Portfolio|Unit Plan Chart and PowerPoint

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Table of Contents Table of Contents .......................................................................................................................................... 1

Introduction................................................................................................................................................... 5

Standards Map ............................................................................................................................................ 10

Progression of Foundations Benchmarks .................................................................................................... 11

Spiraled Standards in a Vertical Progression .............................................................................................. 13

Kindergarten ........................................................................................................................................... 26

Foundational Skills ............................................................................................................................. 26

Reading ............................................................................................................................................... 27

Communication ................................................................................................................................... 29

Vocabulary.......................................................................................................................................... 32

Sample texts by benchmark .................................................................................................................... 33

1st Grade ................................................................................................................................................. 35

Foundational Skills ............................................................................................................................. 35

Reading ............................................................................................................................................... 36

Communication ................................................................................................................................... 38

Vocabulary.......................................................................................................................................... 40

Sample texts by benchmark .................................................................................................................... 41

2nd Grade................................................................................................................................................ 43

Foundational Skills ............................................................................................................................. 43

Reading ............................................................................................................................................... 44

Communication ................................................................................................................................... 45

Vocabulary.......................................................................................................................................... 48

Sample texts by benchmark..................................................................................................................... 49

3rd Grade ................................................................................................................................................ 51

Foundational Skills ............................................................................................................................. 51

Reading ............................................................................................................................................... 51

Communication ................................................................................................................................... 53

Vocabulary.......................................................................................................................................... 55

Sample texts by benchmark..................................................................................................................... 57

4th Grade................................................................................................................................................. 60

Foundational Skills ............................................................................................................................. 60

Reading ............................................................................................................................................... 61

Communication ................................................................................................................................... 62

Vocabulary.......................................................................................................................................... 65

Sample texts by benchmark .................................................................................................................... 66

5th Grade................................................................................................................................................. 69

Foundational Skills ............................................................................................................................. 69

Reading ............................................................................................................................................... 69

Communication ................................................................................................................................... 71

Vocabulary.......................................................................................................................................... 73

Sample texts by benchmark .................................................................................................................... 75

6th-8th Grade .............................................................................................................................................. 78

6th Grade................................................................................................................................................. 78

Reading ............................................................................................................................................... 78

Communication ................................................................................................................................... 80

Vocabulary.......................................................................................................................................... 82

Sample texts by benchmark..................................................................................................................... 83

7th Grade................................................................................................................................................. 86

Reading ............................................................................................................................................... 86

Communication ................................................................................................................................... 88

Vocabulary.......................................................................................................................................... 90

Sample texts by benchmark..................................................................................................................... 91

8th Grade................................................................................................................................................. 95

Reading ............................................................................................................................................... 95

Communication ................................................................................................................................... 97

Vocabulary.......................................................................................................................................... 99

Sample texts by benchmark................................................................................................................... 100

9th-12th Grade .......................................................................................................................................... 104

9th Grade............................................................................................................................................... 104

Reading ............................................................................................................................................. 104

Communication ................................................................................................................................. 107

Vocabulary........................................................................................................................................ 109

Sample texts by benchmark .................................................................................................................. 110

10th Grade............................................................................................................................................. 114

Reading ............................................................................................................................................. 114

Communication ................................................................................................................................. 116

Vocabulary........................................................................................................................................ 118

Sample texts by benchmark .................................................................................................................. 119

11th Grade............................................................................................................................................. 125

Reading ............................................................................................................................................. 125

Communication ................................................................................................................................. 128

Vocabulary........................................................................................................................................ 130

Sample texts by benchmark .................................................................................................................. 131

12th Grade............................................................................................................................................. 136

Reading ............................................................................................................................................. 136

Communication ................................................................................................................................. 139

Vocabulary........................................................................................................................................ 140

Sample texts by benchmark .................................................................................................................. 142

6-12 Foundational Reading Intervention Standards .................................................................................. 145

Appendix A: K-12 ELA Expectations for Students .................................................................................. 147

K-12 ELA Expectations ........................................................................................................................ 147

Appendix B: Reading ................................................................................................................................ 148

What is a Text?...................................................................................................................................... 148

Text Complexity ............................................................................................................................... 148

Literary Periods ................................................................................................................................. 165

Background Knowledge ........................................................................................................................ 168

Civic Literacy Reading List .............................................................................................................. 168

Text Features......................................................................................................................................... 172

Text Structures ...................................................................................................................................... 174

Figurative Language ......................................................................................................................... 175

Rhetoric............................................................................................................................................. 177

Archetypes ........................................................................................................................................ 178

Types of Logical Reasoning ............................................................................................................. 180

Fallacies in Reasoning (Informal) ..................................................................................................... 181

Appendix C: Communication ................................................................................................................... 183

Communicating through Writing .......................................................................................................... 183

Writing Types ................................................................................................................................... 183

Narrative Techniques ........................................................................................................................ 184

Elaborative Techniques ..................................................................................................................... 185

Oral Communication ............................................................................................................................. 186

Elementary Oral Communication Rubric .......................................................................................... 186

Secondary Oral Communication Rubric ........................................................................................... 189

Conventions Progression by Grade Level ............................................................................................. 196

Appendix D: Vocabulary .......................................................................................................................... 198

Selecting Academic Vocabulary for Direct Instruction ........................................................................ 198

Morphology .......................................................................................................................................... 199

Base Words ....................................................................................................................................... 199

Greek and Latin Roots ...................................................................................................................... 200

Common Prefixes .............................................................................................................................. 202

Common Suffixes ............................................................................................................................. 203

Foreign Words and Phrases ................................................................................................................... 204

Context Clues........................................................................................................................................ 205

Word Relationships............................................................................................................................... 205

Appendix E: Reading Foundations ........................................................................................................... 206

Introduction........................................................................................................................................... 206

Fluency.................................................................................................................................................. 207

Dolch Word Lists .............................................................................................................................. 207

Fry Word Lists .................................................................................................................................. 208

Measures of Fluency ......................................................................................................................... 209

Interventions for Secondary Students ................................................................................................... 211

Learner Profiles................................................................................................................................. 211

Learning Environment Considerations ............................................................................................. 211

Glossary of Terms ..................................................................................................................................... 212

Introduction On January 31, 2019, Governor DeSantis issued Executive Order 19-32, outlining a path for Florida to improve its education system by eliminating Common Core and paving the way for Florida students to receive a world-class education to prepare them for jobs of the future. The task from Governor DeSantis to Commissioner Corcoran was clear: Create literacy standards for our Florida students that will shape their education and secure their position as leading the charge to make Florida the most literate state in the nation. The outcome is Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for English Language Arts (ELA), a product of Florida literacy experts, Florida educators, and vested stakeholders.

Florida’s B.E.S.T. Standards encourage educators to act on Douglass’s reminder of the ultimate purpose of education. His words confirm that education must be enlightening, noble, and good. He speaks from a tradition that holds education in the highest regard. The Latin root of the word education is educare, which means “to bring forth, to bring up.” Douglass understood that education is the way to bring forth our greatest capacities. Knowledge is the pathway to liberty, which is a fundamental value guaranteed by our government.

Florida’s B.E.S.T. Standards promote Douglass's noble view of education. The implementation of these standards will encourage schools, districts, and educators to adopt and build a rich, deep, and meaningful curriculum that “uplifts the soul.” It is important to note that these standards are only the framework. It is up to Florida educators to use these standards to build knowledge-rich curricula that will nurture students by immersing them in the study of great works of literature, history, and the arts. The goal of these standards is to restore teachers to their true calling: educating the hearts, souls, and minds of their students, bringing them “into the glorious light of truth.” In the words of John Adams, “Let us tenderly and kindly cherish, therefore, the means of knowledge. Let us dare to read, think, speak, and write.”

What Matters: Cornerstones of Reading Comprehension These standards emphasize that literacy is not achievable merely through a skills-based approach to reading comprehension. Lessons designed to instill background knowledge and a deep respect for literary works that transcend time because of the truth of their content and the beauty of their craft are critical to building life-long learners.

Foundational Instruction Matters In the early grades, the standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. “Readers who have strong decoding skills can figure out unfamiliar words so quickly that the process requires no conscious effort,” says Dr. Holly Lane, Director, University of Florida Literacy Institute. When decoding is effortless, a reader’s limited working memory is freed up so the reader can focus on meaning.

Knowledge Matters Reading comprehension depends more on relevant background knowledge than on mastery of reading strategies. Knowledge acquisition should be the primary purpose of any reading approach, starting at the earliest grades. The systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. Knowledge builds upon knowledge. Reading comprehension develops as students engage with literary and informational text selections that are complex, rich, and meaningful.

The greatest reading comprehension tool is not a set of strategies or tools that are content-free; rather, it is a well-stocked mind. Critical thinking cannot be separated from the object of that thinking. We cannot think deeply, creatively, or critically about a subject if we have little knowledge of it. Thus, the key to developing real critical thinking skills in our students is to increase knowledge about a breadth of subjects by reading rich texts on the subjects.

Curriculum Matters If knowledge acquisition is a core component of reading comprehension, then how the content is organized and presented to students is the foundation of an effective curriculum. The specificity of these standards, along with the clarifications and appendices, will make it easier for educators, schools, and districts to build or select a coherent, cumulative, and knowledge-based curriculum that is vertically aligned across grades and horizontally aligned across subjects within a grade.

These standards are the foundation on which a robust curriculum will be built with a full appreciation of history, art, music, and other disciplines that were sidelined in favor of a focus on abstract reading strategies. These standards encourage a broader view of literacy that promotes knowledge-building across varied domains and subjects, making the integration of content and collaboration among teachers much easier to achieve.

Leadership Matters Governor DeSantis, upon taking office, realized that for an education system to be successful, choice and excellence had to be the pillars of the system. Recognizing that our students and their families required and deserved more from their education, he issued the executive order to create the best standards in the nation. The Florida B.E.S.T. Standards are the pathway. In moving forward, the Florida Department of Education is committed to maximizing student potential and creating citizens well-poised to shape the future of Florida and the world.

Design of Standards The standards are designed to be user-friendly, so every stakeholder will understand what students are expected to master. Taken together, the benchmarks, clarifications, and appendices represent the expected outcomes for the students of Florida and carry the full weight of the standards.

Florida’s B.E.S.T. Standards for ELA are built on the following premises:  English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society.

 The standards are clear and concise so they are easily understood by every stakeholder.  The texts students read are meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community.

 Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The benchmarks for the standards are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. If skills are not mastered, students will be given instruction and practice opportunities to address skill gaps from previous grades.

The reading and writing standards have been written in such a way that they progress together and students are able to use the texts they are reading as accompanying texts for their writing. As a part of that focus, rhetoric will be introduced earlier, now during 6th grade, so that students will have an understanding of the appeals – logos, pathos, and ethos – when starting argumentative writing. It is vital that students have the tools of understanding how argumentation works as they are learning to write arguments. Foundational reading standards are included for secondary students who have a reading deficiency and need targeted instruction. These standards will apply to elective intensive reading and intensive language arts course codes, not core ELA courses. The goal is for targeted skill instruction, outlined by the standards, to make proficient readers of all of Florida’s students, no matter their grade level.

Throughout this year-long process of evaluating, listening, rethinking, and ultimately, rewriting Florida’s standards, the Florida Department of Education repeatedly engaged numerous stakeholders, including many educators, through a multi-faceted public input process. The success of this process was rooted in

the collective thought and input of many Floridians who held student-centered results close to heart. It is also recommended that this review process be repeated every seven years, if not sooner.

Florida’s B.E.S.T. Standards for English Language Arts – Organization and Coding Scheme

Organization The ELA Expectations are those overarching skills that run through every component of language arts. These are skills that students should be using throughout the strands. For purposes of instruction, the ELA Expectations are interconnected and should be developed over time. See ELA Expectations in Appendix A for incorporating the Expectations into instruction of the standards.

ELA Expectation ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.

ELA.K12.EE.3.1 Make inferences to support comprehension.

ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.

ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

The mastery standards themselves represent end-of-the-year goals students should master and are divided into four strands: Foundations, Reading, Communication, and Vocabulary.  Foundations The Foundations Strand has been adapted to meet the needs of the traditional beginning reader and expanded to include remediation for secondary students who are not yet proficient readers. Additional resources related to the Foundations standards are in Appendix E.

 Reading The Reading Strand is divided into three standards: reading prose and poetry, reading informational text, and reading across genres. For all Reading standards, when evaluating text complexity to determine if a text is appropriate to the grade level, quantitative, qualitative, and student-centered demands should be considered together. See Text Complexity. Additional resources related to the Reading standards are in Appendix B.

 Communication The Communication Strand is divided into five standards: communicating through writing, communicating orally, following conventions, researching, and creating and collaborating. Additional resources related to the Communication standards are in Appendix C.

 Vocabulary The Vocabulary Strand is comprised of one standard: finding meaning. Vocabulary is a building block of knowledge and essential to a thorough understanding of text. Additional resources related to the Vocabulary standards are in Appendix D.

Coding Scheme

ELA.1.R.1.3 Grade Level Standard

Subject Code Strand Benchmark

ELA Expectations EE

Foundations Reading Communication Vocabulary

F R C V

Strands:

The Florida Department of Education would like to thank all of the Floridians who contributed to this project. In particular, we would like to thank the teacher experts who served on review committees to represent Florida teachers and students.

Standards Map

Strand Standard Benchmark Code

Foundations (F) Learning and Applying Foundational Reading Skills

Print Concepts F.1.1

Phonological Awareness F.1.2

Phonics and Word Analysis F.1.3

Fluency F.1.4

Applying Foundational Reading Skills for Secondary Students Needing Reading Interventions

Phonological Awareness F.2.1

Phonics F.2.2

Encoding F.2.3

Fluency F.2.4

Reading (R) Reading Prose and Poetry Literary Elements R.1.1

Theme R.1.2

Perspective and Point of View R.1.3

Poetry R.1.4

Reading Informational Text Structure R.2.1

Central Idea R.2.2

Purpose and Perspective R.2.3

Argument R.2.4

Reading Across Genres Interpreting Figurative Language R.3.1

Paraphrasing and Summarizing R.3.2

Comparative Reading R.3.3

Understanding Rhetoric R.3.4

Communication (C) Communicating Through Writing

Handwriting C.1.1

Narrative Writing C.1.2

Argumentative Writing C.1.3

Expository Writing C.1.4

Improving Writing C.1.5

Communicating Orally Oral Presentation C.2.1

Following Conventions Conventions C.3.1

Researching Researching and Using Information C.4.1

Creating and Collaborating Multimedia C.5.1

Technology in Communication C.5.2

Vocabulary (V) Finding Meaning Academic Vocabulary V.1.1

Morphology V.1.2

Context and Connotation V.1.3

Progression of Foundations Benchmarks These are the progressions of the Foundations benchmarks. Foundations benchmarks do not spiral

in the same way as those in the other strands. The other strands appear in spiraled progressions in the next section.

Progression of Foundational Skills

P ri nt C on ce pt s

ELA.K.F.1.1 Demonstrate knowledge of the basic concepts of print. a. Locate a printed word on a page. b. Distinguish letters from words within sentences. c. Match print to speech to demonstrate that language is represented by print. d. Identify parts of a book (front cover, back cover, title page). e. Move top to bottom and left to right on the printed page; returning to the beginning of the next line. f. Identify all upper- and lowercase letters of the alphabet. g. Recognize that print conveys specific meaning and pictures may support meaning.

ELA.1.F.1.1 Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books.

P ho no lo gi ca l A w ar en es s

ELA.K.F.1.2 Demonstrate phonological awareness. a. Blend and segment syllables in spoken words. b. Identify and produce alliterative and rhyming words. c. Blend and segment onset and rimes of single-syllable words. d. Identify the initial, medial, and final sound of spoken words. e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. f. Segment and blend phonemes in single-syllable spoken words.

ELA.1.F.1.2 Demonstrate phonological awareness. a. Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs. b. Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs. c. Blend single-syllable spoken words with at least five phonemes. d. Segment single-syllable spoken words with at least five phonemes. e. Segment and blend phonemes in multi-syllable spoken words.

ELA.612.F.2.1 Demonstrate an understanding of spoken words, syllables, and sounds. a. Orally produce single-syllable and multisyllabic words by accurately blending sounds. b. Accurately segment single-syllable and multisyllabic words.

P ho ni cs a nd W or d A na ly si s

ELA.K.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Demonstrate knowledge of the most frequent sound for each consonant. b. Demonstrate knowledge of the short and long sounds for the five major vowels. c. Decode consonant-vowel-consonant (CVC) words. d. Encode consonant-vowel-consonant (CVC) words.

ELA.1.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. b. Decode simple words with r-controlled vowels. c. Decode and encode regularly spelled one-syllable words. d. Decode words with inflectional endings.

P ho ni cs a nd W or d A na ly si s

e. Decode two-syllable words with regular patterns by breaking the words into syllables. f. Decode words that use final -e and vowel teams to make long-vowel sound.

ELA.2.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. a. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow). b. Decode regularly spelled two-syllable words with long and short vowels. c. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble). d. Decode words with common prefixes and suffixes. e. Decode words with silent letter combinations (e.g., knight, comb, island, ghost).

ELA.3.F.1.3 Use knowledge of grade-level phonics and word-analysis skills to decode words. a. Decode words with common Greek and Latin roots and affixes. (See 3.V.1.2) b. Decode words with common derivational suffixes and describe how they turn words into different parts of speech (e.g., -ful, -less, -est). c. Decode multisyllabic words.

ELA.4.F.1.3 Use knowledge of grade-level phonics and word-analysis skills to decode words. a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

ELA.5.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

ELA.612.F.2.2 Know and apply phonics and word analysis skills in decoding words.

a. Use an array of strategies to decode single-syllable and multisyllabic words.

b. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

ELA.612.F.2.3 Know and apply phonics and word analysis skills in encoding words.

a. Use an array of strategies to accurately encode single-syllable and multisyllabic words.

F lu en cy

ELA.K.F.1.4 Recognize and read with automaticity grade-level high frequency words. ELA.1.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

a. Recognize and read with automaticity the grade-level sight words. ELA.2.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.3.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.4.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.5.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.612.F.2.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Spiraled Standards in a Vertical Progression For each standard in the reading, communication, and vocabulary strands, the benchmarks are

listed starting from grade 12 and ending at kindergarten to assist with vertical planning. Since all content in kindergarten is new, the entire benchmark is bolded. Moving up from kindergarten, the bolded language shows the new concept added at that grade level. This chart can help with vertical planning within a district or school system. It also helps to provide a framework for teachers to enable scaffolds for students who may need remediation.

Reading Standards Reading Prose and Poetry R.1.1 Literary Elements ELA.12.R.1.1 Evaluate how key elements enhance or add layers of meaning and/or style in a literary text

and explain the functional significance of those elements in interpreting the text. ELA.11.R.1.1 Evaluate how key elements enhance or add layers of meaning and/or style in a literary

text. ELA.10.R.1.1 Analyze how key elements enhance or add layers of meaning and/or style in a literary text.

ELA.9.R.1.1 Explain how key elements enhance or add layers of meaning and/or style in a literary text.

ELA.8.R.1.1 Analyze the interaction between character development, setting, and plot in a literary text.

ELA.7.R.1.1 Analyze the impact of setting on character development and plot in a literary text. ELA.6.R.1.1 Analyze how the interaction between characters contributes to the development of a

plot in a literary text. ELA.5.R.1.1 Analyze how setting, events, conflict, and characterization contribute to the plot in

a literary text. ELA.4.R.1.1 Explain how setting, events, conflict, and character development contribute to the

plot in a literary text. ELA.3.R.1.1 Explain how one or more characters develop throughout the plot in a literary text. ELA.2.R.1.1 Identify plot structure and describe main story elements in a literary text. ELA.1.R.1.1 Identify and describe the main story elements in a story. ELA.K.R.1.1 Describe the main character(s), setting, and important events in a story.

R.1.2 Theme ELA.12.R.1.2 Analyze two or more themes and evaluate their development throughout a literary text. ELA.11.R.1.2 Track and analyze universal themes in literary texts from different times and places. ELA.10.R.1.2 Analyze and compare universal themes and their development throughout a literary text. ELA.9.R.1.2 Analyze universal themes and their development throughout a literary text. ELA.8.R.1.2 Analyze two or more themes and their development throughout a literary text. ELA.7.R.1.2 Compare two or more themes and their development throughout a literary text. ELA.6.R.1.2 Analyze the development of stated or implied theme(s) throughout a literary text. ELA.5.R.1.2 Explain the development of stated or implied theme(s) throughout a literary text. ELA.4.R.1.2 Explain a stated or implied theme and how it develops, using details, in a literary text. ELA.3.R.1.2 Explain a theme and how it develops, using details, in a literary text. ELA.2.R.1.2 Identify and explain a theme of a literary text. ELA.1.R.1.2 Identify and explain the moral of a story.

This benchmark is not present in kindergarten.

R.1.3 Perspective and Point of View ELA.12.R.1.3 Evaluate the development of character perspective, including conflicting perspectives. ELA.11.R.1.3 Analyze the author’s choices in using juxtaposition to define character perspective. ELA.10.R.1.3 Analyze coming of age experiences reflected in a text and how the author represents

conflicting perspectives. ELA.9.R.1.3 Analyze the influence of narrator perspective on a text, explaining how the author

creates irony or satire. ELA.8.R.1.3 Analyze how an author develops and individualizes the perspectives of different

characters. ELA.7.R.1.3 Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in

point of view in a literary text. ELA.6.R.1.3 Explain the influence of multiple narrators and/or shifts in point of view in a

literary text. ELA.5.R.1.3 Describe how an author develops a character’s perspective in a literary text. ELA.4.R.1.3 Identify the narrator’s point of view and explain the difference between a narrator’s

point of view and character perspective in a literary text. ELA.3.R.1.3 Explain different characters’ perspectives in a literary text. ELA.2.R.1.3 Identify different characters’ perspectives in a literary text. ELA.1.R.1.3 Explain who is telling the story using context clues. ELA.K.R.1.3 Explain the roles of author and illustrator of a story.

R.1.4 Poetry ELA.12.R.1.4 Evaluate works of major poets in their historical context. ELA.11.R.1.4 Analyze ways in which poetry reflects themes and issues of its time period. ELA.10.R.1.4 Analyze how authors create multiple layers of meaning and/or ambiguity in a poem. ELA.9.R.1.4 Analyze the characters, structures, and themes of epic poetry. ELA.8.R.1.4 Analyze structure, sound, imagery, and figurative language in poetry. ELA.7.R.1.4 Analyze the impact of various poetic forms on meaning and style. ELA.6.R.1.4 Describe the impact of various poetic forms on meaning and style. ELA.5.R.1.4 Explain how figurative language and other poetic elements work together in a poem. ELA.4.R.1.4 Explain how rhyme and structure create meaning in a poem. ELA.3.R.1.4 Identify types of poems: free verse, rhymed verse, haiku, and limerick. ELA.2.R.1.4 Identify rhyme schemes in poems. ELA.1.R.1.4 Identify stanzas and line breaks in poems. ELA.K.R.1.4 Identify rhyme in a poem.

