resources-cf.toolboxforteachers.comresources-cf.toolboxforteachers.com/Spartanburg5... · Web viewSouth Carolina. College- and Career-Ready Standards for . English Language Arts 2015

South CarolinaCollege- and Career-Ready Standards for

English Language Arts 2015

Comparative DocumentGrade 6 – Grade 8

Guidance Statement

This document provides a grade-level comparison of the similarities and differences between the South Carolina College- and Career-Ready Standards for English Language Arts 2015 (SCCCRS) and the Common Core State Standards (CCSS) and supports the upcoming transition. It is intended to be used by English Language Arts (ELA) district leaders to assess current resources, determine commonalities and needs, and inform planning.

This guide, developed by a group of knowledgeable educators at a point in time, should be considered a working document. This document is best used with guidance and support of district leaders. It is not intended to be shared widely.

The guide is presented in the order of the newly adopted standards document with the SCCCRS in the left column and the CCSS in the right column.

Guidance Statement

Grade 6 – Analysis of Similarities and Differences

South Carolina College and Career Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Transact with text in order to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and consider multiple perspectives.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies. 3.2 Examine historical, social, cultural, or political context to broaden inquiry. 3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.3.4 Organize and categorize important information, revise ideas, and report relevant findings.Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.4.3 Reflect on findings and pose appropriate questions for further inquiry.

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Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.5.2 Employ past and present learning in order to monitor and guide inquiry.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

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Reading – Literary Text Standards (RL) Reading Standards (R) Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning. Grade 1 Recognize the distinguishing features of a sentence. 1.2 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters. 1.3 Students are expected to build upon and continue applying previous learning. Kindergarten Understand that words are separated by spaces in print. 1.4 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet. Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Students are expected to build upon and continue applying previous learning.Grade 2 Read grade-level text with purpose and understanding.4.2 Students are expected to build upon and continue applying previous learning.

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Grade 4 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Students are expected to build upon and continue applying previous learning.Grade 1 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.(RL) Meaning and Context (R) Key Ideas and DetailStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

5.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning.Grade 2 Make predictions before and during reading; confirm or modify thinking.Standard 6: Summarize key details and ideas to support analysis of thematic development.

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

6.1 Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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(RL) Meaning and Context (R) Integration of Knowledge and IdeasStandard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

7.1 Compare and contrast a narrative, drama, or poem read to an audio, video, or live version of the same text.

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

7.2 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

(RL) Meaning and Context (R) Key Ideas and DetailsStandard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8.1 Describe how a plot in a narrative or drama unfolds and how characters respond or change as the plot moves toward a resolution; determine the impact of contextual influences on setting, plot, and characters.

RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

(RL) Language, Craft, and Structure (R) Craft and StructureStandard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

9.1 Determine the figurative and connotative meaning of words and phrases as they are used in text; analyze the impact of specific word choice on meaning and tone.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

9.2 Analyze the author’s word and convention choices and draw conclusions about how they impact meaning and tone.

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(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

10.1 Use the overall meaning of a text or a word’s position or function to determine the meaning of a word or phrase.

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

10.2 Students are expected to build upon and continue applying previous learning.Grade 4 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

10.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.10.4 Students are expected to continue to build upon concepts learned previously.Grade 2 Use the meanings of individual words to predict the meaning of compound words.10.5 Students are expected to build upon and continue applying previous learning. Grade 5 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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10.6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

(RL) Language, Craft, and Structure (R) Craft and Structure Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.

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

11.1 Explain how an author’s development of the point of view of the narrator or speaker impacts content, meaning, and style.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

11.2 Students are expected to build upon and continue applying previous learning.Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character.Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

12.1 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

12.2 Compare and contrast how different text structures contribute to meaning and impact the reader.(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.


(RI) Language, Craft, and Structure (R) Integration of Knowledge and IdeasStandard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

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(RL) Range and Complexity (R) Range of Reading and Level of Text ComplexityStandard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text.

Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.13.2 Read independently for sustained periods of time to build stamina.13.3 Read and respond to grade-level text to become self-directed, critical readers and thinkers.

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 6-8 text complexity band independently and proficiently.

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Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details.

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Integrate information presented in different media or formats to develop a coherent understanding of a topic or issue.

RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

(RI) Language, Craft, and Structure (R) Craft and StructureStandard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.


8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific word choice on meaning and tone.

