English Language Arts and Reading K - 12 Vertical ... · K - 12 Vertical Alignment Strand 1 Developing and sustaining foundational language skills: listening, speaking, discussion,

English Language Arts and ReadingK - 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, (A) listen actively, (A) listen actively, (A) listen actively to (A) listen actively to (A) listen actively to (A) listen actively to (A) engage in (A) engage in (A) engage in (A) engage inand 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 andunderstand 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 discourseinformation 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 theanswer questions answer questions answer questions make pertinent make pertinent relevant questions, respond on others' ideas; making comments; responding responding clarity and coherence 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'sresponses; responses; responses; comments; adjusting adjusting message and message and

communication to communication to critiquing the impact critiquing the impactaudiences and audiences and of a speaker's use of of a speaker's use ofpurposes; purposes; diction and syntax; diction, syntax, and

rhetorical strategies;

(B) restate and (B) follow, restate, (B) follow, restate, (B) follow, restate, (B) follow, restate, (B) follow, restate, (B) follow and give (B) follow and give (B) follow and give (B) follow and give (B) follow and give (B) follow and give (B) follow and givefollow 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 complexdirections that instructions that instructions that instructions that instructions that instructions that include multiple instructions to instructions to instructions to instructions to instructions, clarify instructions, clarifyinvolve 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 askingrelated 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;

(C) share (C) share (C) share (C) speak coherently (C) express an (C) give an (C) give an (C) present a critique (C) advocate a (C) give a (C) give a formal (C) give a formal (C) formulate soundinformation 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 andideas 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 usingaudibly 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 classicalusing 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 asconventions 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, firstlanguage; 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 eyeeffectively; 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 pausesand 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 tocommunicate ideaseffectively; 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 Language1


Kindergarten110.2

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English I110.36

English II110.37

English III110.38

English IV110.39

(D) workcollaboratively withothers by followingagreed-upon rulesfor discussion,including takingturns; and

(D) workcollaboratively withothers by followingagreed-upon rulesfor discussion,including listening toothers, speakingwhen recognized,and makingappropriatecontributions; and

(D) workcollaboratively withothers by followingagreed-upon rulesfor discussion,including listening toothers, speakingwhen recognized,making appropriatecontributions, andbuilding on the ideasof others; and

(D) workcollaboratively withothers by followingagreed-upon rules,norms, andprotocols; and

(D) workcollaboratively withothers to develop aplan of sharedresponsibilities.

(D) workcollaboratively withothers to develop aplan of sharedresponsibilities.

(D) participate instudent-leddiscussions byeliciting andconsideringsuggestions fromother groupmembers, takingnotes, andidentifying points ofagreement anddisagreement.

(D) engage inmeaningful discourseand provide andaccept constructivefeedback fromothers.

(D) participatecollaboratively indiscussions, planagendas with cleargoals and deadlines,set time limits forspeakers, take notes,and vote on keyissues.

(D) participatecollaboratively,building on the ideasof others,contributing relevantinformation,developing a plan forconsensus building,and setting groundrules for decisionmaking.

(D) participatecollaboratively,building on the ideasof others,contributing relevantinformation,developing a plan forconsensus building,and setting groundrules for decisionmaking.

(D) participatecollaboratively,offering ideas orjudgments that arepurposeful inmoving the teamtoward goals, askingrelevant andinsightful questions,tolerating a range ofpositions andambiguity indecision making, andevaluating the workof the group basedon agreed-uponcriteria.

(D) participatecollaboratively,offering ideas orjudgments that arepurposeful inmoving the teamtoward goals, askingrelevant andinsightful questions,tolerating a range ofpositions andambiguity indecision making, andevaluating the workof the group basedon agreed-uponcriteria.

(E) develop socialcommunication suchas introducinghimself/herself,using commongreetings, andexpressing needs andwants.

(E) develop socialcommunication suchas introducinghimself/herself andothers, relatingexperiences to aclassmate, andexpressing needs andfeelings.

(E) develop socialcommunication suchas distinguishingbetween asking andtelling.

(E) develop socialcommunication suchas conversingpolitely in allsituations.

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 IV110.2 110.3 110.4 110.5 110.6 110.7 110.22 110.23 110.24 110.36 110.37 110.38 110.39

(2) (2) (2) (2) (2) (2)(A) demonstrate (A) demonstrate (A) demonstratephonological phonological phonologicalawareness by: awareness by: awareness by:(i) identifying and (i) producing a series (i) producing a seriesproducing rhyming of rhyming words; of rhyming words;words;(ii) recognizing (ii) recognizingspoken alliteration or spoken alliteration orgroups of words that groups of words thatbegin with the same begin with the samespoken onset or spoken onset orinitial sound; initial sound;(iii) identifying theindividual words in aspoken sentence;

Kindergarten - Grade 8, Adopted May 10, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019)

Developing and Sustaining Foundational Language Skills: Beginning Reading & Writing2


Kindergarten110.2

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English I110.36

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(iv) identifying (iii) distinguishing (ii) distinguishingsyllables in spoken between long and between long andwords; short vowel sounds short vowel sounds

in one-syllable in one-syllable andwords; multi-syllable words;

(v) blendingsyllables to formmultisyllabic words;

(vi) segmentingmultisyllabic wordsinto syllables;

(vii) blending spoken (iv) recognizing the (iii) recognizing theonsets and rimes to change in spoken change in spokenform simple words; word when a word when a

specified phoneme is specified phoneme isadded, changed, or added, changed, orremoved; removed; and

(viii) blending (v) blending spokenspoken phonemes to phonemes to formform one-syllable one-syllable words,words; including initial

and/or finalconsonant blends;

(ix) manipulating (vi) manipulating (iv) manipulatingsyllables within a phonemes within phonemes withinmultisyllabic word; base words; and base words;and(x) segmenting (vii) segmentingspoken one-syllable spoken one-syllablewords into individual words of three tophonemes; five phonemes into

individualphonemes, includingwords with initialand/or finalconsonant blends;

(B) demonstrate and (B) demonstrate and (B) demonstrate and (A) demonstrate and (A) demonstrate and (A) demonstrate andapply phonetic apply phonetic apply phonetic apply phonetic apply phonetic apply phoneticknowledge by: knowledge by: knowledge by: knowledge by: knowledge by: knowledge by:




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(i) identifying andmatching thecommon sounds thatletters represent;

(i) decoding wordsin isolation and incontext by applyingcommon letter soundcorrespondences;

(i) decoding wordswith short, long, orvariant vowels,trigraphs, andblends;

(i) decodingmultisyllabic wordswith multiple sound-spelling patternssuch as eigh, ough,and en;

(i) decoding wordswith specificorthographic patterns and rules, includingregular and irregularplurals;

(i) decoding wordswith consonantchanges, including /t/ to /sh/ such as inselect and selectionand /k/ to /sh/ suchas music andmusician;

(ii) using letter-sound relationshipsto decode, includingVC, CVC, CCVC,and CVCC words;

(ii) decoding wordswith initial and finalconsonant blends,digraphs, andtrigraphs;

(ii) decoding wordswith silent letterssuch as knife andgnat;

(iii) recognizing thatnew words arecreated when lettersare changed, added,or deleted such as it - pit - tip - tap; and

(iii) decoding wordswith closedsyllables; opensyllables; VCesyllables; vowelteams, includingvowel digraphs anddiphthongs; and r-controlled syllables;

(iii) decodingmultisyllabic wordswith closedsyllables; opensyllables; VCesyllables; vowelteams, includingdigraphs anddiphthongs; r-controlled syllables;and final stablesyllables;

(ii) decodingmultisyllabic wordswith closedsyllables; opensyllables; VCesyllables; vowelteams, includingdigraphs anddiphthongs; r-controlled syllables;and final stablesyllables;

(ii) decodingmultisyllabic wordswith closedsyllables; opensyllables; VCesyllables; vowelteams, includingdigraphs anddiphthongs; r-controlled syllables;and final stablesyllables;

(ii) decodingmultisyllabic wordswith closedsyllables; opensyllables; VCesyllable; vowelteams, includingdigraphs anddiphthongs; r-controlled syllables;and final stablesyllables;