Reading Informational Text R.2.1 Structure ELA.12.R.2.1 Evaluate the structure(s) and features in text(s), identifying how the author could

make the text(s) more effective. ELA.11.R.2.1 Evaluate the structure(s) and features in texts. ELA.10.R.2.1 Analyze the impact of multiple text structures and the use of features in text(s).

ELA.9.R.2.1 Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

ELA.8.R.2.1 Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts.

ELA.6.R.2.1 Explain how individual text sections and/or features convey meaning in texts.

ELA.5.R.2.1 Explain how text structures and/or features contribute to the overall meaning of texts.

ELA.4.R.2.1 Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.

ELA.3.R.2.1 Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.

ELA.2.R.2.1 Explain how text features—including titles, headings, captions, graphs, maps, glossaries, and/or illustrations—contribute to the meaning of texts.

ELA.1.R.2.1 Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.

ELA.K.R.2.1 Use titles, headings, and illustrations to predict and confirm the topic of texts.

R.2.2 Central Idea ELA.12.R.2.2 Evaluate how an author develops the central idea(s), identifying how the author could

make the support more effective. ELA.11.R.2.2 Analyze the central idea(s) of speeches and essays from the Classical Period. ELA.10.R.2.2 Analyze the central idea(s) of historical American speeches and essays. ELA.9.R.2.2 Evaluate the support an author uses to develop the central idea(s) throughout a text. ELA.8.R.2.2 Analyze two or more central ideas and their development throughout a text. ELA.7.R.2.2 Compare two or more central ideas and their development throughout a text. ELA.6.R.2.2 Analyze the central idea(s), implied or explicit, and its development throughout a text. ELA.5.R.2.2 Explain how relevant details support the central idea(s), implied or explicit. ELA.4.R.2.2 Explain how relevant details support the central idea, implied or explicit. ELA.3.R.2.2 Identify the central idea and explain how relevant details support that idea in a text. ELA.2.R.2.2 Identify the central idea and relevant details in a text. ELA.1.R.2.2 Identify the topic of and relevant details in a text. ELA.K.R.2.2 Identify the topic of and multiple details in a text.

R.2.3 Author’s Purpose and Perspective ELA.12.R.2.3 Evaluate an author’s choices in establishing and achieving purpose(s). ELA.11.R.2.3 Analyze an author’s choices in establishing and achieving purpose(s) in speeches and

essays from the Classical Period. ELA.10.R.2.3 Analyze an author’s choices in establishing and achieving purpose(s) in historical

American speeches and essays. ELA.9.R.2.3 Analyze how an author establishes and achieves purpose(s) through rhetorical appeals

and/or figurative language. ELA.8.R.2.3 Explain how an author establishes and achieves purpose(s) through rhetorical appeals

and/or figurative language. ELA.7.R.2.3 Explain how an author establishes and achieves purpose(s) through diction and

syntax. ELA.6.R.2.3 Analyze authors’ purpose(s) in multiple accounts of the same event or topic. ELA.5.R.2.3 Analyze an author’s purpose and/or perspective in an informational text. ELA.4.R.2.3 Explain an author’s perspective toward a topic in an informational text. ELA.3.R.2.3 Explain the development of an author's purpose in an informational text. ELA.2.R.2.3 Explain an author’s purpose in an informational text. ELA.1.R.2.3 Explain similarities and differences between information provided in visuals and

words in an informational text. This benchmark is not present in kindergarten.

R.2.4 Argument ELA.12.R.2.4 Compare the development of multiple arguments in related texts, evaluating the validity

of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.

ELA.11.R.2.4 Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.

ELA.10.R.2.4 Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.

ELA.9.R.2.4 Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

ELA.8.R.2.4 Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.

ELA.7.R.2.4 Track the development of an argument, analyzing the types of reasoning used and their effectiveness.

ELA.6.R.2.4 Track the development of an argument, identifying the types of reasoning used.

ELA.5.R.2.4 Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.

ELA.4.R.2.4 Explain an author’s claim and the reasons and evidence used to support the claim. ELA.3.R.2.4 Identify an author’s claim and explain how an author uses evidence to support the

claim. ELA.2.R.2.4 Explain an author’s opinion(s) and supporting evidence. ELA.1.R.2.4 Identify an author’s opinion(s) about the topic. ELA.K.R.2.4 Explain the difference between opinions and facts about a topic.

Reading Across Genres R.3.1 Figurative Language ELA.12.R.3.1 Evaluate an author’s use of figurative language. ELA.11.R.3.1 Analyze the author’s use of figurative language and explain examples of allegory. ELA.10.R.3.1 Analyze how figurative language creates mood in text(s). ELA.9.R.3.1 Explain how figurative language creates mood in text(s). ELA.8.R.3.1 Analyze how figurative language contributes to meaning and explain examples of

symbolism in text(s). ELA.7.R.3.1 Analyze how figurative language contributes to tone and meaning and explain examples

of allusions in text(s). ELA.6.R.3.1 Explain how figurative language contributes to tone and meaning in text(s). ELA.5.R.3.1 Analyze how figurative language contributes to meaning in text(s). ELA.4.R.3.1 Explain how figurative language contributes to meaning in text(s). ELA.3.R.3.1 Identify and explain metaphors, personification, and hyperbole in text(s). ELA.2.R.3.1 Identify and explain similes, idioms, and alliteration in text(s). ELA.1.R.3.1 Identify and explain descriptive words and phrases in text(s). ELA.K.R.3.1 Identify and explain descriptive words in text(s).

R.3.2 Paraphrase and Summarize ELA.12.R.3.2 Paraphrase content from grade-level texts. ELA.11.R.3.2 Paraphrase content from grade-level texts. ELA.10.R.3.2 Paraphrase content from grade-level texts. ELA.9.R.3.2 Paraphrase content from grade-level texts. ELA.8.R.3.2 Paraphrase content from grade-level texts. ELA.7.R.3.2 Paraphrase content from grade-level texts. ELA.6.R.3.2 Paraphrase content from grade-level texts. ELA.5.R.3.2 Summarize a text to enhance comprehension:

a. Include plot and theme for a literary text; b. Include the central idea and relevant details for an informational text.

ELA.4.R.3.2 Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Include the central idea and relevant details for an informational text.

ELA.3.R.3.2 Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Use the central idea and relevant details for an informational text.

ELA.2.R.3.2 Retell a text to enhance comprehension: a. Use main story elements in a logical sequence for a literary text; b. Use the central idea and relevant details for an informational text.

ELA.1.R.3.2 Retell a text in oral or written form to enhance comprehension: a. Use main story elements at the beginning, middle, and end for a literary text; b. Use topic and important details for an informational text.

ELA.K.R.3.2 Retell a text orally to enhance comprehension: a. Use main character(s), setting, and important events for a story. b. Use topic and details for an informational text.

R.3.3 Comparative Reading ELA.12.R.3.3 Analyze the influence of classic literature on contemporary world texts. ELA.11.R.3.3 Compare and contrast how contemporaneous authors address related topics, comparing

the authors’ use of reasoning, and analyzing the texts within the context of the time period.

ELA.10.R.3.3 Analyze how mythical, classical, or religious texts have been adapted. ELA.9.R.3.3 Compare and contrast the ways in which authors have adapted mythical, classical, or

religious texts. ELA.8.R.3.3 Compare and contrast the use or discussion of archetypes in texts. ELA.7.R.3.3 Compare and contrast how authors with differing perspectives address the same or

related topics or themes. ELA.6.R.3.3 Compare and contrast how authors from different time periods address the same or

related topics. ELA.5.R.3.3 Compare and contrast primary and secondary sources related to the same topic. ELA.4.R.3.3 Compare and contrast accounts of the same event using primary and/or secondary

sources. ELA.3.R.3.3 Compare and contrast how two authors present information on the same topic or theme. ELA.2.R.3.3 Compare and contrast important details presented by two texts on the same topic or

theme. ELA.1.R.3.3 Compare and contrast two texts on the same topic. ELA.K.R.3.3 Compare and contrast characters’ experiences in stories.

R.3.4 Understanding Rhetoric ELA.12.R.3.4 Evaluate rhetorical choices across multiple texts. ELA.11.R.3.4 Evaluate an author’s use of rhetoric in text. ELA.10.R.3.4 Analyze an author’s use of rhetoric in a text. ELA.9.R.3.4 Explain an author’s use of rhetoric in a text. ELA.8.R.3.4 Explain how an author uses rhetorical devices to support or advance an appeal. ELA.7.R.3.4 Explain the meaning and/or significance of rhetorical devices in a text. ELA.6.R.3.4 Identify rhetorical appeals in a text.

Communication Standards Communicating through Writing C.1.1 Handwriting ELA.5.C.1.1 Demonstrate fluent and legible cursive writing skills. ELA.4.C.1.1 Demonstrate legible cursive writing skills. ELA.3.C.1.1 Write in cursive all upper- and lowercase letters. ELA.2.C.1.1 Demonstrate legible printing skills. ELA.1.C.1.1 Print all upper- and lowercase letters. ELA.K.C.1.1 Print many upper- and lowercase letters.

C.1.2 Narrative Writing ELA.12.C.1.2 Write complex narratives using appropriate techniques to establish multiple perspectives

and convey universal themes. ELA.11.C.1.2 Write complex narratives using appropriate techniques to establish multiple

perspectives. ELA.10.C.1.2 Write narratives using an appropriate pace to create tension, mood, and/or tone. ELA.9.C.1.2 Write narratives using narrative techniques, varied transitions, and a clearly established

point of view. ELA.8.C.1.2 Write personal or fictional narratives using narrative techniques, varied transitions, and a

clearly established point of view. ELA.7.C.1.2 Write personal or fictional narratives using narrative techniques, a recognizable point of

view, precise words and phrases, and figurative language. ELA.6.C.1.2 Write personal or fictional narratives using narrative techniques, precise words and

phrases, and figurative language. ELA.5.C.1.2 Write personal or fictional narratives using a logical sequence of events and demonstrating

an effective use of techniques such as dialogue, description, and transitional words and phrases.

ELA.4.C.1.2 Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.

ELA.3.C.1.2 Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending.

ELA.2.C.1.2 Write personal or fictional narratives using a logical sequence of events, transitions, and an ending.

ELA.1.C.1.2 Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.

ELA.K.C.1.2 Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order.

C.1.3 Argumentative Writing Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

ELA.11.C.1.3

ELA.12.C.1.3

Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

ELA.10.C.1.3 Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

ELA.9.C.1.3 Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.

ELA.8.C.1.3 Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from multiple sources, elaboration, and using a logical organizational structure.

C.1.3 Argumentative Writing ELA.7.C.1.3 Write and support a claim using logical reasoning, relevant evidence from multiple

sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

ELA.6.C.1.3 Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, and a logical organizational structure with varied transitions.

ELA.5.C.1.3 Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.

ELA.4.C.1.3 Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.

ELA.3.C.1.3 Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.

ELA.2.C.1.3 Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion.

ELA.1.C.1.3 Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.

ELA.K.C.1.3 Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.

C.1.4 Expository Writing ELA.12.C.1.4 Write an in-depth analysis of complex texts using logical organization and appropriate

tone and voice, demonstrating a thorough understanding of the subject. ELA.11.C.1.4Write an analysis of complex texts using logical organization and a tone and voice

appropriate to the task and audience, demonstrating an understanding of the subject. ELA.10.C.1.4 Write expository texts to explain and analyze information from multiple sources, using

a logical organization, purposeful transitions, and a tone and voice appropriate to the task.

ELA.9.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.

ELA.8.C.1.4 Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.

ELA.7.C.1.4 Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.

ELA.6.C.1.4 Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.

ELA.5.C.1.4 Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.

ELA.4.C.1.4 Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.

ELA.3.C.1.4 Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.

ELA.2.C.1.4 Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion.

ELA.1.C.1.4 Write expository texts about a topic, using a source, providing facts and a sense of closure.

ELA.K.C.1.4 Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.

C.1.5 Improving Writing ELA.12.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,

revising to enhance purpose, clarity, structure, and style. ELA.11.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,

revising to improve clarity, structure, and style. ELA.10.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,

revising to address the needs of a specific audience. ELA.9.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,

revising for clarity and cohesiveness. ELA.8.C.1.5 Improve writing by planning, editing, considering feedback from adults and peers, and

revising for clarity and cohesiveness. ELA.7.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and

peers. ELA.6.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and

peers. ELA.5.C.1.5 Improve writing by planning, revising, and editing, with guidance and support from adults

and feedback from peers. ELA.4.C.1.5 Improve writing by planning, revising, and editing, with guidance and support from adults

and feedback from peers. ELA.3.C.1.5 Improve writing as needed by planning, revising, and editing with guidance and support

from adults and feedback from peers. ELA.2.C.1.5 Improve writing as needed by planning, revising, and editing with guidance and support

from adults and feedback from peers. ELA.1.C.1.5 With guidance and support from adults, improve writing, as needed, by planning, revising,

and editing. ELA.K.C.1.5 With guidance and support from adults, improve drawing and writing, as needed, by

planning, revising, and editing.

Communicating Orally C.2.1 Oral Presentation ELA.12.C.2.1 Present information orally, with a logical organization, coherent focus, and credible

evidence while employing effective rhetorical devices where appropriate. ELA.11.C.2.1 Present information orally, with a logical organization, coherent focus, and credible

evidence, while employing effective rhetorical devices where appropriate. ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus, with credible

evidence, creating a clear perspective. ELA.9.C.2.1 Present information orally, with a logical organization and coherent focus, with credible

evidence, creating a clear perspective. ELA.8.C.2.1 Present information orally, in a logical sequence, supporting the central idea with

credible evidence. ELA.7.C.2.1 Present information orally, in a logical sequence, emphasizing key points that support

the central idea. ELA.6.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate

volume, clear pronunciation, and appropriate pacing. ELA.5.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate

volume, clear pronunciation, and appropriate pacing.

C.2.1 Oral Presentation ELA.4.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate

volume, and clear pronunciation. ELA.3.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate

volume, and clear pronunciation. ELA.2.C.2.1 Present information orally using complete sentences, appropriate volume, and clear

pronunciation. ELA.1.C.2.1 Present information orally using complete sentences and appropriate volume. ELA.K.C.2.1 Present information orally using complete sentences.

Conventions See Conventions Progression Chart

Researching C.4.1 Researching and Using Information ELA.12.C.4.1 Conduct research on a topical issue to answer a question and synthesize information from

a variety of sources. ELA.11.C.4.1 Conduct literary research to answer a question, refining the scope of the question to align

with interpretations of texts and synthesizing information from primary and secondary sources.

ELA.10.C.4.1 Conduct research to answer a question, refining the scope of the question to align with findings and synthesizing information from multiple reliable and valid sources.

ELA.9.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.

ELA.8.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

ELA.7.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

ELA.6.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refocusing the inquiry when appropriate.

ELA.5.C.4.1 Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.

ELA.4.C.4.1 Conduct research to answer a question, organizing information about the topic, using multiple valid sources.

ELA.3.C.4.1 Conduct research to answer a question, organizing information about the topic from multiple sources.

ELA.2.C.4.1 Participate in research to gather information to answer a question about a single topic using multiple sources.

ELA.1.C.4.1 Participate in research to gather information to answer a question about a single topic. ELA.K.C.4.1 Recall information to answer a question about a single topic.

Creating and Collaborating C.5.1 Multimedia ELA.12.C.5.1 Design and evaluate digital presentations for effectiveness. ELA.11.C.5.1 Create digital presentations to improve the experience of the audience. ELA.10.C.5.1 Create digital presentations to improve understanding of findings, reasoning, and

evidence. ELA.9.C.5.1 Create digital presentations with coherent ideas and a clear perspective. ELA.8.C.5.1 Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or

written tasks. ELA.7.C.5.1 Integrate diverse digital media to build cohesion in oral or written tasks. ELA.6.C.5.1 Integrate diverse digital media to enhance audience engagement in oral or written tasks. ELA.5.C.5.1 Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks. ELA.4.C.5.1 Arrange multimedia elements to create emphasis in oral or written tasks. ELA.3.C.5.1 Use two or more multimedia elements to enhance oral or written tasks. ELA.2.C.5.1 Use one or more multimedia element(s) to enhance oral or written tasks. ELA.1.C.5.1 Use a multimedia element to enhance oral or written tasks. ELA.K.C.5.1 Use a multimedia element to enhance oral or written tasks.

C.5.2 Technology in Communication ELA.12.C.5.2 Create, publish, and share multimedia texts through a variety of digital formats. ELA.11.C.5.2 Create and export quality writing tailored to a specific audience, integrating multimedia

elements, publishing to an online or LAN site. ELA.10.C.5.2 Use online collaborative platforms to create and export publication-ready quality writing

tailored to a specific audience, integrating multimedia elements. ELA.9.C.5.2 Use online collaborative platforms to create and export publication-ready quality

writing tailored to a specific audience. ELA.8.C.5.2 Use a variety of digital tools to collaborate with others to produce writing. ELA.7.C.5.2 Use digital tools to produce and share writing. ELA.6.C.5.2 Use digital tools to produce writing. ELA.5.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing. ELA.4.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing. ELA.3.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise

writing. ELA.2.C.5.2 Use digital tools to produce and publish writing individually or with peers and with

support from adults. ELA.1.C.5.2 Identify and use digital tools to produce and publish writing individually or with

peers and with support from adults.

Vocabulary Finding Meaning V.1.1 Academic Vocabulary ELA.12.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.11.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.10.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.9.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.7.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.6.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.5.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.4.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.3.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.2.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.1.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.K.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing.

V.1.2 Morphology ELA.12.V.1.2 Apply knowledge of etymology, derivations, and commonly used foreign phrases to

determine meanings of words and phrases in grade-level content. ELA.11.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and

phrases in grade-level content. ELA.10.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and

phrases in grade-level content. ELA.9.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and

phrases in grade-level content. ELA.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words

and phrases in grade-level content. ELA.7.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words

and phrases in grade-level content. ELA.6.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words

and phrases in grade-level content. ELA.5.V.1.2 Apply knowledge of Greek and Latin roots and affixes, recognizing the connection

between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.

ELA.4.V.1.2 Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

ELA.3.V.1.2 Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

ELA.2.V.1.2 Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.

ELA.1.V.1.2 Identify and use frequently occurring base words and their common inflections in grade-level content.

ELA.K.V.1.2 Ask and answer questions about unfamiliar words in grade-level content.

V.1.3 Context and Connotation ELA.12.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference

materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.11.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.10.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.9.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.7.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.6.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

ELA.5.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

ELA.4.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

ELA.3.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

ELA.2.V.1.3 Identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.

ELA.1.V.1.3 Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.

ELA.K.V.1.3 Identify and sort common words into basic categories, relating vocabulary to background knowledge.

Kindergarten “Oh, magic hour, when a child first knows she can read printed words!” – Betty Smith

Instruction at this grade level should be characterized by a focus on explicit and systematic approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension.

Foundational Skills ELA.K.F.1 Learning and Applying Foundational Reading Skills

Print Concepts ELA.K.F.1.1: Demonstrate knowledge of the basic concepts of print. a. Locate a printed word on a page. b. Distinguish letters from words within sentences. c. Match print to speech to demonstrate that language is represented by print. d. Identify parts of a book (front cover, back cover, title page). e. Move top to bottom and left to right on the printed page; returning to the beginning of the next line.

f. Identify all upper- and lowercase letters of the alphabet. g. Recognize that print conveys specific meaning and pictures may support meaning.

Benchmark Clarifications: Clarification 1: Matching print to speech involves making a one-to-one correspondence between a spoken word and the print on the page. This can be accomplished by having the child point to each word in a sentence as it is read by an adult.

Phonological Awareness ELA.K.F.1.2: Demonstrate phonological awareness. a. Blend and segment syllables in spoken words. b. Identify and produce alliterative and rhyming words. c. Blend and segment onset and rimes of single-syllable words. d. Identify the initial, medial, and final sound of spoken words. e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.

f. Segment and blend phonemes in single-syllable spoken words.

Benchmark Clarifications: Clarification 1: Phonological awareness only refers to what can be done orally at the syllable, onset-rime, and phoneme levels. It does not involve print or letter knowledge.

Phonics and Word Analysis ELA.K.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Demonstrate knowledge of the most frequent sound for each consonant. b. Demonstrate knowledge of the short and long sounds for the five major vowels. c. Decode consonant-vowel-consonant (CVC) words. d. Encode consonant-vowel-consonant (CVC) words.

Benchmark Clarifications: Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See K.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Fluency ELA.K.F.1.4: Recognize and read with automaticity grade-level high frequency words.

Reading ELA.K.R.1 Reading Prose and Poetry

Literary Elements ELA.K.R.1.1: Describe the main character(s), setting, and important events in a story.

Benchmark Clarifications: Clarification 1: In describing the main character, students can describe appearance, actions, feelings, and thoughts of the character. Students will explain what in the text their description is based on. Clarification 2: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated. Clarification 3: Descriptions can be oral, either in response to a question or through discussion.

Perspective and Point of View ELA.K.R.1.3: Explain the roles of author and illustrator of a story.

Benchmark Clarifications: Clarification 1: Students will explain that the author writes the words and the illustrator creates the pictures, recognizing that sometimes one person does both jobs, as in Dr. Seuss’ Hop on Pop where Dr. Seuss performs both roles. Clarification 2: Students should also explain that both authors and illustrators contribute to the meaning of the text. Poetry ELA.K.R.1.4: Identify rhyme in a poem.

Benchmark Clarifications: Clarification 1: This benchmark builds on the skills from the phonological awareness benchmark ELA.K.F.1.2(b): Identify and produce alliterative and rhyming words. The expectation is that students identify rhyming words in a poem that is read aloud. Clarification 2: Students will also note where the rhyme is coming, e.g., at the end of a line.

ELA.K.R.2 Reading Informational Text Structure ELA.K.R.2.1: Use titles, headings, and illustrations to predict and confirm the topic of texts.

Benchmark Clarifications: Clarification 1: The step of confirming the prediction is essential to mastery of this benchmark.

Central Idea ELA.K.R.2.2: Identify the topic of and multiple details in a text.

Benchmark Clarifications: Clarification 1: The topic is the general subject of the text, a word or a short phrase describing what the text is about. For example, the main topic of the book, Why Should I Recycle?, is recycling.

Argument ELA.K.R.2.4: Explain the difference between opinions and facts about a topic.