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

8.2 Identify text features and structures that support an author’s ideas or claim.

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(RI) Language, Craft, and Structure (L) Vocabulary Acquisition and UsageStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.



9.1 Determine the meaning of a word or phrase using the overall meaning of a text or a word’s position or function.


9.2 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

9.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 9.4 Students are expected to build upon and continue applying previous learning. Grade 4 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

9.5 Students are expected to build upon and continue applying previous learning. Grade 4 Acquire and use general academic and domain-specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.


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(RI) Language, Craft, and Structure (R) Craft and StructureStandard 10: Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning and style.


10.1 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspective represented.

RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Standard 11: Analyze and critique how the author use structures in print and multimedia texts to craft informational and argument writing.


11.1 Identify text features and structures that support an author’s idea or claim.

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.(R) Integration of Knowledge and Ideas

11.2 Trace and evaluate the argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RI.6.9 Compare and contrast one author's presentation of events with that of another.

(RI) Range and Complexity (R) Range of Reading and Text ComplexityStandard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text.


12.1 Engage in whole and small group reading with purpose and understanding.12.2 Read independently for sustained periods of time.12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Writing Standards (W) Writing Standards (W)Meaning, Context, and Craft Text Types and PurposesStandard 1: Write arguments to support claims with clear reasons and relevant evidence.

Included in Fundamentals of Writing

Text Types and PurposesAnchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Production and DistributionAnchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Research to Build and Present KnowledgeAnchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

1.1 Write arguments that: a. introduce a focused claim and organize reasons and evidence

clearly; b. use information from multiple print and multimedia sources;c. support claims with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of the topic or text;

d. use an organizational structure that provides unity and clarity among claims, reasons, and evidence;

e. develop and strengthen writing as needed by planning, revising, and editing;

f. paraphrase, quote, and summarize, avoiding plagiarism and providing basic bibliographic information for sources;

g. establish and maintain a formal style; andh. provide a conclusion that follows from and supports the argument.

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1.d Establish and maintain a formal style.W.6.1.e Provide a concluding statement or section that follows from the argument presented.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Text Types and PurposesAnchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.




2.1 Write informative/explanatory texts that:a. introduce a focused topic;b. use relevant information from multiple print and multimedia

sources;c. use definition, classification, comparison/contrast, and cause/effect

structures to organize ideas, concepts, and information;d. use credible sources;e. include formatting, graphics, and multimedia to aid comprehension;

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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f. develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;

g. develop and strengthen writing as needed by planning, revising, and editing;

h. paraphrase, quote, and summarize to avoid plagiarism; i. follow a standard format for citation; j. use appropriate transitions to clarify the relationships among ideas

and concepts; k. use precise language and domain-specific vocabulary to inform or

explain the topic;l. establish and maintain a style and tone authentic to the purpose; and m. provide a concluding statement or section that follows the

information or explanation presented.


W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2.e Establish and maintain a formal style.W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Text Types and PurposesAnchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.



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3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a. develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;d. use dialogue, pacing, and manipulation of time to develop

experiences, events, and/or characters; e. use a variety of transition words, phrases, and clauses to convey

sequence and signal shifts from one time frame or setting to another; f. develop and strengthen writing as needed by planning, revising, and

editing building on personal ideas and the ideas of others; g. use imagery, precise words and phrases, relevant descriptive details,

and sensory language to convey experiences and events and develop characters; and

h. provide a conclusion that follows from and reflects on the narrated experiences or events.


W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.W.6.3.e Provide a conclusion that follows from the narrated experiences or events.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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(W) Language (L) Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4.1 When writing:a. ensure that subjective, objective, and possessive pronouns are in the

proper case;b. use intensive pronouns;c. recognize and use appropriate continuity and shifts in pronoun

number and person;d. recognize and correct pronouns with unclear or ambiguous

antecedents;e. recognize variations from standard English in one’s own and others'

writing; andf. identify and use strategies to improve expression in conventional

language.

L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1.b Use intensive pronouns (e.g., myself, ourselves).L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.1 Students are expected to build upon and continue applying previous learning.Grade 5 Apply correct usage of capitalization in writing.5.2 Use:a. commas, parentheses, or dashes to set off

nonrestrictive/parenthetical elements; and b. semicolons to connect main clauses and colons to introduce a list or

quotation.

L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

5.3 Students are expected to build upon and continue applying previous learning. Grade 3 Use conventional spelling for high-frequency words, previously studied words, and for adding suffixes to base words.5.4 Students are expected to build upon and continue applying previous learning. Grade 4 Use spelling patterns and generalizations.