(iv) using knowledgeof base words todecode commoncompound wordsand contractions;

(iv) decodingcompound words,contractions, andcommonabbreviations;

(iii) decodingcompound words,contractions, andabbreviations;

(v) decoding wordsusing knowledge ofsyllable divisionpatterns such asVCCV, VCV, andVCCCV;

(iv) decoding wordsusing knowledge ofsyllable divisionpatterns such asVCCV, VCV, andVCCCV with accentshifts;

(iii) decoding wordsusing advancedknowledge ofsyllable divisionpatterns such as VV;

(iii) decoding wordsusing advancedknowledge ofsyllable divisionpatterns;

(v) decoding wordswith inflectionalendings, including -ed, -s, and -es; and

(vi) decoding wordswith prefixes,including un-, re-,and dis-, andinflectional endings,including -s, -es, -ed,-ing, -er, and -est;and

(v) decoding wordsusing knowledge ofprefixes;

(iv) decoding wordsusing knowledge ofprefixes;

(iv) decoding wordsusing advancedknowledge of theinfluence of prefixesand suffixes on basewords; and




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(vi) decoding wordsusing knowledge ofsuffixes, includinghow they can changebase words such asdropping e, changingy to i, and doublingfinal consonants; and

(v) decoding wordsusing knowledge ofsuffixes, includinghow they can changebase words such asdropping e, changingy to i, and doublingfinal consonants; and

(iv) identifying andreading at least 25high-frequencywords from aresearch-based list;

(vi) identifying andreading at least 100high-frequencywords from aresearch-based list;

(vii) identifying andreading high-frequency wordsfrom a research-based list;

(vii) identifying andreading high-frequency wordsfrom a research-based list;

(vi) identifying andreading high-frequency wordsfrom a research-based list;

(v) identifying andreading high-frequency wordsfrom a research-based list;

(C) demonstrate andapply spellingknowledge by:



(B) demonstrate andapply spellingknowledge by:



(i) spelling wordswith VC, CVC, andCCVC;

(i) spelling wordswith closed syllables,open syllables, VCesyllables, vowelteams, and r-controlled syllables;

(i) spelling one-syllable andmultisyllabic wordswith closedsyllables; opensyllables; VCesyllables; vowelteams, includingdigraphs anddiphthongs; r-controlled syllables;and final stablesyllables;

(i) spellingmultisyllabic wordswith closedsyllables; opensyllables; VCesyllables; vowelteams, includingdigraphs anddiphthongs; r-controlled syllables;and final stablesyllables;



(ii) spelling wordswith initial and finalconsonant blends,digraphs, andtrigraphs;

(ii) spelling wordswith silent letterssuch as knife andgnat;

(ii) spellinghomophones;

(ii) spellinghomophones;

(ii) spelling wordswith consonantchanges, including /t/ to /sh/ such as inselect and selectionand /k/ to /sh/ suchas music andmusician;

(iii) spellingcompound words,contractions, andcommonabbreviations;

(iii) spellingcompound words,contractions, andabbreviations;

(ii) spelling wordsusing sound-spellingpatterns; and

(iii) spelling wordsusing sound-spellingpatterns; and

(iv) spellingmultisyllabic wordswith multiple sound-spelling patterns;

(iv) spellingmultisyllabic wordswith multiple sound-spelling patterns;

(iii) spellingmultisyllabic wordswith multiple sound-spelling patterns;

(iii) spellingmultisyllabic wordswith multiple sound-spelling patterns;




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English I110.36

English II110.37

English III110.38

English IV110.39

(v) spelling wordsusing knowledge ofsyllable divisionpatterns, includingwords with doubleconsonants in themiddle of the word;and

(v) spelling wordsusing knowledge ofsyllable divisionpatterns such asVCCV, VCV, andVCCCV;

(iv) spelling wordsusing advancedknowledge ofsyllable divisionpatterns;

(iv) spelling wordsusing advancedknowledge ofsyllable divisionpatterns;

(iii) spelling high-frequency wordsfrom a research-based list;

(iv) spelling high-frequency wordsfrom a research-based list;

(vi) spelling wordswith prefixes,including un-, re-,and dis-, andinflectional endings,including -s, -es, -ed,-ing, -er, and -est;

(vi) spelling wordsusing knowledge ofprefixes; and

(v) spelling wordsusing knowledge ofprefixes; and

(v) spelling wordsusing knowledge ofprefixes; and

(vii) spelling wordsusing knowledge ofsuffixes, includinghow they can changebase words such asdropping e, changingy to i, and doublingfinal consonants;

(vi) spelling wordsusing knowledge ofsuffixes, includinghow they can changebase words such asdropping e, changingy to i, and doublingfinal consonants; and

(vi) spelling wordsusing knowledge ofsuffixes, includinghow they can changebase words such asdropping e, changingy to i, and doublingfinal consonants; and

(D) demonstrateprint awareness by:

(D) demonstrateprint awareness byidentifying theinformation thatdifferent parts of abook provide;

(i) identifying thefront cover, backcover, and title pageof a book;

(ii) holding a bookright side up, turningpages correctly, andknowing that readingmoves from top tobottom and left toright with returnsweep;




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English I110.36

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(iii) recognizing thatsentences arecomprised of wordsseparated by spacesand recognizingword boundaries;

(iv) recognizing thedifference between aletter and a printedword; and

(v) identifying alluppercase andlowercase letters;and

(E) alphabetize aseries of words to thefirst or second letterand use a dictionaryto find words; and

(D) alphabetize aseries of words anduse a dictionary orglossary to findwords; and

(C) alphabetize aseries of words to thethird letter; and

(E) develophandwriting byaccurately formingall uppercase andlowercase lettersusing appropriatedirectionality.

(F) develophandwriting byprinting words,sentences, andanswers legiblyleaving appropriatespaces betweenwords.

(E) develophandwriting byaccurately formingall cursive lettersusing appropriatestrokes whenconnecting letters.

(D) write completewords, thoughts, andanswers legibly incursive leavingappropriate spacesbetween words.

(C) write legibly incursive to completeassignments.

(C) write legibly incursive.

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(3) (3) (3) (3) (3) (3) (2) (2) (2) (2) (2) (2) (2)(A) use a resourcesuch as a picturedictionary or digitalresource to findwords;

(A) use a resourcesuch as a picturedictionary or digitalresource to findwords;

(A) use print ordigital resources todetermine meaningand pronunciation ofunknown words;

(A) use print ordigital resources todetermine meaning,syllabication, andpronunciation;

(A) use print ordigital resources todetermine meaning,syllabication, andpronunciation;

(A) use print ordigital resources todetermine meaning,syllabication,pronunciation, andword origin;

(A) use print ordigital resources todetermine themeaning,syllabication,pronunciation, wordorigin, and part ofspeech;



(A) use print ordigital resourcessuch as glossaries ortechnical dictionaries to clarify andvalidateunderstanding of theprecise andappropriate meaningof technical ordiscipline-basedvocabulary;

(A) use print ordigital resourcessuch as glossaries ortechnical dictionaries to clarify andvalidateunderstanding of theprecise andappropriate meaningof technical ordiscipline-basedvocabulary;

(A) use print ordigital resources toclarify and validateunderstanding ofmultiple meanings ofadvancedvocabulary;

(A) use print ordigital resources toclarify and validateunderstanding ofmultiple meanings ofadvancedvocabulary;

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:


Developing and Sustaining Foundational Language Skills: Vocabulary7


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English I110.36

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(B) use illustrationsand texts the studentis able to read orhear to learn orclarify wordmeanings; and

(B) use illustrationsand texts the studentis able to read orhear to learn orclarify wordmeanings;

(B) use contextwithin and beyond asentence todetermine themeaning ofunfamiliar words;

(B) use contextwithin and beyond asentence todetermine themeaning ofunfamiliar words andmultiple-meaningwords;

(B) use contextwithin and beyond asentence todetermine therelevant meaning ofunfamiliar words ormultiple-meaningwords;

(B) use contextwithin and beyond asentence todetermine therelevant meaning ofunfamiliar words ormultiple-meaningwords;