Benchmark Clarifications: Clarification 1: Students will explain which statements are fact and which are opinion within a text. Clarification 2: Students will orally explain that facts are things that a person knows about something and that can be proven true or false. Students will orally explain that opinions are what a person thinks about something, often related to feelings or beliefs. Opinions cannot be proven true or false. Example: “Dogs need food and water to survive” is a fact. It can be proven to be true.

“Dogs are the best pets” is an opinion. It’s what someone may think, but it can’t be proven.

ELA.K.R.3 Reading Across Genres Interpreting Figurative Language ELA.K.R.3.1: Identify and explain descriptive words in text(s).

Benchmark Clarifications: Clarification 1: Students will explain examples of descriptive words in text and how they add meaning. Clarification 2: Students will be introduced to the academic vocabulary word “adjective.” However, students are not expected to use the word independently. Discussion should focus on how the descriptive words add meaning to the text.

Paraphrasing and Summarizing ELA.K.R.3.2: Retell a text orally to enhance comprehension: a. Use main character(s), setting, and important events for a story. b. Use topic and details for an informational text.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.K.R.3.3: Compare and contrast characters’ experiences in stories.

Benchmark Clarifications: Clarification 1: Students will orally compare and contrast the experiences that characters have had, comparing them to those experienced by other characters, in the same story or a different story. Those experiences can be expressed as events, feelings, or behaviors.

Communication ELA.K.C.1 Communicating Through Writing

Handwriting ELA.K.C.1.1: Print many upper- and lowercase letters.

Benchmark Clarifications: Clarification 1: Students should attend to spacing between letters. Clarification 2: Of the many letters students need to be able to print, all vowels must be included. For example, a student who can print 22 letters, both upper- and lowercase, but not “a” or “A” has not mastered the benchmark.

Narrative Writing ELA.K.C.1.2: Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order.

Benchmark Clarifications: Clarification 1: The product can be written, drawn, dictated, or a combination of all. Clarification 2: See Writing Types.

Argumentative Writing ELA.K.C.1.3: Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.

Benchmark Clarifications: Clarification 1: The product can be written, oral, drawn, dictated, or a combination of all. Clarification 2: See Writing Types.

Expository Writing ELA.K.C.1.4: Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.

Benchmark Clarifications: Clarification 1: The product can be written, drawn, dictated, or a combination of all. Clarification 2: Some opinion can be added to the information, but it should mostly be factual. It is important that students understand the difference between writing to explain and writing to express an opinion. Clarification 3: See Writing Types.

Improving Writing ELA.K.C.1.5: With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing.

Benchmark Clarifications: Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. For example, a lesson may focus on planning. In those instances, only the planning step would be focused on. By the end of the year, students should have ample opportunities to engage in planning, revising, and editing.

ELA.K.C.2 Communicating Orally Oral Presentation ELA.K.C.2.1: Present information orally using complete sentences.

Benchmark Clarifications: Clarification 1: For further guidance, see the Elementary Oral Communication Rubric.

ELA.K.C.3 Following Conventions Conventions ELA.K.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Begin each sentence with a capital letter and use ending punctuation.  Capitalize the days of the week, the months of the year, and the pronoun I.  Form regular plural nouns orally by adding /s/ or /es/.  Use interrogatives to ask questions.

Skills to be implemented but not yet mastered are as follows:  Capitalize proper nouns.  Form and use simple verb tenses for regular verbs by adding the affix -ed.  Form and use complete simple sentences.  Use possessives.  Use subject-verb agreement in simple sentences.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.K.C.4 Researching

Researching and Using Information ELA.K.C.4.1: Recall information to answer a question about a single topic.

ELA.K.C.5 Creating and Collaborating Multimedia ELA.K.C.5.1: Use a multimedia element to enhance oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation. At this grade level, the element should relate to the task but that relationship may be tangential. It does not require but can include the use of computers.

Vocabulary ELA.K.V.1 Finding Meaning

Academic Vocabulary ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Benchmark Clarifications: Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Morphology ELA.K.V.1.2: Ask and answer questions about unfamiliar words in grade-level content.

Context and Connotation ELA.K.V.1.3: Identify and sort common words into basic categories, relating vocabulary to background knowledge.

Benchmark Clarifications: Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. Clarification 2: See Context Clues and Word Relationships.

Sample texts by benchmark

ELA.K. R.1.1

ELA.K. R.1.3

ELA.K. R.1.4

ELA.K. R.2.1

ELA.K. R.2.2

ELA.K. R.2.4

ELA.K. R.3.1

ELA.K. R.3.2

ELA.K. R.3.3

D es cr ib e th e m ai n

ch ar ac te r( s) ,

se tti ng , a nd

im po rt an t e ve nt s

in a s to ry .

E xp la in th e ro le s

of a ut ho r an d

il lu st ra to r of a

st or y.

Id en tif y rh ym e in

a po em .

U se ti tl es ,

he ad in gs , a nd

il lu st ra ti on s to

pr ed ic t a nd

co nf ir m th e to pi c

of te xt s.

Id en ti fy th e to pi c

of a nd m ul tip le

de ta il s in a te xt .

E xp la in th e

di ff er en ce b et w ee n

op in io ns a nd f ac ts

ab ou t a to pi c.

Id en tif y an d

ex pl ai n de sc ri pt iv e

w or ds in te xt (s ).

R et el l a te xt o ra ll y

to e nh an ce

co m pr eh en si on

C om pa re a nd

co nt ra st

ch ar ac te rs ’

ex pe ri en ce s in

st or ie s.

“At the Seaside” by Robert Louis Stevenson

● ●

“The Clock” - a Mother Goose Poem by Unknown

● ● ●

A Mother for Choco by Keiko Kasza

● ● ● ●

Brown Bear, Brown Bear by Bill Martin Jr.

● ● ● ●

Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault

● ●

Corduroy by Don Freeman ● ● ● ●

Curious George by H.A Rey

● ● ● ● ●

Hop on Pop by Dr. Seuss ● ● ● I am Jackie Robinson by Brad Meltzer

● ● ● ● ●

Mission to Space by John Herrington

● ● ● ● ●

Now We Are Six by A.A. Milne

● ●

On a Farm by Alexa Andrews ● ● ●

ELA.K. R.1.1

ELA.K. R.1.3

ELA.K. R.1.4

ELA.K. R.2.1

ELA.K. R.2.2

ELA.K. R.2.4

ELA.K. R.3.1

ELA.K. R.3.2

ELA.K. R.3.3

D es cr ib e th e m ai n

ch ar ac te r( s) ,

se tti ng , a nd

im po rt an t e ve nt s

in a s to ry .

E xp la in th e ro le s

of a ut ho r an d

il lu st ra to r of a

st or y.

Id en tif y rh ym e in

a po em .

U se ti tl es ,

he ad in gs , a nd

il lu st ra ti on s to

pr ed ic t a nd

co nf ir m th e to pi c

of te xt s.

Id en ti fy th e to pi c

of a nd m ul tip le

de ta il s in a te xt .

E xp la in th e

di ff er en ce b et w ee n

op in io ns a nd f ac ts

ab ou t a to pi c.

Id en tif y an d

ex pl ai n de sc ri pt iv e

w or ds in te xt (s ).

R et el l a te xt o ra ll y

to e nh an ce

co m pr eh en si on

C om pa re a nd

co nt ra st

ch ar ac te rs ’

ex pe ri en ce s in

st or ie s.

Red is Best by Kathy Stinson

● ● ●

Rumble in the Jungle by Giles Andreae

● ●

Swimmy by Leo Lionni ● ● ● ● ● The Bald Eagle by Norman Pearl

● ● ● ● ● ● ●

The Carrot Seed by Ruth Krauss and Crockett Johnson

● ● ● ●

The Sky Painter: Louis Guertes, Bird Artist by Margarita Engle

● ● ● ● ● ●

The Very First Americans by Cara Ashrose

● ● ● ● ● ●

Two Ways to Count to Ten: A Liberian Folktale by Ruby Dee

● ● ● ● ●

Wandering Whale Sharks by Susumu Shingu

● ● ● ● ●

We Have a Little Garden by Beatrix Potter

● ● ●

Where the Wild Things Are by Maurice Sendak

● ● ● ●

1st Grade “I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” – Roald Dahl

Students will continue to receive instruction in recognizing grapheme-phoneme correspondences, and they will begin decoding and encoding longer words. There is a greater focus on finding meaning in text. Students are able to identify which details are more important, a beginning step in identifying relevancy. They are also including a sense of closure in their writing.

Foundational Skills ELA.1.F.1 Learning and Applying Foundational Reading Skills

Print Concepts ELA.1.F.1.1: Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books.

Phonological Awareness ELA.1.F.1.2: Demonstrate phonological awareness. a. Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs.

b. Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs.

c. Blend single-syllable spoken words with at least five phonemes. d. Segment single-syllable spoken words with at least five phonemes. e. Segment and blend phonemes in multi-syllable spoken words.

Phonics and Word Analysis ELA.1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.

b. Decode simple words with r-controlled vowels. c. Decode and encode regularly spelled one-syllable words. d. Decode words with inflectional endings. e. Decode two-syllable words with regular patterns by breaking the words into syllables. f. Decode words that use final –e and vowel teams to make long-vowel sound.

Benchmark Clarifications: Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See 1.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Fluency ELA.1.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. a. Recognize and read with automaticity the grade-level sight words.

Benchmark Clarifications: Clarification 1: See Dolch and Fry word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See 1.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. Clarification 3: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with speed. Clarification 4: “Appropriate prosody” refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. Clarification 5: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Reading ELA.1.R.1 Reading Prose and Poetry

Literary Elements ELA.1.R.1.1: Identify and describe the main story elements in a story.

Benchmark Clarifications: Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and sequence of events of a story. Clarification 2: In describing the characters, students can describe appearance, actions, feelings, and thoughts of the characters. Students will explain what in the text their description is based on. Clarification 3: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated.

Theme ELA.1.R.1.2: Identify and explain the moral of a story.

Benchmark Clarifications: Clarification 1: This benchmark introduces the moral of a story as a precursor to theme in 2nd grade. A moral is the lesson of a story. During instruction, let students know that not all stories have a lesson by referring to stories read that did not have a moral or a lesson.

Perspective and Point of View ELA.1.R.1.3: Explain who is telling the story using context clues.

Benchmark Clarifications: Clarification 1: Students will use the term “narrator” to refer to the speaker telling the story. Students will determine if the narrator is a character in the story or a speaker outside of the story. Students will give reasons why they know who is speaking.

Poetry ELA.1.R.1.4: Identify stanzas and line breaks in poems.

Benchmark Clarifications: Clarification 1: This benchmark can be paired with R.1.1, R.1.2, R.1.3 and R.3.2 for instruction with story poems.

ELA.1.R.2 Reading Informational Text Structure ELA.1.R.2.1: Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.

Central Idea ELA.1.R.2.2: Identify the topic of and relevant details in a text.

Purpose and Perspective ELA.1.R.2.3: Explain similarities and differences between information provided in visuals and words in an informational text.

Benchmark Clarifications: Clarification 1: When explaining similarities and differences, students will also explain how the visuals and words help the reader make sense of the topic. Clarification 2: During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts.

Argument ELA.1.R.2.4: Identify an author’s opinion(s) about the topic.

ELA.1.R.3 Reading Across Genres Interpreting Figurative Language ELA.1.R.3.1: Identify and explain descriptive words and phrases in text(s).

Benchmark Clarifications: Clarification 1: Continue to expose students to the academic vocabulary word “adjective.” Discussion should focus on how the descriptive words add meaning to the text.

Paraphrasing and Summarizing ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension. a. Use main story elements at the beginning, middle, and end for a literary text. b. Use topic and important details for an informational text.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.1.R.3.3: Compare and contrast two texts on the same topic.

Benchmark Clarifications: Clarification 1: Students are being asked to compare and contrast. During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts.

Communication ELA.1.C.1 Communicating Through Writing

Handwriting ELA.1.C.1.1: Print all upper- and lowercase letters.

Benchmark Clarifications: Clarification 1: Students should have adequate spacing between letters and/or words.

Narrative Writing ELA.1.C.1.2: Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.

Benchmark Clarifications: Clarification 1: See Writing Types.

Argumentative Writing ELA.1.C.1.3: Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.

Benchmark Clarifications: Clarification 1: See Writing Types.

Expository Writing ELA.1.C.1.4: Write expository texts about a topic, using a source, providing facts and a sense of closure.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.1.C.1.5: With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.

Benchmark Clarifications: Clarification 1: As needed refers to the fact that sometimes instruction will focus on a specific skill or part of the process. In those instances, only the applicable activity will be engaged in.

ELA.1.C.2 Communicating Orally Oral Presentation ELA.1.C.2.1: Present information orally using complete sentences and appropriate volume.

Benchmark Clarifications: Clarification 1: For further guidance, see the Elementary Oral Communication Rubric.

ELA.1.C.3 Following Conventions Conventions ELA.1.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Capitalize proper nouns.  Form and use simple verb tenses for regular verbs by adding the affix -ed.  Form and use complete simple sentences.  Use possessives.  Use subject-verb agreement in simple sentences.

Skills to be implemented but not yet mastered are as follows:  Form plurals -y to -ies.  Conjugate regular and irregular verb tenses.  Form and use regular and frequently occurring irregular plural nouns.  Form and use the past tense of frequently occurring irregular verbs.  Use apostrophes to form contractions.  Appropriately use pronouns.  Use commas in a series.  Use plural possessives.  Use interjections.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.1.C.4 Researching Researching and Using Information ELA.1.C.4.1: Participate in research to gather information to answer a question about a single topic.

Benchmark Clarifications: Clarification 1: The question could ask for an explanation or could ask how to do something, where the appropriate response could be to give a sequence of steps or instructions.

ELA.1.C.5 Creating and Collaborating Multimedia ELA.1.C.5.1: Use a multimedia element to enhance oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation. At this grade level, the element should relate to the task. As long as the student is able to explain how the picture relates, the multimedia element is suitable. The element may be shared at the beginning or added on to the end instead of shared during the course of the task. There is no expectation that the element be integrated into the task.

Technology in Communication ELA.1.C.5.2: Identify and use digital tools to produce and publish writing individually or with peers and with support from adults.

Vocabulary ELA.1.V.1 Finding Meaning

Academic Vocabulary ELA.1.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Morphology ELA.1.V.1.2: Identify and use frequently occurring base words and their common inflections in grade-level content.

Benchmark Clarifications: Clarification 1: See Base Words for frequently occurring base words. Clarification 2: Inflectional endings, the inflections referred to here, are added to the end of a word to add additional information. Example: Regular verbs add the inflectional ending -ed to indicate the past tense.

Context and Connotation ELA.1.V.1.3: Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.

Sample texts by benchmark

ELA.1. R.1.1

ELA.1. R.1.2

ELA.1. R.1.3

ELA.1. R.1.4

ELA.1. R.2.1

ELA.1. R.2.2

ELA.1. R.2.3

ELA.1. R.2.4

ELA.1. R.3.1

ELA.1. R.3.2

ELA.1. R.3.3

Id en tif y an d de sc ri be th e m ai n

st or y el em en ts in a s to ry .

Id en tif y an d ex pl ai n th e m or al

of a s to ry .

E xp la in w ho is te lli ng th e st or y

us in g co nt ex t c lu es .

Id en ti fy s ta nz as a nd li ne b re ak s

in p oe m s.

U se te xt f ea tu re s in cl ud in g

ti tl es , h ea di ng s, c ap ti on s,

gr ap hs , m ap s, g lo ss ar ie s, a nd /o r

ill us tr at io ns to d em on st ra te

un de rs ta nd in g of te xt s.

Id en ti fy th e to pi c of a nd r el ev an t

de ta il s in a te xt .

E xp la in s im ila ri tie s an d

di ff er en ce s be tw ee n in fo rm at io n

pr ov id ed in v is ua ls a nd w or ds in

an in fo rm at io na l t ex t.

Id en ti fy a n au th or ’s o pi ni on (s )

ab ou t t he to pi c.

Id en tif y an d ex pl ai n de sc ri pt iv e

w or ds a nd p hr as es in te xt (s ).

R et el l a te xt in o ra l o r w ri tte n

fo rm to e nh an ce c om pr eh en si on .

C om pa re a nd c on tr as t t w o te xt s

on th e sa m e to pi c.

“Daffodowndilly” by A.A. Milne ● ● ● “Eletelephony” by Laura Richards ● ● ● A Picture Book of Benjamin Franklin by David Adler ● ● ● ● ● ●

Chickens Don't Fly by Laura Lyn Disiena ● ● ● ● ● ● Clifford the Big Red Dog by Norman Bridwell ● ● ● ● ● Danny and the Dinosaur by Syd Hoff ● ● ● ● ● Drum Dream Girl by Margarita Engle ● ● ● ● ● Fantastic Undersea Life of Jacques Cousteau by Dan Yaccarino ● ● ● ● ● ●

From Seed to Pumpkin by Wendy Pfeffer ● ● ● ● ● ●

How People Learned to Fly by Fran Hodgkins ● ● ● ● ● I Am Enough by Grace Byers ● ● ● ● ● I am Helen Keller by Brad Meltzer ● ● ● ● ● I Wonder by Tana Hoban ● ● ● ● ● Keep a Poem in Your Pocket by Beatrice Schenk de Regniers ● ● ●

Madeline by Ludwig Bemelmans ● ● ●

ELA.1. R.1.1

ELA.1. R.1.2

ELA.1. R.1.3

ELA.1. R.1.4

ELA.1. R.2.1

ELA.1. R.2.2

ELA.1. R.2.3

ELA.1. R.2.4

ELA.1. R.3.1

ELA.1. R.3.2

ELA.1. R.3.3

Id en tif y an d de sc ri be th e m ai n

st or y el em en ts in a s to ry .

Id en tif y an d ex pl ai n th e m or al

of a s to ry .

E xp la in w ho is te lli ng th e st or y

us in g co nt ex t c lu es .

Id en ti fy s ta nz as a nd li ne b re ak s

in p oe m s.

U se te xt f ea tu re s in cl ud in g

ti tl es , h ea di ng s, c ap ti on s,

gr ap hs , m ap s, g lo ss ar ie s, a nd /o r

ill us tr at io ns to d em on st ra te

un de rs ta nd in g of te xt s.

Id en ti fy th e to pi c of a nd r el ev an t

de ta il s in a te xt .

E xp la in s im ila ri tie s an d

di ff er en ce s be tw ee n in fo rm at io n

pr ov id ed in v is ua ls a nd w or ds in

an in fo rm at io na l t ex t.

Id en ti fy a n au th or ’s o pi ni on (s )

ab ou t t he to pi c.

Id en tif y an d ex pl ai n de sc ri pt iv e

w or ds a nd p hr as es in te xt (s ).

R et el l a te xt in o ra l o r w ri tte n

fo rm to e nh an ce c om pr eh en si on .

C om pa re a nd c on tr as t t w o te xt s

on th e sa m e to pi c.

My Name is Celia/Me llamo Celia: The Life of Celia Cruz/la vida de Celia Cruz by Monica Brown

● ● ● ● ● ●

Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta ● ● ● ● ●

Police Officers by Paulette Bourgeois ● ● ● ● ● Put Me in the Zoo by Robert Lopshire ● ● ● The Slug by Elise Gravel ● ● ● ● ● The Tale of Peter Rabbit by Beatrix Potter ● ● ● ● ● The Three Little Pigs by James Halliwell- Phillipps ● ● ● ● ●

The Tortoise and the Hare by Aesop ● ● ● ● ● The Ugly Duckling by Hans Christian Andersen ● ● ● ● ●

The Velveteen Rabbit by Margery Williams ● ● ● ● ● The White House by Lloyd Douglas ● ● ● ● ● Tooth By Tooth: Comparing Fangs, Tusks, and Chompers by Sara Levine ● ● ● ● ●

2nd Grade “To learn to read is to light a fire; every syllable that is spelled out is a spark.” – Victor Hugo

Students should have mastered print concepts and phonological awareness. The foundational skills emphasized at this grade level are phonics and fluency. The concept of theme is introduced in 2nd grade, building on the finding of a moral from 1st grade. Author’s purpose is introduced for informational text. Students are now printing legibly and writing narratives that include transitional words.

Foundational Skills ELA.2.F.1 Applying Foundational Reading Skills

Phonics and Word Analysis ELA.2.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. a. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow).

b. Decode regularly spelled two-syllable words with long and short vowels. c. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).

d. Decode words with common prefixes and suffixes. e. Decode words with silent letter combinations (e.g., knight, comb, island, ghost).

Benchmark Clarifications: Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See 2.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Fluency ELA.2.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Benchmark Clarifications: Clarification 1: See Dolch and Fry word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See 2.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. Clarification 3: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. Clarification 4: Appropriate prosody refers to pausing patterns during oral reading that reflectthe punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. Clarification 5: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Reading ELA.2.R.1 Reading Prose and Poetry

Literary Elements ELA.2.R.1.1: Identify plot structure and describe main story elements in a literary text.

Benchmark Clarifications: Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and sequence of events of a story. Clarification 2: For setting, students will describe where and when the events of the story are happening. The time element of setting will be addressed even when not explicitly indicated in the text. Clarification 3: For character, student’s will describe characters’ traits, feelings, and behaviors.

Theme ELA.2.R.1.2: Identify and explain a theme of a literary text.

Perspective and Point of View ELA.2.R.1.3: Identify different characters’ perspectives in a literary text.

Benchmark Clarifications: Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.

Poetry ELA.2.R.1.4: Identify rhyme schemes in poems.

Benchmark Clarifications: Clarification 1: Students will mark rhyme scheme and recognize rhyme scheme notation. Rhyme scheme notation uses capital letters, starting with A to mark the end of each line, repeating the letter for each line in the poem that rhymes with that line and progressing through the alphabet for each new end rhyme. Lines designated with the same letter all rhyme with each other.

Examples: I never saw a Purple Cow, A Little Miss Muffet A I never hope to see one; B Sat on a tuffet, A But I can tell you, anyhow, A Eating her curds and whey; B I'd rather see than be one! B Along came a spider C

–Gelett Burgess Who sat down beside her C And frightened Miss Muffet away. B

–Traditional Nursery Rhyme

ELA.2.R.2 Reading Informational Text Structure ELA.2.R.2.1: Explain how text features—including titles, headings, captions, graphs, maps, glossaries, and/or illustrations—contribute to the meaning of texts.

Central Idea ELA.2.R.2.2: Identify the central idea and relevant details in a text.

Purpose and Perspective ELA.2.R.2.3: Explain an author’s purpose in an informational text.

Argument ELA.2.R.2.4: Explain an author’s opinion(s) and supporting evidence.

ELA.2.R.3 Reading Across Genres Interpreting Figurative Language ELA.2.R.3.1: Identify and explain similes, idioms, and alliteration in text(s).

