English Language Arts and Reading K - 12 Vertical Alignment Document

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 English I English II English III English IV

110.2 110.3 110.4 110.5 110.6 110.7 110.22 110.23 110.24 110.36 110.37 110.38 110.39

(1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) (1)

(A) listen actively

(A) listen actively,

(A) listen actively to

(A) engage in

and ask questions to ask relevant ask relevant ask relevant ask relevant interpret verbal and interpret a message, interpret a message interpret a message meaningful and meaningful and meaningful and meaningful and

understand questions to clarify questions to clarify questions to clarify questions to clarify non-verbal ask clarifying and ask clarifying by summarizing, respectful discourse respectful discourse respectful discourse respectful discourse

information and information, and information, and information, and information, and messages, ask questions, and questions that build

asking questions, and

by listening, by listening actively, when evaluating the when evaluating the

answer questions answer questions answer questions make pertinent make pertinent relevant questions, respond on others' ideas; making comments; responding responding

clarity and coherence

using multi-word using multi-word using multi-word comments; comments; and make pertinent appropriately; appropriately, and appropriately, and of a speaker's of a speaker's

responses; responses; responses; comments; adjusting adjusting message and message and

communication to communication to critiquing the impact critiquing the impact

audiences and audiences and of a speaker's use of of a speaker's use of

purposes; purposes; diction and syntax; diction, syntax, and

rhetorical strategies;

(B) restate and

(B) follow, restate,

(B) follow and give

follow oral and give oral and give oral and give oral and give oral and give oral oral instructions that complex oral complex oral complex oral complex oral complex complex

directions that instructions that instructions that instructions that instructions that instructions that include multiple instructions to instructions to instructions to instructions to instructions, clarify instructions, clarify

involve a short, involve a short, involve a short, involve a series of involve a series of include multiple action steps; perform specific perform specific perform specific perform specific meaning by asking meaning by asking

related sequence of related sequence of related sequence of related sequences of related sequences of action steps; tasks, answer tasks, answer tasks, answer tasks, answer pertinent questions, pertinent questions,

actions; actions; actions; action; action; questions, or solve questions, or solve questions, or solve questions, or solve and respond and respond

problems; problems; problems and problems and appropriately; appropriately;

complex processes; complex processes;

information and information and information and

about the topic under

opinion supported by

organized organized of a literary work, position using presentation using presentation that presentation that arguments and

ideas by speaking ideas about the topic ideas that focus on discussion,

accurate information,

presentation presentation with a film, or dramatic

anecdotes, analogies,

informal, formal, and

incorporates a clear exhibits a logical present using

audibly and clearly under discussion, the topic under employing eye employing eye employing eye specific stance and production, and/or illustrations technical language thesis and a logical structure, smooth elements of classical

using the speaking clearly at discussion, speaking contact, speaking contact, speaking contact, speaking position, employing employing eye employing eye effectively to meet progression of valid transitions, accurate speeches such as

conventions of an appropriate pace clearly at an rate, volume, rate, volume, rate, volume,

eye contact, speaking

contact, speaking contact, speaking the needs of evidence from evidence, well- introduction, first

language; and using the

appropriate pace and

enunciation, and the enunciation, and the enunciation, natural

rate, volume,

rate, volume, rate, volume, audience, purpose, reliable sources and chosen details, and and second

conventions of

using the

conventions of conventions of gestures, and

enunciation, natural

enunciation, a enunciation, a and occasion, that employs eye rhetorical devices transitions, body,

language;

conventions of

language to language to conventions of

gestures, and

variety of natural variety of natural employing eye contact, speaking

and that employs eye

conclusion, the art of

language;

communicate ideas communicate ideas language to

conventions of

gestures, and gestures, and contact, speaking rate such as pauses

contact, speaking persuasion,

effectively; effectively; and communicate ideas

language to

conventions of conventions of rate such as pauses for effect, volume,

rate such as pauses rhetorical devices,

effectively; and

communicate ideas

language to language to for effect, volume, enunciation,

for effect, volume, employing eye

effectively; and

communicate ideas communicate ideas enunciation, purposeful gestures,

enunciation, contact, speaking

effectively; and effectively; and purposeful gestures, and conventions of

purposeful gestures, rate such as pauses

and conventions of language to

and conventions of for effect, volume,

language to communicate ideas

language to enunciation,

communicate ideas effectively; and

communicate ideas purposeful gestures,

effectively; and

effectively; and and conventions of

language to

communicate ideas

effectively; and

Kindergarten - Grade 8, Adopted May 10, 2017

Developing and Sustaining Foundational Language Skills:

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Oral Language

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(D) work

collaboratively with

others by following

agreed-upon rules

for discussion,

including taking

turns; and

(D) work

collaboratively with

others by following

agreed-upon rules

for discussion,

including listening to

others, speaking

when recognized,

and making

appropriate

contributions; and

(D) work

collaboratively with

others by following

agreed-upon rules

for discussion,

including listening to

others, speaking

when recognized,

making appropriate

contributions, and

building on the ideas

of others; and

(D) work

collaboratively with

others by following

agreed-upon rules,

norms, and

protocols; and

(D) work

collaboratively with

others to develop a

plan of shared

responsibilities.

(D) work

collaboratively with

others to develop a

plan of shared

responsibilities.

(D) participate in

student-led

discussions by

eliciting and

considering

suggestions from

other group

members, taking

notes, and

identifying points of

agreement and

disagreement.

(D) engage in

meaningful discourse

and provide and

accept constructive

feedback from

others.

(D) participate

collaboratively in

discussions, plan

agendas with clear

goals and deadlines,

set time limits for

speakers, take notes,

and vote on key

issues.

(D) participate

collaboratively,

building on the ideas

of others,

contributing relevant

information,

developing a plan for

consensus building,

and setting ground

rules for decision

making.

(D) participate

collaboratively,

building on the ideas

of others,

contributing relevant

information,

developing a plan for

consensus building,

and setting ground

rules for decision

making.

(D) participate

collaboratively,

offering ideas or

judgments that are

purposeful in

moving the team

toward goals, asking

relevant and

insightful questions,

tolerating a range of

positions and

ambiguity in

decision making, and

evaluating the work

of the group based

on agreed-upon

criteria.

(D) participate

collaboratively,

offering ideas or

judgments that are

purposeful in

moving the team

toward goals, asking

relevant and

insightful questions,

tolerating a range of

positions and

ambiguity in

decision making, and

evaluating the work

of the group based

on agreed-upon

criteria.

(E) develop social

communication such

as introducing

himself/herself,

using common

greetings, and

expressing needs and

wants.

(E) develop social

communication such

as introducing

himself/herself and

others, relating

experiences to a

classmate, and

expressing needs and

feelings.

(E) develop social

communication such

as distinguishing

between asking and

telling.

(E) develop social

communication such

as conversing

politely in all

situations.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts,

phonics, and morphology to communicate, decode, and spell. The student is expected to:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 English I English II English III English IV

110.2 110.3 110.4 110.5 110.6 110.7 110.22 110.23 110.24 110.36 110.37 110.38 110.39

(2) (2) (2) (2) (2) (2)

(A) demonstrate (A) demonstrate (A) demonstrate

phonological phonological phonological

awareness by: awareness by: awareness by:

(i) identifying and (i) producing a series (i) producing a series

producing rhyming of rhyming words; of rhyming words;

words;

(ii) recognizing (ii) recognizing

spoken alliteration or spoken alliteration or

groups of words that groups of words that

begin with the same begin with the same

spoken onset or spoken onset or

initial sound; initial sound;

(iii) identifying the

individual words in a

spoken sentence;

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Beginning Reading & Writing

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(iv) identifying (iii) distinguishing (ii) distinguishing

syllables in spoken between long and between long and

words; short vowel sounds short vowel sounds

in one-syllable in one-syllable and

words; multi-syllable words;

(v) blending

syllables to form

multisyllabic words;

(vi) segmenting

multisyllabic words

into syllables;

(vii) blending spoken (iv) recognizing the (iii) recognizing the

onsets and rimes to change in spoken change in spoken

form simple words; word when a word when a

specified phoneme is specified phoneme is

added, changed, or added, changed, or

removed; removed; and

(viii) blending (v) blending spoken

spoken phonemes to phonemes to form

form one-syllable one-syllable words,

words; including initial

and/or final

consonant blends;

(ix) manipulating (vi) manipulating (iv) manipulating

syllables within a phonemes within phonemes within

multisyllabic word; base words; and base words;

and

(x) segmenting (vii) segmenting

spoken one-syllable spoken one-syllable

words into individual words of three to

phonemes; five phonemes into

individual

phonemes, including

words with initial

and/or final

consonant blends;

(B) demonstrate and (B) demonstrate and (B) demonstrate and (A) demonstrate and (A) demonstrate and (A) demonstrate and

apply phonetic apply phonetic apply phonetic apply phonetic apply phonetic apply phonetic

knowledge by: knowledge by: knowledge by: knowledge by: knowledge by: knowledge by:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Beginning Reading & Writing

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(i) identifying and

matching the

common sounds that

letters represent;

(i) decoding words

in isolation and in

context by applying

common letter sound

correspondences;

(i) decoding words

with short, long, or

variant vowels,

trigraphs, and

blends;

(i) decoding

multisyllabic words

with multiple sound-

spelling patterns

such as eigh, ough,

and en;

(i) decoding words

with specific

orthographic patterns

and rules, including

regular and irregular

plurals;

(i) decoding words

with consonant

changes, including /t/

to /sh/ such as in

select and selection

and /k/ to /sh/ such

as music and

musician;

(ii) using letter-

sound relationships

to decode, including

VC, CVC, CCVC,

and CVCC words;

(ii) decoding words

with initial and final

consonant blends,

digraphs, and

trigraphs;