L.6.2.b Spell correctly.

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5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spelling.(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.


Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

See Standards Listed Below (W) Research to Build and Present KnowledgeReading Informational Text Meaning and ContextStandard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Reading Literacy TextMeaning and Context Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading Informational TextMeaning and Context Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9.a Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

(W) Range and Complexity (W) Range of WritingStandard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

6.2 Students are expected to build upon and continue applying previous learning.Grade 1 Print uppercase and lowercase letters proportionally using appropriate handwriting techniques.6.3 Students are expected to build upon and continue applying previous learning.Grade 1 Write left to right leaving space between words.6.4 Students are expected to build upon and continue applying previous learning.Grade 4 Demonstrate effective keyboarding skills.

WritingProduction and DistributionW.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

6.5 Students are expected to build upon and continue applying previous learning.Grade 3 Connect uppercase and lowercase letters efficiently and proportionately in cursive handwriting.

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Communication Standards (C) Speaking and Listening Standards (SL)Meaning and Context Comprehension and CollaborationStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

1.1 Consider viewpoints of others by listening, reflecting, and formulating questions; support others to reach common understandings of concepts, ideas, and text.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.1.2 Participate in discussions; ask and respond to probing questions to

acquire and confirm information concerning a topic, text, or issue.1.3 Apply effective communication techniques and the use of formal or informal voice based on audience and setting.1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, and pose and respond to specific questions to clarify thinking and express new thoughts.

SL.6.1.c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

1.5 Review and reflect upon the main ideas expressed to demonstrate an understanding of diverse perspectives.

SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

1.6 Indicator does not begin until English 1.English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.

SL.6.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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2.1 Gather information from print and multimedia sources to articulate claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details that support themes or central ideas to express perspectives clearly.2.2 Distinguish between credible and non-credible sources of information.2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

2.4 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

(C) Meaning and Context Speaking and Listening (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.

Comprehension and CollaborationAnchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and IdeasAnchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

3.1 Analyze the impact of selected media and formats on meaning. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

3.2 Utilize multimedia to enrich presentations. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

(C) Language, Craft and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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4.1 Determine the effectiveness of a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

4.2 Identify the speaker’s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages.4.3 Determine how the speaker:a. articulates a clear message;b. monitors audience awareness;c. addresses possible misconceptions or objections;d. chooses appropriate media; ande. uses an appropriate style for the audience.Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Consider audience when selecting presentation types.5.2 Select and integrate craft techniques to impact audience.5.3 This indicator does not begin until English 1.English 1 Develop messages that use logical, emotional, and ethical appeals.See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and ContextStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

WritingMeaning, Context, and CraftStandard 1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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The following section compares the Common Core State Standards for English Language Arts with the South Carolina College- and Career-Ready English Language Arts Standards (SCCCRS). Parallels to the Language Standards are found in the Reading and Writing Strands of the SCCCRS as noted.

Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.




See Standards Listed Below (L) Knowledge of LanguageAnchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.L.6.3.b Maintain consistency in style and tone.

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See Standards Listed Below (L) Vocabulary Acquisition and UseReading Literary Text Language, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Reading Informational TextLanguage, Craft, and StructureStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.5.a Interpret figures of speech (e.g., personification) in context.L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions).

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See Standards Below (L) Vocabulary Acquisition and UseReading Literary TextLanguage, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


Included in Fundamentals of Reading


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Grade 7 – Analysis of Similarities and Differences

South Carolina College- and Career-Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding. Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives. Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies. 3.2 Examine historical, social, cultural, or political context to broaden inquiry. 3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias. 3.4 Organize and categorize important information, revise ideas, and report relevant findings. Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views. 4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action. 4.3 Reflect on findings and pose appropriate questions for further inquiry.

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Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. 5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process. 5.2 Employ past and present learning to monitor and guide inquiry. 5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

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Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning. Grade 1 Recognize the distinguishing features of a sentence. 1.2 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters. 1.3 Students are expected to build upon and continue applying previous learning. Kindergarten Understand that words are separated by spaces in print. 1.4 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet. Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning. Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words. 2.2 Students are expected to build upon and continue applying previous learning. Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words. 2.2 Students are expected to build upon and continue applying previous learning. Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning. Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

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2.4 Students are expected to build upon and continue applying previous learning. Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.2.5 Students are expected to build upon and continue applying previous learning. Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words. Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words. 3.1 Students are expected to build upon and continue applying previous learning. Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning. Grade 2 Use knowledge of how syllables work to read multisyllabic words. 3.3 Students are expected to build upon and continue applying previous learning. Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes. 3.4 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of vowel diphthongs. 3.5 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of how inflectional endings change words. 3.6 Students are expected to build upon and continue applying previous learning. Grade 3 Read grade-appropriate irregularly spelled words.