Paraphrasing and Summarizing ELA.2.R.3.2: Retell a text to enhance comprehension. a. Use main story elements in a logical sequence for a literary text. b. Use the central idea and relevant details for an informational text.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.2.R.3.3: Compare and contrast important details presented by two texts on the same topic or theme.

Benchmark Clarifications: Clarification 1: For literary texts, students can compare and contrast story elements such as characters, illustrations, and sequence of events. Clarification 2: The different versions may be of the same or different formats.

Communication ELA.2.C.1 Communicating Through Writing

Handwriting ELA.2.C.1.1: Demonstrate legible printing skills.

Narrative Writing ELA.2.C.1.2: Write personal or fictional narratives using a logical sequence of events, transitions, and an ending.

Benchmark Clarifications: Clarification 1: See Writing Types.

Argumentative Writing ELA.2.C.1.3: Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion.

Benchmark Clarifications: Clarification 1: See Writing Types.

Expository Writing ELA.2.C.1.4: Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.2.C.1.5: Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.

Benchmark Clarifications: Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. In those instances, only the applicable activity will be engaged in.

ELA.2.C.2 Communicating Orally Oral Presentation ELA.2.C.2.1: Present information orally using complete sentences, appropriate volume, and clear pronunciation.

Benchmark Clarifications: Clarification 1: Clear pronunciation shows an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

ELA.2.C.3 Following Conventions Conventions ELA.2.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Form plurals -y to -ies.  Use apostrophes to form contractions.  Appropriately use pronouns.  Use commas in a series.  Use plural possessives.  Use interjections.

Skills to be implemented but not yet mastered are as follows:  Conjugate regular and irregular verb tenses.  Form and use regular and frequently occurring irregular plural nouns.  Form and use the past tense of frequently occurring irregular verbs.  Maintain consistent verb tense across paragraphs.  Form and use irregular plural nouns.  Form and use the progressive and perfect verb tenses.  Use simple modifiers.  Use prepositions and prepositional phrases.  Form and use compound sentences.  Use quotation marks with dialogue and direct quotations.  Use commas to indicate direct address.  Use subject-verb agreement with intervening clauses and phrases.  Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.2.C.4 Researching Researching and Using Information ELA.2.C.4.1: Participate in research to gather information to answer a question about a single topic using multiple sources.

ELA.2.C.5 Creating and Collaborating Multimedia ELA.2.C.5.1: Use one or more multimedia element(s) to enhance oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, the element(s) should relate directly to the task. There is no expectation that the element(s) be integrated into the task. The student can but is not required to use more than one multimedia element.

Technology in Communication ELA.2.C.5.2: Use digital tools to produce and publish writing individually or with peers and with support from adults.

Vocabulary ELA.2.V.1 Finding Meaning

Academic Vocabulary ELA.2.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Benchmark Clarifications: Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Morphology ELA.2.V.1.2: Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.

Benchmark Clarifications: Clarification 1: See Base Words.

Context and Connotation ELA.2.V.1.3: Identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.

Sample texts by benchmark

ELA.2. R.1.1

ELA.2. R.1.2

ELA.2. R.1.3

ELA.2. R.1.4

ELA.2. R.2.1

ELA.2. R.2.2

ELA.2. R.2.3

ELA.2. R.2.4

ELA.2. R.3.1

ELA.2. R.3.2

ELA.2. R.3.3

Id en tif y pl ot s tr uc tu re a nd

de sc ri be m ai n st or y el em en ts in

a li te ra ry te xt .

Id en ti fy a nd e xp la in a th em e of

a li te ra ry te xt .

Id en ti fy d if fe re nt c ha ra ct er s’

pe rs pe ct iv es in a li te ra ry te xt .

Id en tif y rh ym e sc he m es in

po em s.

E xp la in h ow te xt f ea tu re s—

in cl ud in g tit le s, h ea di ng s,

ca pt io ns , g ra ph s, m ap s,

gl os sa ri es , a nd /o r

ill us tr at io ns — co nt ri bu te to th e

m ea ni ng o f te xt s.

Id en tif y th e ce nt ra l i de a an d

re le va nt d et ai ls in a te xt .

E xp la in a n au th or ’s p ur po se in

an in fo rm at io na l t ex t.

E xp la in a n au th or ’s o pi ni on (s )

an d su pp or tin g ev id en ce .

Id en tif y an d ex pl ai n si m ile s,

id io m s, a nd a lli te ra tio n in

te xt (s )

R et el l a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t

im po rt an t d et ai ls p re se nt ed b y

tw o te xt s on th e sa m e to pi c or

th em e.

“Gathering Leaves” by Robert Frost ● ● ●

“The Crocodile” by Lewis Carroll ● ● ●

“The Fieldmouse” by Cecil Frances Alexander ● ● ●

“The Swing” by Robert Louis Stevenson ● ● ● ●

A More Perfect Union: The Story of Our Constitution by Betsy Maestro

● ● ● ● ● ●

Bears on Hemlock Mountain by Alice Dalgliesh ● ● ● ●

Bee Dance by Rick Chrustowski ● ● ● ● ●

Eleanor by Barbara Cooney ● ● ● ● ●

Father of the Constitution: A Story about James Madison by Barbara Mitchell

● ● ● ●

Four Famished Foxes and Fosdyke by Pamela Duncan

● ● ● ● ●

Give Bees a Chance by Bethany Barton ● ● ● ● ● ●

In a Pickle and other Funny Idioms by Marvin Terban

● ●

Living or Nonliving? by Kelli Hicks ● ● ● ● ●

ELA.2. R.1.1

ELA.2. R.1.2

ELA.2. R.1.3

ELA.2. R.1.4

ELA.2. R.2.1

ELA.2. R.2.2

ELA.2. R.2.3

ELA.2. R.2.4

ELA.2. R.3.1

ELA.2. R.3.2

ELA.2. R.3.3

Id en tif y pl ot s tr uc tu re a nd

de sc ri be m ai n st or y el em en ts in

a li te ra ry te xt .

Id en ti fy a nd e xp la in a th em e of

a li te ra ry te xt .

Id en ti fy d if fe re nt c ha ra ct er s’

pe rs pe ct iv es in a li te ra ry te xt .

Id en tif y rh ym e sc he m es in

po em s.

E xp la in h ow te xt f ea tu re s—

in cl ud in g tit le s, h ea di ng s,

ca pt io ns , g ra ph s, m ap s,

gl os sa ri es , a nd /o r

ill us tr at io ns — co nt ri bu te to th e

m ea ni ng o f te xt s.

Id en tif y th e ce nt ra l i de a an d

re le va nt d et ai ls in a te xt .

E xp la in a n au th or ’s p ur po se in

an in fo rm at io na l t ex t.

E xp la in a n au th or ’s o pi ni on (s )

an d su pp or tin g ev id en ce .

Id en tif y an d ex pl ai n si m ile s,

id io m s, a nd a lli te ra tio n in

te xt (s )

R et el l a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t

im po rt an t d et ai ls p re se nt ed b y

tw o te xt s on th e sa m e to pi c or

th em e.

Mango, Abuela, and Me by Meg Medina ● ● ● ●

One Morning in Maine by Robert McCloskey ● ● ● ●

Seven Blind Mice by Ed Young ● ● ● ●

Susan B. Anthony: Fighter for Freedom and Equality by Suzanne Slade

● ● ● ● ●

The Coastal Dune Drama: Bob, the Gopher Tortoise by Katherine Seeds Nash

● ● ●

The Congress of the United States by Christine Taylor-Butler

● ● ● ● ●

The Gingerbread Man by Jim Aylesworth ● ● ● ● ● ● ●

The Patchwork Quilt by Valerie Flournoy ● ● ● ●

The Runaway Piggy by James Luna ● ● ● ● ● ● ●

Vote! by Eileen Christelow ● ● ● ●

Wanted Dead or Alive: The True Story of Harriet Tubman by Ann McGovern

● ● ● ● ● ●

We the Kids: The Preamble of the Constitution of the United States by David Catrow

● ● ● ●

Winnie the Pooh by A.A. Milne ● ● ● ● ●

3rd Grade “Reading is a basic tool in the living of a good life.” – Mortimer J. Adler

In 3rd grade, foundational reading skills are still a focus. Reading comprehension becomes a primary focus at this grade level. Students are learning how all of the elements of a text work together to create meaning and how that meaning develops in the text. Students are beginning to write in cursive and experiment with dialogue in their narrative writing. Students are doing their own research, either independently or with teacher-provided materials.

Foundational Skills ELA.3.F.1 Learning and Applying Foundational Reading Skills

Phonics and Word Analysis ELA.3.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.

a. Decode words with common Greek and Latin roots and affixes. (See benchmark 3.V.1.2) b. Decode words with common derivational suffixes and describe how they turn words into different parts of speech. (e.g., -ful, -less, -est). c. Decode multisyllabic words.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes. Clarification 2: See Affixes and the Parts of Speech They Form.

Fluency ELA.3.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Benchmark Clarifications: Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Reading ELA.3.R.1 Reading Prose and Poetry

Literary Elements ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a literary text.

Benchmark Clarifications: Clarification 1: When explaining character development, students will include character traits, feelings, motivations, and responses to situations.

Theme ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.

Perspective and Point of View ELA.3.R.1.3: Explain different characters’ perspectives in a literary text.

Poetry ELA.3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and limerick.

Benchmark Clarifications: Clarification 1: For examples of these forms, see Appendix B.

ELA.3.R.2 Reading Informational Text Structure ELA.3.R.2.1: Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.

Central Idea ELA.3.R.2.2: Identify the central idea and explain how relevant details support that idea in a text.

Purpose and Perspective ELA.3.R.2.3: Explain the development of an author's purpose in an informational text.

Argument ELA.3.R.2.4: Identify an author’s claim and explain how an author uses evidence to support the claim.

ELA.3.R.3 Reading Across Genres Interpreting Figurative Language ELA.3.R.3.1: Identify and explain metaphors, personification, and hyperbole in text(s).

Benchmark Clarifications: Clarification 1: In addition to the types of figurative language listed in this benchmark, students are still working with types from previous grades such as simile, alliteration, and idiom. Other examples can be used in instruction. Clarification 2: See Elementary Figurative Language.

Paraphrasing and Summarizing ELA.3.R.3.2: Summarize a text to enhance comprehension. a. Include plot and theme for a literary text. b. Use the central idea and relevant details for an informational text.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.3.R.3.3: Compare and contrast how two authors present information on the same topic or theme.

Communication ELA.3.C.1 Communicating Through Writing

Handwriting ELA.3.C.1.1: Write in cursive all upper- and lowercase letters.

Narrative Writing ELA.3.C.1.2: Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending.

Benchmark Clarifications: Clarification 1: See Writing Types.

Argumentative Writing ELA.3.C.1.3: Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.

Benchmark Clarifications: Clarification 1: See Writing Types.

Expository Writing ELA.3.C.1.4: Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Improving Writing ELA.3.C.1.5: Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.

ELA.3.C.2 Communicating Orally Oral Presentation ELA.3.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.

Benchmark Clarifications: Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, and expressive delivery. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This grade level introduces an expectation that the information be presented in a logical sequence. A student may self-correct an error in sequence. Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

ELA.3.C.3 Following Conventions

Conventions ELA.3.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Conjugate regular and irregular verb tenses.  Form and use regular and frequently occurring irregular plural nouns.  Form and use the past tense of frequently occurring irregular verbs.  Maintain consistent verb tense across paragraphs.  Form and use irregular plural nouns.  Form and use the progressive and perfect verb tenses.  Use simple modifiers.  Use prepositions and prepositional phrases.  Form and use compound sentences.  Use quotation marks with dialogue and direct quotations.  Use commas to indicate direct address.

Skills to be implemented but not yet mastered are as follows:  Use subject-verb agreement with intervening clauses and phrases.  Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.  Use conjunctions.  Use principal modals to indicate the mood of a verb.  Use appositives, main clauses, and subordinate clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.3.C.4 Researching Researching and Using Information ELA.3.C.4.1: Conduct research to answer a question, organizing information about the topic from multiple sources.

Benchmark Clarifications: Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

ELA.3.C.5 Creating and Collaborating Multimedia ELA.3.C.5.1: Use two or more multimedia elements to enhance oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, the elements should relate directly to the presentation. The elements can reinforce or complement the information being shared. There is no expectation that the elements be fully integrated into the presentation.

Technology in Communication ELA.3.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

Vocabulary ELA.3.V.1 Finding Meaning

Academic Vocabulary ELA.3.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Benchmark Clarifications: Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Morphology ELA.3.V.1.2: Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes.

Context and Connotation ELA.3.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

Sample texts by benchmark

ELA.3. R.1.1

ELA.3. R.1.2

ELA.3. R.1.3

ELA.3. R.1.4

ELA.3. R.2.1

ELA.3. R.2.2

ELA.3. R.2.3

ELA.3. R.2.4

ELA.3. R.3.1

ELA.3. R.3.2

ELA.3. R.3.3

E xp la in h ow o ne o r m or e

ch ar ac te rs d ev el op

th ro ug ho ut th e pl ot in a

li te ra ry te xt .

E xp la in a th em e an d ho w it

de ve lo ps , u si ng d et ai ls , i n a

lit er ar y te xt .

E xp la in d if fe re nt c ha ra ct er s’

pe rs pe ct iv es in a li te ra ry

te xt .

Id en tif y ty pe s of p oe m s:

fr ee v er se , r hy m ed v er se ,

ha ik u, a nd li m er ic k.

E xp la in h ow te xt f ea tu re s

co nt ri bu te to m ea ni ng a nd

id en tif y th e te xt s tr uc tu re s

of c hr on ol og y, c om pa ri so n,

an d ca us e/ ef fe ct in te xt s.

Id en tif y th e ce nt ra l i de a an d

ex pl ai n ho w r el ev an t d et ai ls

su pp or t t ha t i de a in a te xt .

E xp la in th e de ve lo pm en t o f

an a ut ho r's p ur po se in a n

in fo rm at io na l t ex t.

Id en ti fy a n au th or ’s c la im

an d ex pl ai n ho w a n au th or

us es e vi de nc e to s up po rt th e

cl ai m .

Id en tif y an d ex pl ai n

m et ap ho rs , p er so ni fi ca tio n,

an d hy pe rb ol e in te xt (s ).

S um m ar iz e a te xt to

en ha nc e co m pr eh en si on .

C om pa re a nd c on tr as t h ow

tw o au th or s pr es en t

in fo rm at io n on th e sa m e

to pi c or th em e.

“My Doggy Ate My Essay” by Darren Sardelli

● ● ● ●

“There was an Old Man with a Flute” by Edward Lear

● ●

"Toward Those Short Trees" by Masaoka Shiki

● ●

Tula [“Books are Door-shaped”] by Margarita Engle

● ● ● ● ●

Abraham Lincoln: A Life of Honesty by Tonya Leslie

● ● ● ● ●

Charlotte’s Web by E.B. White ● ● ● ● ●

Flight by Robert Burleigh ● ● ● ●

Frederick Douglass Fights for Freedom by Margaret Davidson

● ● ● ● ●

Honest Abe Lincoln by David A. Adler

● ● ● ● ●

If You Traveled on the Underground Railroad by Ellen Levine ● ● ● ●

ELA.3. R.1.1

ELA.3. R.1.2

ELA.3. R.1.3

ELA.3. R.1.4

ELA.3. R.2.1

ELA.3. R.2.2

ELA.3. R.2.3

ELA.3. R.2.4

ELA.3. R.3.1

ELA.3. R.3.2

ELA.3. R.3.3

E xp la in h ow o ne o r m or e

ch ar ac te rs d ev el op

th ro ug ho ut th e pl ot in a

li te ra ry te xt .

E xp la in a th em e an d ho w it

de ve lo ps , u si ng d et ai ls , i n a

lit er ar y te xt .

E xp la in d if fe re nt c ha ra ct er s’

pe rs pe ct iv es in a li te ra ry

te xt .

Id en tif y ty pe s of p oe m s:

fr ee v er se , r hy m ed v er se ,

ha ik u, a nd li m er ic k.

E xp la in h ow te xt f ea tu re s

co nt ri bu te to m ea ni ng a nd

id en tif y th e te xt s tr uc tu re s

of c hr on ol og y, c om pa ri so n,

an d ca us e/ ef fe ct in te xt s.

Id en tif y th e ce nt ra l i de a an d

ex pl ai n ho w r el ev an t d et ai ls

su pp or t t ha t i de a in a te xt .

E xp la in th e de ve lo pm en t o f

an a ut ho r's p ur po se in a n

in fo rm at io na l t ex t.

Id en ti fy a n au th or ’s c la im

an d ex pl ai n ho w a n au th or

us es e vi de nc e to s up po rt th e

cl ai m .

Id en tif y an d ex pl ai n

m et ap ho rs , p er so ni fi ca tio n,

an d hy pe rb ol e in te xt (s ).

S um m ar iz e a te xt to

en ha nc e co m pr eh en si on .

C om pa re a nd c on tr as t h ow

tw o au th or s pr es en t

in fo rm at io n on th e sa m e

to pi c or th em e.

Matilda by Roald Dahl ● ● ● ●

Miracle on 133rd Street by Sonia Manzano

● ● ● ●

Moonshot: The Flight of Apollo 11 by Brian Floca

● ● ● ● ●

Pablo Neruda: Poet of the People by Monica Brown

● ● ● ●

Pippi Longstocking by Astrid Lindgren

● ● ● ● ● ●

Revolutionary Friends: General George Washington and the Marquis de Lafayette by Selene Castrovilla

● ● ● ●

Rosa Parks by Eloise Greenfield ● ● ● ● ●

Sarah, Plain and Tall by Patricia MacLachlan

● ● ● ● ● ●

Stuart Little by E.B. White ● ● ● ● ● ●

The Boxcar Children by Gertrude Chandler Warner

● ● ● ● ●

The Children's Book of Virtues by William Bennett ● ● ● ● ● ●

ELA.3. R.1.1

ELA.3. R.1.2

ELA.3. R.1.3

ELA.3. R.1.4

ELA.3. R.2.1

ELA.3. R.2.2

ELA.3. R.2.3

ELA.3. R.2.4

ELA.3. R.3.1

ELA.3. R.3.2

ELA.3. R.3.3

E xp la in h ow o ne o r m or e

ch ar ac te rs d ev el op

th ro ug ho ut th e pl ot in a

li te ra ry te xt .

E xp la in a th em e an d ho w it

de ve lo ps , u si ng d et ai ls , i n a

lit er ar y te xt .

E xp la in d if fe re nt c ha ra ct er s’

pe rs pe ct iv es in a li te ra ry

te xt .

Id en tif y ty pe s of p oe m s:

fr ee v er se , r hy m ed v er se ,

ha ik u, a nd li m er ic k.

E xp la in h ow te xt f ea tu re s

co nt ri bu te to m ea ni ng a nd

id en tif y th e te xt s tr uc tu re s

of c hr on ol og y, c om pa ri so n,

an d ca us e/ ef fe ct in te xt s.

Id en tif y th e ce nt ra l i de a an d

ex pl ai n ho w r el ev an t d et ai ls

su pp or t t ha t i de a in a te xt .

E xp la in th e de ve lo pm en t o f

an a ut ho r's p ur po se in a n

in fo rm at io na l t ex t.

Id en ti fy a n au th or ’s c la im

an d ex pl ai n ho w a n au th or

us es e vi de nc e to s up po rt th e

cl ai m .

Id en tif y an d ex pl ai n

m et ap ho rs , p er so ni fi ca tio n,

an d hy pe rb ol e in te xt (s ).

S um m ar iz e a te xt to

en ha nc e co m pr eh en si on .

C om pa re a nd c on tr as t h ow

tw o au th or s pr es en t

in fo rm at io n on th e sa m e

to pi c or th em e.

The Little Prince by Antoine de Saint-Exupery

● ● ● ● ●

The Real McCoy: The Life of an African-American Inventor by Wendy Towle

● ● ● ●

The Whipping Boy by Sid Fleischman ● ● ● ● ● ●

The Wonderful Wizard of Oz by Frank Baum

● ● ● ● ● ●

To the Moon and Back by Buzz Aldrin

● ● ● ● ●

Who was Betsy Ross? by James Buckley, Jr.

● ● ● ● ●

4th Grade “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss

In 4th grade, reading comprehension is still a primary focus. An important distinction between narrator point of view and character perspective is addressed. Writing instruction increases and logical reasons, sequencing, and organization are emphasized. Students study plot and the ways in which it is impacted by other story elements. This is also the first time students are working with implied themes. Problem and solution and description are added as text structures for informational text. Students are also determining which sources in their research are valid.

Foundational Skills ELA.4.F.1 Learning and Applying Foundational Reading Skills

Phonics and Word Analysis ELA.4.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words. a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

Benchmark Clarifications: Clarification 1: At this level of reading, a student who is decoding at the phoneme level (i.e., “e-n-t-er- t- ai-n”) may decode a given text but will struggle with fluency and comprehension. As such, phonics instruction should move toward decoding at the syllabication and morpheme level. For example, when a 4th-grader encounters the word “entertain” in text, we want him or her to segment by syllable (i.e., “en-ter-tain”) or by morphological structure (i.e., “enter-tain”).

Fluency ELA.4.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Reading ELA.4.R.1 Reading Prose and Poetry

Literary Elements ELA.4.R.1.1: Explain how setting, events, conflict, and character development contribute to the plot in a literary text.

Theme ELA.4.R.1.2: Explain a stated or implied theme and how it develops, using details, in a literary text.

Benchmark Clarifications: Clarification 1: An explanation of how the theme develops should include how characters respond to situations and how the speaker reflects upon a topic in a literary text.

Perspective and Point of View ELA.4.R.1.3: Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character perspective in a literary text.

Poetry ELA.4.R.1.4: Explain how rhyme and structure create meaning in a poem.

ELA.4.R.2 Reading Informational Text Structure ELA.4.R.2.1: Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.

Central Idea ELA.4.R.2.2: Explain how relevant details support the central idea, implied or explicit.

Purpose and Perspective ELA.4.R.2.3: Explain an author’s perspective toward a topic in an informational text.

Benchmark Clarifications: Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Argument ELA.4.R.2.4: Explain an author’s claim and the reasons and evidence used to support the claim.

ELA.4.R.3 Reading Across Genres Interpreting Figurative Language ELA.4.R.3.1: Explain how figurative language contributes to meaning in text(s).

Benchmark Clarifications: Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, and idiom. Other examples can be used in instruction. Clarification 2: See Elementary Figurative Language.

Paraphrasing and Summarizing ELA.4.R.3.2: Summarize a text to enhance comprehension. a. Include plot and theme for a literary text. b. Include the central idea and relevant details for an informational text.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.4.R.3.3: Compare and contrast accounts of the same event using primary and/or secondary sources.