(ii) decoding words

with silent letters

such as knife and

gnat;

(iii) recognizing that

new words are

created when letters

are changed, added,

or deleted such as it -

pit - tip - tap; and

(iii) decoding words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

vowel digraphs and

diphthongs; and r-

controlled syllables;

(iii) decoding

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(ii) decoding

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(ii) decoding

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(ii) decoding

multisyllabic words

with closed

syllables; open

syllables; VCe

syllable; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(iv) using knowledge

of base words to

decode common

compound words

and contractions;

(iv) decoding

compound words,

contractions, and

common

abbreviations;

(iii) decoding

compound words,

contractions, and

abbreviations;

(v) decoding words

using knowledge of

syllable division

patterns such as

VCCV, VCV, and

VCCCV;

(iv) decoding words

using knowledge of

syllable division

patterns such as

VCCV, VCV, and

VCCCV with accent

shifts;

(iii) decoding words

using advanced

knowledge of

syllable division

patterns such as VV;

(iii) decoding words

using advanced

knowledge of

syllable division

patterns;

(v) decoding words

with inflectional

endings, including -

ed, -s, and -es; and

(vi) decoding words

with prefixes,

including un-, re-,

and dis-, and

inflectional endings,

including -s, -es, -ed,

-ing, -er, and -est;

and

(v) decoding words

using knowledge of

prefixes;

(iv) decoding words

using knowledge of

prefixes;

(iv) decoding words

using advanced

knowledge of the

influence of prefixes

and suffixes on base

words; and

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Beginning Reading & Writing

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(vi) decoding words

using knowledge of

suffixes, including

how they can change

base words such as

dropping e, changing

y to i, and doubling

final consonants; and

(v) decoding words

using knowledge of

suffixes, including

how they can change

base words such as

dropping e, changing

y to i, and doubling

final consonants; and

(iv) identifying and

reading at least 25

high-frequency

words from a

research-based list;

(vi) identifying and

reading at least 100

high-frequency

words from a

research-based list;

(vii) identifying and

reading high-

frequency words

from a research-

based list;

(vii) identifying and

reading high-

frequency words

from a research-

based list;

(vi) identifying and

reading high-

frequency words

from a research-

based list;

(v) identifying and

reading high-

frequency words

from a research-

based list;

apply spelling

knowledge by:

apply spelling

knowledge by:

apply spelling

knowledge by:

(B) demonstrate and

apply spelling

knowledge by:

(B) demonstrate and

apply spelling

knowledge by:

(B) demonstrate and

apply spelling

knowledge by:

(i) spelling words

with VC, CVC, and

CCVC;

(i) spelling words

with closed syllables,

open syllables, VCe

syllables, vowel

teams, and r-

controlled syllables;

(i) spelling one-

syllable and

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(i) spelling

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(i) spelling

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(i) spelling

multisyllabic words

with closed

syllables; open

syllables; VCe

syllables; vowel

teams, including

digraphs and

diphthongs; r-

controlled syllables;

and final stable

syllables;

(ii) spelling words

with initial and final

consonant blends,

digraphs, and

trigraphs;

(ii) spelling words

with silent letters

such as knife and

gnat;

(ii) spelling

homophones;

(ii) spelling

homophones;

(ii) spelling words

with consonant

changes, including /t/

to /sh/ such as in

select and selection

and /k/ to /sh/ such

as music and

musician;

(iii) spelling

compound words,

contractions, and

common

abbreviations;

(iii) spelling

compound words,

contractions, and

abbreviations;

(ii) spelling words

using sound-spelling

patterns; and

(iii) spelling words

using sound-spelling

patterns; and

(iv) spelling

multisyllabic words

with multiple sound-

spelling patterns;

(iv) spelling

multisyllabic words

with multiple sound-

spelling patterns;

(iii) spelling

multisyllabic words

with multiple sound-

spelling patterns;

(iii) spelling

multisyllabic words

with multiple sound-

spelling patterns;

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Beginning Reading & Writing

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(v) spelling words

using knowledge of

syllable division

patterns, including

words with double

consonants in the

middle of the word;

and

(v) spelling words

using knowledge of

syllable division

patterns such as

VCCV, VCV, and

VCCCV;

(iv) spelling words

using advanced

knowledge of

syllable division

patterns;

(iv) spelling words

using advanced

knowledge of

syllable division

patterns;

(iii) spelling high-

frequency words

from a research-

based list;

(iv) spelling high-

frequency words

from a research-

based list;

(vi) spelling words

with prefixes,

including un-, re-,

and dis-, and

inflectional endings,

including -s, -es, -ed,

-ing, -er, and -est;

(vi) spelling words

using knowledge of

prefixes; and

(v) spelling words

using knowledge of

prefixes; and

(v) spelling words

using knowledge of

prefixes; and

(vii) spelling words

using knowledge of

suffixes, including

how they can change

base words such as

dropping e, changing

y to i, and doubling

final consonants;

(vi) spelling words

using knowledge of

suffixes, including

how they can change

base words such as

dropping e, changing

y to i, and doubling

final consonants; and

(vi) spelling words

using knowledge of

suffixes, including

how they can change

base words such as

dropping e, changing

y to i, and doubling

final consonants; and

(D) demonstrate

print awareness by:

(D) demonstrate

print awareness by

identifying the

information that

different parts of a

book provide;

(i) identifying the

front cover, back

cover, and title page

of a book;

(ii) holding a book

right side up, turning

pages correctly, and

knowing that reading

moves from top to

bottom and left to

right with return

sweep;

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Beginning Reading & Writing

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(iii) recognizing that

sentences are

comprised of words

separated by spaces

and recognizing

word boundaries;

(iv) recognizing the

difference between a

letter and a printed

word; and

(v) identifying all

uppercase and

lowercase letters;

and

(E) alphabetize a

series of words to the

first or second letter

and use a dictionary

to find words; and

(D) alphabetize a

series of words and

use a dictionary or

glossary to find

words; and

series of words to the

third letter; and

(E) develop

handwriting by

accurately forming

all uppercase and

lowercase letters

using appropriate

directionality.

(F) develop

handwriting by

printing words,

sentences, and

answers legibly

leaving appropriate

spaces between

words.

(E) develop

handwriting by

accurately forming

all cursive letters

using appropriate

strokes when

connecting letters.

(D) write complete

words, thoughts, and

answers legibly in

cursive leaving

appropriate spaces

between words.

cursive to complete

assignments.

cursive.

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(3) (3) (3) (3) (3) (3) (2) (2) (2) (2) (2) (2) (2)

(A) use a resource

such as a picture

dictionary or digital

resource to find

words;

(A) use a resource

such as a picture

dictionary or digital

resource to find

words;

(A) use print or

digital resources to

determine meaning

and pronunciation of

unknown words;

(A) use print or

digital resources to

determine meaning,

syllabication, and

pronunciation;

(A) use print or

digital resources to

determine meaning,

syllabication, and

pronunciation;

(A) use print or

digital resources to

determine meaning,

syllabication,

pronunciation, and

word origin;

(A) use print or

digital resources to

determine the

meaning,

syllabication,

pronunciation, word

origin, and part of

speech;

(A) use print or

digital resources to

determine the

meaning,

syllabication,

pronunciation, word

origin, and part of

speech;

(A) use print or

digital resources to

determine the

meaning,

syllabication,

pronunciation, word

origin, and part of

speech;

(A) use print or

digital resources

such as glossaries or

technical dictionaries

to clarify and

validate

understanding of the

precise and

appropriate meaning

of technical or

discipline-based

vocabulary;

(A) use print or

digital resources

such as glossaries or

technical dictionaries

to clarify and

validate

understanding of the

precise and

appropriate meaning

of technical or

discipline-based

vocabulary;

(A) use print or

digital resources to

clarify and validate

understanding of

multiple meanings of

advanced

vocabulary;

(A) use print or

digital resources to

clarify and validate

understanding of

multiple meanings of

advanced

vocabulary;

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Vocabulary

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 1

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(B) use illustrations

and texts the student

is able to read or

hear to learn or

clarify word

meanings; and

(B) use illustrations

and texts the student

is able to read or

hear to learn or

clarify word

meanings;

(B) use context

within and beyond a

sentence to

determine the

meaning of

unfamiliar words;

(B) use context

within and beyond a

sentence to

determine the

meaning of

unfamiliar words and

multiple-meaning

words;

(B) use context

within and beyond a

sentence to

determine the

relevant meaning of

unfamiliar words or

multiple-meaning

words;

(B) use context

within and beyond a

sentence to

determine the

relevant meaning of

unfamiliar words or

multiple-meaning

words;

(B) use context such

as definition,

analogy, and

examples to clarify

the meaning of

words; and

(B) use context such

as contrast or cause

and effect to clarify

the meaning of

words; and

(B) use context

within or beyond a

paragraph to clarify

the meaning of

unfamiliar or

ambiguous words;

and

(B) analyze context

to distinguish

between the

denotative and

connotative

meanings of words;

and

(B) analyze context

to distinguish among

denotative,

connotative, and

figurative meanings

of words; and

(B) analyze context

to draw conclusions

about nuanced

meanings such as in

imagery; and

(B) analyze context

to draw conclusions

about nuanced

meanings such as in

imagery; and

meaning of words

with the affixes -s, -

ed, and -ing; and

meaning of and use

words with affixes

un-, re-, -ly, -er, and -

est (comparative and

superlative), and -

ion/tion/sion; and

meaning of and use

words with affixes

such as im- (into),

non-, dis-, in- (not,

non), pre-, -ness, -y,

and -ful; and

meaning of and use

words with affixes

such as mis-, sub-, -

ment, and -ity/ty and

roots such as auto,

graph, and meter;

and

meaning of and use

words with affixes

such as trans-, super-

, -ive, and -logy and

roots such as geo and

photo; and

meaning and usage

of grade-level

academic English

words derived from

Greek and Latin

roots such as

mis/mit, bene, man,

vac, scrib/script, and

jur/jus.

meaning and usage

of grade-level

academic English

words derived from

Greek and Latin

roots such as omni,

log/logue, gen,

vid/vis, phil, luc, and

sens/sent.

meaning and usage

of grade-level

academic English

words derived from

Greek and Latin

roots such as ast, qui,

path, mand/mend,

and duc.

meaning of foreign

words or phrases

used frequently in

English such as bona

fide, caveat, carte

blanche, tête-à-tête,

bon appétit, and quid

pro quo.

meaning of foreign

words or phrases

used frequently in

English such as pas

de deux, status quo,

déjà vu, avant-garde,

and coup d'état.

meaning of foreign

words or phrases

used frequently in

English such as ad

hoc, faux pas, non

sequitur, and modus

operandi.

meaning of foreign

words or phrases

used frequently in

English such as ad

nauseum, in loco

parentis, laissez-

faire, and caveat

emptor.

words that name

actions; directions;

positions; sequences;

categories such as

colors, shapes, and

textures; and

locations.

