their students

The CCSS for ELA/Literacy help build creativity andinnovation, critical thinking and problem solving,collaboration, and communication. They set another boldprecedent to improve the academic achievement of ourstudents. The standards develop the foundation for creativeand purposeful expression in language - fulfilling Californiasvision that all students graduating from our public schoolsystem be life long learners and have the skills andknowledge necessary to be ready to assume their position inour global economy.


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DR. MICHAEL KIRST, PresidentCalifornia State Board of Education

TOM TORLAKSONState Superintendent of Public Instruction


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INTRODUCTION |

Introduction

The Common Core State Standards for English Language

Arts & Literacy in History/Social Studies, Science, andTechnical Subjects (the Standards) are the culminationof an extended, broad-based effort to fulfill the chargeissued by the states to create the next generation ofK12 standards in order to help ensure that all studentsare college and career ready in literacy no later than theend of high school.

The present work, led by the Council of Chief State SchoolOfficers (CCSSO) and the National Governors Association(NGA), builds on the foundation laid by states in their

decades-long work on crafting high-quality educationstandards. The Standards also draw on the most importantinternational models as well as research and input fromnumerous sources, including state departments ofeducation, scholars, assessment developers, professionalorganizations, educators from kindergarten throughcollege, and parents, students, and other members of thepublic. In their design and content, refined throughsuccessive drafts and numerous rounds of feedback, theStandards represent a synthesis of the best elements ofstandards-related work to date and an important advance

over that previous work.

As specified by CCSSO and NGA, the Standards are (1)research and evidence based, (2) aligned with college andwork expectations, (3) rigorous, and (4) internationallybenchmarked. A particular standard was included in thedocument only when the best available evidence indicatedthat its mastery was essential for college and careerreadinessin a twenty-first-century, globally competitive society. TheStandards are intended to be a living work: as new and

better evidence emerges, the Standards will be revised

accordingly.

The Standards are an extension of a prior initiative led byCCSSO and NGA to develop College and Career Readiness(CCR) standards in reading, writing, speaking, listening,and language as well as in mathematics. The CCRReading, Writing, and Speaking and ListeningStandards, released in draft form in September 2009,serve, in revised form, as the backbone for the presentdocument. Grade-specific K12 standards in reading,writing, speaking, listening, and language translate the

broad (and, for the earliest grades, seemingly distant)aims of the CCR standards into age- and attainment-appropriate terms.

The Standards set requirements not only for Englishlanguage arts (ELA) but also for literacy in history/socialstudies, science, and technical subjects. Just as studentsmust learn to read, write, speak, listen, and use languageeffectively in a variety of content areas, so too must theStandards specify the literacy skills and understandingsrequired for college and career readiness in multiple

disciplines. Literacy standards for grade 6 and above arepredicated on teachers of ELA, history/social studies,science, and technical subjects using their content areaexpertise to help students meet the particular challengesof reading, writing, speaking, listening, and language intheir respective fields. It is important to note that the 612literacy standards in history/social studies, science, andtechnical subjects are not meant to replace contentstandards in those areas but rather to supplement them.States may incorporate these standards into their


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standards for those subjects or adopt them as contentarea literacy standards.

As a natural outgrowth of meeting the charge to definecollege and career readiness, the Standards also lay out avision of what it means to be a literate person in the

twenty-first century. Indeed, the skills and understandingsstudents are expected to demonstrate have wideapplicability outside the classroom or workplace. Studentswho meet the Standards readily undertake the close,attentive reading that is at the heart of understanding andenjoying complex works of literature. They habituallyperform the critical reading necessary to pick carefullythrough the staggering amount of information availabletoday in print and digitally. They actively seek the wide,deep, and thoughtful engagement with high-qualityliterary and informational texts that builds knowledge,

enlarges experience, and broadens worldviews. Theyreflexively demonstrate the cogent reasoning and use ofevidence that is essential to both private deliberation andresponsible citizenship in a democratic republic. In short,students who meet the Standards develop the skills inreading, writing, speaking, and listening that are thefoundation for any creative and purposeful expression inlanguage.June 2, 2010

Key Design ConsiderationsCCR and grade-specific standardsThe CCR standards anchor the document and definegeneral, cross-disciplinary literacy expectations that mustbe met for students to be prepared to enter college andworkforce training programs ready to succeed. The K12grade-specific standards define end-of-year expectationsand a cumulative progression designed to enable studentsto meet college and career readiness expectations no laterthan the end of high school. The CCR and high school(grades 912) standards work in tandem to define the

college and career readiness linethe former providingbroad standards, the latter providing additional specificity.Hence, both should be considered when developingcollege and career readiness assessments.

Students advancing through the grades are expected to

meet each years grade specific standards, retain orfurther develop skills and understandings mastered inpreceding grades, and work steadily toward meeting themore general expectations described by the CCRstandards.

Grade levels for K8; grade bands for 910 and 1112

The Standards use individual grade levels in kindergartenthrough grade 8 to provide useful specificity; the

Standards use two-year bands in grades 912 to allowschools, districts, and states flexibility in high schoolcourse design.

A focus on results rather than meansBy emphasizing required achievements, the Standardsleave room for teachers, curriculum developers, and statesto determine how those goals should be reached and whatadditional topics should be addressed. Thus, the Standardsdo not mandate such things as a particular writing processor the full range of metacognitive strategies that students

may need to monitor and direct their thinking andlearning. Teachers are thus free to provide students withwhatever tools and knowledge their professional judgmentand experience identify as most helpful for meeting thegoals set out in the Standards.

An integrated model of literacyAlthough the Standards are divided into Reading, Writing,Speaking and Listening, and Language strands forconceptual clarity, the processes of communication are


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closely connected, as reflected throughout this document.For example, Writing standard 9 requires that students beable to write about what they read. Likewise, Speaking andListening standard 4 sets the expectation that studentswill share findings from their research.

Research and media skills blended intothe Standards as a whole

To be ready for college, workforce training, and life in atechnological society, students need the ability to gather,comprehend, evaluate, synthesize, and report oninformation and ideas, to conduct original research inorder to answer questions or solve problems, and toanalyze and create a high volume and extensive range ofprint and nonprint texts in media forms old and new. Theneed to conduct research and to produce and consume

media is embedded into every aspect of todayscurriculum. In like fashion, research and media skills andunderstandings are embedded throughout the Standardsrather than treated in a separate section.

Shared responsibility for studentsliteracy development

The Standards insist that instruction in reading, writing,speaking, listening, and language be a sharedresponsibility within the school. The K5 standards includeexpectations for reading, writing, speaking, listening, andlanguage applicable to a range of subjects, including butnot limited to ELA. The grades 612 standards are dividedinto two sections, one for ELA and the other forhistory/social studies, science, and technical subjects. Thisdivision reflects the unique, time-honored place of ELAteachers in developing students literacy skills while at thesame time recognizing that teachers in other areas musthave a role in this development as well.