(B) use context suchas definition,analogy, andexamples to clarifythe meaning ofwords; and

(B) use context suchas contrast or causeand effect to clarifythe meaning ofwords; and

(B) use contextwithin or beyond aparagraph to clarifythe meaning ofunfamiliar orambiguous words;and

(B) analyze contextto distinguishbetween thedenotative andconnotativemeanings of words;and

(B) analyze contextto distinguish amongdenotative,connotative, andfigurative meaningsof words; and

(B) analyze contextto draw conclusionsabout nuancedmeanings such as inimagery; and

(B) analyze contextto draw conclusionsabout nuancedmeanings such as inimagery; and

(C) identify themeaning of wordswith the affixes -s, -ed, and -ing; and

(C) identify themeaning of and usewords with affixesun-, re-, -ly, -er, and -est (comparative andsuperlative), and -ion/tion/sion; and

(C) identify themeaning of and usewords with affixessuch as im- (into),non-, dis-, in- (not,non), pre-, -ness, -y,and -ful; and

(C) determine themeaning of and usewords with affixessuch as mis-, sub-, -ment, and -ity/ty androots such as auto,graph, and meter;and

(C) identify themeaning of and usewords with affixessuch as trans-, super-, -ive, and -logy androots such as geo andphoto; and

(C) determine themeaning and usageof grade-levelacademic Englishwords derived fromGreek and Latinroots such asmis/mit, bene, man,vac, scrib/script, andjur/jus.

(C) determine themeaning and usageof grade-levelacademic Englishwords derived fromGreek and Latinroots such as omni,log/logue, gen,vid/vis, phil, luc, andsens/sent.

(C) determine themeaning and usageof grade-levelacademic Englishwords derived fromGreek and Latinroots such as ast, qui,path, mand/mend,and duc.

(C) determine themeaning of foreignwords or phrasesused frequently inEnglish such as bonafide, caveat, carteblanche, tête-à-tête,bon appétit, and quidpro quo.

(C) determine themeaning of foreignwords or phrasesused frequently inEnglish such as pasde deux, status quo,déjà vu, avant-garde,and coup d'état.

(C) determine themeaning of foreignwords or phrasesused frequently inEnglish such as adhoc, faux pas, nonsequitur, and modusoperandi.

(C) determine themeaning of foreignwords or phrasesused frequently inEnglish such as adnauseum, in locoparentis, laissez-faire, and caveatemptor.

(C) identify and usewords that nameactions; directions;positions; sequences;categories such ascolors, shapes, andtextures; andlocations.

(D) identify and usewords that nameactions, directions,positions, sequences,categories, andlocations.

(D) identify, use, andexplain the meaningof antonyms,synonyms, idioms,and homographs incontext.

(D) identify, use, andexplain the meaningof antonyms,synonyms, idioms,homophones, andhomographs in atext.

(D) identify, use, andexplain the meaningof homophones suchas reign/rain.

(D) identify, use, andexplain the meaningof adages and puns.

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English I110.36

English II110.37

English III110.38

English IV110.39

(4) (4) (4) (4) (4) (3) (3) (3)(A) use appropriatefluency (rate,accuracy, andprosody) whenreading grade-leveltext.

(A) use appropriatefluency (rate,accuracy, andprosody) whenreading grade-leveltext.




(A) adjust fluencywhen reading grade-level text based onthe reading purpose.



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(4) (5) (5) (5) (5) (5) (4) (4) (4) (3) (3) (3) (3)(A) self-select textand interactindependently withtext for increasingperiods of time.

(A) self-select textand interactindependently withtext for increasingperiods of time.

(A) self-select textand readindependently for asustained period oftime.











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:


Developing and Sustaining Foundational Language Skills: Fluency / Self-Sustained Reading8

English Language Arts and ReadingK - 12 Vertical Alignment

Strand 2

Kindergarten110.2

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English I110.36

English II110.37

English III110.38

English IV110.39

(5) (6) (6) (6) (6) (6) (5) (5) (5) (4) (4) (4) (4)(A) establish purposefor reading assignedand self-selectedtexts with adultassistance;

(A) establish purposefor reading assignedand self-selectedtexts with adultassistance;

(A) establish purposefor reading assignedand self-selectedtexts;




(A) establish purposefor reading assignedand self-selected text;







(B) generatequestions about textbefore, during, andafter reading todeepen understanding and gain informationwith adult assistance;

(B) generatequestions about textbefore, during, andafter reading todeepen understanding and gain informationwith adult assistance;

(B) generatequestions about textbefore, during, andafter reading todeepen understanding and gain information;











(C) make andconfirm predictionsusing text featuresand structures withadult assistance;

(C) make and corrector confirmpredictions using textfeatures,characteristics ofgenre, and structureswith adult assistance;

(C) make and corrector confirmpredictions using textfeatures,characteristics ofgenre, and structures;











(D) create mentalimages to deepenunderstanding withadult assistance;

(D) create mentalimages to deepenunderstanding withadult assistance;

(D) create mentalimages to deepenunderstanding;











(E) make connectionsto personalexperiences, ideas inother texts, andsociety with adultassistance;

(E) make connectionsto personalexperiences, ideas inother texts, andsociety with adultassistance;

(E) make connectionsto personalexperiences, ideas inother texts, andsociety;











(F) make inferencesand use evidence tosupportunderstanding withadult assistance;

(F) make inferencesand use evidence tosupportunderstanding withadult assistance;

(F) make inferencesand use evidence tosupportunderstanding;











(G) evaluate detailsto determine what ismost important withadult assistance;

(G) evaluate detailsto determine what ismost important withadult assistance;

(G) evaluate detailsread to determine keyideas;









(G) evaluate detailsread to understandkey ideas;

(G) evaluate detailsread to analyze keyideas;

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, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Comprehension Skills9


Strand 2

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(H) synthesizeinformation to createnew understandingwith adult assistance;and

(H) synthesizeinformation to createnew understandingwith adult assistance;and

(H) synthesizeinformation to createnew understanding;and







(H) synthesizeinformation from twotexts to create newunderstanding; and

(H) synthesizeinformation frommultiple texts tocreate newunderstanding; and

(H) synthesizeinformation from avariety of text typesto create newunderstanding; and

(H) synthesizeinformation from avariety of text typesto create newunderstanding; and

(I) monitorcomprehension andmake adjustmentssuch as re-reading,using backgroundknowledge, checkingfor visual cues, andasking questionswhen understandingbreaks down withadult assistance.

(I) monitorcomprehension andmake adjustmentssuch as re-reading,using backgroundknowledge, checkingfor visual cues, andasking questionswhen understandingbreaks down.

(I) monitorcomprehension andmake adjustmentssuch as re-reading,using backgroundknowledge, checkingfor visual cues, andasking questionswhen understandingbreaks down.

(I) monitorcomprehension andmake adjustmentssuch as re-reading,using backgroundknowledge, askingquestions, andannotating whenunderstanding breaksdown.








(I) monitorcomprehension andmake adjustmentssuch as re-reading,using backgroundknowledge, askingquestions, annotating,and using outsidesources whenunderstanding breaksdown.

(I) monitorcomprehension andmake adjustmentssuch as re-reading,using backgroundknowledge, askingquestions, annotating,and using outsidesources whenunderstanding breaksdown.