Benchmark Clarifications: Clarification 1: Introduce the terms “primary sources” and “secondary sources.”

Communication ELA.4.C.1 Communicating Through Writing

Handwriting ELA.4.C.1.1: Demonstrate legible cursive writing skills.

Benchmark Clarifications: Clarification 1: Students will produce cursive writing that can be consistently read by others.

Narrative Writing ELA.4.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.

Benchmark Clarifications: Clarification 1: Students were introduced to dialogue in 3rd grade. Although it is not mentioned specifically in this benchmark, students should continue to practice the technique and receive instruction in it. Dialogue is included for mastery in the 5th grade benchmark. Clarification 2: See Writing Types.

Argumentative Writing ELA.4.C.1.3: Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Expository Writing ELA.4.C.1.4: Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Improving Writing ELA.4.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

ELA.4.C.2 Communicating Orally Oral Presentation ELA.4.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.

ELA.4.C.3 Following Conventions Conventions ELA.4.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Use subject-verb agreement with intervening clauses and phrases.  Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.  Use conjunctions.

Skills to be implemented but not yet mastered are as follows:  Use principal modals to indicate the mood of a verb.  Use appositives, main clauses, and subordinate clauses.  Recognize and correct inappropriate shifts in tense and number.  Use conjunctions correctly to join words and phrases in a sentence.  Use verbals including gerunds, infinitives, and participial phrases.  Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.4.C.4 Researching Researching and Using Information ELA.4.C.4.1: Conduct research to answer a question, organizing information about the topic, using multiple valid sources.

ELA.4.C.5 Creating and Collaborating

Multimedia ELA.4.C.5.1: Arrange multimedia elements to create emphasis in oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize a point made within the task, perhaps by showing examples or data to emphasize a point. The elements should be smoothly integrated.

Technology in Communication ELA.4.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

Vocabulary ELA.4.V.1 Finding Meaning

Academic Vocabulary ELA.4.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Benchmark Clarifications: Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Morphology ELA.4.V.1.2: Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes.

Context and Connotation ELA.4.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

Sample texts by benchmark

ELA.4. R.1.1

ELA.4. R.1.2

ELA.4. R.1.3

ELA.4. R.1.4

ELA.4. R.2.1

ELA.4. R.2.2

ELA.4. R.2.3

ELA.4. R.2.4

ELA.4. R.3.1

ELA.4. R.3.2

ELA.4. R.3.3

E xp la in h ow s et tin g, e ve nt s, c on fl ic t,

an d ch ar ac te r de ve lo pm en t

co nt ri bu te to th e pl ot in a li te ra ry

te xt .

E xp la in a s ta te d or im pl ie d th em e

an d ho w it d ev el op s, u si ng d et ai ls , i n

a li te ra ry te xt .

Id en ti fy th e na rr at or ’s p oi nt o f vi ew

an d ex pl ai n th e di ff er en ce b et w ee n a

na rr at or ’s p oi nt o f vi ew a nd

ch ar ac te r pe rs pe ct iv e in a li te ra ry

te xt .

E xp la in h ow r hy m e an d st ru ct ur e

cr ea te m ea ni ng in a p oe m .

E xp la in h ow te xt f ea tu re s co nt ri bu te

to th e m ea ni ng a nd id en tif y th e te xt

st ru ct ur es o f pr ob le m /s ol ut io n,

se qu en ce , a nd d es cr ip tio n in te xt s.

E xp la in h ow r el ev an t d et ai ls s up po rt

th e ce nt ra l i de a, im pl ie d or e xp lic it.

E xp la in a n au th or ’s p er sp ec tiv e

to w ar d a to pi c in a n in fo rm at io na l

te xt .

E xp la in a n au th or ’s c la im a nd th e

re as on s an d ev id en ce u se d to s up po rt

th e cl ai m .

E xp la in h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng in te xt (s ).

S um m ar iz e a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t a cc ou nt s of

th e sa m e ev en t u si ng p ri m ar y an d/ or

se co nd ar y so ur ce s.

"Fish Cheeks" by Amy Tan ● ● ● ●

“Mother Doesn't Want a Dog” by Judith Viorst

● ● ●

Aaron and Alexander: The Most Famous Duel in American History by Don Brown

● ● ● ● ●

Carry on, Mr. Bowditch by Jean Lee Latham

● ● ● ● ●

Casey at the Bat by Ernest Lawrence Thayer

● ● ● ●

Chester Nez and the Unbreakable Code: A Navajo Code Talker's Story by Joseph Bruchac

● ● ● ● ●

Esperanza Rising by Pam Muñoz Ryan ● ● ● ● ●

Florida by Tamra Orr ● ● ● ●

ELA.4. R.1.1

ELA.4. R.1.2

ELA.4. R.1.3

ELA.4. R.1.4

ELA.4. R.2.1

ELA.4. R.2.2

ELA.4. R.2.3

ELA.4. R.2.4

ELA.4. R.3.1

ELA.4. R.3.2

ELA.4. R.3.3

E xp la in h ow s et tin g, e ve nt s, c on fl ic t,

an d ch ar ac te r de ve lo pm en t

co nt ri bu te to th e pl ot in a li te ra ry

te xt .

E xp la in a s ta te d or im pl ie d th em e

an d ho w it d ev el op s, u si ng d et ai ls , i n

a li te ra ry te xt .

Id en ti fy th e na rr at or ’s p oi nt o f vi ew

an d ex pl ai n th e di ff er en ce b et w ee n a

na rr at or ’s p oi nt o f vi ew a nd

ch ar ac te r pe rs pe ct iv e in a li te ra ry

te xt .

E xp la in h ow r hy m e an d st ru ct ur e

cr ea te m ea ni ng in a p oe m .

E xp la in h ow te xt f ea tu re s co nt ri bu te

to th e m ea ni ng a nd id en tif y th e te xt

st ru ct ur es o f pr ob le m /s ol ut io n,

se qu en ce , a nd d es cr ip tio n in te xt s.

E xp la in h ow r el ev an t d et ai ls s up po rt

th e ce nt ra l i de a, im pl ie d or e xp lic it.

E xp la in a n au th or ’s p er sp ec tiv e

to w ar d a to pi c in a n in fo rm at io na l

te xt .

E xp la in a n au th or ’s c la im a nd th e

re as on s an d ev id en ce u se d to s up po rt

th e cl ai m .

E xp la in h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng in te xt (s ).

S um m ar iz e a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t a cc ou nt s of

th e sa m e ev en t u si ng p ri m ar y an d/ or

se co nd ar y so ur ce s.

Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America by Glennette Tilley Turner

● ● ● ● ●

Halfway Down by A.A. Milne ● ●

Homer Price by Robert McCloskey ● ● ● ●

Johnny Tremain by Esther Forbes ● ● ● ● ●

Little House on the Prairie by Laura Ingalls Wilder

● ● ● ● ●

On the Wings of Heroes by Richard Peck

● ● ● ●

Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson

● ● ● ● ● ●

Reaching for the Moon by Buzz Aldrin ● ● ● ● ●

Tales of the Odyssey (series) by Osborne, Mary Pope

● ● ● ● ●

The Castle in the Attic by Elizabeth Winthrop

● ● ● ●

ELA.4. R.1.1

ELA.4. R.1.2

ELA.4. R.1.3

ELA.4. R.1.4

ELA.4. R.2.1

ELA.4. R.2.2

ELA.4. R.2.3

ELA.4. R.2.4

ELA.4. R.3.1

ELA.4. R.3.2

ELA.4. R.3.3

E xp la in h ow s et tin g, e ve nt s, c on fl ic t,

an d ch ar ac te r de ve lo pm en t

co nt ri bu te to th e pl ot in a li te ra ry

te xt .

E xp la in a s ta te d or im pl ie d th em e

an d ho w it d ev el op s, u si ng d et ai ls , i n

a li te ra ry te xt .

Id en ti fy th e na rr at or ’s p oi nt o f vi ew

an d ex pl ai n th e di ff er en ce b et w ee n a

na rr at or ’s p oi nt o f vi ew a nd

ch ar ac te r pe rs pe ct iv e in a li te ra ry

te xt .

E xp la in h ow r hy m e an d st ru ct ur e

cr ea te m ea ni ng in a p oe m .

E xp la in h ow te xt f ea tu re s co nt ri bu te

to th e m ea ni ng a nd id en tif y th e te xt

st ru ct ur es o f pr ob le m /s ol ut io n,

se qu en ce , a nd d es cr ip tio n in te xt s.

E xp la in h ow r el ev an t d et ai ls s up po rt

th e ce nt ra l i de a, im pl ie d or e xp lic it.

E xp la in a n au th or ’s p er sp ec tiv e

to w ar d a to pi c in a n in fo rm at io na l

te xt .

E xp la in a n au th or ’s c la im a nd th e

re as on s an d ev id en ce u se d to s up po rt

th e cl ai m .

E xp la in h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng in te xt (s ).

S um m ar iz e a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t a cc ou nt s of

th e sa m e ev en t u si ng p ri m ar y an d/ or

se co nd ar y so ur ce s.

The Declaration of Independence by Elaine Landau

● ● ●

The Lion, the Witch, and the Wardrobe by C.S. Lewis

● ● ● ● ● ●

The Story of Science: Aristotle Leads The Way by Joy Hakim

● ● ● ●

The Wolf's Story by Toby Forward ● ● ● ●

To Catch a Fish by Eloise Greenfield ● ● ●

Toliver’s Secret by Esther Wood Brady ● ● ● ● ●

Where the Red Fern Grows by Wilson Rawls

● ● ● ●

Where Was Patrick Henry on the 29th of May? by Jean Fritz

● ● ● ● ● ●

Who Would Win? (series) by Jerry Pallotta

● ● ● ● ●

William Shakespeare and the Globe by Aliki

● ● ● ●

5th Grade "There is more treasure in books than in all the pirate's loot on Treasure Island." – Walt Disney

Reading comprehension is still a focus, but analysis comes to the fore. In literary texts, students analyze how story elements contribute to the plot; in informational texts, they analyze the author’s purpose. Writing is a focus as well. Students are working to master the skills they have already learned. They are improving their organization, varying their transitions, and using elaboration effectively.

Foundational Skills

ELA.5.F.1 Learning and Applying Foundational Reading Skills Phonics and Word Analysis ELA.5.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

Fluency ELA.5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Reading ELA.5.R.1 Reading Prose and Poetry

Literary Elements ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.

Theme ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.

Benchmark Clarifications: Clarification 1: Where the development of multiple themes is being explained, the themes may come from the same or multiple literary texts.

Perspective and Point of View ELA.5.R.1.3: Describe how an author develops a character’s perspective in a literary text.

Benchmark Clarifications: Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Poetry ELA.5.R.1.4: Explain how figurative language and other poetic elements work together in a poem.

Benchmark Clarifications: Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, line breaks, and imagery.

ELA.5.R.2 Reading Informational Text Structure ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.

Benchmark Clarifications: Clarification 1: For more information, see Text Structures and Text Features.

Central Idea ELA.5.R.2.2: Explain how relevant details support the central idea(s), implied or explicit.

Purpose and Perspective ELA.5.R.2.3: Analyze an author’s purpose and/or perspective in an informational text.

Benchmark Clarifications: Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Argument ELA.5.R.2.4: Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.

Benchmark Clarifications: Clarification 1: A claim is a statement that asserts something is true. A claim can either be fact or opinion. Claims can be used alone or with other claims to form a larger argument.

ELA.5.R.3 Reading Across Genres Interpreting Figurative Language ELA.5.R.3.1: Analyze how figurative language contributes to meaning in text(s).

Paraphrasing and Summarizing ELA.5.R.3.2: Summarize a text to enhance comprehension.

a. Include plot and theme for a literary text. b. Include the central idea and relevant details for an informational text.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.5.R.3.3: Compare and contrast primary and secondary sources related to the same topic.

Communication ELA.5.C.1 Communicating Through Writing

Handwriting ELA.5.C.1.1: Demonstrate fluent and legible cursive writing skills.

Benchmark Clarifications: Clarification 1: Students will use cursive writing to produce legible works within the same timeframe as they would use for writing in print.

Narrative Writing ELA.5.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.

Benchmark Clarifications: Clarification 1: See Writing Types.

Argumentative Writing ELA.5.C.1.3: Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Expository Writing ELA.5.C.1.4: Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Improving Writing ELA.5.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

ELA.5.C.2 Communicating Orally Oral Presentation ELA.5.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

Benchmark Clarifications: Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This is the initial grade level that introduces appropriate pacing. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations. Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

ELA.5.C.3 Following Conventions Conventions ELA.5.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Use principal modals to indicate the mood of a verb.  Use appositives, main clauses, and subordinate clauses.  Recognize and correct inappropriate shifts in tense and number.  Use conjunctions correctly to join words and phrases in a sentence.

Skills to be implemented but not yet mastered are as follows:  Use verbals including gerunds, infinitives, and participial phrases.  Use comparative and superlative forms of adjectives  Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.

 Vary sentence structure. Clarification 2: See Convention Progression by Grade Level for more information.

ELA.5.C.4 Researching Researching and Using Information ELA.5.C.4.1: Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.

ELA.5.C.5 Creating and Collaborating

Multimedia ELA.5.C.5.1: Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize or clarify a point made within the task, perhaps by showing examples to clarify a claim or data to emphasize a point. The elements should be smoothly integrated.

Technology in Communication ELA.5.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

Vocabulary ELA.5.V.1 Finding Meaning

Academic Vocabulary ELA.5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Benchmark Clarifications: Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Morphology ELA.5.V.1.2: Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 3-5.

Context and Connotation ELA.5.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

Sample texts by benchmark

ELA.5. R.1.1

ELA.5. R.1.2

ELA.5. R.1.3

ELA.5. R.1.4

ELA.5. R.2.1

ELA.5. R.2.2

ELA.5. R.2.3

ELA.5. R.2.4

ELA.5. R.3.1

ELA.5. R.3.2

ELA.5. R.3.3

A na ly ze h ow s et tin g, e ve nt s,

co nf li ct , a nd c ha ra ct er iz at io n

co nt ri bu te to th e pl ot in a li te ra ry

te xt .

E xp la in th e de ve lo pm en t o f st at ed

or im pl ie d th em e( s) th ro ug ho ut a

lit er ar y te xt .

D es cr ib e ho w a n au th or d ev el op s a

ch ar ac te r’ s pe rs pe ct iv e in a li te ra ry

te xt .

E xp la in h ow f ig ur at iv e la ng ua ge

an d ot he r po et ic e le m en ts w or k

to ge th er in a p oe m .

E xp la in h ow te xt s tr uc tu re s an d/ or

fe at ur es c on tr ib ut e to th e ov er al l

m ea ni ng o f te xt s.

E xp la in h ow r el ev an t d et ai ls

su pp or t t he c en tr al id ea (s ), im pl ie d

or e xp lic it.

A na ly ze a n au th or ’s p ur po se

an d/ or p er sp ec tiv e in a n

in fo rm at io na l t ex t.

T ra ck th e de ve lo pm en t o f an

ar gu m en t, id en tif yi ng th e sp ec if ic

cl ai m (s ), e vi de nc e, a nd r ea so ni ng .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng in te xt (s ).

S um m ar iz e a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t p ri m ar y an d

se co nd ar y so ur ce s re la te d to th e

sa m e to pi c.

"I, Too" by Langston Hughes ● ● ● ● ● ●

"If" by Rudyard Kipling ● ● ●

“Paul Revere's Ride” by Henry Wadsworth Longfellow

● ● ● ●

"The Road Not Taken" by Robert Frost ● ● ●

Abuelita's Heart by Amy Cordova ● ● ● ●

Anne of Green Gables by L.M. Montgomery ● ● ● ● ●

Call it Courage by Armstrong Sperry ● ● ● ●

Call Me Maria by Judith Ortiz Cofer ● ● ● ●

Chasing Vermeer by Blue Balliett ● ● ● ●

City of Ember by Jeanne DuPrau ● ● ● ●

Farewell to Manzanar by Jeanne Wakatsuki and James D. Houston

● ● ●

Five Children and It by Edith Nesbit ● ● ● ● ●

ELA.5. R.1.1

ELA.5. R.1.2

ELA.5. R.1.3

ELA.5. R.1.4

ELA.5. R.2.1

ELA.5. R.2.2

ELA.5. R.2.3

ELA.5. R.2.4

ELA.5. R.3.1

ELA.5. R.3.2

ELA.5. R.3.3

A na ly ze h ow s et tin g, e ve nt s,

co nf li ct , a nd c ha ra ct er iz at io n

co nt ri bu te to th e pl ot in a li te ra ry

te xt .

E xp la in th e de ve lo pm en t o f st at ed

or im pl ie d th em e( s) th ro ug ho ut a

lit er ar y te xt .

D es cr ib e ho w a n au th or d ev el op s a

ch ar ac te r’ s pe rs pe ct iv e in a li te ra ry

te xt .

E xp la in h ow f ig ur at iv e la ng ua ge

an d ot he r po et ic e le m en ts w or k

to ge th er in a p oe m .

E xp la in h ow te xt s tr uc tu re s an d/ or

fe at ur es c on tr ib ut e to th e ov er al l

m ea ni ng o f te xt s.

E xp la in h ow r el ev an t d et ai ls

su pp or t t he c en tr al id ea (s ), im pl ie d

or e xp lic it.

A na ly ze a n au th or ’s p ur po se

an d/ or p er sp ec tiv e in a n

in fo rm at io na l t ex t.

T ra ck th e de ve lo pm en t o f an

ar gu m en t, id en tif yi ng th e sp ec if ic

cl ai m (s ), e vi de nc e, a nd r ea so ni ng .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng in te xt (s ).

S um m ar iz e a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t p ri m ar y an d

se co nd ar y so ur ce s re la te d to th e

sa m e to pi c.

From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg

● ● ● ● ●

Hidden Figures by Margot Shetterly (Young Reader Edition)

● ● ● ●

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

● ● ● ● ●

I am Malala by Malala Yousafzai ● ● ● ● ● ● ●

Island of the Blue Dolphins by Scott O'Dell ● ● ● ● ●

My Librarian is a Camel: How Books Are Brought to Children Around the World by Margriet Ruurs

● ● ● ●

Shh! We’re Writing the Constitution by Jean Fritz

● ● ● ● ●

The Trail of Tears by Joseph Bruchac ● ● ● ●

The Watsons Go to Birmingham by Christopher Paul Curtis

● ● ● ● ●

They Called Her Molly Pitcher by Anne Rockwell

● ● ● ●

ELA.5. R.1.1

ELA.5. R.1.2

ELA.5. R.1.3

ELA.5. R.1.4

ELA.5. R.2.1

ELA.5. R.2.2

ELA.5. R.2.3

ELA.5. R.2.4

ELA.5. R.3.1

ELA.5. R.3.2

ELA.5. R.3.3

A na ly ze h ow s et tin g, e ve nt s,

co nf li ct , a nd c ha ra ct er iz at io n

co nt ri bu te to th e pl ot in a li te ra ry

te xt .

E xp la in th e de ve lo pm en t o f st at ed

or im pl ie d th em e( s) th ro ug ho ut a

lit er ar y te xt .

D es cr ib e ho w a n au th or d ev el op s a

ch ar ac te r’ s pe rs pe ct iv e in a li te ra ry

te xt .

E xp la in h ow f ig ur at iv e la ng ua ge

an d ot he r po et ic e le m en ts w or k

to ge th er in a p oe m .

E xp la in h ow te xt s tr uc tu re s an d/ or

fe at ur es c on tr ib ut e to th e ov er al l

m ea ni ng o f te xt s.

E xp la in h ow r el ev an t d et ai ls

su pp or t t he c en tr al id ea (s ), im pl ie d

or e xp lic it.

A na ly ze a n au th or ’s p ur po se

an d/ or p er sp ec tiv e in a n

in fo rm at io na l t ex t.

T ra ck th e de ve lo pm en t o f an

ar gu m en t, id en tif yi ng th e sp ec if ic

cl ai m (s ), e vi de nc e, a nd r ea so ni ng .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng in te xt (s ).

S um m ar iz e a te xt to e nh an ce

co m pr eh en si on .

C om pa re a nd c on tr as t p ri m ar y an d

se co nd ar y so ur ce s re la te d to th e

sa m e to pi c.

Thurgood Marshall and the Supreme Court by Deborah Kent

● ● ● ●

Volcano: Eruption and Healing of Mount St. Helens by Patricia Lauber

● ● ● ● ● ●

We the People: The Constitution of the United State of America by Peter Spier

● ● ● ● ● ●

Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

● ● ● ● ●

6th-8th Grade “Ah, how good it is to be among people who are reading.” – Rainer Maria Rilke

In grades 6-8, analysis and writing are the primary foci. Rhetoric is introduced in 6th grade. In this grade band, students go from explaining theme to analyzing it. Students progress from examining character perspective to working with complex narrator types. Students are also being introduced to literature from historic time periods. This framework should help students in building a body of knowledge useful in being able to interpret multiple layers of meaning. In middle school, those periods are as follows:  Colonial and Early National Period (1600–1830) American Literature  Romantic Period (1790–1870)  Realism and Naturalism Period (1870–1930)  Modernist Period (1910–1945)  Contemporary Period (1945–present)

6th Grade Reading

ELA.6.R.1 Reading Prose and Poetry Literary Elements ELA.6.R.1.1: Analyze how the interaction between characters contributes to the development of a plot in a literary text.

Theme ELA.6.R.1.2: Analyze the development of stated or implied theme(s) throughout a literary text.

Benchmark Clarifications: Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. See Theme in Glossary. Clarification 2: Students should be introduced to the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Perspective and Point of View ELA.6.R.1.3: Explain the influence of multiple narrators and/or shifts in point of view in a literary text.

Benchmark Clarifications: Clarification 1: When referring to the person of the narrator, the term “point of view” is used. Students focused on perspective in fifth grade, so they should differentiate between point of view and perspective when working on this benchmark.

Poetry ELA.6.R.1.4: Describe the impact of various poetic forms on meaning and style.

Benchmark Clarifications: Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle.

ELA.6.R.2 Reading Informational Text Structure ELA.6.R.2.1: Explain how individual text sections and/or features convey meaning in texts.

Central Idea ELA.6.R.2.2: Analyze the central idea(s), implied or explicit, and its development throughout a text.

Benchmark Clarifications: Clarification 1: Various types of support could include an author’s use of facts, definitions, concrete details, and/or quotations to develop the central idea(s) in a text.

Purpose and Perspective ELA.6.R.2.3: Analyze authors’ purpose(s) in multiple accounts of the same event or topic.

Argument ELA.6.R.2.4: Track the development of an argument, identifying the types of reasoning used.