Part of the motivation behind the interdisciplinaryapproach to literacy promulgated by the Standards isextensive research establishing the need for college andcareer ready students to be proficient in reading complexinformational text independently in a variety of contentareas. Most of the required reading in college and

workforce training programs is informational in structureand challenging in content; postsecondaryeducation programs typically provide students with both ahigher volume of such reading than is generally requiredin K12 schools and comparatively little scaffolding.

The Standards are not alone in calling for a specialemphasis on informational text. The 2009 readingframework of the National Assessment of EducationalProgress (NAEP) requires a high and increasing proportionof informational text on its assessment as students

advance through the grades.


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Distribution of Literary andInformational Passages by Grade in the2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Readingframework for the 2009 National Assessment of Educational Progress.Washington, DC: U.S. Government Printing Office.

The Standards aim to align instruction with this frameworkso that many more students than at present can meet therequirements of college and career readiness. In K5, the

Standards follow NAEPs lead in balancing the reading ofliterature with the reading of informational texts, includingtexts in history/social studies, science, and technicalsubjects. In accord with NAEPs growing emphasis oninformational texts in the higher grades, the Standardsdemand that a significant amount of reading ofinformational texts take place in and outside the ELAclassroom. Fulfilling the Standards for 612 ELA requiresmuch greater attention to a specific category ofinformational textliterary nonfictionthan has beentraditional. Because the ELA classroom must focus on

literature (stories, drama, and poetry) as well as literarynonfiction, a great deal of informational reading in grades612 must take place in other classes if the NAEPassessment framework is to be matched instructionally.1

To measure students growth toward college and careerreadiness, assessments aligned with the Standards should

1 The percentages on the table reflect the sum of student reading, notjust reading in ELA settings. Teachers of senior English classes, forexample, are not required to devote 70 percent of reading toinformational texts. Rather, 70 percent of student reading across thegrade should be informational.

adhere to the distribution of texts across grades cited inthe NAEP framework.

NAEP likewise outlines a distribution across the grades ofthe core purposes and types of student writing. The 2011NAEP framework, like the Standards, cultivates the

development of three mutually reinforcing writingcapacities: writing to persuade, to explain, and to conveyreal or imagined experience. Evidence concerning thedemands of college and career readiness gathered duringdevelopment of the Standards concurs with NAEPsshifting emphases: standards for grades 912 describewriting in all three forms, but, consistent with NAEP, theoverwhelming focus of writing throughout high schoolshould be on arguments and informative/explanatorytexts.2

Distribution of Communicative Purposesby Grade in the 2011 NAEP WritingFramework

Grade To Persuade To ExplainTo ConveyExperience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writingframework for the 2011 National Assessment of Education Progress,pre-publication edition. Iowa City, IA: ACT, Inc.

It follows that writing assessments aligned with theStandards should adhere to the distribution of writingpurposes across grades outlined by NAEP.

2 As with reading, the percentages in the table reflect the sum ofstudent writing, not just writing in ELA settings.


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Focus and coherence in instruction andassessmentWhile the Standards delineate specific expectations inreading, writing, speaking, listening, and language, eachstandard need not be a separate focus for instruction and

assessment. Often, several standards can be addressed bya single rich task. For example, when editing writing,students address Writing standard 5 (Develop andstrengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach) as well asLanguage standards 13 (which deal with conventions ofstandard English and knowledge of language). Whendrawing evidence from literary and informational texts perWriting standard 9, students are also demonstrating theircomprehension skill in relation to specific standards inReading. When discussing something they have read or

written, students are also demonstrating their speakingand listening skills. The CCR anchor standards themselvesprovide another source of focus and coherence.

The same ten CCR anchor standards for Reading apply toboth literary and informational texts, including texts inhistory/social studies, science, and technical subjects. Theten CCR anchor standards for Writing cover numerous texttypes and subject areas. This means that students candevelop mutually reinforcing skills and exhibit mastery ofstandards for reading and writing across a range of texts

and classrooms.

What is Not Covered by the StandardsThe Standards should be recognized for what they are notas well as what they are. The most important intentionaldesign limitations are as follows:

1. The Standards define what all students are expected toknow and be able to do, not how teachers shouldteach. For instance, the use of play with young

children is not specified by the Standards, but it iswelcome as a valuable activity in its own right and as away to help students meet the expectations in thisdocument. Furthermore, while the Standards makereferences to some particular forms of content,including mythology, foundational U.S. documents, and

Shakespeare, they do notindeed, cannotenumerateall or even most of the content that students shouldlearn. The Standards must therefore be complementedby a well-developed, content-rich curriculumconsistent with the expectations laid out in thisdocument.

2. While the Standards focus on what is most essential,they do not describe all that can or should be taught. Agreat deal is left to the discretion of teachers andcurriculum developers. The aim of the Standards is to

articulate the fundamentals, not to set out anexhaustive list or a set of restrictions that limits whatcan be taught beyond what is specified herein.

3. The Standards do not define the nature of advancedwork for students who meet the Standards prior to theend of high school. For those students, advanced workin such areas as literature, composition, language, and

journalism should be available. This work shouldprovide the next logical step up from the college andcareer readiness baseline established here.

4. The Standards set grade-specific standards but do notdefine the intervention methods or materialsnecessary to support students who are well below orwell above grade-level expectations. No set of grade-specific standards can fully reflect the great variety inabilities, needs, learning rates, and achievement levelsof students in any given classroom. However, theStandards do provide clear signposts along the way to


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the goal of college and career readiness for allstudents.

5. It is also beyond the scope of the Standards to definethe full range of supports appropriate for Englishlanguage learners and for students with special needs.

At the same time, all students must have theopportunity to learn and meet the same highstandards if they are to access the knowledge andskills necessary in their posthigh school lives.

Each grade will include students who are still acquiringEnglish. For those students, it is possible to meet thestandards in reading, writing, speaking, and listeningwithout displaying native-like control of conventionsand vocabulary.

The Standards should also be read as allowing for thewidest possible range of students to participate fullyfrom the outset and as permitting appropriateaccommodations to ensure maximum participation ofstudents with special education needs. For example,for students with disabilities reading should allow forthe use of Braille, screen-reader technology, or otherassistive devices, while writing should include the useof a scribe, computer, or speech-to-text technology. Ina similar vein, speaking and listening should beinterpreted broadly to include sign language.

6. While the ELA and content area literacy componentsdescribed herein are critical to college and careerreadiness, they do not define the whole of suchreadiness. Students require a wide-ranging, rigorousacademic preparation and, particularly in the earlygrades, attention to such matters as social, emotional,and physical development and approaches to learning.Similarly, the Standards define literacy expectations inhistory/social studies, science, and technical subjects,

but literacy standards in other areas, such asmathematics and health education, modeled on thosein this document are strongly encouraged to facilitatea comprehensive, schoolwide literacy program.