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Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Students are expected to build upon and continue applying previous learning. Grade 2 Read grade-level text with purpose and understanding. 4.2 Students are expected to build upon and continue applying previous learning. Grade 4 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. 4.3 Students are expected to build upon and continue applying previous learning. Grade 1 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RL) Meaning and Context (R) Key Ideas and DetailStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. Standard 6: Summarize key details and ideas to support analysis of thematic development.


6.1 Determine one or more themes and analyze the development; provide an objective summary.

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

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7.1 Interpret how a literary text relates to diverse media with an emphasis on the effect various media techniques have on ideas, themes, and topics.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium.

7.2 Compare and contrast a literary depiction of a time, place, or character to a historical account of the same period to understand how authors use or alter history for rhetorical effect.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.



8.1 Analyze how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).



9.1 Determine the figurative and connotative meaning of words and phrases as they are used in text; analyze the impact of rhymes and other repetitions of sounds on specific verses or stanzas of poems or sections of narrative or drama.

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

9.2 Analyze the impact of the author’s choice of words, word phrases, and conventions on meaning and tone.

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(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.



10.1 Use context clues to determine meanings of words and phrases. L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

10.2 Students are expected to build upon and continue applying previous learning. Grade 4 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.

L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

10.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 10.4 Students are expected to build upon and continue applying previous learning. Grade 2 Use the meanings of individual words to predict the meaning of compound words.10.5 Students are expected to build upon and continue applying previous learning. Grade 5 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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10.6 Students are expected to build upon and continue applying previous learning.Grade 6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.


(RL) Language, Craft, and Structure (R) Craft and StructureStandard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.


11.1 Analyze how the author’s development of perspectives between the characters and the reader create suspense or humor.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character. Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.


12.1 Analyze how complex text structures in prose, drama, and poetry contribute to development of theme, setting, or plot.

RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning. (C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.



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

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(RL) Meaning and Context (R) Integration of Knowledge and IdeasStandard 7: Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities.


(RL) Range and Complexity (R) Range of Reading and Level of Text ComplexityStandard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.


13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. 13.2 Read independently for sustained periods of time to build stamina.

13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

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Reading - Informational Text Standards (R) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning. Grade 1 Recognize the distinguishing features of a sentence. 1.2 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters. 1.3 Students are expected to build upon and continue applying previous learning. Kindergarten Understand that words are separated by spaces in print. 1.4 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize and name all uppercase and lowercase letters of the alphabetStandard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning. Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words. 2.2 Students are expected to build upon and continue applying previous learning. Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning. Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. 2.4 Students are expected to build upon and continue applying previous learning. Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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2.5 Students are expected to build upon and continue applying previous learning. Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words. Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words. 3.1 Students are expected to build upon and continue applying previous learning. Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context. 3.2 Students are expected to build upon and continue applying previous learning. Grade 2 Use knowledge of how syllables work to read multisyllabic words. 3.3 Students are expected to build upon and continue applying previous learning. Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes. 3.4 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of vowel diphthongs. 3.5 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of how inflectional endings change words. 3.6 Students are expected to build upon and continue applying previous learning. Grade 3 Read grade-appropriate irregularly spelled words. Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding. 4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. 4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

RI.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

RI 7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).



8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words or phrases on meaning and tone.

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

8.2 Determine the impact of text features and structures on an author’s ideas or claim.

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9.1 Use context clues to determine meanings of words and phrases. L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

9.2 Students are expected to build upon and continue applying previous learning.Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 9.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 9.4 Students are expected to build upon and continue applying previous learning. Grade 4 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

9.5 Students are expected to build upon and continue applying previous learning. Grade 4 Acquire and use general academic and domain-specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.

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10.1 Determine an author’s perspective or purpose and analyze how the author distinguishes his/her position from others.

RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.



11.1 Determine the impact of text features and structures on an author’s ideas or claims.

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.(R) Integration of Knowledge and Ideas

11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text.