Benchmark Clarifications: Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning. Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

ELA.6.R.3 Reading Across Genres Interpreting Figurative Language ELA.6.R.3.1: Explain how figurative language contributes to tone and meaning in text(s).

Paraphrasing and Summarizing ELA.6.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark. Comparative Reading ELA.6.R.3.3: Compare and contrast how authors from different time periods address the same or related topics.

Benchmark Clarifications: Clarification 1: Texts for this benchmark should be selected from the following literary periods:  Colonial and Early National Period (1600–1830) American Literature  Romantic Period (1790–1870)  Realism and Naturalism Period (1870–1930)  Modernist Period (1910–1945)  Contemporary Period (1945–present)

Understanding Rhetoric ELA.6.R.3.4: Identify rhetorical appeals in a text.

Benchmark Clarifications: Clarification 1: Students will identify the appeals of logos, ethos, and pathos. Clarification 2: See Rhetorical Appeals.

Communication ELA.6.C.1 Communicating Through Writing

Narrative Writing ELA.6.C.1.2: Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques. Clarification 2: Figurative language at this grade level should include any on which students have received instruction in this or previous grades. See Figurative Language Standard.

Argumentative Writing ELA.6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure with varied transitions.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Expository Writing ELA.6.C.1.4: Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Improving Writing ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

ELA.6.C.2 Communicating Orally Oral Presentation ELA.6.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

Benchmark Clarifications: Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations. Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

ELA.6.C.3 Following Conventions Conventions ELA.6.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Use verbals including gerunds, infinitives, and participial phrases.  Use comparative and superlative forms of adjectives.  Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.

Skills to be implemented but not yet mastered are as follows:  Appropriately use colons.  Appropriately use dangling modifiers.  Appropriately use ellipses.  Appropriately use hyphens.  Vary sentence structure.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.6.C.4 Researching Researching and Using Information ELA.6.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and refocusing the inquiry when appropriate.

ELA.6.C.5 Creating and Collaborating Multimedia ELA.6.C.5.1: Integrate diverse digital media to enhance audience engagement in oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. The elements should be smoothly integrated into the presentation.

Technology in Communication ELA.6.C.5.2: Use digital tools to produce writing.

Vocabulary ELA.6.V.1 Finding Meaning

Academic Vocabulary ELA.6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Benchmark Clarifications: Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Morphology ELA.6.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.

Context and Connotation ELA.6.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Benchmark Clarifications: Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary. Clarification 2: See Context Clues and Word Relationships. Clarification 3: See ELA.6.R.3.1 and Secondary Figurative Language.

Sample texts by benchmark

ELA.6. R.1.1

ELA.6. R.1.2

ELA.6. R.1.3

ELA.6. R.1.4

ELA.6. R.2.1

ELA.6. R.2.2

ELA.6. R.2.3

ELA.6. R.2.4

ELA.6. R.3.1

ELA.6. R.3.2

ELA.6. R.3.3

ELA.6. R.3.4

A na ly ze h ow th e in te ra ct io n be tw ee n

ch ar ac te rs c on tr ib ut es to th e de ve lo pm en t

of a p lo t i n a lit er ar y te xt .

A na ly ze th e de ve lo pm en t o f st at ed o r

im pl ie d th em e( s) th ro ug ho ut a li te ra ry te xt .

E xp la in th e in fl ue nc e of m ul ti pl e na rr at or s

an d/ or s hi ft s in p oi nt o f vi ew in a li te ra ry

te xt

D es cr ib e th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey m ea ni ng in te xt s.

A na ly ze th e ce nt ra l i de a( s) , i m pl ie d or

ex pl ic it, a nd it s de ve lo pm en t t hr ou gh ou t a

te xt .

A na ly ze a ut ho rs ’ pu rp os e( s) in m ul tip le

ac co un ts o f th e sa m e ev en t o r to pi c.

T ra ck th e de ve lo pm en t o f an a rg um en t,

id en tif yi ng th e ty pe s of r ea so ni ng u se d.

E xp la in h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs f ro m

di ff er en t t im e pe ri od s ad dr es s th e sa m e or

re la te d to pi cs .

Id en ti fy r he to ri ca l a pp ea ls in a te xt .

“Acquainted with the Night” by Robert Frost ● ● ● ●

“Eulogy of the Dog” by George G. Vest ● ● ● ● ●

“Farewell Speech” by Lou Gehrig ● ● ●

"Speech to National Council of Negro Women" (2001) by Condoleezza Rice

● ● ● ●

“The House on the Hill” by Edwin Arlington Robinson

● ● ●

“Two Viewpoints” by Amelia Josephine Burr ● ● ●

“Yet do I Marvel” by Countee Cullen ● ● ●

A Long Walk to Water by Linda Sue Park ● ● ● ● ●

Black Ships Before Troy by Rosemary Sutcliff ● ● ● ● ● ●

Bronze Bow by Elizabeth George Speare ● ● ● ● ●

ELA.6. R.1.1

ELA.6. R.1.2

ELA.6. R.1.3

ELA.6. R.1.4

ELA.6. R.2.1

ELA.6. R.2.2

ELA.6. R.2.3

ELA.6. R.2.4

ELA.6. R.3.1

ELA.6. R.3.2

ELA.6. R.3.3

ELA.6. R.3.4

A na ly ze h ow th e in te ra ct io n be tw ee n

ch ar ac te rs c on tr ib ut es to th e de ve lo pm en t

of a p lo t i n a lit er ar y te xt .

A na ly ze th e de ve lo pm en t o f st at ed o r

im pl ie d th em e( s) th ro ug ho ut a li te ra ry te xt .

E xp la in th e in fl ue nc e of m ul ti pl e na rr at or s

an d/ or s hi ft s in p oi nt o f vi ew in a li te ra ry

te xt

D es cr ib e th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey m ea ni ng in te xt s.

A na ly ze th e ce nt ra l i de a( s) , i m pl ie d or

ex pl ic it, a nd it s de ve lo pm en t t hr ou gh ou t a

te xt .

A na ly ze a ut ho rs ’ pu rp os e( s) in m ul tip le

ac co un ts o f th e sa m e ev en t o r to pi c.

T ra ck th e de ve lo pm en t o f an a rg um en t,

id en tif yi ng th e ty pe s of r ea so ni ng u se d.

E xp la in h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs f ro m

di ff er en t t im e pe ri od s ad dr es s th e sa m e or

re la te d to pi cs .

Id en ti fy r he to ri ca l a pp ea ls in a te xt .

Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins

● ● ● ●

Harriet Tubman: Conductor on the Underground Railroad by Ann Petry

● ● ● ● ●

Incidents in the Life of a Slave Girl by Harriet Jacobs

● ● ● ● ●

Lincoln: A Photobiography by Russell Freedman

● ● ●

Little Britches by Ralph Moody ● ● ● ●

Little Women by Louisa May Alcott ● ● ●

The Book of Virtues for Young People: A Treasury of Great Moral Stories by William Bennett

● ● ● ● ●

The Devil's Arithmetic by Jane Yolen ● ● ● ● ●

The Hiding Place by Corrie ten Boom ● ● ● ●

ELA.6. R.1.1

ELA.6. R.1.2

ELA.6. R.1.3

ELA.6. R.1.4

ELA.6. R.2.1

ELA.6. R.2.2

ELA.6. R.2.3

ELA.6. R.2.4

ELA.6. R.3.1

ELA.6. R.3.2

ELA.6. R.3.3

ELA.6. R.3.4

A na ly ze h ow th e in te ra ct io n be tw ee n

ch ar ac te rs c on tr ib ut es to th e de ve lo pm en t

of a p lo t i n a lit er ar y te xt .

A na ly ze th e de ve lo pm en t o f st at ed o r

im pl ie d th em e( s) th ro ug ho ut a li te ra ry te xt .

E xp la in th e in fl ue nc e of m ul ti pl e na rr at or s

an d/ or s hi ft s in p oi nt o f vi ew in a li te ra ry

te xt

D es cr ib e th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey m ea ni ng in te xt s.

A na ly ze th e ce nt ra l i de a( s) , i m pl ie d or

ex pl ic it, a nd it s de ve lo pm en t t hr ou gh ou t a

te xt .

A na ly ze a ut ho rs ’ pu rp os e( s) in m ul tip le

ac co un ts o f th e sa m e ev en t o r to pi c.

T ra ck th e de ve lo pm en t o f an a rg um en t,

id en tif yi ng th e ty pe s of r ea so ni ng u se d.

E xp la in h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs f ro m

di ff er en t t im e pe ri od s ad dr es s th e sa m e or

re la te d to pi cs .

Id en ti fy r he to ri ca l a pp ea ls in a te xt .

The Phantom Tollbooth by Norton Juster ● ● ● ●

Tales of the Greek Heroes by Roger Lancelyn Green

● ● ● ● ● ●

Treasure Island by Robert Louis Stevenson ● ● ● ● ●

7th Grade Reading

ELA.7.R.1 Reading Prose and Poetry Literary Elements ELA.7.R.1.1: Analyze the impact of setting on character development and plot in a literary text.

Theme ELA.7.R.1.2: Compare two or more themes and their development throughout a literary text.

Benchmark Clarifications: Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. Clarification 2: Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Perspective and Point of View ELA.7.R.1.3: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.

Benchmark Clarifications: Clarification 1: An unreliable narrator is one who lacks credibility. Because all information is being conveyed through this untrustworthy source, readers have to use inferencing to establish what is likely to be true. Narrators can be unreliable for many reasons including purposeful dishonesty, a lack of information or background knowledge about what that information means, mental illness, or self- deception. Clarification 2: “Shifts in point of view” refers to a change in the narrator’s point of view done for effect. Changes can be in degree and/or person: for example, a shift from third-person limited to third-person omniscient or from first-person limited to third-person limited. Poetry ELA.7.R.1.4: Analyze the impact of various poetic forms on meaning and style.

Benchmark Clarifications: Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. Clarification 2: Instruction in this benchmark should focus on how the structure of each poetic form affects its meaning.

ELA.7.R.2 Reading Informational Text Structure ELA.7.R.2.1: Explain how individual text sections and/or features convey a purpose in texts.

Central Idea ELA.7.R.2.2: Compare two or more central ideas and their development throughout a text.

Purpose and Perspective ELA.7.R.2.3: Explain how an author establishes and achieves purpose(s) through diction and syntax.

Benchmark Clarifications: Clarification 1: This benchmark focuses on the way in which diction (the author’s word choice) and syntax (the way in which an author arranges those words) work together to achieve a purpose.

Argument ELA.7.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness.

Benchmark Clarifications: Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning. Clarification 2: Instruction in types of reasoning will include fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

ELA.7.R.3 Reading Across Genres Interpreting Figurative Language ELA.7.R.3.1: Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s).

Paraphrasing and Summarizing ELA.7.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.7.R.3.3: Compare and contrast how authors with differing perspectives address the same or related topics or themes.

Benchmark Clarifications: Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Understanding Rhetoric ELA.7.R.3.4: Explain the meaning and/or significance of rhetorical devices in a text.

Benchmark Clarifications: Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 7.R.3.1 with the addition of irony and rhetorical questioning. Clarification 2: See Secondary Figurative Language.

Clarification 3: See Rhetorical Devices.

Communication ELA.7.C.1 Communicating Through Writing

Narrative Writing ELA.7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques. Clarification 2: See Secondary Figurative Language.

Argumentative Writing ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Expository Writing ELA.7.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

ELA.7.C.2 Communicating Orally Oral Presentation ELA.7.C.2.1: Present information orally, in a logical sequence, emphasizing key points that support the central idea.

Benchmark Clarifications: Clarification 1: For further guidance, see the Secondary Oral Communication Rubric.

ELA.7.C.3 Following Conventions Conventions ELA.7.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Appropriately use colons.  Appropriately use dangling modifiers.  Appropriately use ellipses.  Appropriately use hyphens.  Vary sentence structure.

Skills to be implemented but not yet mastered are as follows:  Appropriately use passive and active voice.  Use semicolons to form sentences.  Use verbs with attention to voice and mood.  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.7.C.4 Researching Researching and Using Information ELA.7.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.

Benchmark Clarifications: Clarification 1: There is no requirement that students research the additional questions generated. Clarification 2: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment— being able to tell which information is relevant and which sources are trustworthy enough to include.

ELA.7.C.5 Creating and Collaborating Multimedia ELA.7.C.5.1: Integrate diverse digital media to build cohesion in oral or written tasks.

Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the presentation and help to unify the concepts. The elements should be smoothly integrated into the presentation.

Technology in Communication ELA.7.C.5.2: Use digital tools to produce and share writing.

Vocabulary ELA.7.V.1 Finding Meaning

Academic Vocabulary ELA.7.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Morphology ELA.7.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.

Context and Connotation ELA.7.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Sample texts by benchmark

ELA.7. R.1.1

ELA.7. R.1.2

ELA.7. R.1.3

ELA.7. R.1.4

ELA.7. R.2.1

ELA.7. R.2.2

ELA.7. R.2.3

ELA.7. R.2.4

ELA.7. R.3.1

ELA.7. R.3.2

ELA.7. R.3.3

ELA.7. R.3.4

A na ly ze th e im pa ct o f se tt in g on

ch ar ac te r de ve lo pm en t a nd p lo t i n a

lit er ar y te xt .

C om pa re tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E xp la in th e in fl ue nc e of n ar ra to r( s) ,

in cl ud in g un re lia bl e na rr at or (s ),

an d/ or s hi ft s in p oi nt o f vi ew in a

lit er ar y te xt .

A na ly ze th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey a p ur po se in

te xt s.

C om pa re tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt E xp la in h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h di ct io n

an d sy nt ax .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s.

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng a nd

ex pl ai n ex am pl es o f al lu si on s in

te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs

w ith d if fe ri ng p er sp ec tiv es a dd re ss

th e sa m e or r el at ed to pi cs o r th em es .

E xp la in th e m ea ni ng a nd /o r

si gn if ic an ce o f rh et or ic al d ev ic es in a

te xt .

“Address Before a Joint Session of the Congress, November 27, 1963” by Lyndon Baines Johnson

● ● ● ●

“An Occurrence at Owl Creek Bridge” by Ambrose Bierce ● ● ● ●

"Citizenship and Leadership" from The Moral Compass: Stories for a Life’s Journey by William Bennett

● ● ● ●

“Do Not Go Gentle into That Good Night” by Dylan Thomas

● ● ● ● ●

“Farewell Address” by Dwight Eisenhower

● ● ● ● ● ●

“Give Me Liberty or Give Me Death” Speech by Patrick Henry ● ● ● ●

“On First Looking Into Chapman's Homer” by John Keats ● ● ●

ELA.7. R.1.1

ELA.7. R.1.2

ELA.7. R.1.3

ELA.7. R.1.4

ELA.7. R.2.1

ELA.7. R.2.2

ELA.7. R.2.3

ELA.7. R.2.4

ELA.7. R.3.1

ELA.7. R.3.2

ELA.7. R.3.3

ELA.7. R.3.4

A na ly ze th e im pa ct o f se tt in g on

ch ar ac te r de ve lo pm en t a nd p lo t i n a

lit er ar y te xt .

C om pa re tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E xp la in th e in fl ue nc e of n ar ra to r( s) ,

in cl ud in g un re lia bl e na rr at or (s ),

an d/ or s hi ft s in p oi nt o f vi ew in a

lit er ar y te xt .

A na ly ze th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey a p ur po se in

te xt s.

C om pa re tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt E xp la in h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h di ct io n

an d sy nt ax .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s.

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng a nd

ex pl ai n ex am pl es o f al lu si on s in

te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs

w ith d if fe ri ng p er sp ec tiv es a dd re ss

th e sa m e or r el at ed to pi cs o r th em es .

E xp la in th e m ea ni ng a nd /o r

si gn if ic an ce o f rh et or ic al d ev ic es in a

te xt .

“On Women's Right to Vote” by Susan B. Anthony ● ● ● ●

“Sonnet 18” by William Shakespeare ● ● ● ● ●

“The Destructive Male” by Elizabeth Stanton ● ● ● ● ●

“The Eyes Have It” by Philip K. Dick ● ● ●

“The New Colossus” by Emma Lazarus ● ● ● ●

“The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting” by Samuel Adams

● ● ● ●

“the sonnet-ballad” by Gwendolyn Brooks ● ●

“The Tell-Tale Heart” by Edgar Allan Poe ● ● ● ●

Book of Esther from The Bible ● ● ● ●

ELA.7. R.1.1

ELA.7. R.1.2

ELA.7. R.1.3

ELA.7. R.1.4

ELA.7. R.2.1

ELA.7. R.2.2

ELA.7. R.2.3

ELA.7. R.2.4

ELA.7. R.3.1

ELA.7. R.3.2

ELA.7. R.3.3

ELA.7. R.3.4

A na ly ze th e im pa ct o f se tt in g on

ch ar ac te r de ve lo pm en t a nd p lo t i n a

lit er ar y te xt .

C om pa re tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E xp la in th e in fl ue nc e of n ar ra to r( s) ,

in cl ud in g un re lia bl e na rr at or (s ),

an d/ or s hi ft s in p oi nt o f vi ew in a

lit er ar y te xt .

A na ly ze th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey a p ur po se in

te xt s.

C om pa re tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt E xp la in h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h di ct io n

an d sy nt ax .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s.

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng a nd

ex pl ai n ex am pl es o f al lu si on s in

te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs

w ith d if fe ri ng p er sp ec tiv es a dd re ss

th e sa m e or r el at ed to pi cs o r th em es .

E xp la in th e m ea ni ng a nd /o r

si gn if ic an ce o f rh et or ic al d ev ic es in a

te xt .

Freedom Walkers by Russell Freedman

● ● ●

George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer

● ●

The Count of Monte Cristo by Alexandre Dumas ● ● ● ● ●

The Kon-Tiki Expedition: By Raft Across the South Seas by Thor Heyerdahl

● ●

The Long Road to Gettysburg by Jim Murphy ● ●

Narrative of the Life of Frederick Douglass by Frederick Douglass

● ● ● ● ●

The Prince and the Pauper by Mark Twain ● ● ● ●

The Red Umbrella by Christina Diaz Gonzalez ● ● ● ●

ELA.7. R.1.1

ELA.7. R.1.2

ELA.7. R.1.3

ELA.7. R.1.4

ELA.7. R.2.1

ELA.7. R.2.2

ELA.7. R.2.3

ELA.7. R.2.4

ELA.7. R.3.1

ELA.7. R.3.2

ELA.7. R.3.3

ELA.7. R.3.4

A na ly ze th e im pa ct o f se tt in g on

ch ar ac te r de ve lo pm en t a nd p lo t i n a

lit er ar y te xt .

C om pa re tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E xp la in th e in fl ue nc e of n ar ra to r( s) ,

in cl ud in g un re lia bl e na rr at or (s ),

an d/ or s hi ft s in p oi nt o f vi ew in a

lit er ar y te xt .

A na ly ze th e im pa ct o f va ri ou s po et ic

fo rm s on m ea ni ng a nd s ty le .

E xp la in h ow in di vi du al te xt s ec tio ns

an d/ or f ea tu re s co nv ey a p ur po se in

te xt s.

C om pa re tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt E xp la in h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h di ct io n

an d sy nt ax .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s.

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to to ne a nd m ea ni ng a nd

ex pl ai n ex am pl es o f al lu si on s in

te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t h ow a ut ho rs

w ith d if fe ri ng p er sp ec tiv es a dd re ss

th e sa m e or r el at ed to pi cs o r th em es .

E xp la in th e m ea ni ng a nd /o r

si gn if ic an ce o f rh et or ic al d ev ic es in a

te xt .

The Twenty-One Balloons by William Pène du Bois

● ● ● ●

8th Grade Reading

ELA.8.R.1 Reading Prose and Poetry Literary Elements ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary text.

Theme ELA.8.R.1.2: Analyze two or more themes and their development throughout a literary text.

Benchmark Clarifications: Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. Clarification 2: Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Perspective and Point of View ELA.8.R.1.3: Analyze how an author develops and individualizes the perspectives of different characters.

Poetry ELA.8.R.1.4: Analyze structure, sound, imagery, and figurative language in poetry.

Benchmark Clarifications: Clarification 1: Structural elements for this benchmark are form, line length, white space, indention, line breaks, and stanza breaks. Clarification 2: Sound can be created through the use of end rhyme, internal rhyme, slant rhyme, alliteration, assonance, consonance, onomatopoeia, repetition, and meter. Clarification 3: Imagery, as used here, refers to language and description that appeals to the five senses. Clarification 4: Figurative language types for this benchmark are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

ELA.8.R.2 Reading Informational Text Structure ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

Central Idea ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

Purpose and Perspective ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

Benchmark Clarifications: Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction. Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos. Clarification 3: See Secondary Figurative Language. Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Argument ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.

ELA.8.R.3 Reading Across Genres Interpreting Figurative Language ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).

Paraphrasing and Summarizing ELA.8.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.8.R.3.3: Compare and contrast the use or discussion of archetypes in texts.

Benchmark Clarifications: Clarification 1: See Archetypes.

Understanding Rhetoric ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.

Benchmark Clarifications: Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 8.R.3.1 with the addition of irony, rhetorical question, antithesis, and zeugma. Clarification 2: See Secondary Figurative Language. Clarification 3: See Rhetorical Appeals and Rhetorical Devices. Clarification 4: Students will explain the connection between an author’s use of rhetorical devices and the appeal—logos, ethos, or pathos—that is being made. Instruction should focus on ensuring students can explain how specific rhetorical devices contribute to the development of the rhetorical appeal(s) the author uses.

Communication ELA.8.C.1 Communicating Through Writing

Narrative Writing ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques.

Argumentative Writing ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Expository Writing ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.

ELA.8.C.2 Communicating Orally Oral Presentation ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence.

Benchmark Clarifications: Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

ELA.8.C.3 Following Conventions Conventions ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Appropriately use passive and active voice.  Use semicolons to form sentences.  Use verbs with attention to voice and mood.

Skills to be implemented but not yet mastered are as follows:  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.8.C.4 Researching Researching and Using Information ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.

Benchmark Clarifications: Clarification 1: There is no requirement that students research the additional questions generated. Clarification 2: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

ELA.8.C.5 Creating and Collaborating Multimedia ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.

Technology in Communication ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing

Vocabulary ELA.8.V.1 Finding Meaning

Academic Vocabulary ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Morphology ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Benchmark Clarifications: Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.

Context and Connotation ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Sample texts by benchmark

ELA.8. R.1.1

ELA.8. R.1.2

ELA.8. R.1.3

ELA.8. R.1.4

ELA.8. R.2.1

ELA.8. R.2.2

ELA.8. R.2.3

ELA.8. R.2.4

ELA.8. R.3.1

ELA.8. R.3.2

ELA.8. R.3.3

ELA.8. R.3.4

A na ly ze th e in te ra ct io n be tw ee n

ch ar ac te r de ve lo pm en t, se tti ng , a nd

pl ot in a li te ra ry te xt .