Students Who are College and CareerReady in Reading, Writing, Speaking,and Listening, and Language

The descriptions that follow are not standards themselvesbut instead offer a portrait of students who meet thestandards set out in this document. As students advancethrough the grades and master the standards in reading,writing, speaking, listening, and language, they are able toexhibit with increasing fullness and regularity thesecapacities of the literate individual.

They demonstrate independence.Students can, without significant scaffolding, comprehendand evaluate complex texts across a range of types anddisciplines, and they can construct effective argumentsand convey intricate or multifaceted information. Likewise,students are able independently to discern a speakers keypoints, request clarification, and ask relevant questions.

They build on others ideas, articulate their own ideas, andconfirm they have been understood. Without prompting,they demonstrate command of standard English and

acquire and use a wide-ranging vocabulary. More broadly,they become self-directed learners, effectively seeking outand using resources to assist them, including teachers,peers, and print and digital reference materials.

They build strong content knowledge.Students establish a base of knowledge across a widerange of subject matter by engaging with works of qualityand substance. They become proficient in new areasthrough research and study. They read purposefully and


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listen attentively to gain both general knowledge anddiscipline-specific expertise. They refine and share theirknowledge through writing and speaking.

They respond to the varying demands of

audience, task, purpose, and discipline.Students adapt their communication in relation toaudience, task, purpose, and discipline. They set andadjust purpose for reading, writing, speaking, listening,and language use as warranted by the task. Theyappreciate nuances, such as how the composition of anaudience should affect tone when speaking and how theconnotations of words affect meaning. They also know thatdifferent disciplines call for different types of evidence(e.g., documentary evidence in history, experimentalevidence in science).

They comprehend as well as critique.Students are engaged and open-mindedbut discerningreaders and listeners. They work diligently to understandprecisely what an author or speaker is saying, but theyalso question an authors or speakers assumptions andpremises and assess the veracity of claims and thesoundness of reasoning.

They value evidence.Students cite specific evidence when offering an oral or

written interpretation of a text. They use relevantevidence when supporting their own points in writing andspeaking, making their reasoning clear to the reader orlistener, and they constructively evaluate others use ofevidence.

They use technology and digital mediastrategically and capably.Students employ technology thoughtfully to enhance theirreading, writing, speaking, listening, and language use.

They tailor their searches online to acquire usefulinformation efficiently, and they integrate what they learnusing technology with what they learn offline. They arefamiliar with the strengths and limitations of varioustechnological tools and mediums and can select and usethose best suited to their communication goals.

They come to understand otherperspectives and cultures.Students appreciate that the twenty-first-centuryclassroom and workplace are settings in which peoplefrom often widely divergent cultures and who representdiverse experiences and perspectives must learn and worktogether. Students actively seek to understand otherperspectives and cultures through reading and listening,and they are able to communicate effectively with people

of varied backgrounds. They evaluate other points of viewcritically and constructively. Through reading great classicand contemporary works of literature representative of avariety of periods, cultures, and worldviews, students canvicariously inhabit worlds and have experiences muchdifferent than their own.


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How to Read This Document

Overall Document OrganizationThe Standards comprise three main sections: acomprehensive K5 section and two content areaspecific

sections for grades 612, one for ELA and one forhistory/social studies, science, and technical subjects.

Three appendices accompany the main document.

Each section is divided into strands. K5 and 612 ELAhave Reading, Writing, Speaking and Listening, andLanguage strands; the 612 history/ social studies,science, and technical subjects section focuses on Readingand Writing. Each strand is headed by a strand-specific setof College and Career Readiness Anchor Standards that isidentical across all grades and content areas.

Standards for each grade within K8 and for grades 910and 1112 follow the CCR anchor standards in each strand.Each grade-specific standard (as these standards arecollectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, eachCCR anchor standard has an accompanying grade-specificstandard translating the broader CCR statement intograde-appropriate end-of-year expectations.

Individual CCR anchor standards can be identified by their

strand, CCR status, and number (R.CCR.6, for example).Individual grade-specific standards can be identified bytheir strand, grade, and number (or number and letter,where applicable), so that RI.4.3, for example, stands forReading, Informational Text, grade 4, standard 3 andW.5.1a stands for Writing, grade 5, standard 1a. Stranddesignations can be found in boxes before the full strandtitle.

Who is responsible for which portion ofthe StandardsA single K5 section lists standards for reading, writing,speaking, listening, and language across the curriculum,reflecting the fact that most or all of the instruction

students in these grades receive comes from one teacher.Grades 612 are covered in two content areaspecificsections, the first for the English language arts teacherand the second for teachers of history/social studies,science, and technical subjects. Each section uses thesame CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements ofthe particular discipline(s).

Key Features of the Standards

Reading: Text complexity and the growthof comprehensionThe Reading standards place equal emphasis on thesophistication of what students read and the skill withwhich they read. Standard 10 defines a grade-by-gradestaircase of increasing text complexity that rises frombeginning reading to the college and career readinesslevel. Whatever they are reading, students must also showa steadily growing ability to discern more from and makefuller use of text, including making an increasing numberof connections among ideas and between texts,

considering a wider range of textual evidence, andbecoming more sensitive to inconsistencies, ambiguities,and poor reasoning in texts.

Writing: Text types, responding toreading, and research

The Standards acknowledge the fact that whereas somewriting skills, such as the ability to plan, revise, edit, andpublish, are applicable to many types of writing, otherskills are more properly defined in terms of specific writing


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types: arguments, informative/explanatory texts, andnarratives. Standard 9 stresses the importance of thewriting-reading connection by requiring students to drawupon and write about evidence from literary andinformational texts. Because of the centrality of writing tomost forms of inquiry, research standards are prominently

included in this strand, though skills important to researchare infused throughout the document.

Speaking and Listening: Flexiblecommunication and collaborationIncluding but not limited to skills necessary for formalpresentations, the Speaking and Listening standardsrequire students to develop a range of broadly useful oralcommunication and interpersonal skills. Students must

learn to work together, express and listen carefully toideas, integrate information from oral, visual, quantitative,and media sources, evaluate what they hear, use mediaand visual displays strategically to help achievecommunicative purposes, and adapt speech to contextand task.

Language: Conventions, effective use,and vocabulary

The Language standards include the essential rules ofstandard written and spoken English, but they alsoapproach language as a matter of craft and informed

choice among alternatives. The vocabulary standardsfocus on understanding words and phrases, theirrelationships, and their nuances and on acquiring newvocabulary, particularly general academic and domain-specific words and phrases.

Appendices A, B, and CAppendix A contains supplementary material on reading,writing, speaking and listening, and language as well as aglossary of key terms. Appendix B consists of textexemplars illustrating the complexity, quality, and range

of reading appropriate for various grade levels withaccompanying sample performance tasks. Appendix Cincludes annotated samples demonstrating at leastadequate performance in student writing at various gradelevels.