Kindergarten - Grade 8, Adopted May 10, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Comprehension Skills10


Strand 3

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(6) (7) (7) (7) (7) (7) (6) (6) (6) (5) (5) (5) (5)(A) describepersonal connections to a variety ofsources;

(A) describepersonal connections to a variety ofsources;

(A) describepersonal connections to a variety ofsources;

(A) describepersonal connections to a variety ofsources, includingself-selected texts;










(B) provide an oral,pictorial, or writtenresponse to a text;

(B) write briefcomments on literary or informationaltexts;

(B) write briefcomments on literary or informationaltexts thatdemonstrate anunderstanding of thetext;

(B) write a responseto a literary orinformational textthat demonstrates anunderstanding of atext;

(B) write responsesthat demonstrateunderstanding oftexts, includingcomparing andcontrasting ideasacross a variety ofsources;

(B) write responsesthat demonstrateunderstanding oftexts, includingcomparing andcontrasting ideasacross a variety ofsources;

(B) write responsesthat demonstrateunderstanding oftexts, includingcomparing sourceswithin and acrossgenres;



(B) write responsesthat demonstrateunderstanding oftexts, includingcomparing textswithin and acrossgenres;

(B) write responsesthat demonstrateunderstanding oftexts, includingcomparing textswithin and acrossgenres;

(B) write responsesthat demonstrateanalysis of texts,including comparingtexts within andacross genres;

(B) write responsesthat demonstrateanalysis of texts,including comparingtexts within andacross genres;

(C) use text evidence to support anappropriateresponse;









(C) use text evidence and originalcommentary tosupport acomprehensiveresponse;

(C) use text evidence and originalcommentary tosupport aninterpretiveresponse;

(C) use text evidence and originalcommentary tosupport an analyticresponse;

(C) use text evidence and originalcommentary tosupport anevaluative response;

(D) retell texts inways that maintainmeaning;

(D) retell texts inways that maintainmeaning;

(D) retell andparaphrase texts inways that maintainmeaning and logicalorder;

(D) retell andparaphrase texts inways that maintainmeaning and logicalorder;

(D) retell,paraphrase, orsummarize texts inways that maintainmeaning and logicalorder;

(D) retell,paraphrase, orsummarize texts inways that maintainmeaning and logicalorder;

(D) paraphrase andsummarize texts inways that maintainmeaning and logicalorder;







(E) interact withsources inmeaningful wayssuch as illustratingor writing; and



(E) interact withsources inmeaningful wayssuch as notetaking,annotating,freewriting, orillustrating;










(F) respond usingnewly acquiredvocabulary asappropriate.



(F) respond usingnewly acquiredvocabulary asappropriate; and



(F) respond usingnewly acquiredvocabulary asappropriate;



(F) respond usingacquired content andacademic vocabulary as appropriate;




(G) discuss specificideas in the text thatare important to themeaning.



(G) discuss andwrite about theexplicit or implicitmeanings of text;





(G) discuss andwrite about theexplicit and implicitmeanings of text;

(G) discuss andwrite about theexplicit and implicitmeanings 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, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Response Skills11


Strand 3

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(H) respond orallyor in writing withappropriate register,vocabulary, tone,and voice; and

(H) respond orallyor in writing withappropriate register,vocabulary, tone,and voice; and

(H) respond orallyor in writing withappropriate register,vocabulary, tone,and voice;



(H) respond orallyor in writing withappropriate registerand effectivevocabulary, tone,and voice;

(H) respond orallyor in writing withappropriate registerand purposefulvocabulary, tone,and voice;

(I) reflect on andadjust responses asnew evidence ispresented.

(I) reflect on andadjust responses asnew evidence ispresented.

(I) reflect on andadjust responses asnew evidence ispresented; and

(I) reflect on andadjust responseswhen valid evidencewarrants; and




(J) defend orchallenge theauthors' claims usingrelevant textevidence.





Kindergarten - Grade 8, Adopted May 10, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Response Skills12


Strand 4

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(7) (8) (8) (8) (8) (8) (7) (7) (7) (6) (6) (6) (6)(A) discuss topicsand determine thebasic theme usingtext evidence withadult assistance;

(A) discuss topicsand determine themeusing text evidencewith adult assistance;

(A) discuss topicsand determine themeusing text evidencewith adult assistance;

(A) infer the themeof a work,distinguishing themefrom topic;

(A) infer basicthemes supported bytext evidence;

(A) infer multiplethemes within a textusing text evidence;

(A) infer multiplethemes within andacross texts usingtext evidence;

(A) infer multiplethemes within andacross texts usingtext evidence;

(A) analyze howthemes aredeveloped throughthe interaction ofcharacters andevents;

(A) analyze howthemes aredeveloped throughcharacterization andplot in a variety ofliterary texts;

(A) analyze howthemes aredeveloped throughcharacterization andplot, includingcomparing similarthemes in a variety of literary textsrepresenting different cultures;

(A) analyzerelationships amongthematicdevelopment,characterization,point of view,significance ofsetting, and plot in avariety of literarytexts;

(A) analyzerelationships amongthematicdevelopment,characterization,point of view,significance ofsetting, and plot in avariety of literarytexts;

(B) identify anddescribe the maincharacter(s);

(B) describe themain character(s)and the reason(s) fortheir actions;

(B) describe themain character's(characters') internaland external traits;

(B) explain therelationships amongthe major and minorcharacters;

(B) explain theinteractions of thecharacters and thechanges theyundergo;

(B) analyze therelationships of andconflicts among thecharacters;

(B) analyze how thecharacters' internaland externalresponses developthe plot;

(B) analyze howcharacters' qualitiesinfluence events andresolution of theconflict;

(B) analyze howcharacters'motivations andbehaviors influenceevents and resolutionof the conflict;

(B) analyze howauthors developcomplex yetbelievable charactersin works of fictionthrough a range ofliterary devices,including characterfoils;

(B) analyze howauthors developcomplex yetbelievablecharacters, includingarchetypes, throughhistorical andcultural settings andevents;

(B) analyze howcharacters' behaviorsand underlyingmotivationscontribute to moraldilemmas thatinfluence the plotand theme;

(B) analyze howcharacters' behaviorsand underlyingmotivationscontribute to moraldilemmas thatinfluence the plotand theme;

(C) describe theelements of plotdevelopment,including the mainevents, the problem,and the resolution fortexts read aloud withadult assistance; and

(C) describe plotelements, includingthe main events, theproblem, and theresolution, for textsread aloud andindependently; and

(C) describe andunderstand plotelements, includingthe main events, theconflict, and theresolution, for textsread aloud andindependently; and

(C) analyze plotelements, includingthe sequence ofevents, the conflict,and the resolution;and

(C) analyze plotelements, includingthe rising action,climax, fallingaction, andresolution; and

(C) analyze plotelements, includingrising action, climax,falling action, andresolution; and

(C) analyze plotelements, includingrising action, climax,falling action,resolution, and non-linear elements suchas flashback; and

(C) analyze plotelements, includingthe use offoreshadowing andsuspense, to advancethe plot; and

(C) analyze non-linear plotdevelopment such asflashbacks,foreshadowing,subplots, and parallelplot structures andcompare it to linearplot development;and

(C) analyze non-linear plotdevelopment such asflashbacks,foreshadowing,subplots, and parallelplot structures andcompare it to linearplot development;and

(C) analyze isolatedscenes and theircontribution to thesuccess of the plot asa whole; and

(C) evaluate howdifferent literaryelements shape theauthor's portrayal ofthe plot; and

(C) critique andevaluate howcomplex plotstructures such assubplots contributeto and advance theaction; and

(D) describe thesetting.

(D) describe thesetting.

(D) describe theimportance of thesetting.

(D) explain theinfluence of thesetting on the plot.

(D) explain theinfluence of thesetting, includinghistorical andcultural settings, onthe plot.

(D) analyze theinfluence of thesetting, includinghistorical andcultural settings, onthe plot.

(D) analyze how thesetting, includinghistorical andcultural settings,influences characterand plotdevelopment.

(D) analyze how thesetting influencescharacter and plotdevelopment.

(D) explain how thesetting influences thevalues and beliefs ofcharacters.

(D) analyze how thesetting influences thetheme.

(D) analyze howhistorical andcultural settingsinfluencecharacterization,plot, and themeacross texts.

(D) analyze how thehistorical, social, andeconomic context ofsetting(s) influencesthe plot,characterization, andtheme.

(D) evaluate how thehistorical, social, andeconomic context ofsetting(s) influencesthe plot,characterization, andtheme.