(D) identify and use

words that name

actions, directions,

positions, sequences,

categories, and

locations.

(D) identify, use, and

explain the meaning

of antonyms,

synonyms, idioms,

and homographs in

context.

(D) identify, use, and

explain the meaning

of antonyms,

synonyms, idioms,

homophones, and

homographs in a

text.

(D) identify, use, and

explain the meaning

of homophones such

as reign/rain.

(D) identify, use, and

explain the meaning

of adages and puns.

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

Engl

ish III

110.38

English IV

110.39

(4) (4) (4) (4) (4) (3) (3) (3)

(A) use appropriate

fluency (rate,

accuracy, and

prosody) when

reading grade-level

text.

(A) use appropriate

fluency (rate,

accuracy, and

prosody) when

reading grade-level

text.

(A) use appropriate

fluency (rate,

accuracy, and

prosody) when

reading grade-level

text.

(A) use appropriate

fluency (rate,

accuracy, and

prosody) when

reading grade-level

text.

(A) use appropriate

fluency (rate,

accuracy, and

prosody) when

reading grade-level

text.

(A) adjust fluency

when reading grade-

level text based on

the reading purpose.

(A) adjust fluency

when reading grade-

level text based on

the reading purpose.

(A) adjust fluency

when reading grade-

level text based on

the reading purpose.

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(4) (5) (5) (5) (5) (5) (4) (4) (4) (3) (3) (3) (3)

(A) self-select text

and interact

independently with

text for increasing

periods of time.

(A) self-select text

and interact

independently with

text for increasing

periods of time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

(A) self-select text

and read

independently for a

sustained period of

time.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to:

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills:

Fluency / Self-Sustained Reading

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 2

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

rade 6

110.22

rade 7

110.23

Grade 8

110.24

English I

110.

English II

110.37

English III

110.38

English IV

110.

(5) (6) (6) (6) (6) (6) (5) (5) (5) (4) (4) (4) (4)

(A) establish purpose

for reading assigned

and self-selected

texts with adult

assistance;

(A) establish purpose

for reading assigned

and self-selected

texts with adult

assistance;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected text;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(A) establish purpose

for reading assigned

and self-selected

texts;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information

with adult assistance;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information

with adult assistance;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

(B) generate

questions about text

before, during, and

after reading to

deepen understanding

and gain information;

confirm predictions

using text features

and structures with

adult assistance;

or confirm

predictions using text

features,

characteristics of

genre, and structures

with adult assistance;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

or confirm

predictions using text

features,

characteristics of

genre, and structures;

(D) create mental

images to deepen

understanding with

adult assistance;

(D) create mental

images to deepen

understanding with

adult assistance;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(D) create mental

images to deepen

understanding;

(E) make connections

to personal

experiences, ideas in

other texts, and

society with adult

assistance;

(E) make connections

to personal

experiences, ideas in

other texts, and

society with adult

assistance;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(E) make connections

to personal

experiences, ideas in

other texts, and

society;

(F) make inferences

and use evidence to

support

understanding with

adult assistance;

(F) make inferences

and use evidence to

support

understanding with

adult assistance;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(F) make inferences

and use evidence to

support

understanding;

(G) evaluate details

to determine what is

most important with

adult assistance;

(G) evaluate details

to determine what is

most important with

adult assistance;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to determine key

ideas;

(G) evaluate details

read to understand

key ideas;

(G) evaluate details

read to analyze key

ideas;

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Comprehension Skills

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 2

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(H) synthesize

information to create

new understanding

with adult assistance;

and

(H) synthesize

information to create

new understanding

with adult assistance;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information to create

new understanding;

and

(H) synthesize

information from two

texts to create new

understanding; and

(H) synthesize

information from

multiple texts to

create new

understanding; and

(H) synthesize

information from a

variety of text types

to create new

understanding; and

(H) synthesize

information from a

variety of text types

to create new

understanding; and

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, checking

for visual cues, and

asking questions

when understanding

breaks down with

adult assistance.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, checking

for visual cues, and

asking questions

when understanding

breaks down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, checking

for visual cues, and

asking questions

when understanding

breaks down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, and

annotating when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, annotating,

and using outside

sources when

understanding breaks

down.

(I) monitor

comprehension and

make adjustments

such as re-reading,

using background

knowledge, asking

questions, annotating,

and using outside

sources when

understanding breaks

down.

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Comprehension Skills

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 3

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

ade 3

110.5

Grade 4

110.6

ade 5

110.7

ade 6

110.22

Grade 7

110.23

Grade 8

110.24

Engl

ish I

110.36

nglish II

110.37

Englis

h III

110.38

English IV

110.39

(6) (7) (7) (7) (7) (7) (6) (6) (6) (5) (5) (5) (5)

(A) describe

personal connections

to a variety of

sources;

(A) describe

personal connections

to a variety of

sources;

(A) describe

personal connections

to a variety of

sources;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(A) describe

personal connections

to a variety of

sources, including

self-selected texts;

(B) provide an oral,

pictorial, or written

response to a text;

(B) write brief

comments on literary

or informational

texts;

(B) write brief

comments on literary

or informational

texts that

demonstrate an

understanding of the

text;

(B) write a response

to a literary or

informational text

that demonstrates an

understanding of a

text;

(B) write responses

that demonstrate

understanding of

texts, including

comparing and

contrasting ideas

across a variety of

sources;

(B) write responses

that demonstrate

understanding of

texts, including

comparing and

contrasting ideas

across a variety of

sources;

(B) write responses

that demonstrate

understanding of

texts, including

comparing sources

within and across

genres;

(B) write responses

that demonstrate

understanding of

texts, including

comparing sources

within and across

genres;

(B) write responses

that demonstrate

understanding of

texts, including

comparing sources

within and across

genres;

(B) write responses

that demonstrate

understanding of

texts, including

comparing texts

within and across

genres;

(B) write responses

that demonstrate

understanding of

texts, including

comparing texts

within and across

genres;

(B) write responses

that demonstrate

analysis of texts,

including comparing

texts within and

across genres;

(B) write responses

that demonstrate

analysis of texts,

including comparing

texts within and

across genres;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

to support an

appropriate

response;

and original

commentary to

support a

comprehensive

response;

and original

commentary to

support an

interpretive

response;

and original

commentary to

support an analytic

response;

and original

commentary to

support an

evaluative response;

(D) retell texts in

ways that maintain

meaning;

(D) retell texts in

ways that maintain

meaning;

(D) retell and

paraphrase texts in

ways that maintain

meaning and logical

order;

(D) retell and

paraphrase texts in

ways that maintain

meaning and logical

order;

(D) retell,

paraphrase, or

summarize texts in

ways that maintain

meaning and logical

order;

(D) retell,

paraphrase, or

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(D) paraphrase and

summarize texts in

ways that maintain

meaning and logical

order;

(E) interact with

sources in

meaningful ways

such as illustrating

or writing; and

(E) interact with

sources in

meaningful ways

such as illustrating

or writing; and

(E) interact with

sources in

meaningful ways

such as illustrating

or writing; and

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(E) interact with

sources in

meaningful ways

such as notetaking,

annotating,

freewriting, or

illustrating;

(F) respond using

newly acquired

vocabulary as

appropriate.

(F) respond using

newly acquired

vocabulary as

appropriate.

(F) respond using

newly acquired

vocabulary as

appropriate.

(F) respond using

newly acquired

vocabulary as

appropriate; and

(F) respond using

newly acquired

vocabulary as

appropriate; and

(F) respond using

newly acquired

vocabulary as

appropriate; and

(F) respond using

newly acquired

vocabulary as

appropriate;

(F) respond using

newly acquired

vocabulary as

appropriate;

(F) respond using

newly acquired

vocabulary as

appropriate;

(F) respond using

acquired content and

academic vocabulary

as appropriate;

(F) respond using

acquired content and

academic vocabulary

as appropriate;

(F) respond using

acquired content and

academic vocabulary

as appropriate;

(F) respond using

acquired content and

academic vocabulary

as appropriate;

(G) discuss specific

ideas in the text that

are important to the

meaning.

(G) discuss specific

ideas in the text that

are important to the

meaning.

(G) discuss specific

ideas in the text that

are important to the

meaning.

(G) discuss and

write about the

explicit or implicit

meanings of text;

(G) discuss and

write about the

explicit or implicit

meanings of text;

(G) discuss and

write about the

explicit or implicit

meanings of text;

(G) discuss and

write about the

explicit or implicit

meanings of text;

(G) discuss and

write about the

explicit or implicit

meanings of text;

(G) discuss and

write about the

explicit and implicit

meanings of text;

(G) discuss and

write about the

explicit and implicit

meanings of text;

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Response Skills

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 3

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

rade 5

110.7

rade 6

110.22

Grade 7

110.23

Grade 8

110.24

nglish I

110.