(C) Meaning and Context (R) Integration of Knowledge and Ideas Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.



12.1 Engage in whole and small group reading with purpose and understanding. 12.2 Read independently for sustained periods of time.

12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Writing Standards (W) Writing Standards (W)Meaning, Context, and Craft Text Types and PurposesStandard 1: Write arguments to support claims with clear reasons and relevant evidence.






1.1 Write arguments that: a. introduce claims, acknowledge alternate or opposing claims, and

organize the reasons and evidence logically; b. use relevant information from multiple print and multimedia

sources; c. support claims with logical reasoning and relevant evidence,

using accurate, credible sources and demonstrating an understanding of the topic or text;

d. use an organizational structure that provides unity and clarity among claims, reasons, and evidence;

e. develop the claim providing credible evidence and data for each;f. develop and strengthen writing as needed by planning, revising,

editing, rewriting;g. paraphrase, quote, and summarize, avoiding plagiarism and

following a standard format for citation; h. establish and maintain a formal style and objective tone; and i. provide a concluding statement or section that follows from and

supports the argument.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1.bSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.W.7.1.d Establish and maintain a formal style.W.7.1.e Provide a concluding statement or section that follows from and supports the argument presented.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.



Text Type and PurposesAnchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.




2.1 Write informative/explanatory texts that: a. introduce a topic clearly, previewing what is to follow; b. use relevant information from multiple print and multimedia

sources; c. use definition, classification, comparison/contrast, and

cause/effect structures to organize ideas, concepts, and information;

d. use credible sources; e. include formatting, graphics, and multimedia to aid

comprehension; f. develop the topic with relevant facts, definitions, concrete

details, quotations, or other information and examples; g. develop and strengthen writing as needed by planning, revising,

editing, rewriting;

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2.c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

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h. paraphrase, quote, and summarize to avoid plagiarism; i. follow a standard format for citation; j. use appropriate transitions to create cohesion and clarify the

relationships among ideas and concepts; k. use precise language and domain-specific vocabulary to inform

or explain the topic; l. establish and maintain a style and tone authentic to the purpose;

and m. provide a concluding statement or section that follows and

supports the information or explanation presented.


W.7.2.e Establish and maintain a formal style.W.7.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.



Text Type and PurposesAnchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.




3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective

techniques, relevant descriptive details, and well-structured event sequences;

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3.a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an

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b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically; d. use dialogue, pacing, and manipulation of time to develop

experiences, events, and/or characters; e. use a variety of transition words, phrases, and clauses to convey

sequence and signal shifts from one time frame or setting to another;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey

h. experiences and events and develop characters; and i. provide a conclusion that follows from and reflects on narrated

experiences or events.


event sequence that unfolds naturally and logically.W.7.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.7.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.W.7.3.e Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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4.1 When writing: a. show knowledge of the function of phrases and clauses in general

and their function in specific sentences; b. choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas; and

c. use phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.


Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

5.1 Students are expected to build upon and continue applying previous learning. Grade 5 Apply correct usage of capitalization in writing.5.2 Use: a. a comma to separate coordinate adjectives; and b. a comma after introductory subordinate clauses.

L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

5.3 Students are expected to build upon and continue applying previous learning. Grade 3 Use conventional spelling for high-frequency words, previously studied words, and for adding suffixes to base words.5.4 Students are expected to build upon and continue applying previous learning. Grade 4 Use spelling patterns and generalizations.5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spelling.

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(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.


Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.



W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Reading Literary TextMeaning and Context Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading Informational TextMeaning and Context Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.7.9.a Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a

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historical account of the same period as a means of understanding how authors of fiction use or alter history").W.7.9.b Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

Range and Complexity Range of WritingStandard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.


6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences. 6.2 Students are expected to build upon and continue applying previous learning. Grade 2 Print uppercase and lowercase letters proportionally using appropriate handwriting techniques. 6.3 Students are expected to build upon and continue applying conventions previous learning. Grade 1 Write left to right leaving spaces between words. 6.4 Students are expected to build upon and continue applying previous learning. Grade 4 Demonstrate effective keyboarding skills.

WritingProduction and DistributionW.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

6.5 Students are expected to build upon and continue applying previous learning. Grade 2 Connect uppercase and lowercase letters efficiently and proportionately in cursive handwriting.