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:


Multiple Genres: Literary Elements13


Strand 4

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(8) (9) (9) (9) (9) (9) (8) (8) (8) (7) (7) (7) (7)(A) demonstrateknowledge ofdistinguishingcharacteristics ofwell-knownchildren's literaturesuch as folktales,fables, fairy tales,and nursery rhymes;

(A) demonstrateknowledge ofdistinguishingcharacteristics ofwell-knownchildren's literaturesuch as folktales,fables, fairy tales,and nursery rhymes;

(A) demonstrateknowledge ofdistinguishingcharacteristics ofwell-knownchildren's literaturesuch as folktales,fables, and fairytales;

(A) demonstrateknowledge ofdistinguishingcharacteristics ofwell-knownchildren's literaturesuch as folktales,fables, fairy tales,legends, and myths;

(A) demonstrateknowledge ofdistinguishingcharacteristics ofwell-knownchildren's literaturesuch as folktales,fables, legends,myths, and tall tales;

(A) demonstrateknowledge ofdistinguishingcharacteristics ofwell-knownchildren's literaturesuch as folktales,fables, legends,myths, and tall tales;

(A) demonstrateknowledge of literary genres such asrealistic fiction,adventure stories,historical fiction,mysteries, humor,and myths;

(A) demonstrateknowledge of literary genres such asrealistic fiction,adventure stories,historical fiction,mysteries, humor,myths, fantasy, andscience fiction;

(A) demonstrateknowledge of literary genres such asrealistic fiction,adventure stories,historical fiction,mysteries, humor,fantasy, sciencefiction, and shortstories;

(A) read and respondto American, British,and world literature;

(A) read and analyzeworld literatureacross literaryperiods;

(A) read and analyzeAmerican literatureacross literaryperiods;

(A) read and analyzeBritish literatureacross literaryperiods;

(B) discuss rhymeand rhythm innursery rhymes and avariety of poems;

(B) discuss rhyme,rhythm, repetition,and alliteration in avariety of poems;

(B) explain visualpatterns andstructures in a variety of poems;

(B) explain rhymescheme, sounddevices, andstructural elementssuch as stanzas in avariety of poems;

(B) explainfigurative languagesuch as simile,metaphor, andpersonification thatthe poet uses tocreate images;

(B) explain the useof sound devices andfigurative languageand distinguishbetween the poet andthe speaker in poemsacross a variety ofpoetic forms;

(B) analyze the effect of meter andstructural elementssuch as line breaks inpoems across avariety of poeticforms;

(B) analyze the effect of rhyme scheme,meter, and graphicalelements such aspunctuation andcapitalization inpoems across avariety of poeticforms;

(B) analyze the effect of graphical elements such as punctuationand line length inpoems across avariety of poeticforms such as epic,lyric, and humorouspoetry;

(B) analyze thestructure, prosody,and graphic elementssuch as line lengthand word position inpoems across avariety of poeticforms;

(B) analyze theeffects of metrics;rhyme schemes;types of rhymes suchas end, internal,slant, and eye; andother conventions inpoems across avariety of poeticforms;

(B) analyzerelationships amongcharacteristics ofpoetry, includingstanzas, line breaks,speaker, and sounddevices in poemsacross a variety ofpoetic forms;

(B) analyze theeffects of sound,form, figurativelanguage, graphics,and dramaticstructure in poetryacross literary timeperiods and cultures;

(C) discuss maincharacters in drama;

(C) discuss elementsof drama such ascharacters andsetting;

(C) discuss elementsof drama such ascharacters, dialogue,and setting;

(C) discuss elementsof drama such ascharacters, dialogue,setting, and acts;

(C) explain structurein drama such ascharacter tags, acts,scenes, and stagedirections;

(C) explain structurein drama such ascharacter tags, acts,scenes, and stagedirections;

(C) analyze howplaywrights developcharacters throughdialogue and staging;

(C) analyze howplaywrights developcharacters throughdialogue and staging;

(C) analyze howplaywrights developdramatic actionthrough the use ofacts and scenes;

(C) analyze thefunction of dramaticconventions such asasides, soliloquies,dramatic irony, andsatire;

(C) analyze thefunction of dramaticconventions such asasides, soliloquies,dramatic irony, andsatire;

(C) analyze how therelationships amongdramatic elementsadvance the plot;

(C) analyze andevaluate how therelationships amongthe dramaticelements advance theplot;

(D) recognizecharacteristics andstructures ofinformational text,including:






(D) analyzecharacteristics andstructural elements of informational text,including:



(D) analyzecharacteristics andstructural elements of informational textssuch as:



(D) critique andevaluatecharacteristics andstructural elements of informational textssuch as:

(i) the central ideaand supportingevidence with adultassistance;



(i) the central ideawith supportingevidence;



(i) the controllingidea or thesis withsupporting evidence;



(i) clear thesis,relevant supportingevidence, pertinentexamples, andconclusion; and

(i) clear thesis,relevant supportingevidence, pertinentexamples, andconclusion; and

(i) clear thesis,strong supportingevidence, pertinentexamples,commentary,summary, andconclusion; and

(i) clear thesis,effective supportingevidence, pertinentexamples,commentary,summary, andconclusion; 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:


Multiple Genres: Genres14


Strand 4

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(ii) titles and simplegraphics to gaininformation; and

(ii) features andsimple graphics tolocate or gaininformation; and

(ii) features andgraphics to locateand gain information; and

(ii) features such assections, tables,graphs, timelines,bullets, numbers, andbold and italicizedfont to supportunderstanding; and

(ii) features such aspronunciation guidesand diagrams tosupportunderstanding; and

(ii) features such asinsets, timelines, andsidebars to supportunderstanding; and

(ii) features such asintroduction,foreword, preface,references, oracknowledgementsto gain backgroundinformation; and

(ii) features such asreferences oracknowledgements;and

(ii) features such asfootnotes, endnotes,and citations; and

(iii) the steps in asequence with adultassistance;

(iii) organizationalpatterns such aschronological orderand description withadult assistance;

(iii) organizationalpatterns such aschronological orderand cause and effectstated explicitly;

(iii) organizationalpatterns such ascause and effect andproblem andsolution;

(iii) organizationalpatterns such ascompare andcontrast;

(iii) organizationalpatterns such aslogical order andorder of importance;

(iii) organizationalpatterns such asdefinition,classification,advantage, anddisadvantage;

(iii) organizationalpatterns that supportmultiple topics,categories, andsubcategories;

(iii) multipleorganizationalpatterns within a textto develop the thesis;

(ii) multipleorganizationalpatterns within a textto develop the thesis;

(ii) the relationshipbetweenorganizational design and thesis;

(ii) the relationshipbetweenorganizational design and author's purpose;

(ii) the relationshipbetweenorganizational design and author's purpose;

(E) recognizecharacteristics ofpersuasive text withadult assistance andstate what the authoris trying to persuadethe reader to think ordo; and

(E) recognizecharacteristics ofpersuasive text withadult assistance andstate what the authoris trying to persuadethe reader to think ordo; and

(E) recognizecharacteristics ofpersuasive text,including:

(E) recognizecharacteristics andstructures ofargumentative textby:



(E) analyzecharacteristics andstructures ofargumentative textby:



(E) analyzecharacteristics andstructural elements of argumentative textssuch as:



(E) critique andevaluatecharacteristics andstructural elements of argumentative textssuch as:

(i) stating what theauthor is trying topersuade the readerto think or do; and

(i) identifying theclaim;





(i) identifying theclaim and analyzingthe argument;

(i) clear arguableclaim, appeals, andconvincingconclusion;

(i) clear arguableclaim, appeals, andconvincingconclusion;

(i) clear arguablethesis, appeals,structure of theargument,convincingconclusion, and callto action;

(i) clear arguablethesis, appeals,structure of theargument,convincingconclusion, and callto action;

(ii) distinguishingfacts from opinion;and

(ii) distinguishingfacts from opinion;and

(ii) explaining howthe author has usedfacts for anargument; and

(ii) explaining howthe author has usedfacts for or againstan argument; and

(ii) explaining howthe author usesvarious types ofevidence to supportthe argument;

(ii) explaining howthe author usesvarious types ofevidence andconsideration ofalternatives tosupport theargument; and

(ii) identifying andexplaining thecounter argument;and

(ii) various types ofevidence andtreatment ofcounterarguments,includingconcessions andrebuttals; and




(iii) identifying theintended audience orreader; and






(iii) identifiableaudience or reader;and




(F) recognizecharacteristics ofmultimodal anddigital texts.