Appendices are available on the Common Core StateStandards Initiative Web site athttp://www.corestandards.org/ELA-Literacy.
http://www.corestandards.org/ELA-Literacyhttp://www.corestandards.org/ELA-Literacy


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Standards for

English Language Arts & Literacy

in History/Social Studies, Science,and Technical Subjects

K5


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STANDARDSFOR ENGLISH LANGUAGE ARTS/LITERACY K5 |

College and Career Readiness Anchor Standards for ReadingThe K5 standards on the following pages define what students should understand and beable to do by the end of each grade. They correspond to the College and Career Readiness(CCR) anchor standards below by number. The CCR and grade-specific standards arenecessary complementsthe former providing broad standards, the latter providingadditional specificitythat together define the skills and understandings that all studentsmust demonstrate.

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusionsdrawn from the text.

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

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

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choicesshape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, andlarger portions of the text (e.g., a section, chapter, scene, or stanza) relate to eachother and the whole.

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

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, includingvisually and quantitatively, as well as in words. *

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

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

*Please see Research to Build and Present Knowledge in Writing and Comprehension and Collaboration inSpeaking and Listening for additional standards relevant to gathering, assessing, and applying information fromprint and digital sources.

Range of Readingand Level of TextComplexity

10.Read andcomprehendcomplex literary

and informationaltextsindependentlyand proficiently.


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Note on range and content of student readingTo build a foundation for college and career readiness, students must read widely and deeplyfrom among a broad range of high-quality, increasingly challenging literary and informationaltexts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures anddifferent time periods, students gain literary and cultural knowledge as well as familiarity with

various text structures and elements. By reading texts in history/social studies, science, and otherdisciplines, students build a foundation of knowledge in these fields that will also give them thebackground to be better readers in all content areas. Students can only gain this foundation whenthe curriculum is intentionally and coherently structured to develop rich content knowledge withinand across grades. Students also acquire the habits of reading independently and closely, whichare essential to their future success.


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Reading Standards for Literature K5The following standards offer a focus for instruction each year and help ensure that students gain adequate

exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasinglycomplex texts through the grades. Students advancing through the grades are expected to meeteach years grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Kindergartners: Grade 1 Students: Grade 2 Students:

Ke

yIdeasandDetails

1. With prompting and support, ask andanswer questions about key detailsin a text.

1. Ask and answer questions about keydetails in a text.

1. Ask and answer such questions aswho, what,where, when, why, andhow to demonstrate understandingof key details in a text.

2. With prompting and support, retellfamiliar stories, including key details.

2. Retell stories, including key details,and demonstrate understanding oftheir central message or lesson.

2. Recount stories, including fables andfolktales from diverse cultures, anddetermine their central message,lesson, or moral.

3. With prompting and support, identifycharacters, settings, and majorevents in a story.

3. Describe characters, settings, andmajor events in a story, using keydetails.

3. Describe how characters in a storyrespond to major events andchallenges.

Craftand

Structure

4. Ask and answer questions aboutunknown words in a text. (Seegrade K Language standards 4-6for additional expectations.) CA

4. Identify words and phrases in storiesor poems that suggest feelings orappeal to the senses. (See grade 1Language standards 4-6 foradditional expectations.) CA

4. Describe how words and phrases(e.g., regular beats, alliteration,rhymes, repeated lines) supplyrhythm and meaning in a story,poem, or song. (See grade 2Language standards 4-6 foradditional expectations.) CA

5. Recognize common types of texts

(e.g., storybooks, poems, fantasy,realistic text). CA

5. Explain major differences between

books that tell stories and books thatgive information, drawing on a widereading of a range of text types.

5. Describe the overall structure of a

story, including describing how thebeginning introduces the story andthe ending concludes the action.

6. With prompting and support, namethe author and illustrator of a storyand define the role of each in tellingthe story.

6. Identify who is telling the story atvarious points in a text.

6. Acknowledge differences in thepoints of view of characters,including by speaking in a differentvoice for each character whenreading dialogue aloud.

RL


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Reading Standards for Literature K5


IntegrationofKnowledgeandI

deas 7. With prompting and support,

describe the relationship between

illustrations and the story in whichthey appear (e.g., what moment in astory an illustration depicts).

7. Use illustrations and details in a storyto describe its characters, setting, or

events.

7. Use information gained from theillustrations and words in a print or

digital text to demonstrateunderstanding of its characters,setting, or plot.

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)

9. With prompting and support,compare and contrast theadventures and experiences ofcharacters in familiar stories.

9. Compare and contrast the adventuresand experiences of characters instories.

9. Compare and contrast two or moreversions of the same story (e.g.,Cinderella stories) by differentauthors or from different cultures.

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Rangeof

ReadingandLevelofTe

xtComplexity 10. Actively engage in group reading

activities with purpose andunderstanding.a. Activate prior knowledge

related to the information andevents in texts. CA

b. Use illustrations and contextto make predictions abouttext. CA

10. With prompting and support, readprose and poetry of appropriatecomplexity for grade 1.a. Activate prior knowledge

related to the information andevents in a text. CA

b. Confirm predictions aboutwhat will happen next in atext. CA

10. By the end of the year, read andcomprehend literature, includingstories and poetry, in the grades 23text complexity band proficiently,with scaffolding as needed at thehigh end of the range.

Grade 3 Students: Grade 4 Students: Grade 5 Students:

KeyIdeasa

ndDetails 1. Ask and answer questions to

demonstrate understanding of a text,referring explicitly to the text as thebasis for the answers.

1. Refer to details and examples in a textwhen explaining what the text saysexplicitly and when drawing inferencesfrom the text.

1. Quote accurately from a text whenexplaining what the text saysexplicitly and when drawinginferences from the text.

2. Recount stories, including fables,folktales, and myths from diversecultures; determine the centralmessage, lesson, or moral andexplain how it is conveyed throughkey details in the text.

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

2. Determine a theme of a story,drama, or poem from details in thetext, including how characters in astory or drama respond to challengesor how the speaker in a poemreflects upon a topic; summarize thetext.

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

3. Describe in depth a character, setting,or event in a story or drama, drawingon specific details in the text (e.g., acharacters thoughts, words, or

3. Compare and contrast two or morecharacters, settings, or events in astory or drama, drawing on specificdetails in the text (e.g., how


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actions). characters interact).


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Cra

ftandStructure

4. Determine the meaning of words andphrases as they are used in a text,

distinguishing literal from nonliterallanguage. (See grade 3 Languagestandards 4-6 for additionalexpectations.) CA


including those that allude tosignificant characters found inmythology (e.g., Herculean). (Seegrade 4 Language standards 4-6for additional expectations.) CA


including figurative language such asmetaphors and similes. (See grade5 Language standards 4-6 foradditional expectations.) CA

5. Refer to parts of stories, dramas, andpoems when writing or speakingabout a text, using terms such aschapter, scene, and stanza; describehow each successive part builds onearlier sections.