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1.1 Prepare for and engage in conversations to explore complex concepts, ideas, and texts; share ideas and consider alternate viewpoints.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

1.2 Participate in discussions; ask probing questions and share evidence that supports and maintains the focus of the discussion. 1.3 Apply effective communication techniques and the use of formal or informal voice based on audience, setting, and tasks. 1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas. 1.5 Consider new ideas and diverse perspectives of others when forming opinions regarding a topic, text, or issue. 1.6 This indicator does not begin until English 1.English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.

SL.7.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.7.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.SL.7.1.c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.SL.7.1.d Acknowledge new information expressed by others and, when warranted, modify their own views.

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(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.


2.1 Gather relevant information from diverse print and multimedia sources to articulate claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions facts and details.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

2.2 Analyze and evaluate the credibility of information and accuracy of findings. 2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 2.4 Students are expected to build upon and continue applying previous learning. Grade 6 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.



3.1 Students are expected to build upon and continue applying previous learning.Grade 6 Analyze the impact of selected media and formats on meaning.

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3.2 Utilize multimedia to clarify information and strengthen claims or evidence.

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric

4.1 Determine the effectiveness of a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

4.2 Analyze the effectiveness of the speaker’s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages. 4.3 Analyze the presentation to determine how the speaker: a. articulates a clear message; b. monitors audience awareness; c. addresses possible misconceptions or objections; d. chooses appropriate media; and e. uses an appropriate style for the audience.

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Consider audience when selecting presentation types.5.2 Select and integrate craft techniques to impact audience.5.3 This indicator does not begin until English 1.English 1 Develop messages that use logical, emotional, and ethical appeals.

Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and ContextStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

WritingMeaning, Context, and CraftStandard 1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.


SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.




See Standards Listed Below (L) Knowledge of LanguageAnchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

See Standards Listed Below (L) Vocabulary Acquisition and UseReading Literary TextLanguage, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Reading Informational TextLanguage Craft and Structure Standard 9Standard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


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Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Reading Literary TextLanguage, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.




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Grade 8 – Analysis of Similarities and DifferencesSouth Carolina College- and Career-Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Develop a range of questions to frame inquiry for new learning and deeper understanding.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives. Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies. 3.2 Examine historical, social, cultural, or political context to broaden inquiry. 3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias. 3.4 Organize and categorize important information, revise ideas, and report relevant findings. Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views. 4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action. 4.3 Reflect on findings and pose appropriate questions for further inquiry.

Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. 5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process. 5.2 Employ past and present learning to monitor and guide inquiry. 5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning. Grade 1 Recognize the distinguishing features of a sentence. 1.2 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters. 1.3 Students are expected to build upon and continue applying previous learning. Kindergarten Understand that words are separated by spaces in print. 1.4 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet. Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning. Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words. 2.2 Students are expected to build upon and continue applying previous learning. Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words. 2.3 Students are expected to build upon and continue applying previous learning. Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. 2.4 Students are expected to build upon and continue applying previous learning. Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

2.5 Students are expected to build upon and continue applying previous learning. Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words. Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words. 3.1 Students are expected to build upon and continue applying previous learning. Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context. 3.2 Students are expected to build upon and continue applying previous learning. Grade 2 Use knowledge of how syllables work to read multisyllabic words. 3.3 Students are expected to build upon and continue applying previous learning. Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes. 3.4 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of vowel diphthongs. 3.5 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of how inflectional endings change words. 3.6 Students are expected to build upon and continue applying previous learning. Grade 3 Read grade-appropriate irregularly spelled words. Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Students are expected to build upon and continue applying previous learning. Grade 2 Read grade-level text with purpose and understanding. 4.2 Students are expected to build upon and continue applying previous learning. Grade 4 Read grade-level prose and poetry orally with accuracy,

appropriate rate, expression, intonation, and phrasing on successive readings. 4.3 Students are expected to build upon and continue applying previous learning. Grade 1 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RL) Meaning and Context (R) Key Ideas and DetailStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL. 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. Standard 6: Summarize key details and ideas to support analysis of thematic development.


6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.




7.1 Analyze how a visual or audio adaptation of a narrative or drama modifies or embellishes the text.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new.

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.



8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.



9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

9.2 Students are expected to build upon and continue applying previous learning.Grade 7 Analyze the impact of the author’s choice of words, word phrases, and conventions on meaning and tone. (RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.



L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

10.1 Use context clues to determine meanings of words and phrases. L.8.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.8.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

10.2 Students are expected to build upon and continue applying previous learning. Grade 4 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.