(F) analyzecharacteristics ofmultimodal anddigital texts.





(F) analyze theeffectiveness ofcharacteristics ofmultimodal anddigital texts.

(F) critique andevaluate theeffectiveness ofcharacteristics ofmultimodal anddigital texts.


Multiple Genres: Genres15


Strand 5

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(9) (10) (10) (10) (10) (10) (9) (9) (9) (8) (8) (8) (8)(A) discuss with adult assistance theauthor's purpose forwriting text;

(A) discuss theauthor's purpose forwriting text;

(A) discuss theauthor's purpose forwriting text;

(A) explain theauthor's purpose andmessage within atext;






(A) analyze theauthor's purpose,audience, andmessage within atext;



(A) evaluate theauthor's purpose,audience, andmessage within atext;

(B) discuss with adultassistance how theuse of text structurecontributes to theauthor's purpose;

(B) discuss how theuse of text structurecontributes to theauthor's purpose;

(B) discuss how theuse of text structurecontributes to theauthor's purpose;

(B) explain how theuse of text structurecontributes to theauthor's purpose;

(B) explain how theuse of text structurecontributes to theauthor's purpose;

(B) analyze how theuse of text structurecontributes to theauthor's purpose;




(B) analyze use oftext structure toachieve the author'spurpose;

(B) analyze use oftext structure toachieve the author'spurpose;

(B) evaluate use oftext structure toachieve the author'spurpose;

(B) evaluate use oftext structure toachieve the author'spurpose;

(C) discuss with adultassistance theauthor's use of printand graphic featuresto achieve specificpurposes;

(C) discuss with adultassistance theauthor's use of printand graphic featuresto achieve specificpurposes;

(C) discuss theauthor's use of printand graphic featuresto achieve specificpurposes;

(C) explain theauthor's use of printand graphic featuresto achieve specificpurposes;

(C) analyze theauthor's use of printand graphic featuresto achieve specificpurposes;





(C) evaluate theauthor's use of printand graphic featuresto achieve specificpurposes;




(D) discuss with adult assistance how theauthor uses wordsthat help the readervisualize; and

(D) discuss how theauthor uses wordsthat help the readervisualize; and

(D) discuss the use ofdescriptive, literal,and figurativelanguage;

(D) describe how theauthor's use ofimagery, literal andfigurative languagesuch as simile, andsound devices such as onomatopoeiaachieves specificpurposes;

(D) describe how theauthor's use ofimagery, literal andfigurative languagesuch as simile andmetaphor, and sounddevices such asalliteration andassonance achievesspecific purposes;

(D) describe how theauthor's use ofimagery, literal andfigurative languagesuch as simile andmetaphor, and sounddevices achievesspecific purposes;

(D) describe how theauthor's use offigurative languagesuch as metaphor andpersonificationachieves specificpurposes;

(D) describe how theauthor's use offigurative languagesuch as metaphor andpersonificationachieves specificpurposes;

(D) describe how theauthor's use offigurative languagesuch as extendedmetaphor achievesspecific purposes;

(D) analyze how theauthor's use oflanguage achievesspecific purposes;

(D) analyze how theauthor's use oflanguage informs andshapes the perceptionof readers;

(D) evaluate how theauthor's use oflanguage informs andshapes the perceptionof readers;

(D) critique andevaluate how theauthor's use oflanguage informs andshapes the perceptionof readers;

(E) listen to andexperience first- andthird-person texts.

(E) listen to andexperience first- andthird-person texts.

(E) identify the use of first or third person in a text; and

(E) identify the use of literary devices,including first- orthird-person point ofview;

(E) identify andunderstand the use ofliterary devices,including first- orthird-person point ofview;

(E) identify andunderstand the use ofliterary devices,including first- orthird-person point ofview;

(E) identify the use of literary devices,including omniscientand limited point ofview, to achieve aspecific purpose;

(E) identify the use of literary devices,including subjectiveand objective point of view;

(E) identify andanalyze the use ofliterary devices,including multiplepoints of view andirony;

(E) analyze the use ofliterary devices suchas irony andoxymoron to achievespecific purposes;

(E) analyze the use ofliterary devices suchas irony, sarcasm,and motif to achievespecific purposes;

(E) evaluate the useof literary devicessuch as paradox,satire, and allegory toachieve specificpurposes;

(E) evaluate the useof literary devicessuch as paradox,satire, and allegory toachieve specificpurposes;

(F) discuss how theauthor's use oflanguage contributesto voice; and

(F) discuss how theauthor's use oflanguage contributesto voice; and

(F) examine how theauthor's use oflanguage contributesto voice; and

(F) analyze how theauthor's use oflanguage contributesto mood and voice;and

(F) analyze how theauthor's use oflanguage contributesto mood, voice, andtone; and

(F) analyze how theauthor's use oflanguage contributesto the mood, voice,and tone; and

(F) analyze how theauthor's diction andsyntax contribute tothe mood, voice, andtone of a text; and

(F) analyze how theauthor's diction andsyntax contribute tothe mood, voice, andtone of a text; and

(F) evaluate how theauthor's diction andsyntax contribute tothe mood, voice, andtone of a text; and

(F) evaluate how theauthor's diction andsyntax contribute tothe effectiveness of atext; 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, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Author's Purpose and Craft16


Strand 5

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(F) identify andexplain the use ofrepetition.

(G) identify andexplain the use ofhyperbole.

(G) identify andexplain the use ofanecdote.

(G) explain thepurpose of hyperbole,stereotyping, andanecdote.

(G) explain thedifferences betweenrhetorical devices andlogical fallacies.

(G) explain thepurpose of rhetoricaldevices such as directaddress and rhetorical questions and logicalfallacies such asloaded language andsweepinggeneralizations.

(G) explain thepurpose of rhetoricaldevices such asanalogy andjuxtaposition and oflogical fallacies suchas bandwagonappeals and circularreasoning.

(G) explain thepurpose of rhetoricaldevices such asunderstatement andoverstatement and the effect of logicalfallacies such asstraw man and redherring arguments.

(G) analyze thepurpose of rhetoricaldevices such asappeals, antithesis,parallelism, and shifts and the effects oflogical fallacies.

(G) analyze theeffects of rhetoricaldevices and logicalfallacies on the waythe text is read andunderstood.

(G) analyze theeffects of rhetoricaldevices and logicalfallacies on the waythe text is read andunderstood.

Kindergarten - Grade 8, Adopted May 10, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Author's Purpose and Craft17


Strand 6

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(10) (11) (11) (11) (11) (11) (10) (10) (10) (9) (9) (9) (9)(A) plan bygenerating ideas forwriting through classdiscussions anddrawings;

(A) plan a first draftby generating ideasfor writing such as by drawing andbrainstorming;

(A) plan a first draftby generating ideasfor writing such asdrawing andbrainstorming;

(A) plan a first draftby selecting a genrefor a particular topic,purpose, andaudience using arange of strategiessuch asbrainstorming,freewriting, andmapping;



(A) plan a first draftby selecting a genreappropriate for aparticular topic,purpose, andaudience using arange of strategiessuch as discussion,background reading,and personalinterests;



(A) plan a piece ofwriting appropriatefor various purposesand audiences bygenerating ideasthrough a range ofstrategies such asbrainstorming,journaling, reading,or discussing;




(B) develop drafts inoral, pictorial, orwritten form byorganizing ideas;

(B) develop drafts inoral, pictorial, orwritten form by:

(B) develop draftsinto a focused pieceof writing by:

(B) develop draftsinto a focused,structured, andcoherent piece ofwriting by:






(B) develop draftsinto a focused,structured, andcoherent piece ofwriting in timed andopen-endedsituations by:




(i) organizing withstructure; and

(i) organizing withstructure; and

(i) organizing withpurposeful structure,including anintroduction and aconclusion; and

(i) organizing withpurposeful structure,including anintroduction,transitions, and aconclusion; and

(i) organizing withpurposeful structure,including anintroduction,transitions, and aconclusion; and

(i) organizing withpurposeful structure,including anintroduction,transitions, coherence within and acrossparagraphs, and aconclusion; and