English II

110.37

English III

110.38

Engl

ish IV

110.39

(H) respond orally

or in writing with

appropriate register,

vocabulary, tone,

and voice; and

(H) respond orally

or in writing with

appropriate register,

vocabulary, tone,

and voice; and

(H) respond orally

or in writing with

appropriate register,

vocabulary, tone,

and voice;

(H) respond orally

or in writing with

appropriate register,

vocabulary, tone,

and voice;

(H) respond orally

or in writing with

appropriate register,

vocabulary, tone,

and voice;

(H) respond orally

or in writing with

appropriate register

and effective

vocabulary, tone,

and voice;

(H) respond orally

or in writing with

appropriate register

and purposeful

vocabulary, tone,

and voice;

(I) reflect on and

adjust responses as

new evidence is

presented.

(I) reflect on and

adjust responses as

new evidence is

presented.

(I) reflect on and

adjust responses as

new evidence is

presented; and

(I) reflect on and

adjust responses

when valid evidence

warrants; and

(I) reflect on and

adjust responses

when valid evidence

warrants; and

(I) reflect on and

adjust responses

when valid evidence

warrants; and

(I) reflect on and

adjust responses

when valid evidence

warrants; and

(J) defend or

challenge the

authors' claims using

relevant text

evidence.

(J) defend or

challenge the

authors' claims using

relevant text

evidence.

(J) defend or

challenge the

authors' claims using

relevant text

evidence.

(J) defend or

challenge the

authors' claims using

relevant text

evidence.

(J) defend or

challenge the

authors' claims using

relevant text

evidence.

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Response Skills

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 4

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

ade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

nglish II

110.37

English III

110.38

Engli

sh IV

110.39

(7) (8) (8) (8) (8) (8) (7) (7) (7) (6) (6) (6) (6)

(A) discuss topics

and determine the

basic theme using

text evidence with

adult assistance;

(A) discuss topics

and determine theme

using text evidence

with adult assistance;

(A) discuss topics

and determine theme

using text evidence

with adult assistance;

(A) infer the theme

of a work,

distinguishing theme

from topic;

(A) infer basic

themes supported by

text evidence;

(A) infer multiple

themes within a text

using text evidence;

(A) infer multiple

themes within and

across texts using

text evidence;

(A) infer multiple

themes within and

across texts using

text evidence;

(A) analyze how

themes are

developed through

the interaction of

characters and

events;

(A) analyze how

themes are

developed through

characterization and

plot in a variety of

literary texts;

(A) analyze how

themes are

developed through

characterization and

plot, including

comparing similar

themes in a variety of

literary texts

representing different

cultures;

(A) analyze

relationships among

thematic

development,

characterization,

point of view,

significance of

setting, and plot in a

variety of literary

texts;

(A) analyze

relationships among

thematic

development,

characterization,

point of view,

significance of

setting, and plot in a

variety of literary

texts;

(B) identify and

describe the main

character(s);

(B) describe the

main character(s)

and the reason(s) for

their actions;

(B) describe the

main character's

(characters') internal

and external traits;

(B) explain the

relationships among

the major and minor

characters;

(B) explain the

interactions of the

characters and the

changes they

undergo;

(B) analyze the

relationships of and

conflicts among the

characters;

(B) analyze how the

characters' internal

and external

responses develop

the plot;

(B) analyze how

characters' qualities

influence events and

resolution of the

conflict;

(B) analyze how

characters'

motivations and

behaviors influence

events and resolution

of the conflict;

(B) analyze how

authors develop

complex yet

believable characters

in works of fiction

through a range of

literary devices,

including character

foils;

(B) analyze how

authors develop

complex yet

believable

characters, including

archetypes, through

historical and

cultural settings and

events;

(B) analyze how

characters' behaviors

and underlying

motivations

contribute to moral

dilemmas that

influence the plot

and theme;

(B) analyze how

characters' behaviors

and underlying

motivations

contribute to moral

dilemmas that

influence the plot

and theme;

elements of plot

development,

including the main

events, the problem,

and the resolution for

texts read aloud with

adult assistance; and

elements, including

the main events, the

problem, and the

resolution, for texts

read aloud and

independently; and

understand plot

elements, including

the main events, the

conflict, and the

resolution, for texts

read aloud and

independently; and

elements, including

the sequence of

events, the conflict,

and the resolution;

and

elements, including

the rising action,

climax, falling

action, and

resolution; and

elements, including

rising action, climax,

falling action, and

resolution; and

elements, including

rising action, climax,

falling action,

resolution, and non-

linear elements such

as flashback; and

elements, including

the use of

foreshadowing and

suspense, to advance

the plot; and

linear plot

development such as

flashbacks,

foreshadowing,

subplots, and parallel

plot structures and

compare it to linear

plot development;

and

linear plot

development such as

flashbacks,

foreshadowing,

subplots, and parallel

plot structures and

compare it to linear

plot development;

and

scenes and their

contribution to the

success of the plot as

a whole; and

different literary

elements shape the

author's portrayal of

the plot; and

evaluate how

complex plot

structures such as

subplots contribute

to and advance the

action; and

(D) describe the

setting.

(D) describe the

setting.

(D) describe the

importance of the

setting.

(D) explain the

influence of the

setting on the plot.

(D) explain the

influence of the

setting, including

historical and

cultural settings, on

the plot.

(D) analyze the

influence of the

setting, including

historical and

cultural settings, on

the plot.

(D) analyze how the

setting, including

historical and

cultural settings,

influences character

and plot

development.

(D) analyze how the

setting influences

character and plot

development.

(D) explain how the

setting influences the

values and beliefs of

characters.

(D) analyze how the

setting influences the

theme.

(D) analyze how

historical and

cultural settings

influence

characterization,

plot, and theme

across texts.

(D) analyze how the

historical, social, and

economic context of

setting(s) influences

the plot,

characterization, and

theme.

(D) evaluate how the

historical, social, and

economic context of

setting(s) influences

the plot,

characterization, and

theme.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and

diverse literary texts. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Multiple Genres:

Literary Elements

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 4

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(8) (9) (9) (9) (9) (9) (8) (8) (8) (7) (7) (7) (7)

(A) demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's literature

such as folktales,

fables, fairy tales,

and nursery rhymes;

(A) demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's literature

such as folktales,

fables, fairy tales,

and nursery rhymes;

(A) demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's literature

such as folktales,

fables, and fairy

tales;

(A) demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's literature

such as folktales,

fables, fairy tales,

legends, and myths;

(A) demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's literature

such as folktales,

fables, legends,

myths, and tall tales;

(A) demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's literature

such as folktales,

fables, legends,

myths, and tall tales;

(A) demonstrate

knowledge of literary

genres such as

realistic fiction,

adventure stories,

historical fiction,

mysteries, humor,

and myths;

(A) demonstrate

knowledge of literary

genres such as

realistic fiction,

adventure stories,

historical fiction,

mysteries, humor,

myths, fantasy, and

science fiction;

(A) demonstrate

knowledge of literary

genres such as

realistic fiction,

adventure stories,

historical fiction,

mysteries, humor,

fantasy, science

fiction, and short

stories;

(A) read and respond

to American, British,

and world literature;

(A) read and analyze

world literature

across literary

periods;

(A) read and analyze

American literature

across literary

periods;

(A) read and analyze

British literature

across literary

periods;

(B) discuss rhyme

and rhythm in

nursery rhymes and a

variety of poems;

(B) discuss rhyme,

rhythm, repetition,

and alliteration in a

variety of poems;

(B) explain visual

patterns and

structures in a variety

of poems;

(B) explain rhyme

scheme, sound

devices, and

structural elements

such as stanzas in a

variety of poems;

(B) explain

figurative language

such as simile,

metaphor, and

personification that

the poet uses to

create images;

(B) explain the use

of sound devices and

figurative language

and distinguish

between the poet and

the speaker in poems

across a variety of

poetic forms;

(B) analyze the effect

of meter and

structural elements

such as line breaks in

poems across a

variety of poetic

forms;

(B) analyze the effect

of rhyme scheme,

meter, and graphical

elements such as

punctuation and

capitalization in

poems across a

variety of poetic

forms;

(B) analyze the effect

of graphical elements

such as punctuation

and line length in

poems across a

variety of poetic

forms such as epic,

lyric, and humorous

poetry;

(B) analyze the

structure, prosody,

and graphic elements

such as line length

and word position in

poems across a

variety of poetic

forms;

(B) analyze the

effects of metrics;

rhyme schemes;

types of rhymes such

as end, internal,

slant, and eye; and

other conventions in

poems across a

variety of poetic

forms;

(B) analyze

relationships among

characteristics of

poetry, including

stanzas, line breaks,

speaker, and sound

devices in poems

across a variety of

poetic forms;

(B) analyze the

effects of sound,

form, figurative

language, graphics,

and dramatic

structure in poetry

across literary time

periods and cultures;

characters in drama;

of drama such as

characters and

setting;

of drama such as

characters, dialogue,

and setting;

of drama such as

characters, dialogue,

setting, and acts;

in drama such as

character tags, acts,

scenes, and stage

directions;

in drama such as

character tags, acts,

scenes, and stage

directions;

playwrights develop

characters through

dialogue and staging;

playwrights develop

characters through

dialogue and staging;

playwrights develop

dramatic action

through the use of

acts and scenes;

function of dramatic

conventions such as

asides, soliloquies,

dramatic irony, and

satire;

function of dramatic

conventions such as

asides, soliloquies,

dramatic irony, and

satire;

relationships among

dramatic elements

advance the plot;

evaluate how the

relationships among

the dramatic

elements advance the

plot;