5. Explain major differences betweenpoems, drama, and prose, and refer tothe structural elements of poems (e.g.,verse, rhythm, meter) and drama (e.g.,casts of characters, settings,descriptions, dialogue, stage

directions) when writing or speakingabout a text.

5. Explain how a series of chapters,scenes, or stanzas fits together toprovide the overall structure of aparticular story, drama, or poem.

6. Distinguish their own point of viewfrom that of the narrator or those ofthe characters.

6. Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.

6. Describe how a narrators orspeakers point of view influenceshow events are described.

7. Explain how specific aspects of atexts illustrations contribute towhat is conveyed by the words in a

story (e.g., create mood, emphasizeaspects of a character or setting).

7. Make connections between the text ofa story or drama and a visual or oralpresentation of the text, identifying

where each version reflects specificdescriptions and directions in the text.

7. Analyze how visual and multimediaelements contribute to the meaning,tone, or beauty of a text (e.g.,

graphic novel, multimediapresentation of fiction, folktale,myth, poem).

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)

9. Compare and contrast the themes,settings, and plots of stories writtenby the same author about the sameor similar characters (e.g., in booksfrom a series).

9. Compare and contrast the treatmentof similar themes and topics (e.g.,opposition of good and evil) andpatterns of events (e.g., the quest) instories, myths, and traditionalliterature from different cultures.

9. Compare and contrast stories in thesame genre (e.g., mysteries andadventure stories) on theirapproaches to similar themes andtopics.

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IntegrationofKnowled

geandIdeas


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RangeofReadingand

LevelofTextCompl

exity 10. By the end of the year, read and

comprehend literature, including

stories, dramas, and poetry, at thehigh end of the grades 23 textcomplexity band independently andproficiently.

10. By the end of the year, read andcomprehend literature, including

stories, dramas, and poetry, in thegrades 45 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.

10. By the end of the year, read andcomprehend literature, including

stories, dramas, and poetry, at thehigh end of the grades 45 textcomplexity band independently andproficiently.

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Reading Standards for Informational Text K5Kindergartners: Grade 1 Students: Grade 2 Students:

KeyIdeasandDetails

1. With prompting and support, ask andanswer questions about key details in a text.

1. Ask and answer questions aboutkey details in a text.

1. Ask and answer such questionsas who, what, where, when, why,and how to demonstrate

understanding of key details in atext.

2. With prompting and support, identify themain topic and retell key details of a text.

2. Identify the main topic and retellkey details of a text.

2. Identify the main topic of amultiparagraph text as well as thefocus of specific paragraphs withinthe text.

3. With prompting and support, describethe connection between two individuals,events, ideas, or pieces of information in atext.

3. Describe the connection betweentwo individuals, events, ideas, orpieces of information in a text.

3. Describe the connectionbetween a series of historicalevents, scientific ideas or concepts,or steps in technical procedures in a

text.

Crafta

ndStructure

4. With prompting and support, ask andanswer questions about unknown words in atext. (See grade K Language standards4-6 additional expectations.) CA

4. Ask and answer questions to helpdetermine or clarify the meaning ofwords and phrases in a text. (Seegrade 1 Language standards 4-6for additional expectations.) CA

4. Determine the meaning ofwords and phrases in a text relevantto a grade 2 topic or subject area.(See grade 2 Languagestandards 4-6 for additionalexpectations.CA

5. Identify the front cover, back cover, andtitle page of a book.

5. Know and use various textstructures (e.g., sequence) andtext features (e.g., headings, tables

of contents, glossaries, electronicmenus, icons) to locate key facts orinformation in a text. CA

5. Know and use various textfeatures (e.g., captions, bold print,subheadings, glossaries, indexes,

electronic menus, icons) to locatekey facts or information in a textefficiently.

6. Name the author and illustrator of a textand define the role of each in presenting theideas or information in a text.

6. Distinguish between informationprovided by pictures or otherillustrations and information providedby the words in a text.

6. Identify the main purpose of atext, including what the authorwants to answer, explain, ordescribe.

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IntegrationofKnowledge

andIdeas 7. With prompting and support, describe

the relationship between illustrations and thetext in which they appear (e.g., what person,place, thing, or idea in the text an illustrationdepicts).

7. Use the illustrations and detailsin a text to describe its key ideas.

7. Explain how specific images(e.g., a diagram showing how amachine works) contribute to andclarify a text.

8. With prompting and support, identify thereasons an author gives to support points ina text.

8. Identify the reasons an authorgives to support points in a text.

8. Describe how reasons supportspecific points the author makes in atext.

9. With prompting and support, identifybasic similarities in and differences betweentwo texts on the same topic (e.g., inillustrations, descriptions, or procedures).

9. Identify basic similarities in anddifferences between two texts on thesame topic (e.g., in illustrations,descriptions, or procedures).

9. Compare and contrast the mostimportant points presented by twotexts on the same topic.


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Reading Standards for Informational Text K5


RangeofReadingand

LevelofText

Complexity

10. Actively engage in groupreading activities with purpose andunderstanding.a. Activate prior knowledge

related to the informationand events in texts.CA

b. Use illustrations and contextto make predictions abouttext. CA

10. With prompting and support, readinformational texts appropriatelycomplex for grade 1.a. Activate prior knowledge related

to the information and events ina text. CA

b. Confirm predictions aboutwhat will happen next in a text.CA

10. By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 23 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.


K

eyIdeasandDetails

1. Ask and answer questions to

demonstrate understanding of atext, referring explicitly to the textas the basis for the answers.

1. Refer to details and examples in a

text when explaining what the text saysexplicitly and when drawing inferencesfrom the text.

1. Quote accurately from a text when

explaining what the text says explicitlyand when drawing inferences from thetext.

2. Determine the main idea of a text;recount the key details and explainhow they support the main idea.

2. Determine the main idea of a textand explain how it is supported by keydetails; summarize the text.

2. Determine two or more main ideas ofa text and explain how they aresupported by key details; summarizethe text.

3. Describe the relationship between aseries of historical events, scientificideas or concepts, or steps in

technical procedures in a text, usinglanguage that pertains to time,sequence, and cause/effect.

3. Explain events, procedures, ideas, orconcepts in a historical, scientific, ortechnical text, including what happened

and why, based on specific information inthe text.

3. Explain the relationships orinteractions between two or moreindividuals, events, ideas, or concepts

in a historical, scientific, or technicaltext based on specific information inthe text.