L.8.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

10.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 10.4 Students are expected to build upon and continue applying previous learning. Grade 2 Use the meanings of individual words to predict the meaning of compound words. 10.5 Students are expected to build upon and continue applying previous learning. Grade 5 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.


10.6 Students are expected to build upon and continue applying previous learning.Grade 6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.



(RL) Language, Craft, and Structure (R) Craft and StructureStandard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.


11.1 Analyze how the author’s development of perspectives between the characters and the reader create suspense or humor.

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character. Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.


12.1 Compare and contrast the structure of two or more texts with similar topics or themes and analyze how the differing structure of each contributes to meaning.

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning.(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.



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



(RL) Range and Complexity (R) Range of Reading and Level of Text ComplexityStandard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.


13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. 13.2 Read independently for sustained periods of time to build stamina. 13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning. Grade 1 Recognize the distinguishing features of a sentence. 1.2 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters. 1.3 Students are expected to build upon and continue applying previous learning. Kindergarten Understand that words are separated by spaces in print. 1.4 Students are expected to build upon and continue applying previous learning. Kindergarten Recognize and name all uppercase and lowercase letters of the alphabetStandard 2: Demonstrate understanding of spoken words, syllables, and sounds. 2.1 Students are expected to build upon and continue applying previous learning. Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words. 2.2 Students are expected to build upon and continue applying previous learning. Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning. Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. 2.4 Students are expected to build upon and continue applying previous learning. Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

2.5 Students are expected to build upon and continue applying previous learning. Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words. Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words. 3.1 Students are expected to build upon and continue applying previous learning. Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context. 3.2 Students are expected to build upon and continue applying previous learning. Grade 2 Use knowledge of how syllables work to read multisyllabic words. 3.3 Students are expected to build upon and continue applying previous learning. Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes. 3.4 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of vowel diphthongs. 3.5 Students are expected to build upon and continue applying previous learning. Grade 2 Use and apply knowledge of how inflectional endings change words. 3.6 Students are expected to build upon and continue applying previous learning. Grade 3 Read grade-appropriate irregularly spelled words. Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding. 4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. 4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(RI) Meaning and Context (R) Key Ideas and Details Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.



8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or allusions on meaning and tone.

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.



Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

9.1 Students are expected to build upon and continue applying previous learning.Grade 6 Determine the meaning of a word or phrase using the overall meaning of a text or a word’s position or function.


9.2 Students are expected to build upon and continue applying previous learning.Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 9.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 9.4 Students are expected to build upon and continue applying previous learning. Grade 4 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.


9.5 Students are expected to build upon and continue applying previous learning. Grade 4Acquire and use general academic and domain-specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.




10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.

RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.



11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.(R) Integration of Knowledge and Ideas

11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events.


(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.


(RI) Language, Craft, and StructureAnchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.



12.1 Engage in whole and small group reading with purpose and understanding. 12.2 Read independently for sustained periods of time. 12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.


Writing Standards (W) Writing Standards (W)Meaning, Context, and Craft See Standards Listed BelowStandard 1: Write arguments to support claims with clear reasons and relevant evidence.






1.1 Write arguments that: a. introduce claims, acknowledge and distinguish the claims from

alternate or opposing claims, and organize the reasons and evidence logically;

b. use relevant information from multiple print and multimedia sources;c. support claims using valid reasoning and a variety of relevant

evidence from accurate, verifiable sources; d. use an organizational structure that provides unity and clarity among

claims, counterclaims, reasons, and evidence; e. develop the claim and counterclaims providing credible evidence

and data for each; f. develop and strengthen writing as needed by planning, revising,

editing, rewriting;g. paraphrase, quote, and summarize, avoiding plagiarism and

following a standard format for citation; h. establish and maintain a formal style and objective tone; and

W.8.1.Write arguments to support claims with clear reasons and relevant evidence.

W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.W.8.1.d Establish and maintain a formal style.W.8.1.e Provide a concluding statement or section that follows from and supports the argument presented.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

i. provide a concluding statement or section that follows from and supports the argument.


W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.



Text Types and PurposesAnchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.