(D) recognize

characteristics and

structures of

informational text,

including:

(D) recognize

characteristics and

structures of

informational text,

including:

(D) recognize

characteristics and

structures of

informational text,

including:

(D) recognize

characteristics and

structures of

informational text,

including:

(D) recognize

characteristics and

structures of

informational text,

including:

(D) recognize

characteristics and

structures of

informational text,

including:

(D) analyze

characteristics and

structural elements of

informational text,

including:

(D) analyze

characteristics and

structural elements of

informational text,

including:

(D) analyze

characteristics and

structural elements of

informational text,

including:

(D) analyze

characteristics and

structural elements of

informational texts

such as:

(D) analyze

characteristics and

structural elements of

informational texts

such as:

(D) analyze

characteristics and

structural elements of

informational texts

such as:

(D) critique and

evaluate

characteristics and

structural elements of

informational texts

such as:

(i) the central idea

and supporting

evidence with adult

assistance;

(i) the central idea

and supporting

evidence with adult

assistance;

(i) the central idea

and supporting

evidence with adult

assistance;

(i) the central idea

with supporting

evidence;

(i) the central idea

with supporting

evidence;

(i) the central idea

with supporting

evidence;

(i) the controlling

idea or thesis with

supporting evidence;

(i) the controlling

idea or thesis with

supporting evidence;

(i) the controlling

idea or thesis with

supporting evidence;

(i) clear thesis,

relevant supporting

evidence, pertinent

examples, and

conclusion; and

(i) clear thesis,

relevant supporting

evidence, pertinent

examples, and

conclusion; and

(i) clear thesis,

strong supporting

evidence, pertinent

examples,

commentary,

summary, and

conclusion; and

(i) clear thesis,

effective supporting

evidence, pertinent

examples,

commentary,

summary, and

conclusion; and

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional,

contemporary, classical, and diverse texts. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Multiple Genres:

Genres

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 4

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(ii) titles and simple

graphics to gain

information; and

(ii) features and

simple graphics to

locate or gain

information; and

(ii) features and

graphics to locate

and gain information;

and

(ii) features such as

sections, tables,

graphs, timelines,

bullets, numbers, and

bold and italicized

font to support

understanding; and

(ii) features such as

pronunciation guides

and diagrams to

support

understanding; and

(ii) features such as

insets, timelines, and

sidebars to support

understanding; and

(ii) features such as

introduction,

foreword, preface,

references, or

acknowledgements

to gain background

information; and

(ii) features such as

references or

acknowledgements;

and

(ii) features such as

footnotes, endnotes,

and citations; and

(iii) the steps in a

sequence with adult

assistance;

(iii) organizational

patterns such as

chronological order

and description with

adult assistance;

(iii) organizational

patterns such as

chronological order

and cause and effect

stated explicitly;

(iii) organizational

patterns such as

cause and effect and

problem and

solution;

(iii) organizational

patterns such as

compare and

contrast;

(iii) organizational

patterns such as

logical order and

order of importance;

(iii) organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii) organizational

patterns that support

multiple topics,

categories, and

subcategories;

(iii) multiple

organizational

patterns within a text

to develop the thesis;

(ii) multiple

organizational

patterns within a text

to develop the thesis;

(ii) the relationship

between

organizational design

and thesis;

(ii) the relationship

between

organizational design

and author's purpose;

(ii) the relationship

between

organizational design

and author's purpose;

(E) recognize

characteristics of

persuasive text with

adult assistance and

state what the author

is trying to persuade

the reader to think or

do; and

(E) recognize

characteristics of

persuasive text with

adult assistance and

state what the author

is trying to persuade

the reader to think or

do; and

(E) recognize

characteristics of

persuasive text,

including:

(E) recognize

characteristics and

structures of

argumentative text

by:

(E) recognize

characteristics and

structures of

argumentative text

by:

(E) recognize

characteristics and

structures of

argumentative text

by:

(E) analyze

characteristics and

structures of

argumentative text

by:

(E) analyze

characteristics and

structures of

argumentative text

by:

(E) analyze

characteristics and

structures of

argumentative text

by:

(E) analyze

characteristics and

structural elements of

argumentative texts

such as:

(E) analyze

characteristics and

structural elements of

argumentative texts

such as:

(E) analyze

characteristics and

structural elements of

argumentative texts

such as:

(E) critique and

evaluate

characteristics and

structural elements of

argumentative texts

such as:

(i) stating what the

author is trying to

persuade the reader

to think or do; and

(i) identifying the

claim;

(i) identifying the

claim;

(i) identifying the

claim;

(i) identifying the

claim;

(i) identifying the

claim;

(i) identifying the

claim and analyzing

the argument;

(i) clear arguable

claim, appeals, and

convincing

conclusion;

(i) clear arguable

claim, appeals, and

convincing

conclusion;

(i) clear arguable

thesis, appeals,

structure of the

argument,

convincing

conclusion, and call

to action;

(i) clear arguable

thesis, appeals,

structure of the

argument,

convincing

conclusion, and call

to action;

(ii) distinguishing

facts from opinion;

and

(ii) distinguishing

facts from opinion;

and

(ii) explaining how

the author has used

facts for an

argument; and

(ii) explaining how

the author has used

facts for or against

an argument; and

(ii) explaining how

the author uses

various types of

evidence to support

the argument;

(ii) explaining how

the author uses

various types of

evidence and

consideration of

alternatives to

support the

argument; and

(ii) identifying and

explaining the

counter argument;

and

(ii) various types of

evidence and

treatment of

counterarguments,

including

concessions and

rebuttals; and

(ii) various types of

evidence and

treatment of

counterarguments,

including

concessions and

rebuttals; and

(ii) various types of

evidence and

treatment of

counterarguments,

including

concessions and

rebuttals; and

(ii) various types of

evidence and

treatment of

counterarguments,

including

concessions and

rebuttals; and

(iii) identifying the

intended audience or

reader; and

(iii) identifying the

intended audience or

reader; and

(iii) identifying the

intended audience or

reader; and

(iii) identifying the

intended audience or

reader; and

(iii) identifying the

intended audience or

reader; and

(iii) identifying the

intended audience or

reader; and

(iii) identifiable

audience or reader;

and

(iii) identifiable

audience or reader;

and

(iii) identifiable

audience or reader;

and

(iii) identifiable

audience or reader;

and

(F) recognize

characteristics of

multimodal and

digital texts.

(F) recognize

characteristics of

multimodal and

digital texts.

(F) recognize

characteristics of

multimodal and

digital texts.

(F) recognize

characteristics of

multimodal and

digital texts.

(F) recognize

characteristics of

multimodal and

digital texts.

(F) recognize

characteristics of

multimodal and

digital texts.

(F) analyze

characteristics of

multimodal and

digital texts.

(F) analyze

characteristics of

multimodal and

digital texts.

(F) analyze

characteristics of

multimodal and

digital texts.

(F) analyze

characteristics of

multimodal and

digital texts.

(F) analyze

characteristics of

multimodal and

digital texts.

(F) analyze the

effectiveness of

characteristics of

multimodal and

digital texts.

(F) critique and

evaluate the

effectiveness of

characteristics of

multimodal and

digital texts.

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Multiple Genres:

Genres

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 5

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.

Grade 5

110.

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

Engli

sh II

110.37

English III

110.38

English IV

110.39

(9) (10) (10) (10) (10) (10) (9) (9) (9) (8) (8) (8) (8)

(A) discuss with adult

assistance the

author's purpose for

writing text;

(A) discuss the

author's purpose for

writing text;

(A) discuss the

author's purpose for

writing text;

(A) explain the

author's purpose and

message within a

text;

(A) explain the

author's purpose and

message within a

text;

(A) explain the

author's purpose and

message within a

text;

(A) explain the

author's purpose and

message within a

text;

(A) explain the

author's purpose and

message within a

text;

(A) explain the

author's purpose and

message within a

text;

(A) analyze the

author's purpose,

audience, and

message within a

text;

(A) analyze the

author's purpose,

audience, and

message within a

text;

(A) analyze the

author's purpose,

audience, and

message within a

text;

(A) evaluate the

author's purpose,

audience, and

message within a

text;

(B) discuss with adult

assistance how the

use of text structure

contributes to the

author's purpose;

(B) discuss how the

use of text structure

contributes to the

author's purpose;

(B) discuss how the

use of text structure

contributes to the

author's purpose;

(B) explain how the

use of text structure

contributes to the

author's purpose;

(B) explain how the

use of text structure

contributes to the

author's purpose;

(B) analyze how the

use of text structure

contributes to the

author's purpose;

(B) analyze how the

use of text structure

contributes to the

author's purpose;

(B) analyze how the

use of text structure

contributes to the

author's purpose;

(B) analyze how the

use of text structure

contributes to the

author's purpose;

(B) analyze use of

text structure to

achieve the author's

purpose;

(B) analyze use of

text structure to

achieve the author's

purpose;

(B) evaluate use of

text structure to

achieve the author's

purpose;

(B) evaluate use of

text structure to

achieve the author's

purpose;

assistance the

author's use of print

and graphic features

to achieve specific

purposes;

assistance the

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

author's use of print

and graphic features

to achieve specific

purposes;

(D) discuss with adult

assistance how the

author uses words

that help the reader

visualize; and

(D) discuss how the

author uses words

that help the reader

visualize; and

(D) discuss the use of

descriptive, literal,

and figurative

language;

(D) describe how the

author's use of

imagery, literal and

figurative language

such as simile, and

sound devices such as

onomatopoeia

achieves specific

purposes;

(D) describe how the

author's use of

imagery, literal and

figurative language

such as simile and

metaphor, and sound

devices such as

alliteration and

assonance achieves

specific purposes;

(D) describe how the

author's use of

imagery, literal and

figurative language

such as simile and

metaphor, and sound

devices achieves

specific purposes;

(D) describe how the

author's use of

figurative language

such as metaphor and

personification

achieves specific

purposes;

(D) describe how the

author's use of

figurative language

such as metaphor and

personification

achieves specific

purposes;

(D) describe how the

author's use of

figurative language

such as extended

metaphor achieves

specific purposes;

(D) analyze how the

author's use of

language achieves

specific purposes;

(D) analyze how the

author's use of

language informs and

shapes the perception

of readers;

(D) evaluate how the

author's use of

language informs and

shapes the perception

of readers;

(D) critique and

evaluate how the

author's use of

language informs and

shapes the perception

of readers;

(E) listen to and

experience first- and

third-person texts.