A na ly ze tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

A na ly ze h ow a n au th or d ev el op s an d

in di vi du al iz es th e pe rs pe ct iv es o f

di ff er en t c ha ra ct er s.

A na ly ze s tr uc tu re , s ou nd , i m ag er y,

an d fi gu ra tiv e la ng ua ge in p oe tr y.

A na ly ze h ow in di vi du al te xt s ec ti on s

an d/ or f ea tu re s co nv ey a p ur po se

an d/ or m ea ni ng in te xt s.

A na ly ze tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt .

E xp la in h ow a n au th or e st ab lis he s

an d ac hi ev es p ur po se (s ) th ro ug h

rh et or ic al a pp ea ls a nd /o r fi gu ra ti ve

la ng ua ge .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s, id en tif yi ng w ay s in

w hi ch th e ar gu m en t c ou ld b e

im pr ov ed .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng a nd e xp la in

ex am pl es o f sy m bo li sm in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he u se o r

di sc us si on o f ar ch et yp es in te xt s.

E xp la in h ow a n au th or u se s

rh et or ic al d ev ic es to s up po rt o r

ad va nc e an a pp ea l.

“9/11 Address to the Nation” by George W. Bush

● ● ● ● ●

“A Day that Will Live in Infamy” by Franklin Roosevelt

● ● ● ● ●

“Ain't I a Woman?” by Sojourner Truth

● ● ● ● ●

“Blessings of Liberty and Education” by Frederick Douglass

● ● ● ● ●

“Introduction to Poetry” by Billy Collins

● ● ● ●

“Parsley” by Rita Dove ● ● ● ● ●

“The Bells” by Edgar Allan Poe

● ● ●

“The Cremation of Sam McGee” by Robert Service

● ● ●

100

ELA.8. R.1.1

ELA.8. R.1.2

ELA.8. R.1.3

ELA.8. R.1.4

ELA.8. R.2.1

ELA.8. R.2.2

ELA.8. R.2.3

ELA.8. R.2.4

ELA.8. R.3.1

ELA.8. R.3.2

ELA.8. R.3.3

ELA.8. R.3.4

A na ly ze th e in te ra ct io n be tw ee n

ch ar ac te r de ve lo pm en t, se tti ng , a nd

pl ot in a li te ra ry te xt .

A na ly ze tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

A na ly ze h ow a n au th or d ev el op s an d

in di vi du al iz es th e pe rs pe ct iv es o f

di ff er en t c ha ra ct er s.

A na ly ze s tr uc tu re , s ou nd , i m ag er y,

an d fi gu ra tiv e la ng ua ge in p oe tr y.

A na ly ze h ow in di vi du al te xt s ec ti on s

an d/ or f ea tu re s co nv ey a p ur po se

an d/ or m ea ni ng in te xt s.

A na ly ze tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt .

E xp la in h ow a n au th or e st ab lis he s

an d ac hi ev es p ur po se (s ) th ro ug h

rh et or ic al a pp ea ls a nd /o r fi gu ra ti ve

la ng ua ge .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s, id en tif yi ng w ay s in

w hi ch th e ar gu m en t c ou ld b e

im pr ov ed .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng a nd e xp la in

ex am pl es o f sy m bo li sm in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he u se o r

di sc us si on o f ar ch et yp es in te xt s.

E xp la in h ow a n au th or u se s

rh et or ic al d ev ic es to s up po rt o r

ad va nc e an a pp ea l.

“The Gift of the Magi” by O. Henry

● ● ● ●

“The Raven” by Edgar Allan Poe

● ● ● ●

“The Yellow Wallpaper” by Charlotte Perkins Gilman

● ● ● ●

“We Real Cool” by Gwendolyn Brooks

● ● ● ●

“What Does American Democracy Mean to Me?” by Mary McLeod Bethune

● ● ● ●

Anne Frank: Diary of a Young Girl by Anne Frank

● ● ● ●

Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson

● ● ● ● ● ●

I Will Always Write Back by Caitlin Alifirenka, Liz Welch, Ganda, Martin

● ● ● ●

101

ELA.8. R.1.1

ELA.8. R.1.2

ELA.8. R.1.3

ELA.8. R.1.4

ELA.8. R.2.1

ELA.8. R.2.2

ELA.8. R.2.3

ELA.8. R.2.4

ELA.8. R.3.1

ELA.8. R.3.2

ELA.8. R.3.3

ELA.8. R.3.4

A na ly ze th e in te ra ct io n be tw ee n

ch ar ac te r de ve lo pm en t, se tti ng , a nd

pl ot in a li te ra ry te xt .

A na ly ze tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

A na ly ze h ow a n au th or d ev el op s an d

in di vi du al iz es th e pe rs pe ct iv es o f

di ff er en t c ha ra ct er s.

A na ly ze s tr uc tu re , s ou nd , i m ag er y,

an d fi gu ra tiv e la ng ua ge in p oe tr y.

A na ly ze h ow in di vi du al te xt s ec ti on s

an d/ or f ea tu re s co nv ey a p ur po se

an d/ or m ea ni ng in te xt s.

A na ly ze tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt .

E xp la in h ow a n au th or e st ab lis he s

an d ac hi ev es p ur po se (s ) th ro ug h

rh et or ic al a pp ea ls a nd /o r fi gu ra ti ve

la ng ua ge .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s, id en tif yi ng w ay s in

w hi ch th e ar gu m en t c ou ld b e

im pr ov ed .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng a nd e xp la in

ex am pl es o f sy m bo li sm in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he u se o r

di sc us si on o f ar ch et yp es in te xt s.

E xp la in h ow a n au th or u se s

rh et or ic al d ev ic es to s up po rt o r

ad va nc e an a pp ea l.

Long Walk to Freedom by Nelson Mandela

● ● ● ●

Rip Van Winkle by Washington Irving

● ● ● ● ●

Shane by Jack Schaefer ● ● ● ● ● ●

Sir Gawain and the Green Knight by Gawain Poet (unknown)

● ● ● ● ●

Swiss Family Robinson by Johann David Wyss

● ● ● ● ●

Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmesh

● ● ●

The Call of the Wild by Jack London

● ● ● ●

The Chosen by Chaim Potok ● ● ● ● ● ●

The Hobbit by J.R.R. Tolkien ● ● ● ● ● ●

102

ELA.8. R.1.1

ELA.8. R.1.2

ELA.8. R.1.3

ELA.8. R.1.4

ELA.8. R.2.1

ELA.8. R.2.2

ELA.8. R.2.3

ELA.8. R.2.4

ELA.8. R.3.1

ELA.8. R.3.2

ELA.8. R.3.3

ELA.8. R.3.4

A na ly ze th e in te ra ct io n be tw ee n

ch ar ac te r de ve lo pm en t, se tti ng , a nd

pl ot in a li te ra ry te xt .

A na ly ze tw o or m or e th em es a nd

th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

A na ly ze h ow a n au th or d ev el op s an d

in di vi du al iz es th e pe rs pe ct iv es o f

di ff er en t c ha ra ct er s.

A na ly ze s tr uc tu re , s ou nd , i m ag er y,

an d fi gu ra tiv e la ng ua ge in p oe tr y.

A na ly ze h ow in di vi du al te xt s ec ti on s

an d/ or f ea tu re s co nv ey a p ur po se

an d/ or m ea ni ng in te xt s.

A na ly ze tw o or m or e ce nt ra l i de as

an d th ei r de ve lo pm en t t hr ou gh ou t a

te xt .

E xp la in h ow a n au th or e st ab lis he s

an d ac hi ev es p ur po se (s ) th ro ug h

rh et or ic al a pp ea ls a nd /o r fi gu ra ti ve

la ng ua ge .

T ra ck th e de ve lo pm en t o f an

ar gu m en t, an al yz in g th e ty pe s of

re as on in g us ed a nd th ei r

ef fe ct iv en es s, id en tif yi ng w ay s in

w hi ch th e ar gu m en t c ou ld b e

im pr ov ed .

A na ly ze h ow f ig ur at iv e la ng ua ge

co nt ri bu te s to m ea ni ng a nd e xp la in

ex am pl es o f sy m bo li sm in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he u se o r

di sc us si on o f ar ch et yp es in te xt s.

E xp la in h ow a n au th or u se s

rh et or ic al d ev ic es to s up po rt o r

ad va nc e an a pp ea l.

The Princess and the Goblin by George MacDonald

● ● ● ● ● ●

The Wright Brothers: How They Invented the Airplane by Russell Freedman

● ●

Things Fall Apart by Chinua Achebe

● ● ● ● ● ●

To Kill a Mockingbird by Harper Lee

● ● ● ● ● ● ●

Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert by Marc Aronson

● ● ●

103

9th-12th Grade “If we encounter a man of rare intellect, we should ask him what books he reads.” – Ralph Waldo Emerson

In grades 9-12, students are moving beyond analysis and evaluating writing, looking at particular techniques an author uses to add levels of meaning. Students continue to be introduced to literature from historic time periods. This framework will help students in building a body of knowledge useful in being able to interpret multiple layers of meaning. In high school, those periods begin with the Classical Period and continue to the present:

• Classical Period (1200 BCE–455 CE) • Medieval Period (455 CE–1485 CE) • Renaissance Period (1300–1600) • Restoration and 18th Century (1660–1790) British Literature • Colonial and Early National Period (1600–1830) American Literature • Romantic Period (1790–1870) • Realism and Naturalism Period (1870–1930) • Modernist Period (1910–1945) • Contemporary Period (1945–present)

9th Grade Reading

ELA.9.R.1 Reading Prose and Poetry Literary Elements ELA.9.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary text.

Benchmark Clarifications: Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone. Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred) Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

104

Theme ELA.9.R.1.2: Analyze universal themes and their development throughout a literary text.

Benchmark Clarifications: Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Perspective and Point of View ELA.9.R.1.3: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

Benchmark Clarifications: Clarification 1: See Rhetorical Devices for more information on irony.

Poetry ELA.9.R.1.4: Analyze the characters, structures, and themes of epic poetry.

Benchmark Clarifications: Clarification 1: For more information, see Literary Periods.

ELA.9.R.2 Reading Informational Text Structure ELA.9.R.2.1: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

Benchmark Clarifications: Clarification 1: Students will analyze the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence. Clarification 2: Students will analyze the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices. Central Idea ELA.9.R.2.2: Evaluate the support an author uses to develop the central idea(s) throughout a text.

Benchmark Clarifications: Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos. Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

105

Purpose and Perspective ELA.9.R.2.3: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

Argument ELA.9.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

Benchmark Clarifications: Clarification 1: Validity refers to the soundness of the arguments.

ELA.9.R.3 Reading Across Genres Interpreting Figurative Language ELA.9.R.3.1: Explain how figurative language creates mood in text(s).

Paraphrasing and Summarizing ELA.9.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.9.R.3.3: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.

Benchmark Clarifications: Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible.

106

Understanding Rhetoric ELA.9.R.3.4: Explain an author’s use of rhetoric in a text.

Benchmark Clarifications: Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 9.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, and synecdoche. Clarification 2: See Secondary Figurative Language and Rhetorical Devices.

Communication ELA.9.C.1 Communicating Through Writing

Narrative Writing ELA.9.C.1.2: Write narratives using narrative techniques, varied transitions, and a clearly established point of view.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques.

Argumentative Writing ELA.9.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques.

Expository Writing ELA.9.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.9.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.

107

ELA.9.C.2 Communicating Orally Oral Presentation ELA.9.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

Benchmark Clarifications: Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation. Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

ELA.9.C.3 Following Conventions Conventions ELA.9.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be implemented but not yet mastered are as follows:  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

 Use knowledge of usage rules to create flow in writing and presenting. Clarification 2: See Convention Progression by Grade Level.

ELA.9.C.4 Researching Researching and Using Information ELA.9.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and refining the scope of the question to align with findings.

Benchmark Clarifications: Clarification 1: There is no requirement that students research the additional questions generated.

ELA.9.C.5 Creating and Collaborating Multimedia ELA.9.C.5.1: Create digital presentations with coherent ideas and a clear perspective.

Benchmark Clarifications: Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.

Technology in Communication ELA.9.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.

108

Vocabulary ELA.9.V.1 Finding Meaning

Academic Vocabulary ELA.9.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Morphology ELA.9.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Benchmark Clarifications: Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time. Clarification 2: Derivation refers to making new words from an existing word by adding affixes.

Context and Connotation ELA.9.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

109

Sample texts by benchmark

ELA.9. R.1.1

ELA.9. R.1.2

ELA.9. R.1.3

ELA.9. R.1.4

ELA.9. R.2.1

ELA.9. R.2.2

ELA.9. R.2.3

ELA.9. R.2.4

ELA.9. R.3.1

ELA.9. R.3.2

ELA.9. R.3.3

ELA.9. R.3.4

E xp la in h ow k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt .

A na ly ze u ni ve rs al th em es a nd th ei r

de ve lo pm en t t hr ou gh ou t ( a) li te ra ry

te xt (s ).

A na ly ze th e in fl ue nc e of n ar ra to r

pe rs pe ct iv e on a te xt , e xp la in in g ho w th e

au th or c re at es ir on y or s at ir e.

A na ly ze th e ch ar ac te rs , s tr uc tu re s, a nd

th em es o f ep ic p oe tr y.

A na ly ze h ow m ul ti pl e te xt s tr uc tu re s

an d/ or f ea tu re s co nv ey a p ur po se a nd /o r

m ea ni ng in te xt s.

E va lu at e th e su pp or t a n au th or u se s to

de ve lo p th e ce nt ra l i de a th ro ug ho ut a

te xt A na ly ze h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h rh et or ic al

ap pe al s an d/ or f ig ur at iv e la ng ua ge .

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua tin g th e ef fe ct iv en es s an d va lid ity

of th e cl ai m s.

E xp la in h ow f ig ur at iv e la ng ua ge c re at es

m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he w ay s in w hi ch

au th or s ha ve a da pt ed m yt hi ca l, cl as si ca l,

or r el ig io us te xt s.

E xp la in a n au th or ’s u se o f rh et or ic in a

te xt .

“A Modest Proposal” by Jonathan Swift ● ● ● ● ● ● ● ●

"A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez

● ● ●

“A White Heron” by Sarah Orne Jewett ● ● ● ●

“Bringing My Son to the Police Station to be Fingerprinted” by Shoshauna Sky

● ● ●

“Choice: A Tribute to Dr. Martin Luther King, Jr.” by Alice Walker ● ● ● ● ●

“Danger of a Single Story” by Chimamanda Ngozi Adichie

● ● ● ●

“I Have a Dream” by Martin Luther King, Jr.

● ● ● ●

"Industrial Education for the Negro" by Booker T. Washington

● ● ●

110

ELA.9. R.1.1

ELA.9. R.1.2

ELA.9. R.1.3

ELA.9. R.1.4

ELA.9. R.2.1

ELA.9. R.2.2

ELA.9. R.2.3

ELA.9. R.2.4

ELA.9. R.3.1

ELA.9. R.3.2

ELA.9. R.3.3

ELA.9. R.3.4

E xp la in h ow k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt .

A na ly ze u ni ve rs al th em es a nd th ei r

de ve lo pm en t t hr ou gh ou t ( a) li te ra ry

te xt (s ).

A na ly ze th e in fl ue nc e of n ar ra to r

pe rs pe ct iv e on a te xt , e xp la in in g ho w th e

au th or c re at es ir on y or s at ir e.

A na ly ze th e ch ar ac te rs , s tr uc tu re s, a nd

th em es o f ep ic p oe tr y.

A na ly ze h ow m ul ti pl e te xt s tr uc tu re s

an d/ or f ea tu re s co nv ey a p ur po se a nd /o r

m ea ni ng in te xt s.

E va lu at e th e su pp or t a n au th or u se s to

de ve lo p th e ce nt ra l i de a th ro ug ho ut a

te xt A na ly ze h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h rh et or ic al

ap pe al s an d/ or f ig ur at iv e la ng ua ge .

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua tin g th e ef fe ct iv en es s an d va lid ity

of th e cl ai m s.

E xp la in h ow f ig ur at iv e la ng ua ge c re at es

m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he w ay s in w hi ch

au th or s ha ve a da pt ed m yt hi ca l, cl as si ca l,

or r el ig io us te xt s.

E xp la in a n au th or ’s u se o f rh et or ic in a

te xt .

“Letter from Birmingham Jail” by Martin Luther King, Jr.

● ● ● ● ● ● ●

"Letter to the Grand Duchess in 1615" by Galileo Galilei

● ● ● ● ●

“Nobel Prize Acceptance Speech 1950” by William Faulkner

● ● ●

“St Crispin's Day Speech,” Henry V, Act IV Scene iii 18–67 by William Shakespeare

● ● ● ● ● ●

“Speech to the Troops” 1588 by Elizabeth I

● ● ● ●

“The Love Song of J. Alfred Prufrock” by T.S. Eliot

● ● ● ● ● ● ●

"The Talented Tenth" by W.E.B. DuBois ● ● ● ●

1984 by George Orwell ● ● ● ●

Animal Farm by George Orwell ● ● ● ● ● ● ● ●

Antigone by Jean Anouilh ● ● ● ● ●

111

ELA.9. R.1.1

ELA.9. R.1.2

ELA.9. R.1.3

ELA.9. R.1.4

ELA.9. R.2.1

ELA.9. R.2.2

ELA.9. R.2.3

ELA.9. R.2.4

ELA.9. R.3.1

ELA.9. R.3.2

ELA.9. R.3.3

ELA.9. R.3.4

E xp la in h ow k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt .

A na ly ze u ni ve rs al th em es a nd th ei r

de ve lo pm en t t hr ou gh ou t ( a) li te ra ry

te xt (s ).

A na ly ze th e in fl ue nc e of n ar ra to r

pe rs pe ct iv e on a te xt , e xp la in in g ho w th e

au th or c re at es ir on y or s at ir e.

A na ly ze th e ch ar ac te rs , s tr uc tu re s, a nd

th em es o f ep ic p oe tr y.

A na ly ze h ow m ul ti pl e te xt s tr uc tu re s

an d/ or f ea tu re s co nv ey a p ur po se a nd /o r

m ea ni ng in te xt s.

E va lu at e th e su pp or t a n au th or u se s to

de ve lo p th e ce nt ra l i de a th ro ug ho ut a

te xt A na ly ze h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h rh et or ic al

ap pe al s an d/ or f ig ur at iv e la ng ua ge .

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua tin g th e ef fe ct iv en es s an d va lid ity

of th e cl ai m s.

E xp la in h ow f ig ur at iv e la ng ua ge c re at es

m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he w ay s in w hi ch

au th or s ha ve a da pt ed m yt hi ca l, cl as si ca l,

or r el ig io us te xt s.

E xp la in a n au th or ’s u se o f rh et or ic in a

te xt .

Antigone by Sophocles ● ● ● ● ● ● ●

Beowulf (author unknown) ● ● ● ●

Democracy in America by Alexis de Tocqueville

●

Electra by Sophocles ● ● ● ● ● ● ●

Finding Mañana: A Memoir of a Cuban Exodus by Mirta Ojito

● ● ●

Medea by Euripides ● ● ● ●

Old Greek Stories by James Baldwin ● ● ● ● ● ● ● ●

Romeo and Juliet by William Shakespeare ● ● ● ● ● ● ● ●

The Aeneid by Virgil ● ● ● ● ● ● ● ●

The Death of Ivan Ilyich by Leo Tolstoy ● ● ● ● ●

The Epic of Gilgamesh (author unknown) ● ● ● ●

The Hero with a Thousand Faces by Joseph Campbell

● ● ● ● ●

The Iliad by Homer ● ● ● ● ● ●

112

ELA.9. R.1.1

ELA.9. R.1.2

ELA.9. R.1.3

ELA.9. R.1.4

ELA.9. R.2.1

ELA.9. R.2.2

ELA.9. R.2.3

ELA.9. R.2.4

ELA.9. R.3.1

ELA.9. R.3.2

ELA.9. R.3.3

ELA.9. R.3.4

E xp la in h ow k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt .

A na ly ze u ni ve rs al th em es a nd th ei r

de ve lo pm en t t hr ou gh ou t ( a) li te ra ry

te xt (s ).

A na ly ze th e in fl ue nc e of n ar ra to r

pe rs pe ct iv e on a te xt , e xp la in in g ho w th e

au th or c re at es ir on y or s at ir e.

A na ly ze th e ch ar ac te rs , s tr uc tu re s, a nd

th em es o f ep ic p oe tr y.

A na ly ze h ow m ul ti pl e te xt s tr uc tu re s

an d/ or f ea tu re s co nv ey a p ur po se a nd /o r

m ea ni ng in te xt s.

E va lu at e th e su pp or t a n au th or u se s to

de ve lo p th e ce nt ra l i de a th ro ug ho ut a

te xt A na ly ze h ow a n au th or e st ab lis he s an d

ac hi ev es p ur po se (s ) th ro ug h rh et or ic al

ap pe al s an d/ or f ig ur at iv e la ng ua ge .

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua tin g th e ef fe ct iv en es s an d va lid ity

of th e cl ai m s.

E xp la in h ow f ig ur at iv e la ng ua ge c re at es

m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

C om pa re a nd c on tr as t t he w ay s in w hi ch

au th or s ha ve a da pt ed m yt hi ca l, cl as si ca l,

or r el ig io us te xt s.

E xp la in a n au th or ’s u se o f rh et or ic in a

te xt .

The Lincoln-Douglas Debates 1st Debate ● ●

The Odyssey by Homer ● ● ● ● ●

The Prince by Nicolai Machiavelli ● ● ● ● ●

Unbroken by Laura Hillenbrand ● ● ●

113

10th Grade Reading

ELA.10.R.1 Reading Prose and Poetry Literary Elements ELA.10.R.1.1: Analyze how key elements enhance or add layers of meaning and/or style in a literary text.

Theme ELA.10.R.1.2: Analyze and compare universal themes and their development throughout a literary text.

Perspective and Point of View ELA.10.R.1.3: Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives.

Poetry ELA.10.R.1.4: Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.

Benchmark Clarifications: Clarification 1: For more information, see Literary Periods.

114

ELA.10.R.2 Reading Informational Text Structure ELA.10.R.2.1: Analyze the impact of multiple text structures and the use of features in text(s).

Benchmark Clarifications: Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence. Clarification 2: Students will analyze the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendice.

Central Idea ELA.10.R.2.2: Analyze the central idea(s) of historical American speeches and essays.

Purpose and Perspective ELA.10.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.

Argument ELA.10.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.

Benchmark Clarifications: Clarification 1: Validity refers to the soundness of the arguments.