2.1 Write informative/explanatory texts that: a. introduce a topic;b. use relevant information from multiple print and multimedia sources;c. organize ideas, concepts, and information into broader categories;d. assess the credibility of each source;e. include formatting, graphics, and multimedia to aid comprehension;f. develop the topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information and examples;

W.8.2 Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.8.2 a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


g. develop and strengthen writing as needed by planning, revising, editing, rewriting;

h. paraphrase, quote, and summarize to avoid plagiarism;i. follow a standard format for citation; j. use appropriate and varied transitions to create cohesion and clarify

the relationships among ideas and concepts;k. use precise language and domain-specific vocabulary to explain the

topic;l. establish and maintain a style and tone authentic to the purpose; and m. provide a concluding statement or section that follows and supports

the information or explanation presented.


W.8.2 b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2 c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2 d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2 e Establish and maintain a formal style.W.8.2 f Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Text Types and PurposesAnchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.






3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective

techniques, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;d. use dialogue, pacing, manipulation of time, and reflection, to

develop experiences, events, and/or characters;e. use a variety of transition words, phrases, and clauses to convey

sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events;

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events, and develop characters; and

h. provide a conclusion that follows from and reflects on the narrated experiences or events.


W.8.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.8.3.a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.8.3.b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.W.8.3.c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.W.8.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.W.8.3.e Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.








4.1 When writing:a. show knowledge of the function of gerunds, participles, and

infinitives and their functions in particular sentences;b. form and use verbs in the active and passive voice;c. form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood; and d. recognize and correct inappropriate shifts in verb voice and mood.

L.8.1.a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.L.8.1.b Form and use verbs in the active and passive voice.L.8.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1.d Recognize and correct inappropriate shifts in verb voice and mood.



5.1 Students are expected to build upon and continue applying previous learning. Grade 5 Apply correct usage of capitalization in writing.5.2 Use:a. commas, ellipses, and dashes to indicate a pause, break, or omission;

andb. an ellipsis to indicate an omission.

L.8.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.L.8.2.b Use an ellipsis to indicate an omission.

5.3 Students are expected to build upon and continue applying previous learning. Grade 3 Use conventional spelling for high-frequency words, previously studied words, and for adding suffixes to base words.

L.8.2.c Spell correctly.

5.4 Students are expected to build upon and continue applying previous learning. Grade 4 Use spelling patterns and generalizations.5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spelling.

(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.Included in Fundamentals of Writing

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.



W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Reading Literary Text Meaning and ContextStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading Informational TextMeaning and ContextStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


W.8.9.b Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").

(W) Range and Complexity (W) Range of WritingStandard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.


6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

6.2 Students are expected to build upon and continue applying previous learning. Grade 1Print uppercase and lowercase letters proportionally using appropriate handwriting techniques. 6.3 Students are expected to build upon and continue applying conventions previous learning. Grade 1 Write left to right leaving spaces between words. 6.4 Students are expected to build upon and continue applying previous learning. Grade 4 Demonstrate effective keyboarding skills. 6.5 Students are expected to build upon and continue applying previous learning. Grade 3 Connect uppercase and lowercase letters efficiently and proportionately in cursive handwriting.



1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.

SL.8.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

1.3 Apply effective communication techniques based on a variety of contexts and tasks.

SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.

SL.8.1.c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.

SL.8.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

1.6 This indicator does not begin until English 1.English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.


2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Writing Research to Build KnowledgeW.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

2.2 Analyze and evaluate credibility of information and accuracy of findings. 2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.

2.4 Students are expected to build upon and continue applying previous learning. Grade 6 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate. (C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.



3.1 Students are expected to build upon and continue applying previous learning.Grade 6 Analyze the impact of selected media and formats on meaning. 3.2 Utilize multimedia to clarify information and emphasize salient points.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.


Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

4.1 Determine the effectiveness of a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

4.2 Analyze the effectiveness of the speaker’s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages.4.3 Evaluate the presentation to determine how the speaker:a. articulates a clear message;b. monitors audience awareness;c. addresses possible misconceptions or objections;d. chooses appropriate media; and e. uses an appropriate style for the audience.

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Consider audience when selecting presentation types.5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.5.3 This indicator does not begin until English 1.English 1 Develop messages that use logical, emotional, and ethical appeals.

See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunication Meaning and ContextStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Writing LanguageStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)


Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.


Standard 5: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


See Standards Listed Below (L) Knowledge of LanguageAnchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.8.3.a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

See Standards Listed Below (L) Vocabulary Acquisition and UseReading Literary Text Language, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.



Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

See Standards Listed Below (L) Vocabulary Acquisition and UseReading Literary TextLanguage, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.




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