4. Determine the meaning of generalacademic and domain-specificwords and phrases in a textrelevant to a grade 3 topic orsubject area.(See grade 3Language standards 4-6 foradditional expectations.) CA

4. Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to a grade 4topic or subject area. (See grade 4Language standards 4-6 foradditional expectations.) CA

4. Determine the meaning of generalacademic and domain-specific wordsand phrases in a text relevant to agrade 5 topic or subject area. (Seegrade 5 Language standards 4-6for additional expectations.) CA

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CraftandS

tructure

5. Use text features and search tools(e.g., key words, sidebars,hyperlinks) to locate informationrelevant to a given topic efficiently.

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

5. Compare and contrast the overallstructure (e.g., chronology,comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in two ormore texts.

6. Distinguish their own point of viewfrom that of the author of a text.

6. Compare and contrast a firsthandand secondhand account of the sameevent or topic; describe the differences infocus and the information provided.

6. Analyze multiple accounts of thesame event or topic, noting importantsimilarities and differences in the pointof view they represent.


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Reading Standards for Informational Text K5


IntegrationofKnowledgeandIdeas

7. Use information gained fromillustrations (e.g., maps,

photographs) and the words in atext to demonstrateunderstanding of the text (e.g.,where, when, why, and how keyevents occur).

7. Interpret information presentedvisually, orally, or quantitatively

(e.g., in charts, graphs, diagrams,time lines, animations, orinteractive elements on Webpages) and explain how theinformation contributes to anunderstanding of the text in whichit appears.

7. Draw on information from multipleprint or digital sources,

demonstrating the ability to locatean answer to a question quickly orto solve a problem efficiently.

8. Describe the logical connectionbetween particular sentences andparagraphs in a text (e.g.,comparison, cause/effect,

first/second/third in a sequence).

8. Explain how an author uses reasonsand evidence to support particularpoints in a text.

8. Explain how an author usesreasons and evidence to supportparticular points in a text,identifying which reasons and

evidence support which point(s).

9. Compare and contrast the mostimportant points and key detailspresented in two texts on thesame topic.

9. Integrate information from twotexts on the same topic in order towrite or speak about the subjectknowledgeably

9. Integrate information from severaltexts on the same topic in order towrite or speak about the subjectknowledgeably.

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RangeofReadingandLevelofTe

xtComplexity 10. By the end of the year, read

and comprehend informationaltexts, including history/socialstudies, science, and technicaltexts, at the high end of thegrades 23 text complexity band

independently and proficiently.

10. By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 45 text complexity bandproficiently, with scaffolding as

needed at the high end of therange.

10. By the end of the year, read andcomprehend informational texts,including history/social studies,science, and technical texts, at thehigh end of the grades 45 textcomplexity band independently and

proficiently.


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Reading Standards: Foundational Skills K5These standards are directed toward fostering students understanding and working knowledge of concepts of

print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are notan end in and of themselves; rather, they are necessary and important components of an effective, comprehensivereading program designed to develop proficient readers with the capacity to comprehend texts across a range of typesand disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than

struggling readers will. The point is to teach students what they need to learn and not what they already knowtodiscern when particular children or activities warrant more or less attention.Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas thatfollow.

Kindergartners: Grade 1 Students:

PrintConcepts

1. Demonstrate understanding of the organization andbasic features of print.a. Follow words from left to right, top to bottom, and

page by page.

b. Recognize that spoken words are represented inwritten 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.

1. Demonstrate understanding of the organization andbasic features of print.a. Recognize the distinguishing features of a sentence

(e.g., first word, capitalization, ending punctuation).

PhonologicalAwareness

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-syllablespoken words.

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

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

f. Blend two to three phonemes into recognizablewords. CA

2. Demonstrate understanding of spoken words,syllables, and sounds (phonemes).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-syllablewords.

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

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*Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardlessof the number of letters in the spelling of the word.


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Reading Standards: Foundational Skills K5Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas

that follow.


PhonicsandWordRecognition

3. Know and apply grade-level phonics

and word analysis skills in decodingwords both in isolation and in text.CAa. Demonstrate basic knowledge of

one-to-one letter-soundcorrespondences by producing theprimary sounds or many of themost frequent sounds for eachconsonant.

b. Associate the long and shortsounds with common spellings

(graphemes) for the five majorvowels. (Identify which lettersrepresent the five majorvowels (Aa, Ee, Ii, Oo, and Uu)and know the long and shortsound of each vowel. Morecomplex long vowel graphemesand spellings are targeted inthe grade 1 phonicsstandards.) CA

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

d. Distinguish between similarlyspelled words by identifying thesounds of the letters that differ.


and word analysis skills in decodingwords both in isolation and in text.CAa. Know the spelling-sound

correspondences for commonconsonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowelteam conventions for representinglong vowel sounds.

d. Use knowledge that every syllablemust have a vowel sound todetermine the number of syllablesin a printed word.

e. Decode two-syllable wordsfollowing basic patterns bybreaking the words into syllables.

f. Read words with inflectionalendings.

g. Recognize and read grade-appropriate irregularly spelledwords.


and word analysis skills in decodingwords both in isolation and in text.CAa. Distinguish long and short vowels

when reading regularly spelledone-syllable words.

b. Know spelling-soundcorrespondences for additionalcommon vowel teams.

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

d. Decode words with commonprefixes and suffixes.e. Identify words with inconsistent

but common spelling-soundcorrespondences.

f. Recognize and read grade-appropriate irregularly spelledwords.

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Fluen

cy

4. Read emergent-reader texts withpurpose and understanding.

4. Read with sufficient accuracy andfluency to support comprehension.a. Read on-level text with purpose

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

accuracy, appropriate rate, andexpression on successive readings.

c. Use context to confirm or self-correct word recognition andunderstanding, rereading asnecessary.

4. Read with sufficient accuracy andfluency to support comprehension.a. Read on-level text with purpose

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

accuracy, appropriate rate, andexpression on successivereadings.

c. Use context to confirm or self-correct word recognition andunderstanding, rereading asnecessary.


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Reading Standards: Foundational Skills K5


Phonicsand

Word

Recognition

3. Know and apply grade-levelphonics and word analysis skillsin decoding words both in

isolation and in text. CAa. Identify and know the

meaning of the mostcommon prefixes andderivational suffixes.

b. Decode words with commonLatin suffixes.

c. Decode multisyllable words.d. Read grade-appropriate

irregularly spelled words.

3. Know and apply grade-levelphonics and word analysis skills indecoding words.

a. Use combined knowledge of allletter-sound correspondences,syllabication patterns, andmorphology (e.g., roots andaffixes) to read accuratelyunfamiliar multisyllabic wordsin context and out of context.

3. Know and apply grade-levelphonics and word analysis skills indecoding words.

a. Use combined knowledge of allletter-sound correspondences,syllabication patterns, andmorphology (e.g., roots andaffixes) to read accuratelyunfamiliar multisyllabic wordsin context and out of context.