(i) using anorganizing structureappropriate topurpose, audience,topic, and context;and

(i) using anorganizing structureappropriate topurpose, audience,topic, and context;and

(i) using strategicorganizationalstructures appropriate to purpose, audience,topic, and context;and

(i) using strategicorganizationalstructures appropriate to purpose, audience,topic, and context;and

(ii) developing anidea with specificand relevant details;

(ii) developing anidea with specificand relevant details;

(ii) developing anengaging idea withrelevant details;

(ii) developing anengaging idea withrelevant details;

(ii) developing anengaging ideareflecting depth ofthought with specificfacts and details;

(ii) developing anengaging ideareflecting depth ofthought with specificfacts and details;

(ii) developing anengaging ideareflecting depth ofthought with specificfacts, details, andexamples;

(ii) developing anengaging ideareflecting depth ofthought with specificfacts, details, andexamples;

(ii) developing anengaging ideareflecting depth ofthought with specificdetails, examples,and commentary;

(ii) developing anengaging ideareflecting depth ofthought with specificdetails, examples,and commentary;

(ii) developing anengaging ideareflecting depth ofthought witheffective use ofrhetorical devices,details, examples,and commentary;

(ii) developing anengaging ideareflecting depth ofthought witheffective use ofrhetorical devices,details, examples,and commentary;

(C) revise drafts byadding details inpictures or words;

(C) revise drafts byadding details inpictures or words;

(C) revise drafts byadding, deleting, orrearranging words,phrases, or sentences;

(C) revise drafts toimprove sentencestructure and wordchoice by adding,deleting, combining,and rearranging ideasfor coherence andclarity;



(C) revise drafts forclarity, development,organization, style,word choice, andsentence variety;



(C) revise drafts toimprove clarity,development,organization, style,diction, and sentenceeffectiveness,including use ofparallel constructionsand placement ofphrases anddependent clauses;

(C) revise drafts toimprove clarity,development,organization, style,diction, and sentenceeffectiveness,including use ofparallel constructionsand placement ofphrases anddependent clauses;

(C) revise drafts toimprove clarity,development,organization, style,diction, and sentencefluency, both withinand betweensentences;

(C) revise drafts toimprove clarity,development,organization, style,diction, and sentencefluency, both withinand betweensentences;

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


Composition: Writing Process18


Strand 6

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(D) edit drafts withadult assistance usingstandard Englishconventions,including:

(D) edit drafts usingstandard Englishconventions,including:










(D) edit drafts todemonstrate acommand of standardEnglish conventionsusing a style guide asappropriate; and

(D) edit drafts todemonstrate acommand of standardEnglish conventionsusing a style guide asappropriate; and

(i) completesentences;

(i) completesentences withsubject-verbagreement;

(i) completesentences withsubject-verbagreement;

(i) complete simpleand compoundsentences withsubject-verbagreement;

(i) complete simpleand compoundsentences withsubject-verbagreement andavoidance of splices,run-ons, andfragments;

(i) complete simpleand compoundsentences withsubject-verbagreement andavoidance of splices,run-ons, andfragments;

(i) complete complexsentences withsubject-verbagreement andavoidance of splices,run-ons, andfragments;



(i) a variety ofcomplete, controlledsentences andavoidance ofunintentional splices,run-ons, andfragments;

(i) a variety ofcomplete, controlledsentences andavoidance ofunintentional splices,run-ons, andfragments;

(ii) verbs; (ii) past and presentverb tense;

(ii) past, present, andfuture verb tense;

(ii) past, present, andfuture verb tense;

(ii) past tense ofirregular verbs;

(ii) past tense ofirregular verbs;

(ii) consistent,appropriate use ofverb tenses;

(ii) consistent,appropriate use ofverb tenses;

(ii) consistent,appropriate use ofverb tenses andactive and passivevoice;

(ii) consistent,appropriate use ofverb tense and activeand passive voice;

(ii) consistent,appropriate use ofverb tense and activeand passive voice;

(iii) singular andplural nouns;

(iii) singular, plural,common, and propernouns;




(iii) collective nouns;

(iv) adjectives,including articles;



(iv) adjectives,including theircomparative andsuperlative forms;



(v) adverbs thatconvey time;

(v) adverbs thatconvey time andadverbs that conveyplace;

(v) adverbs thatconvey time andadverbs that conveymanner;

(v) adverbs thatconvey frequencyand adverbs thatconvey degree;

(v) conjunctiveadverbs;

(iii) conjunctiveadverbs;

(iii) conjunctiveadverbs;

(v) prepositions; (vi) prepositions; (vi) prepositions andprepositionalphrases;

(vi) prepositions andprepositionalphrases;

(vi) prepositions andprepositionalphrases;

(vi) prepositions andprepositional phrasesand their influenceon subject-verbagreement;

(iv) prepositions andprepositional phrasesand their influenceon subject-verbagreement;

(iv) prepositions andprepositional phrasesand their influenceon subject-verbagreement;

(iii) prepositions andprepositional phrasesand their influenceon subject-verbagreement;

(vi) pronouns,including subjective,objective, andpossessive cases;

(vii) pronouns,including subjective,objective, andpossessive cases;



(vii) pronouns,including reflexive;

(vii) pronouns,including indefinite;

(v) pronouns,including relative;

(v) pronoun-antecedentagreement;

(iv) pronoun-antecedentagreement;

(iii) pronoun-antecedentagreement;

(iii) pronoun-antecedentagreement;

(viii) coordinatingconjunctions to formcompound subjectsand predicates;

(viii) coordinatingconjunctions to formcompound subjects,predicates, andsentences;

(viii) coordinatingconjunctions to formcompound subjects,predicates, andsentences;

(viii) subordinatingconjunctions to formcomplex sentences;

(vi) subordinatingconjunctions to formcomplex sentencesand correlativeconjunctions such aseither/or andneither/nor;

(vi) subordinatingconjunctions to formcomplex sentencesand correlativeconjunctions such aseither/or andneither/nor;




Strand 6

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(vii) capitalization ofthe first letter in asentence and name;

(viii) capitalizationfor the beginning ofsentences and thepronoun "I";

(ix) capitalization ofmonths, days of theweek, and thesalutation andconclusion of a letter;

(ix) capitalization ofofficial titles ofpeople, holidays, andgeographical namesand places;

(ix) capitalization ofhistorical periods,events, anddocuments; titles ofbooks; stories andessays; andlanguages, races, andnationalities;

(ix) capitalization ofabbreviations,initials, acronyms,and organizations;

(vii) capitalization ofproper nouns,includingabbreviations,initials, acronyms,and organizations;

(vii) correctcapitalization;

(v) correctcapitalization;

(iv) correctcapitalization;

iv) correctcapitalization;

(viii) punctuationmarks at the end ofdeclarativesentences; and

(ix) punctuationmarks at the end ofdeclarative,exclamatory, andinterrogativesentences; and

(x) end punctuation,apostrophes incontractions, andcommas with items in a series and in dates;and

(x) punctuationmarks, includingapostrophes incontractions andpossessives andcommas incompound sentencesand items in a series;and

(x) punctuationmarks, includingapostrophes inpossessives, commasin compoundsentences, andquotation marks indialogue; and

(x) italics andunderlining for titlesand emphasis andpunctuation marks,including quotationmarks in dialogueand commas incompound andcomplex sentences;and

(viii) punctuationmarks, includingcommas in complexsentences,transitions, andintroductoryelements; and

(viii) punctuation,including commas toset off words,phrases, and clausesand semicolons; and

(vi) punctuation,including commas innonrestrictivephrases and clauses,semicolons, colons,and parentheses; and

(v) punctuation,including commas,semicolons, colons,and dashes to set offphrases and clausesas appropriate; and

(v) punctuation,including commas,semicolons, colons,dashes, andparentheses to set offphrases and clausesas appropriate; and

(ix) correct spellingof words with grade-appropriateorthographic patternsand rules and high-frequency words; and

(x) correct spelling of words with grade-appropriateorthographic patternsand rules and high-frequency words with adult assistance; and

(xi) correct spellingof words with grade-appropriateorthographic patternsand rules and high-frequency words; and




(ix) correct spelling,including commonlyconfused terms suchas its/it's,affect/effect,there/their/they're,and to/two/too; and

(ix) correct spelling,including commonlyconfused terms suchas its/it's,affect/effect,there/their/they're,and to/two/too; and

(vii) correct spelling,including commonlyconfused terms suchas 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 sharewriting.