(E) listen to and

experience first- and

third-person texts.

(E) identify the use of

first or third person in

a text; and

(E) identify the use of

literary devices,

including first- or

third-person point of

view;

(E) identify and

understand the use of

literary devices,

including first- or

third-person point of

view;

(E) identify and

understand the use of

literary devices,

including first- or

third-person point of

view;

(E) identify the use of

literary devices,

including omniscient

and limited point of

view, to achieve a

specific purpose;

(E) identify the use of

literary devices,

including subjective

and objective point of

view;

(E) identify and

analyze the use of

literary devices,

including multiple

points of view and

irony;

(E) analyze the use of

literary devices such

as irony and

oxymoron to achieve

specific purposes;

(E) analyze the use of

literary devices such

as irony, sarcasm,

and motif to achieve

specific purposes;

(E) evaluate the use

of literary devices

such as paradox,

satire, and allegory to

achieve specific

purposes;

(E) evaluate the use

of literary devices

such as paradox,

satire, and allegory to

achieve specific

purposes;

(F) discuss how the

author's use of

language contributes

to voice; and

(F) discuss how the

author's use of

language contributes

to voice; and

(F) examine how the

author's use of

language contributes

to voice; and

(F) analyze how the

author's use of

language contributes

to mood and voice;

and

(F) analyze how the

author's use of

language contributes

to mood, voice, and

tone; and

(F) analyze how the

author's use of

language contributes

to the mood, voice,

and tone; and

(F) analyze how the

author's diction and

syntax contribute to

the mood, voice, and

tone of a text; and

(F) analyze how the

author's diction and

syntax contribute to

the mood, voice, and

tone of a text; and

(F) evaluate how the

author's diction and

syntax contribute to

the mood, voice, and

tone of a text; and

(F) evaluate how the

author's diction and

syntax contribute to

the effectiveness of a

text; and

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The

student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Author's Purpose and Craft

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 5

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

ade 5

110.7

Grade 6

110.22

Grade 7

110.23

ade 8

110.24

Engl

ish I

110.36

English II

110.37

English II

110.38

English IV

110.

(F) identify and

explain the use of

repetition.

(G) identify and

explain the use of

hyperbole.

(G) identify and

explain the use of

anecdote.

(G) explain the

purpose of hyperbole,

stereotyping, and

anecdote.

(G) explain the

differences between

rhetorical devices and

logical fallacies.

(G) explain the

purpose of rhetorical

devices such as direct

address and rhetorical

questions and logical

fallacies such as

loaded language and

sweeping

generalizations.

(G) explain the

purpose of rhetorical

devices such as

analogy and

juxtaposition and of

logical fallacies such

as bandwagon

appeals and circular

reasoning.

(G) explain the

purpose of rhetorical

devices such as

understatement and

overstatement and the

effect of logical

fallacies such as

straw man and red

herring arguments.

(G) analyze the

purpose of rhetorical

devices such as

appeals, antithesis,

parallelism, and shifts

and the effects of

logical fallacies.

(G) analyze the

effects of rhetorical

devices and logical

fallacies on the way

the text is read and

understood.

(G) analyze the

effects of rhetorical

devices and logical

fallacies on the way

the text is read and

understood.

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Author's Purpose and Craft

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 6

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grad

e 4

110.6

Grad

e 5

110.7

Grade 6

110.22

Grade 7

110.23

Grad

e 8

110.24

Engli

sh I

110.36

English II

110.37

nglish III

110.

English IV

110.39

(10) (11) (11) (11) (11) (11) (10) (10) (10) (9) (9) (9) (9)

(A) plan by

generating ideas for

writing through class

discussions and

drawings;

(A) plan a first draft

by generating ideas

for writing such as by

drawing and

brainstorming;

(A) plan a first draft

by generating ideas

for writing such as

drawing and

brainstorming;

(A) plan a first draft

by selecting a genre

for a particular topic,

purpose, and

audience using a

range of strategies

such as

brainstorming,

freewriting, and

mapping;

(A) plan a first draft

by selecting a genre

for a particular topic,

purpose, and

audience using a

range of strategies

such as

brainstorming,

freewriting, and

mapping;

(A) plan a first draft

by selecting a genre

for a particular topic,

purpose, and

audience using a

range of strategies

such as

brainstorming,

freewriting, and

mapping;

(A) plan a first draft

by selecting a genre

appropriate for a

particular topic,

purpose, and

audience using a

range of strategies

such as discussion,

background reading,

and personal

interests;

(A) plan a first draft

by selecting a genre

appropriate for a

particular topic,

purpose, and

audience using a

range of strategies

such as discussion,

background reading,

and personal

interests;

(A) plan a first draft

by selecting a genre

appropriate for a

particular topic,

purpose, and

audience using a

range of strategies

such as discussion,

background reading,

and personal

interests;

(A) plan a piece of

writing appropriate

for various purposes

and audiences by

generating ideas

through a range of

strategies such as

brainstorming,

journaling, reading,

or discussing;

(A) plan a piece of

writing appropriate

for various purposes

and audiences by

generating ideas

through a range of

strategies such as

brainstorming,

journaling, reading,

or discussing;

(A) plan a piece of

writing appropriate

for various purposes

and audiences by

generating ideas

through a range of

strategies such as

brainstorming,

journaling, reading,

or discussing;

(A) plan a piece of

writing appropriate

for various purposes

and audiences by

generating ideas

through a range of

strategies such as

brainstorming,

journaling, reading,

or discussing;

(B) develop drafts in

oral, pictorial, or

written form by

organizing ideas;

(B) develop drafts in

oral, pictorial, or

written form by:

(B) develop drafts

into a focused piece

of writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing in timed and

open-ended

situations by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing in timed and

open-ended

situations by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing in timed and

open-ended

situations by:

(B) develop drafts

into a focused,

structured, and

coherent piece of

writing in timed and

open-ended

situations by:

(i) organizing with

structure; and

(i) organizing with

structure; and

(i) organizing with

purposeful structure,

including an

introduction and a

conclusion; and

(i) organizing with

purposeful structure,

including an

introduction,

transitions, and a

conclusion; and

(i) organizing with

purposeful structure,

including an

introduction,

transitions, and a

conclusion; and

(i) organizing with

purposeful structure,

including an

introduction,

transitions, coherence

within and across

paragraphs, and a

conclusion; and

(i) organizing with

purposeful structure,

including an

introduction,

transitions, coherence

within and across

paragraphs, and a

conclusion; and

(i) organizing with

purposeful structure,

including an

introduction,

transitions, coherence

within and across

paragraphs, and a

conclusion; and

(i) using an

organizing structure

appropriate to

purpose, audience,

topic, and context;

and

(i) using an

organizing structure

appropriate to

purpose, audience,

topic, and context;

and

(i) using strategic

organizational

structures appropriate

to purpose, audience,

topic, and context;

and

(i) using strategic

organizational

structures appropriate

to purpose, audience,

topic, and context;

and

(ii) developing an

idea with specific

and relevant details;

(ii) developing an

idea with specific

and relevant details;

(ii) developing an

engaging idea with

relevant details;

(ii) developing an

engaging idea with

relevant details;

(ii) developing an

engaging idea

reflecting depth of

thought with specific

facts and details;

(ii) developing an

engaging idea

reflecting depth of

thought with specific

facts and details;

(ii) developing an

engaging idea

reflecting depth of

thought with specific

facts, details, and

examples;

(ii) developing an

engaging idea

reflecting depth of

thought with specific

facts, details, and

examples;

(ii) developing an

engaging idea

reflecting depth of

thought with specific

details, examples,

and commentary;

(ii) developing an

engaging idea

reflecting depth of

thought with specific

details, examples,

and commentary;

(ii) developing an

engaging idea

reflecting depth of

thought with

effective use of

rhetorical devices,

details, examples,

and commentary;

(ii) developing an

engaging idea

reflecting depth of

thought with

effective use of

rhetorical devices,

details, examples,

and commentary;

adding details in

pictures or words;

adding details in

pictures or words;

adding, deleting, or

rearranging words,

phrases, or sentences;

improve sentence

structure and word

choice by adding,

deleting, combining,

and rearranging ideas

for coherence and

clarity;

improve sentence

structure and word

choice by adding,

deleting, combining,

and rearranging ideas

for coherence and

clarity;

improve sentence

structure and word

choice by adding,

deleting, combining,

and rearranging ideas

for coherence and

clarity;

clarity, development,

organization, style,

word choice, and

sentence variety;

clarity, development,

organization, style,

word choice, and

sentence variety;

clarity, development,

organization, style,

word choice, and

sentence variety;

improve clarity,

development,

organization, style,

diction, and sentence

effectiveness,

including use of

parallel constructions

and placement of

phrases and

dependent clauses;

improve clarity,

development,

organization, style,

diction, and sentence

effectiveness,

including use of

parallel constructions

and placement of

phrases and

dependent clauses;

improve clarity,

development,

organization, style,

diction, and sentence

fluency, both within

and between

sentences;

improve clarity,

development,

organization, style,

diction, and sentence

fluency, both within

and between

sentences;

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Composition:

Writing Process

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 6

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(D) edit drafts with

adult assistance using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts using

standard English

conventions,

including:

(D) edit drafts to

demonstrate a

command of standard

English conventions

using a style guide as

appropriate; and

(D) edit drafts to

demonstrate a

command of standard

English conventions

using a style guide as

appropriate; and

(i) complete

sentences;

(i) complete

sentences with

subject-verb

agreement;

(i) complete

sentences with

subject-verb

agreement;

(i) complete simple

and compound

sentences with

subject-verb

agreement;

(i) complete simple

and compound

sentences with

subject-verb

agreement and

avoidance of splices,

run-ons, and

fragments;

(i) complete simple

and compound

sentences with

subject-verb

agreement and

avoidance of splices,

run-ons, and

fragments;

(i) complete complex

sentences with

subject-verb

agreement and

avoidance of splices,

run-ons, and

fragments;

(i) complete complex

sentences with

subject-verb

agreement and

avoidance of splices,

run-ons, and

fragments;

(i) complete complex

sentences with

subject-verb

agreement and

avoidance of splices,

run-ons, and

fragments;

(i) a variety of

complete, controlled

sentences and

avoidance of

unintentional splices,

run-ons, and

fragments;

(i) a variety of

complete, controlled

sentences and

avoidance of

unintentional splices,

run-ons, and

fragments;

(ii) verbs;

(ii) past and present

verb tense;

(ii) past, present, and

future verb tense;

(ii) past, present, and

future verb tense;

(ii) past tense of

irregular verbs;

(ii) past tense of

irregular verbs;

(ii) consistent,

appropriate use of

verb tenses;

(ii) consistent,

appropriate use of

verb tenses;

(ii) consistent,

appropriate use of

verb tenses and

active and passive

voice;

(ii) consistent,

appropriate use of

verb tense and active

and passive voice;

(ii) consistent,

appropriate use of

verb tense and active

and passive voice;

(iii) singular and

plural nouns;

(iii) singular, plural,

common, and proper

nouns;

(iii) singular, plural,

common, and proper

nouns;

(iii) singular, plural,

common, and proper

nouns;

(iii) singular, plural,

common, and proper

nouns;

(iii) collective nouns;

(iv) adjectives,

including articles;

(iv) adjectives,

including articles;

(iv) adjectives,

including articles;

(iv) adjectives,

including their

comparative and

superlative forms;

(iv) adjectives,

including their

comparative and

superlative forms;

(iv) adjectives,

including their

comparative and

superlative forms;

(v) adverbs that

convey time;

(v) adverbs that

convey time and

adverbs that convey

place;

(v) adverbs that

convey time and

adverbs that convey

manner;

(v) adverbs that

convey frequency

and adverbs that

convey degree;

(v) conjunctive

adverbs;

(iii) conjunctive

adverbs;

(iii) conjunctive

adverbs;

(v) prepositions; (vi) prepositions;

(vi) prepositions and

prepositional

phrases;

(vi) prepositions and

prepositional

phrases;

(vi) prepositions and

prepositional

phrases;

(vi) prepositions and

prepositional phrases

and their influence

on subject-verb

agreement;

(iv) prepositions and

prepositional phrases

and their influence

on subject-verb

agreement;

(iv) prepositions and

prepositional phrases

and their influence

on subject-verb

agreement;

(iii) prepositions and

prepositional phrases

and their influence

on subject-verb

agreement;

(vi) pronouns,

including subjective,

objective, and

possessive cases;

(vii) pronouns,

including subjective,

objective, and

possessive cases;

(vii) pronouns,

including subjective,

objective, and

possessive cases;

(vii) pronouns,

including subjective,

objective, and

possessive cases;

(vii) pronouns,

including reflexive;

(vii) pronouns,

including indefinite;

(v) pronouns,

including relative;

(v) pronoun-

antecedent

agreement;

(iv) pronoun-

antecedent

agreement;

(iii) pronoun-

antecedent

agreement;

(iii) pronoun-

antecedent

agreement;

(viii) coordinating

conjunctions to form

compound subjects

and predicates;

(viii) coordinating

conjunctions to form

compound subjects,

predicates, and

sentences;

(viii) coordinating

conjunctions to form

compound subjects,

predicates, and

sentences;

(viii) subordinating

conjunctions to form

complex sentences;

(vi) subordinating

conjunctions to form

complex sentences

and correlative

conjunctions such as

either/or and

neither/nor;

(vi) subordinating

conjunctions to form

complex sentences

and correlative

conjunctions such as

either/or and

neither/nor;

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Composition:

Writing Process

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 6

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(vii) capitalization of

the first letter in a

sentence and name;

(viii) capitalization

for the beginning of

sentences and the

pronoun "I";

(ix) capitalization of

months, days of the

week, and the

salutation and

conclusion of a letter;

(ix) capitalization of

official titles of

people, holidays, and

geographical names

and places;

(ix) capitalization of

historical periods,

events, and

documents; titles of

books; stories and

essays; and

languages, races, and

nationalities;

(ix) capitalization of

abbreviations,

initials, acronyms,

and organizations;

(vii) capitalization of

proper nouns,

including

abbreviations,

initials, acronyms,

and organizations;

(vii) correct

capitalization;

(v) correct

capitalization;

(iv) correct

capitalization;

iv) correct

capitalization;

(viii) punctuation

marks at the end of

declarative

sentences; and

(ix) punctuation

marks at the end of

declarative,

exclamatory, and

interrogative

sentences; and

(x) end punctuation,

apostrophes in

contractions, and

commas with items in

a series and in dates;

and

(x) punctuation

marks, including

apostrophes in

contractions and

possessives and

commas in

compound sentences

and items in a series;

and

(x) punctuation

marks, including

apostrophes in

possessives, commas

in compound

sentences, and

quotation marks in

dialogue; and

(x) italics and

underlining for titles

and emphasis and

punctuation marks,

including quotation

marks in dialogue

and commas in

compound and

complex sentences;

and

(viii) punctuation

marks, including

commas in complex

sentences,

transitions, and

introductory

elements; and

(viii) punctuation,

including commas to

set off words,

phrases, and clauses

and semicolons; and

(vi) punctuation,

including commas in

nonrestrictive

phrases and clauses,

semicolons, colons,

and parentheses; and

(v) punctuation,

including commas,

semicolons, colons,

and dashes to set off

phrases and clauses

as appropriate; and

(v) punctuation,

including commas,

semicolons, colons,

dashes, and

parentheses to set off

phrases and clauses

as appropriate; and

(ix) correct spelling

of words with grade-

appropriate

orthographic patterns

and rules and high-

frequency words; and

(x) correct spelling of

words with grade-

appropriate

orthographic patterns

and rules and high-

frequency words with

adult assistance; and

(xi) correct spelling

of words with grade-

appropriate

orthographic patterns

and rules and high-

frequency words; and

(xi) correct spelling

of words with grade-

appropriate

orthographic patterns

and rules and high-

frequency words; and

(xi) correct spelling

of words with grade-

appropriate

orthographic patterns

and rules and high-

frequency words; and

(xi) correct spelling

of words with grade-

appropriate

orthographic patterns

and rules and high-

frequency words; and

(ix) correct spelling,

including commonly

confused terms such

as its/it's,

affect/effect,

there/their/they're,

and to/two/too; and

(ix) correct spelling,

including commonly

confused terms such

as its/it's,

affect/effect,

there/their/they're,

and to/two/too; and

(vii) correct spelling,

including commonly

confused terms such

as its/it's,

affect/effect,

there/their/they're,

and to/two/too; and

(vi) correct spelling;

and

(vi) correct spelling;

and

(E) share writing.

(E) publish and share

writing.

(E) publish and share

writing.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

(E) publish written

work for appropriate

audiences.

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Composition:

Writing Process

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 6

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(11) (12) (12) (12) (12) (12) (11) (11) (11) (10) (10) (10) (10)

(A) dictate or

compose literary

texts, including

personal narratives;

and

(A) dictate or

compose literary

texts, including

personal narratives

and poetry;

(A) compose literary

texts, including

personal narratives

and poetry;

(A) compose literary

texts, including

personal narratives

and poetry, using

genre characteristics

and craft;

(A) compose literary

texts such as personal

narratives and poetry

using genre

characteristics and

craft;

(A) compose literary

texts such as personal

narratives, fiction,

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as personal

narratives, fiction,

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as personal

narratives, fiction,

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as personal

narratives, fiction,

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as fiction

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as fiction

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as fiction

and poetry using

genre characteristics

and craft;

(A) compose literary

texts such as fiction

and poetry using

genre characteristics

and craft;

(B) dictate or

compose

informational texts.

(B) dictate or

compose

informational texts,

including procedural

texts; and

(B) compose

informational texts,

including procedural

texts and reports; and

(B) compose

informational texts,

including brief

compositions that

convey information

about a topic, using a

clear central idea and

genre characteristics

and craft;

(B) compose

informational texts,

including brief

compositions that

convey information

about a topic, using a

clear central idea and

genre characteristics

and craft;

(B) compose

informational texts,

including brief

compositions that

convey information

about a topic, using a

clear central idea and

genre characteristics

and craft;

(B) compose

informational texts,

including multi-

paragraph essays that

convey information

about a topic, using a

clear controlling idea

or thesis statement

and genre

characteristics and

craft;

(B) compose

informational texts,

including multi-

paragraph essays that

convey information

about a topic, using a

clear controlling idea

or thesis statement

and genre

characteristics and

craft;

(B) compose

informational texts,

including multi-

paragraph essays that

convey information

about a topic, using a

clear controlling idea

or thesis statement

and genre

characteristics and

craft;

(B) compose

informational texts

such as explanatory

essays, reports, and

personal essays using

genre characteristics

and craft;

(B) compose

informational texts

such as explanatory

essays, reports, and

personal essays using

genre characteristics

and craft;

(B) compose

informational texts

such as explanatory

essays, reports,

resumes, and

personal essays using

genre characteristics

and craft;

(B) compose

informational texts

such as explanatory

essays, reports,

resumes, and

personal essays using

genre characteristics

and craft;

argumentative texts,

including opinion

essays, using genre

characteristics and

craft; and

argumentative texts,

including opinion

essays, using genre

characteristics and

craft; and

argumentative texts,

including opinion

essays, using genre

characteristics and

craft; and

paragraph

argumentative texts

using genre

characteristics and

craft; and

paragraph

argumentative texts

using genre

characteristics and

craft; and

paragraph

argumentative texts

using genre

characteristics and

craft; and

argumentative texts

using genre

characteristics and

craft; and

argumentative texts

using genre

characteristics and

craft; and

argumentative texts

using genre

characteristics and

craft;

argumentative texts

using genre

characteristics and

craft;

compose

correspondence such

as thank you notes or

letters.

correspondence such

as thank you notes or

letters.