Fluency

4. Read with sufficient accuracyand fluency to supportcomprehension.a. Read on-level text with

purpose and understanding.b. Read on-level prose and

poetry orally with accuracy,appropriate rate, andexpression on successivereadings

c. Use context to confirm or

self-correct word recognitionand understanding, rereadingas necessary.

4. Read with sufficient accuracy andfluency to support comprehension.a. Read on-level text with

purpose and understanding.b. Read on-level prose and poetry

orally with accuracy,appropriate rate, andexpression on successivereadings.

c. Use context to confirm or self-correct word recognition and

understanding, rereading asnecessary.

4. Read with sufficient accuracy andfluency to support comprehension.a. Read on-level text with

purpose and understanding.b. Read on-level prose and poetry

orally with accuracy,appropriate rate, andexpression on successivereadings.

c. Use context to confirm or self-correct word recognition and

understanding, rereading asnecessary.

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College and Career Readiness Anchor Standards for WritingThe K5 standards on the following pages define what students should understand and be ableto do by the end of each grade. They correspond to the College and Career Readiness (CCR)anchor standards below by number. The CCR and grade-specific standards are necessarycomplementsthe former providing broad standards, the latter providing additional specificitythat together define the skills and understandings that all students must demonstrate.

Text Types andPurposes*

1. Write argumentsto support claimsin an analysis of

substantivetopics or texts,using validreasoning andrelevant andsufficientevidence.

2. Writeinformative/explanatory texts toexamine andconvey complexideas andinformationclearly andaccuratelythrough theeffectiveselection,organization,and analysis of

content.3. Write narratives

to develop realor imagined

*These broad types ofwriting include manysubgenres. See Appendix Afor definitions of key writingtypes.


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experiences or events using effective technique, well-chosen details, and well-structuredevent sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

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

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

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary and or informational texts to support analysis, reflection, and

research.

Range of Writing10.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, andaudiences.

Note on range andcontent of studentwritingTo build a foundation

for college and careerreadiness, studentsneed to learn to usewriting as a way ofoffering and supportingopinions,demonstratingunderstanding of thesubjects they arestudying, andconveying real and

imagined experiencesand events. They learnto appreciate that akey purpose of writingis to communicateclearly to an external,sometimes unfamiliaraudience, and theybegin to adapt theform and content oftheir writing to

accomplish a particulartask and purpose. Theydevelop the capacity tobuild knowledge on asubject throughresearch projects andto respond analyticallyto literary andinformational sources.


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To meet these goals, students must devote significant time and effort to writing, producingnumerous pieces over short and extended time frames throughout the year.


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Writing Standards K5The following standards for K5 offer a focus for instruction each year to help ensure that students gain adequate masteryof a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication inall aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they shouldaddress increasingly demanding content and sources. Students advancing through the grades are expected to meeteachyears grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.The

expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotatedstudent writing samples in Appendix C.


TextTypesandPurposes

1. Use a combination of drawing,dictating, and writing to composeopinion pieces in which they tell areader the topic or the name of thebook they are writing about andstate an opinion or preference aboutthe topic or book (e.g., My favoritebook is . . .).

1. Write opinion pieces in which theyintroduce the topic or name the bookthey are writing about, state anopinion, supply a reason for theopinion, and provide some sense ofclosure.

1. Write opinion pieces in which theyintroduce the topic or book they arewriting about, state an opinion,supply reasons that support theopinion, use linking words (e.g.,because, and, also) to connectopinion and reasons, and provide aconcluding statement or section.

2. Use a combination of drawing,dictating, and writing to composeinformative/explanatory texts inwhich they name what they arewriting about and supply someinformation about the topic.

2. Write informative/explanatory textsin which they name a topic, supplysome facts about the topic, andprovide some sense of closure.

2. Write informative/explanatory textsin which they introduce a topic, usefacts and definitions to developpoints, and provide a concludingstatement or section.

3. Use a combination of drawing,dictating, and writing to narrate asingle event or several loosely linked

events, tell about the events in theorder in which they occurred, andprovide a reaction to what happened.

3. Write narratives in which theyrecount two or more appropriatelysequenced events, include some

details regarding what happened,use temporal words to signal eventorder, and provide some sense ofclosure.

3. Write narratives in which theyrecount a well-elaborated event orshort sequence of events, include

details to describe actions, thoughts,and feelings, use temporal words tosignal event order, and provide asense of closure.

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Productio

nandDistributionofW

riting 4. (Begins in grade 2) CA 4. (Begins in grade 2) CA 4. With guidance and support

from adults, produce writing inwhich the development andorganization are appropriate totask and purpose. (Grade-specific expectations for writingtypes are defined in standards13 above.) CA

5. With guidance and support from adults,respond to questions and suggestionsfrom peers and add details tostrengthen writing as needed.

5. With guidance and support fromadults, focus on a topic, respond toquestions and suggestions from peers,and add details to strengthen writingas needed.

5. With guidance and support fromadults and peers, focus on a topicand strengthen writing as needed byrevising and editing.

6. With guidance and support from adults,explore a variety of digital tools toproduce and publish writing, includingin collaboration with peers.

6. With guidance and support fromadults, use a variety of digital tools toproduce and publish writing, includingin collaboration with peers.

6. With guidance and support fromadults, use a variety of digital toolsto produce and publish writing,including in collaboration with peers.

7. Participate in shared research andwriting projects (e.g., explore a numberof books by a favorite author andexpress opinions about them).

7. Participate in shared research andwriting projects (e.g., explore anumber of how-to books on a giventopic and use them to write asequence of instructions).

7. Participate in shared research andwriting projects (e.g., read a numberof books on a single topic to producea report; record scienceobservations).

8. With guidance and support from adults,

recall information from experiences orgather information from providedsources to answer a question.

8. With guidance and support from

adults, recall information fromexperiences or gather informationfrom provided sources to answer aquestion.

8. Recall information from experiences

or gather information from providedsources to answer a question.

9. (Begins in grade 4) 9. (Begins in grade 4) 9. (Begins in grade 4)

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Rese

archtoBuildandPrese

ntKnowledge

Rangeof

Writing

10. (Begins in grade 2) CA 10. (Begins in grade 2) CA 10. Write routinely overextended time frames (time forresearch, reflection, andrevision) and shorter timeframes (a single sitting or a dayor two) for a range of discipline-specific tasks, purposes, andaudiences. CA


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TextTypesandPu

rposes 1. Write opinion pieces on topics or

texts, supporting a point of viewwith reasons.

a. Introduce the topic or textthey are writing about, statean opinion, and create anorganizational structure thatlists reasons.

b. Provide reasons thatsupport the opinion.

c. Use linking words andphrases (e.g., because,therefore, since, forexample) to connect opinionand reasons.

d. Provide a concludingstatement or section.

1. Write opinion pieces on topics or texts,supporting a point of view with reasonsand information.

a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped tosupport the writers purpose.

b. Provide reasons that are supportedby facts and details.

c. Link opinion and reasons usingwords and phrases (e.g., forinstance, in order to, in addition).

d. Provide a concluding statement orsection related to the opinionpresented.

1. Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.

a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichideas are logically grouped tosupport the writers purpose.

b. Provide logically ordered reasonsthat are supported by facts anddetails.

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

d. Provide a concluding statement orsection related to the opinionpresented.

2. Write informative/explanatorytexts to examine a topic andconvey ideas and informationclearly.a. Introduce a topic and group

related informationtogether; includeillustrations when useful toaiding comprehension.

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

c. Use linking words andphrases (e.g., also, another,and, more, but) to connectideas within categories ofinformation.

d. Provide a concludingstatement or section.

2. Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.a. Introduce a topic clearly and group

related information in paragraphsand sections; include formatting(e.g., headings), illustrations, andmultimedia when useful to aidingcomprehension.

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

c. Link ideas within categories ofinformation using words andphrases (e.g., another, for example,also, because).

d. Use precise language and domain-specific vocabulary to inform about

2. Write informative/explanatory textsto examine a topic and convey ideas andinformation clearly.

a. Introduce a topic clearly, provide ageneral observation and focus, andgroup related information logically;include formatting (e.g., headings),illustrations, and multimedia whenuseful to aiding comprehension.

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

c. Link ideas within and acrosscategories of information usingwords, phrases, and clauses (e.g., incontrast, especially).

d. Use precise language and domain-specific vocabulary to inform about

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or explain the topic.e. Provide a concluding statement or

section related to the information orexplanation presented.

or explain the topic.e. Provide a concluding statement or

section related to the information orexplanation presented.



TextTypesandPurposes(Continued)

3. Write narratives to develop real orimagined experiences or eventsusing effective technique,descriptive details, and clear eventsequences.a. Establish a situation and

introduce a narrator and/orcharacters; organize an eventsequence that unfolds naturally.

b. Use dialogue and descriptions of

actions, thoughts, and feelings todevelop experiences and eventsor show the response ofcharacters to situations.

c. Use temporal words and phrasesto signal event order.

d. Provide a sense of closure.

3. Write narratives to develop real orimagined experiences or eventsusing effective technique,descriptive details, and clear eventsequences.a. Orient the reader by establishing

a situation and introducing anarrator and/or characters;organize an event sequence thatunfolds naturally.

b. Use dialogue and description todevelop experiences and eventsor show the responses ofcharacters to situations.

c. Use a variety of transitionalwords and phrases to managethe sequence of events.

d. Use concrete words and phrasesand sensory details to conveyexperiences and eventsprecisely.

e. Provide a conclusion that followsfrom the narrated experiences orevents.

3. Write narratives to develop real orimagined experiences or eventsusing effective technique,descriptive details, and clear eventsequences.a. Orient the reader by establishing

a situation and introducing anarrator and/or characters;organize an event sequence thatunfolds naturally.

b. Use narrative techniques, suchas dialogue, description, andpacing, to develop experiencesand events or show theresponses of characters tosituations.

c. Use a variety of transitionalwords, phrases, and clauses tomanage the sequence of events.

d. Use concrete words and phrasesand sensory details to convey

experiences and eventsprecisely.

e. Provide a conclusion that followsfrom the narrated experiences orevents.

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P

roductionandDistribut

ionofWriting 4. With guidance and support from

adults, produce writing in which thedevelopment and organization areappropriate to task and purpose.(Grade-specific expectations forwriting types are defined instandards 13 above.)

4. Produce clear and coherent writing(including multiple-paragraphtexts) in which the developmentand organization are appropriate totask, purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 13 above.) CA

4. Produce clear and coherent writing(including multiple-paragraphtexts) in which the developmentand organization are appropriate totask, purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 13 above.) CA

5. With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 13 up to and includinggrade 3.)

5. With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 13 up to and includinggrade 4.)

5. With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, editing, rewriting,or trying a new approach. (Editingfor conventions should demonstratecommand of Language standards 13 up to and including grade 5.)


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ProductionandDistributionofWriting

(continued)

6. With guidance and support fromadults, use technology toproduce and publish writing

(using keyboarding skills) as wellas to interact and collaboratewith others.

6. With some guidance and support fromadults, use technology, including theInternet, to produce and publish writing

as well as to interact and collaboratewith others; demonstrate sufficientcommand of keyboarding skills to type aminimum of one page in a single sitting.

6. With some guidance and support fromadults, use technology, including theInternet, to produce and publish writing

as well as to interact and collaboratewith others; demonstrate sufficientcommand of keyboarding skills to typea minimum of two pages in a singlesitting.

Researcht

oBuildand 7. Conduct short research projects

that build knowledge about atopic.

7. Conduct short research projects thatbuild knowledge through investigation ofdifferent aspects of a topic.

7. Conduct short research projects thatuse several sources to build knowledgethrough investigation of differentaspects of a topic

8. Recall information fromexperiences or gatherinformation from print and digitalsources; take brief notes onsources and sort evidence intoprovided categories.

8. Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; take notes, paraphrase, andcategorize information, and provide a listof sources. CA

8. Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; summarize or paraphraseinformation in notes and finished work,and provide a list of sources.

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PresentKnowledge

9. (Begins in grade 4) 9. Draw evidence from literary orinformational texts to support analysis,reflection, and research.a. Apply grade 4 Reading standards to

literature (e.g., Describe in depth acharacter, setting, or event in astory or drama, drawing on specificdetails in the text [e.g., a charactersthoughts, words, or actions].).

b. Apply grade 4 Reading standards toinformational texts (e.g., Explainhow an author uses reasons andevidence to support particular pointsin a text).

9. Draw evidence from literary orinformational texts to support analysis,reflection, and research.a. Apply grade 5 Reading standards to

literature (e.g., Compare andcontrast two or more characters,settings, or events in a story or adrama, drawing on specific detailsin the text [e.g., how charactersinteract]).

b. Apply grade 5 Reading standards toinformational texts (e.g., Explainhow an author uses reasons andevidence to support particularpoints in a text, identifying whichreasons and evidence supportwhich point[s]).


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Ra

ngeof

Writing

10. Write routinely over extendedtime frames (time for research,reflection, and revision) and shorter

time frames (a single sitting or aday or two) for a range of discipline-specific tasks, purposes, andaudiences.





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College and Career Readiness Anchor Standardsfor Speaking and Listening

The K5 standards on the following pages define what students should understand and beable to do by the end of each grade. They correspond to the College and Career Readiness

(CCR) anchor standards below by number. The CCR and grade-specific standards arenecessary complementsthe former providing broad standards, the latter providingadditional specificitythat together define the skills and understandings that all studentsmust demonstrate.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborationswith diverse partners, building on others ideas and expressing their own clearly andpersuasively.

2. Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

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

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

6. Adapt spe

ela state standards 2013

Documents