(E) publish and sharewriting.

(E) publish writtenwork for appropriateaudiences.













Strand 6

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(11) (12) (12) (12) (12) (12) (11) (11) (11) (10) (10) (10) (10)(A) dictate orcompose literarytexts, includingpersonal narratives;and

(A) dictate orcompose literarytexts, includingpersonal narrativesand poetry;

(A) compose literarytexts, includingpersonal narrativesand poetry;

(A) compose literarytexts, includingpersonal narrativesand poetry, usinggenre characteristicsand craft;

(A) compose literarytexts such as personal narratives and poetryusing genrecharacteristics andcraft;

(A) compose literarytexts such as personal narratives, fiction,and poetry usinggenre characteristicsand craft;




(A) compose literarytexts such as fictionand poetry usinggenre characteristicsand craft;




(B) dictate orcomposeinformational texts.

(B) dictate orcomposeinformational texts,including proceduraltexts; and

(B) composeinformational texts,including proceduraltexts and reports; and

(B) composeinformational texts,including briefcompositions thatconvey informationabout a topic, using aclear central idea andgenre characteristicsand craft;



(B) composeinformational texts,including multi-paragraph essays thatconvey informationabout a topic, using aclear controlling ideaor thesis statementand genrecharacteristics andcraft;



(B) composeinformational textssuch as explanatoryessays, reports, andpersonal essays usinggenre characteristicsand craft;

(B) composeinformational textssuch as explanatoryessays, reports, andpersonal essays usinggenre characteristicsand craft;

(B) composeinformational textssuch as explanatoryessays, reports,resumes, andpersonal essays usinggenre characteristicsand craft;

(B) composeinformational textssuch as explanatoryessays, reports,resumes, andpersonal essays usinggenre characteristicsand craft;

(C) composeargumentative texts,including opinionessays, using genrecharacteristics andcraft; and



(C) compose multi-paragraphargumentative textsusing genrecharacteristics andcraft; and



(C) composeargumentative textsusing genrecharacteristics andcraft; and

(C) composeargumentative textsusing genrecharacteristics andcraft; and

(C) composeargumentative textsusing genrecharacteristics andcraft;

(C) composeargumentative textsusing genrecharacteristics andcraft;

(C) dictate orcomposecorrespondence suchas thank you notes orletters.

(C) composecorrespondence suchas thank you notes orletters.

(D) composecorrespondence suchas thank you notes orletters.

(D) composecorrespondence thatrequests information.

(D) composecorrespondence thatrequests information.

(D) composecorrespondence thatreflects an opinion,registers a complaint,or requestsinformation in abusiness or friendlystructure.



(D) composecorrespondence in aprofessional orfriendly structure.

(D) composecorrespondence in aprofessional orfriendly structure.

(D) composecorrespondence in aprofessional orfriendly structure;

(D) composecorrespondence in aprofessional orfriendly structure;

(E) compose literaryanalysis using genrecharacteristics andcraft; and

(E) compose literaryanalysis using genrecharacteristics andcraft; and

(F) composerhetorical analysisusing genrecharacteristics andcraft.

(F) composerhetorical analysisusing genrecharacteristics andcraft.

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:


Composition: Genres21


Strand 7

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(12) (13) (13) (13) (13) (13) (12) (12) (12) (11) (11) (11) (11)(A) generatequestions for formaland informal inquirywith adult assistance;

(A) generatequestions for formaland informal inquirywith adult assistance;

(A) generatequestions for formaland informal inquirywith adult assistance;

(A) generatequestions on a topicfor formal andinformal inquiry;

(A) generate andclarify questions on atopic for formal andinformal inquiry;

(A) generate andclarify questions on atopic for formal andinformal inquiry;

(A) generate student-selected and teacher-guided questions forformal and informalinquiry;



(A) developquestions for formaland informal inquiry;




(B) critique theresearch process ateach step toimplement changesas needs occur andare identified;




(B) develop andfollow a researchplan with adultassistance;






(B) develop andrevise a plan;



(C) develop andrevise a plan;




(C) refine the majorresearch question, ifnecessary, guided bythe answers to asecondary set ofquestions;



(D) modify the majorresearch question asnecessary to refocusthe research plan;




(C) gatherinformation from avariety of sourceswith adult assistance;

(C) identify andgather relevantsources andinformation toanswer the questionswith adult assistance;

(C) identify andgather relevantsources andinformation toanswer the questions;

(C) identify andgather relevantinformation from avariety of sources;



(D) identify andgather relevantinformation from avariety of sources;



(E) locate relevantsources;




(D) identify primaryand secondarysources;



(D) understandcredibility of primaryand secondarysources;

(E) differentiatebetween primary andsecondary sources;



(D) demonstrateunderstanding ofinformation gatheredwith adult assistance;and

(D) demonstrateunderstanding ofinformation gatheredwith adult assistance;and

(E) demonstrateunderstanding ofinformation gathered;




(F) synthesizeinformation from avariety of sources;







(F) recognize thedifference betweenparaphrasing andplagiarism whenusing sourcematerials;

(F) recognize thedifference betweenparaphrasing andplagiarism whenusing sourcematerials;

(F) differentiatebetweenparaphrasing andplagiarism whenusing sourcematerials;

(G) differentiatebetweenparaphrasing andplagiarism whenusing sourcematerials;



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, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Inquiry and Research22


Strand 7

Kindergarten110.2

Grade 1110.3

Grade 2110.4

Grade 3110.5

Grade 4110.6

Grade 5110.7

Grade 6110.22

Grade 7110.23

Grade 8110.24

English I110.36

English II110.37

English III110.38

English IV110.39

(H) examine sourcesfor:



(G) examine sourcesfor:




(i) reliability,credibility, and bias;and

(i) reliability,credibility, and bias;and

(i) reliability,credibility, and bias,including omission;and

(i) credibility andbias, includingomission; and

(i) credibility andbias, includingomission; and

(i) credibility, bias,and accuracy; and

(i) credibility, bias,and accuracy; and

(ii) faulty reasoningsuch as hyperbole,emotional appeals,and stereotype;

(ii) faulty reasoningsuch as hyperbole,emotional appeals,and stereotype;

(ii) faulty reasoningsuch as bandwagonappeals, repetition,and loaded language;

(ii) faulty reasoningsuch as ad hominem,loaded language, andslippery slope;

(ii) faulty reasoningsuch as incorrectpremise, hastygeneralizations, andeither-or;

(ii) faulty reasoningsuch as post hoc-adhoc, circularreasoning, redherring, andassumptions;

(ii) faulty reasoningsuch as straw man,false dilemma, faultyanalogies, and non-sequitur;

(F) cite sourcesappropriately; and

(G) create a workscited page; and

(G) develop abibliography; and

(G) develop abibliography; and

(I) display academiccitations and usesource materialsethically; and



(H) display academiccitations , includingfor paraphrased andquoted text, and usesource materialsethically to avoidplagiarism; and

(H) display academiccitations, includingfor paraphrased andquoted text, and usesource materialsethically to avoidplagiarism; and



(E) use anappropriate mode ofdelivery, whetherwritten, oral, ormultimodal, topresent results.

(E) use anappropriate mode ofdelivery, whetherwritten, oral, ormultimodal, topresent results.

(G) use anappropriate mode ofdelivery, whetherwritten, oral, ormultimodal, topresent results.

(H) use anappropriate mode ofdelivery, whetherwritten, oral, ormultimodal, topresent results.



(J) use an appropriate mode of delivery,whether written, oral,or multimodal, topresent results.



(I) use an appropriatemode of delivery,whether written, oral,or multimodal, topresent results.




Kindergarten - Grade 8, Adopted May 10, 2017High School, English I - IV, Adopted June 23, 2017 (as amended 6/2019) Inquiry and Research23

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