(D) compose

correspondence such

as thank you notes or

letters.

(D) compose

correspondence that

requests information.

(D) compose

correspondence that

requests information.

(D) compose

correspondence that

reflects an opinion,

registers a complaint,

or requests

information in a

business or friendly

structure.

(D) compose

correspondence that

reflects an opinion,

registers a complaint,

or requests

information in a

business or friendly

structure.

(D) compose

correspondence that

reflects an opinion,

registers a complaint,

or requests

information in a

business or friendly

structure.

(D) compose

correspondence in a

professional or

friendly structure.

(D) compose

correspondence in a

professional or

friendly structure.

(D) compose

correspondence in a

professional or

friendly structure;

(D) compose

correspondence in a

professional or

friendly structure;

(E) compose literary

analysis using genre

characteristics and

craft; and

(E) compose literary

analysis using genre

characteristics and

craft; and

(F) compose

rhetorical analysis

using genre

characteristics and

craft.

(F) compose

rhetorical analysis

using genre

characteristics and

craft.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Composition:

Genres

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 7

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grad

e 5

110.7

Grad

e 6

110.22

Grade 7

110.23

Grade 8

110.24

Engli

sh I

110.36

Engl

ish II

110.37

English I

110.38

English IV

110.39

(12) (13) (13) (13) (13) (13) (12) (12) (12) (11) (11) (11) (11)

(A) generate

questions for formal

and informal inquiry

with adult assistance;

(A) generate

questions for formal

and informal inquiry

with adult assistance;

(A) generate

questions for formal

and informal inquiry

with adult assistance;

(A) generate

questions on a topic

for formal and

informal inquiry;

(A) generate and

clarify questions on a

topic for formal and

informal inquiry;

(A) generate and

clarify questions on a

topic for formal and

informal inquiry;

(A) generate student-

selected and teacher-

guided questions for

formal and informal

inquiry;

(A) generate student-

selected and teacher-

guided questions for

formal and informal

inquiry;

(A) generate student-

selected and teacher-

guided questions for

formal and informal

inquiry;

(A) develop

questions for formal

and informal inquiry;

(A) develop

questions for formal

and informal inquiry;

(A) develop

questions for formal

and informal inquiry;

(A) develop

questions for formal

and informal inquiry;

(B) critique the

research process at

each step to

implement changes

as needs occur and

are identified;

(B) critique the

research process at

each step to

implement changes

as needs occur and

are identified;

(B) critique the

research process at

each step to

implement changes

as needs occur and

are identified;

(B) critique the

research process at

each step to

implement changes

as needs occur and

are identified;

(B) develop and

follow a research

plan with adult

assistance;

(B) develop and

follow a research

plan with adult

assistance;

(B) develop and

follow a research

plan with adult

assistance;

(B) develop and

follow a research

plan with adult

assistance;

(B) develop and

follow a research

plan with adult

assistance;

(B) develop and

follow a research

plan with adult

assistance;

(B) develop and

revise a plan;

(B) develop and

revise a plan;

(B) develop and

revise a plan;

research question, if

necessary, guided by

the answers to a

secondary set of

questions;

research question, if

necessary, guided by

the answers to a

secondary set of

questions;

research question, if

necessary, guided by

the answers to a

secondary set of

questions;

(D) modify the major

research question as

necessary to refocus

the research plan;

(D) modify the major

research question as

necessary to refocus

the research plan;

(D) modify the major

research question as

necessary to refocus

the research plan;

(D) modify the major

research question as

necessary to refocus

the research plan;

information from a

variety of sources

with adult assistance;

gather relevant

sources and

information to

answer the questions

with adult assistance;

gather relevant

sources and

information to

answer the questions;

gather relevant

information from a

variety of sources;

gather relevant

information from a

variety of sources;

gather relevant

information from a

variety of sources;

(D) identify and

gather relevant

information from a

variety of sources;

(D) identify and

gather relevant

information from a

variety of sources;

(D) identify and

gather relevant

information from a

variety of sources;

(E) locate relevant

sources;

(E) locate relevant

sources;

(E) locate relevant

sources;

(E) locate relevant

sources;

(D) identify primary

and secondary

sources;

(D) identify primary

and secondary

sources;

(D) identify primary

and secondary

sources;

(D) understand

credibility of primary

and secondary

sources;

(E) differentiate

between primary and

secondary sources;

(E) differentiate

between primary and

secondary sources;

(E) differentiate

between primary and

secondary sources;

(D) demonstrate

understanding of

information gathered

with adult assistance;

and

(D) demonstrate

understanding of

information gathered

with adult assistance;

and

(E) demonstrate

understanding of

information gathered;

(E) demonstrate

understanding of

information gathered;

(E) demonstrate

understanding of

information gathered;

(E) demonstrate

understanding of

information gathered;

(F) synthesize

information from a

variety of sources;

(F) synthesize

information from a

variety of sources;

(F) synthesize

information from a

variety of sources;

(F) synthesize

information from a

variety of sources;

(F) synthesize

information from a

variety of sources;

(F) synthesize

information from a

variety of sources;

(F) synthesize

information from a

variety of sources;

(F) recognize the

difference between

paraphrasing and

plagiarism when

using source

materials;

(F) recognize the

difference between

paraphrasing and

plagiarism when

using source

materials;

(F) differentiate

between

paraphrasing and

plagiarism when

using source

materials;

(G) differentiate

between

paraphrasing and

plagiarism when

using source

materials;

(G) differentiate

between

paraphrasing and

plagiarism when

using source

materials;

(G) differentiate

between

paraphrasing and

plagiarism when

using source

materials;

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Inquiry and Research

English Language Arts and Reading

K - 12 Vertical Alignment

Strand 7

Kindergarten

110.2

Grade 1

110.3

Grade 2

110.4

Grade 3

110.5

Grade 4

110.6

Grade 5

110.7

Grade 6

110.22

Grade 7

110.23

Grade 8

110.24

English I

110.36

English II

110.37

English III

110.38

English IV

110.39

(H) examine sources

for:

(H) examine sources

for:

(H) examine sources

for:

(G) examine sources

for:

(G) examine sources

for:

(G) examine sources

for:

(G) examine sources

for:

(i) reliability,

credibility, and bias;

and

(i) reliability,

credibility, and bias;

and

(i) reliability,

credibility, and bias,

including omission;

and

(i) credibility and

bias, including

omission; and

(i) credibility and

bias, including

omission; and

(i) credibility, bias,

and accuracy; and

(i) credibility, bias,

and accuracy; and

(ii) faulty reasoning

such as hyperbole,

emotional appeals,

and stereotype;

(ii) faulty reasoning

such as hyperbole,

emotional appeals,

and stereotype;

(ii) faulty reasoning

such as bandwagon

appeals, repetition,

and loaded language;

(ii) faulty reasoning

such as ad hominem,

loaded language, and

slippery slope;

(ii) faulty reasoning

such as incorrect

premise, hasty

generalizations, and

either-or;

(ii) faulty reasoning

such as post hoc-ad

hoc, circular

reasoning, red

herring, and

assumptions;

(ii) faulty reasoning

such as straw man,

false dilemma, faulty

analogies, and non-

sequitur;

(F) cite sources

appropriately; and

(G) create a works

cited page; and

(G) develop a

bibliography; and

(G) develop a

bibliography; and

(I) display academic

citations and use

source materials

ethically; and

(I) display academic

citations and use

source materials

ethically; and

(I) display academic

citations and use

source materials

ethically; and

(H) display academic

citations , including

for paraphrased and

quoted text, and use

source materials

ethically to avoid

plagiarism; and

(H) display academic

citations, including

for paraphrased and

quoted text, and use

source materials

ethically to avoid

plagiarism; and

(H) display academic

citations, including

for paraphrased and

quoted text, and use

source materials

ethically to avoid

plagiarism; and

(H) display academic

citations, including

for paraphrased and

quoted text, and use

source materials

ethically to avoid

plagiarism; and

(E) use an

appropriate mode of

delivery, whether

written, oral, or

multimodal, to

present results.

(E) use an

appropriate mode of

delivery, whether

written, oral, or

multimodal, to

present results.

(G) use an

appropriate mode of

delivery, whether

written, oral, or

multimodal, to

present results.

(H) use an

appropriate mode of

delivery, whether

written, oral, or

multimodal, to

present results.

(H) use an

appropriate mode of

delivery, whether

written, oral, or

multimodal, to

present results.

(H) use an

appropriate mode of

delivery, whether

written, oral, or

multimodal, to

present results.

(J) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

(J) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

(J) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

(I) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

(I) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

(I) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

(I) use an appropriate

mode of delivery,

whether written, oral,

or multimodal, to

present results.

Kindergarten - Grade 8, Adopted May 10, 2017

High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Inquiry and Research