ELA.10.R.3 Reading Across Genres Interpreting Figurative Language ELA.10.R.3.1: Analyze how figurative language creates mood in text(s).

Paraphrasing and Summarizing ELA.10.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

115

Comparative Reading ELA.10.R.3.3: Analyze how mythical, classical, or religious texts have been adapted.

Understanding Rhetoric ELA.10.R.3.4: Analyze an author’s use of rhetoric in a text.

Benchmark Clarifications: Clarification 1: Students will analyze the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos. Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, and asyndeton. Clarification 3: See Secondary Figurative Language. Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Communication ELA.10.C.1 Communicating Through Writing

Narrative Writing ELA.10.C.1.2: Write narratives using an appropriate pace to create tension, mood, and/or tone.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques.

Argumentative Writing ELA.10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques. Clarification 2: The tone should be both formal and objective, relying more on argument and rhetorical appeals rather than on propaganda techniques. Use narrative techniques to strengthen writing where appropriate.

Expository Writing ELA.10.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.

Benchmark Clarifications: Clarification 1: See Writing Types.

116

Improving Writing ELA.10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

ELA.10.C.2 Communicating Orally Oral Presentation ELA.10.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

Benchmark Clarifications: Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation. Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

ELA.10.C.3 Following Conventions Conventions ELA.10.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Skills to be implemented but not yet mastered are as follows:  Use knowledge of usage rules to create flow in writing and presenting.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.10.C.4 Researching Researching and Using Information ELA.10.C.4.1: Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.

117

ELA.10.C.5 Creating and Collaborating Multimedia ELA.10.C.5.1: Create digital presentations to improve understanding of findings, reasoning, and evidence.

Benchmark Clarifications: Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.

Technology in Communication ELA.10.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.

Vocabulary ELA.10.V.1 Finding Meaning

Academic Vocabulary ELA.10.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Morphology ELA.10.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Context and Connotation ELA.10.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

118

Sample texts by benchmark

ELA.10. R.1.1

ELA.10. R.1.2

ELA.10. R.1.3

ELA.10. R.1.4

ELA.10. R.2.1

ELA.10. R.2.2

ELA.10. R.2.3

ELA.10. R.2.4

ELA.10. R.3.1

ELA.10. R.3.2

ELA.10. R.3.3

ELA.10. R.3.4

A na ly ze h ow k ey e le m en ts e nh an ce

or a dd la ye rs o f m ea ni ng a nd /o r st yl e

in a li te ra ry te xt .

A na ly ze a nd c om pa re u ni ve rs al

th em es a nd th ei r de ve lo pm en t

th ro ug ho ut a li te ra ry te xt .

A na ly ze c om in g of a ge e xp er ie nc es

re fl ec te d in a te xt a nd h ow th e au th or

re pr es en ts c on fl ic tin g pe rs pe ct iv es .

A na ly ze h ow a ut ho rs c re at e m ul tip le

la ye rs o f m ea ni ng a nd /o r am bi gu ity

in a p oe m .

A na ly ze th e im pa ct o f m ul ti pl e te xt

st ru ct ur es a nd th e us e of f ea tu re s in

te xt (s ).

A na ly ze th e ce nt ra l i de a( s) o f

hi st or ic al A m er ic an s pe ec he s an d

es sa ys .

A na ly ze a n au th or ’s c ho ic es in

es ta bl is hi ng a nd a ch ie vi ng

pu rp os e( s) in h is to ri ca l A m er ic an

s p ee ch es a nd e ss ay s.

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua ti ng th e ef fe ct iv en es s an d va li di ty

of th e cl ai m s, a nd a na ly zi ng th e w ay s in

w hi ch th e au th or s us e th e sa m e

in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze h ow f ig ur at iv e la ng ua ge

cr ea te s m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze h ow m yt hi ca l, cl as si ca l, or

re lig io us te xt s ha ve b ee n ad ap te d.

A na ly ze a n au th or ’s u se o f rh et or ic

in a te xt .

“Address to William Henry Harrison” by Chief Tecumseh

● ● ● ● ●

“Checkers” Speech by Richard Nixon

● ● ● ● ●

“Constantly Risking Absurdity” by Lawrence Ferlinghetti

● ● ● ●

“Cross of Gold” by William Jennings Bryan ● ● ● ● ●

“Farewell Address” by George Washington

● ● ● ● ●

“Farewell Speech” by Gen. Douglas MacArthur

● ● ● ● ●

119

ELA.10. R.1.1

ELA.10. R.1.2

ELA.10. R.1.3

ELA.10. R.1.4

ELA.10. R.2.1

ELA.10. R.2.2

ELA.10. R.2.3

ELA.10. R.2.4

ELA.10. R.3.1

ELA.10. R.3.2

ELA.10. R.3.3

ELA.10. R.3.4

A na ly ze h ow k ey e le m en ts e nh an ce

or a dd la ye rs o f m ea ni ng a nd /o r st yl e

in a li te ra ry te xt .

A na ly ze a nd c om pa re u ni ve rs al

th em es a nd th ei r de ve lo pm en t

th ro ug ho ut a li te ra ry te xt .

A na ly ze c om in g of a ge e xp er ie nc es

re fl ec te d in a te xt a nd h ow th e au th or

re pr es en ts c on fl ic tin g pe rs pe ct iv es .

A na ly ze h ow a ut ho rs c re at e m ul tip le

la ye rs o f m ea ni ng a nd /o r am bi gu ity

in a p oe m .

A na ly ze th e im pa ct o f m ul ti pl e te xt

st ru ct ur es a nd th e us e of f ea tu re s in

te xt (s ).

A na ly ze th e ce nt ra l i de a( s) o f

hi st or ic al A m er ic an s pe ec he s an d

es sa ys .

A na ly ze a n au th or ’s c ho ic es in

es ta bl is hi ng a nd a ch ie vi ng

pu rp os e( s) in h is to ri ca l A m er ic an

s p ee ch es a nd e ss ay s.

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua ti ng th e ef fe ct iv en es s an d va li di ty

of th e cl ai m s, a nd a na ly zi ng th e w ay s in

w hi ch th e au th or s us e th e sa m e

in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze h ow f ig ur at iv e la ng ua ge

cr ea te s m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze h ow m yt hi ca l, cl as si ca l, or

re lig io us te xt s ha ve b ee n ad ap te d.

A na ly ze a n au th or ’s u se o f rh et or ic

in a te xt .

“For the Equal Rights Amendment” by Shirley Chisholm

● ● ● ● ● ●

“House Divided” Speech by Abraham Lincoln

● ● ● ● ●

“I Am a Democrat and not a Revolutionist” by Sen. David Bennett Hill

● ● ● ● ● ●

“Not Waving But Drowning” by Stevie Smith

● ● ● ●

“Ozymandias” by Percy Bysshe Shelley ● ● ● ●

“Sinners in the Hands of an Angry God” by Jonathan Edwards

● ● ● ● ● ●

“Thanatopsis” by William Cullen Bryant

● ● ● ●

120

ELA.10. R.1.1

ELA.10. R.1.2

ELA.10. R.1.3

ELA.10. R.1.4

ELA.10. R.2.1

ELA.10. R.2.2

ELA.10. R.2.3

ELA.10. R.2.4

ELA.10. R.3.1

ELA.10. R.3.2

ELA.10. R.3.3

ELA.10. R.3.4

A na ly ze h ow k ey e le m en ts e nh an ce

or a dd la ye rs o f m ea ni ng a nd /o r st yl e

in a li te ra ry te xt .

A na ly ze a nd c om pa re u ni ve rs al

th em es a nd th ei r de ve lo pm en t

th ro ug ho ut a li te ra ry te xt .

A na ly ze c om in g of a ge e xp er ie nc es

re fl ec te d in a te xt a nd h ow th e au th or

re pr es en ts c on fl ic tin g pe rs pe ct iv es .

A na ly ze h ow a ut ho rs c re at e m ul tip le

la ye rs o f m ea ni ng a nd /o r am bi gu ity

in a p oe m .

A na ly ze th e im pa ct o f m ul ti pl e te xt

st ru ct ur es a nd th e us e of f ea tu re s in

te xt (s ).

A na ly ze th e ce nt ra l i de a( s) o f

hi st or ic al A m er ic an s pe ec he s an d

es sa ys .

A na ly ze a n au th or ’s c ho ic es in

es ta bl is hi ng a nd a ch ie vi ng

pu rp os e( s) in h is to ri ca l A m er ic an

s p ee ch es a nd e ss ay s.

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua ti ng th e ef fe ct iv en es s an d va li di ty

of th e cl ai m s, a nd a na ly zi ng th e w ay s in

w hi ch th e au th or s us e th e sa m e

in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze h ow f ig ur at iv e la ng ua ge

cr ea te s m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze h ow m yt hi ca l, cl as si ca l, or

re lig io us te xt s ha ve b ee n ad ap te d.

A na ly ze a n au th or ’s u se o f rh et or ic

in a te xt .

“The Second Coming” by William Butler Yeats

● ● ●

“The Story of Pygmalion” from Metamorphoses by Ovid

● ● ●

“What to the Slave Is the Fourth of July?” by Frederick Douglass

● ● ● ●

“What’s Wrong with ‘Equal Rights’ for Women?” by Phyllis Schlafly

● ● ● ●

2 Samuel from The Bible ● ● ● ● ●

A Raisin in the Sun by Lorraine Hansberry ● ● ● ●

A Tale of Two Cities by Charles Dickens ● ● ● ●

Common Sense by Thomas Paine

● ● ● ● ●

121

ELA.10. R.1.1

ELA.10. R.1.2

ELA.10. R.1.3

ELA.10. R.1.4

ELA.10. R.2.1

ELA.10. R.2.2

ELA.10. R.2.3

ELA.10. R.2.4

ELA.10. R.3.1

ELA.10. R.3.2

ELA.10. R.3.3

ELA.10. R.3.4

A na ly ze h ow k ey e le m en ts e nh an ce

or a dd la ye rs o f m ea ni ng a nd /o r st yl e

in a li te ra ry te xt .

A na ly ze a nd c om pa re u ni ve rs al

th em es a nd th ei r de ve lo pm en t

th ro ug ho ut a li te ra ry te xt .

A na ly ze c om in g of a ge e xp er ie nc es

re fl ec te d in a te xt a nd h ow th e au th or

re pr es en ts c on fl ic tin g pe rs pe ct iv es .

A na ly ze h ow a ut ho rs c re at e m ul tip le

la ye rs o f m ea ni ng a nd /o r am bi gu ity

in a p oe m .

A na ly ze th e im pa ct o f m ul ti pl e te xt

st ru ct ur es a nd th e us e of f ea tu re s in

te xt (s ).

A na ly ze th e ce nt ra l i de a( s) o f

hi st or ic al A m er ic an s pe ec he s an d

es sa ys .

A na ly ze a n au th or ’s c ho ic es in

es ta bl is hi ng a nd a ch ie vi ng

pu rp os e( s) in h is to ri ca l A m er ic an

s p ee ch es a nd e ss ay s.

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua ti ng th e ef fe ct iv en es s an d va li di ty

of th e cl ai m s, a nd a na ly zi ng th e w ay s in

w hi ch th e au th or s us e th e sa m e

in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze h ow f ig ur at iv e la ng ua ge

cr ea te s m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze h ow m yt hi ca l, cl as si ca l, or

re lig io us te xt s ha ve b ee n ad ap te d.

A na ly ze a n au th or ’s u se o f rh et or ic

in a te xt .

Cry, The Beloved Country by Alan Paton ● ● ● ●

Fahrenheit 451 by Ray Bradbury ● ● ● ●

Frankenstein by Mary Shelley ● ● ● ● ●

Galatea by Madeline Miller ● ● ● ●

Land of Hope: An Invitation to the Great American Story by Wilfred M. McClay

● ● ● ● ● ●

Lord of the Flies by William Golding ● ● ● ● ●

Macbeth by William Shakespeare ● ● ● ● ●

Midsummer Night’s Dream by William Shakespeare

● ● ● ●

122

ELA.10. R.1.1

ELA.10. R.1.2

ELA.10. R.1.3

ELA.10. R.1.4

ELA.10. R.2.1

ELA.10. R.2.2

ELA.10. R.2.3

ELA.10. R.2.4

ELA.10. R.3.1

ELA.10. R.3.2

ELA.10. R.3.3

ELA.10. R.3.4

A na ly ze h ow k ey e le m en ts e nh an ce

or a dd la ye rs o f m ea ni ng a nd /o r st yl e

in a li te ra ry te xt .

A na ly ze a nd c om pa re u ni ve rs al

th em es a nd th ei r de ve lo pm en t

th ro ug ho ut a li te ra ry te xt .

A na ly ze c om in g of a ge e xp er ie nc es

re fl ec te d in a te xt a nd h ow th e au th or

re pr es en ts c on fl ic tin g pe rs pe ct iv es .

A na ly ze h ow a ut ho rs c re at e m ul tip le

la ye rs o f m ea ni ng a nd /o r am bi gu ity

in a p oe m .

A na ly ze th e im pa ct o f m ul ti pl e te xt

st ru ct ur es a nd th e us e of f ea tu re s in

te xt (s ).

A na ly ze th e ce nt ra l i de a( s) o f

hi st or ic al A m er ic an s pe ec he s an d

es sa ys .

A na ly ze a n au th or ’s c ho ic es in

es ta bl is hi ng a nd a ch ie vi ng

pu rp os e( s) in h is to ri ca l A m er ic an

s p ee ch es a nd e ss ay s.

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua ti ng th e ef fe ct iv en es s an d va li di ty

of th e cl ai m s, a nd a na ly zi ng th e w ay s in

w hi ch th e au th or s us e th e sa m e

in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze h ow f ig ur at iv e la ng ua ge

cr ea te s m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze h ow m yt hi ca l, cl as si ca l, or

re lig io us te xt s ha ve b ee n ad ap te d.

A na ly ze a n au th or ’s u se o f rh et or ic

in a te xt .

Of Mice and Men by John Steinbeck ● ● ●

Prometheus Unbound by Percy Bysshe Shelley

● ● ● ● ●

Pygmalion by George Bernard Shaw ● ● ● ●

The Autobiography of an Ex-Colored Man by James Weldon Johnson

● ● ● ● ●

The Crucible by Arthur Miller ● ● ●

The Piano Lesson by August Wilson ● ● ● ●

The Red Badge of Courage by Stephen Crane

● ● ● ●

The Scarlet Letter by Nathaniel Hawthorne ● ● ●

123

ELA.10. R.1.1

ELA.10. R.1.2

ELA.10. R.1.3

ELA.10. R.1.4

ELA.10. R.2.1

ELA.10. R.2.2

ELA.10. R.2.3

ELA.10. R.2.4

ELA.10. R.3.1

ELA.10. R.3.2

ELA.10. R.3.3

ELA.10. R.3.4

A na ly ze h ow k ey e le m en ts e nh an ce

or a dd la ye rs o f m ea ni ng a nd /o r st yl e

in a li te ra ry te xt .

A na ly ze a nd c om pa re u ni ve rs al

th em es a nd th ei r de ve lo pm en t

th ro ug ho ut a li te ra ry te xt .

A na ly ze c om in g of a ge e xp er ie nc es

re fl ec te d in a te xt a nd h ow th e au th or

re pr es en ts c on fl ic tin g pe rs pe ct iv es .

A na ly ze h ow a ut ho rs c re at e m ul tip le

la ye rs o f m ea ni ng a nd /o r am bi gu ity

in a p oe m .

A na ly ze th e im pa ct o f m ul ti pl e te xt

st ru ct ur es a nd th e us e of f ea tu re s in

te xt (s ).

A na ly ze th e ce nt ra l i de a( s) o f

hi st or ic al A m er ic an s pe ec he s an d

es sa ys .

A na ly ze a n au th or ’s c ho ic es in

es ta bl is hi ng a nd a ch ie vi ng

pu rp os e( s) in h is to ri ca l A m er ic an

s p ee ch es a nd e ss ay s.

C om pa re th e de ve lo pm en t o f tw o

op po si ng a rg um en ts o n th e sa m e to pi c,

ev al ua ti ng th e ef fe ct iv en es s an d va li di ty

of th e cl ai m s, a nd a na ly zi ng th e w ay s in

w hi ch th e au th or s us e th e sa m e

in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze h ow f ig ur at iv e la ng ua ge

cr ea te s m oo d in te xt (s ).

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze h ow m yt hi ca l, cl as si ca l, or

re lig io us te xt s ha ve b ee n ad ap te d.

A na ly ze a n au th or ’s u se o f rh et or ic

in a te xt .

The Souls of Black Folk by W.E.B. DuBois

● ● ● ● ● ●

Uncle Tom's Cabin by Harriet Beecher Stowe ● ● ● ●

Up from Slavery by Booker T. Washington

● ● ● ● ● ●

124

11th Grade Reading

ELA.11.R.1 Reading Prose and Poetry Literary Elements ELA.11.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.

Benchmark Clarifications: Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone. Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I. A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred) Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Theme ELA.11.R.1.2: Track and analyze universal themes in literary texts from different times and places.

Perspective and Point of View ELA.11.R.1.3: Analyze the author’s choices in using juxtaposition to define character perspective.

Benchmark Clarifications: Clarification 1: Juxtaposition is the technique of putting two or more elements side by side to invite comparison or contrast. Clarification 2: The term perspective means “a particular attitude toward or way of regarding something.”

125

Poetry ELA.11.R.1.4: Analyze ways in which poetry reflects themes and issues of its time period.

Benchmark Clarifications: Clarification 1: Poetry for this benchmark should be selected from one of the following literary periods.

• Classical Period (1200 BCE–455 CE) • Medieval Period (455 CE–1485 CE) • Renaissance Period (130–1600) • Restoration and 18th Century (1660–1790) British Literature • Colonial and Early National Period (1600–1830) American Literature • Romantic Period (1790–1870) • Realism and Naturalism Period (1870–1930) • Modernist Period (1910–1945) • Contemporary Period (1945–present)

Clarification 2: For more information, see Literary Periods.

ELA.11.R.2 Reading Informational Text Structure ELA.11.R.2.1: Evaluate the structure(s) and features in texts.

Benchmark Clarifications: Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence. Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices. Central Idea ELA.11.R.2.2: Analyze the central idea(s) of speeches and essays from the Classical Period.

Benchmark Clarifications: Clarification 1: See Rhetorical Appeals and Rhetorical Devices.

Purpose and Perspective ELA.11.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

Argument ELA.11.R.2.4: Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.

Benchmark Clarifications: Clarification 1: Validity refers to the soundness of the arguments. Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.

126

ELA.11.R.3 Reading Across Genres Interpreting Figurative Language ELA.11.R.3.1: Analyze the author’s use of figurative language and explain examples of allegory.

Benchmark Clarifications: Clarification 1: Examples of allegory should be taken from the following periods:

Clarification 2: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction. Clarification 3: See Secondary Figurative Language.

Paraphrasing and Summarizing ELA.11.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.11.R.3.3: Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period.

Benchmark Clarifications: Clarification 1: Contemporaneous authors here refers to authors who are contemporaries of each other writing within any of the following literary periods:  Classical Period (1200 BCE–455 CE)  Medieval Period (455 CE–1485 CE)  Renaissance Period (1300–1600)  Restoration and 18th Century (1660–1790) British Literature  Colonial and Early National Period (1600–1830) American Literature  Romantic Period (1790–1870)  Realism and Naturalism Period (1870–1930)  Modernist Period (1910–1945)

Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.

127

Understanding Rhetoric ELA.11.R.3.4: Evaluate an author’s use of rhetoric in text.

Benchmark Clarifications: Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos is added at this grade level. Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus. Clarification 3: See Secondary Figurative Language. Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Communication ELA.11.C.1 Communicating Through Writing

Narrative Writing ELA.11.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques.

Argumentative Writing ELA.11.C.1.3: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques. Clarification 2: Appropriate tone is expected to continue from 9th and 10th. Use narrative techniques to strengthen argument writing where appropriate. Clarification 3: These written works will take longer and are meant to reflect thorough research and analysis.

Expository Writing ELA.11.C.1.4: Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

128

ELA.11.C.2 Communicating Orally Oral Presentation ELA.11.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

Benchmark Clarifications: Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. This benchmark introduces rhetorical devices to the benchmark, building on what students have learned in R.3.2 and giving them a chance to apply it. Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

ELA.11.C.3 Following Conventions Conventions ELA.11.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows:  Use knowledge of usage rules to create flow in writing and presenting.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.11.C.4 Researching Researching and Using Information ELA.11.C.4.1: Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts, and synthesizing information from primary and secondary sources.

Benchmark Clarifications: Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment— being able to tell which information is relevant and which sources are trustworthy enough to include.

ELA.11.C.5 Creating and Collaborating Multimedia ELA.11.C.5.1: Create digital presentations to improve the experience of the audience.

Benchmark Clarifications: Clarification 1: At this grade level, students are using multiple elements. The presentation may be delivered live or delivered as a stand-alone digital experience. The elements should be of different types. The elements should relate directly to the presentation and be incorporated in a way that engages the audience.

Technology in Communication ELA.11.C.5.2: Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

129

Vocabulary ELA.11.V.1 Finding Meaning

Academic Vocabulary ELA.11.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Morphology ELA.11.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Context and Connotation ELA.11.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

130

Sample texts by benchmark

ELA.11. R.1.1

ELA.11. R.1.2

ELA.11. R.1.3

ELA.11. R.1.4

ELA.11. R.2.1

ELA.11. R.2.2

ELA.11. R.2.3

ELA.11. R.2.4

ELA.11. R.3.1

ELA.11. R.3.2

ELA.11. R.3.3

ELA.11. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r ad d

la ye rs o f m ea ni ng a nd /o r st yl e in a li te ra ry te xt .

T ra ck a nd a na ly ze u ni ve rs al th em es in li te ra ry

te xt s fr om d if fe re nt ti m es a nd p la ce s.

A na ly ze th e au th or ’s c ho ic es in u si ng

ju xt ap os iti on to d ef in e ch ar ac te r pe rs pe ct iv e.

A na ly ze w ay s in w hi ch p oe tr y re fl ec ts th em es

an d is su es o f its ti m e pe ri od .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in te xt s.

A na ly ze th e ce nt ra l i de a( s) o f sp ee ch es a nd

es sa ys f ro m th e C la ss ic al P er io d.

A na ly ze a n au th or ’s c ho ic es in e st ab lis hi ng a nd

ac hi ev in g pu rp os e( s) in s pe ec he s an d es sa ys

fr om th e C la ss ic al P er io d.

C om pa re th e de ve lo pm en t o f m ul tip le a rg um en ts

on th e sa m e to pi c, e va lu at in g th e ef fe ct iv en es s

an d va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, a nd th e w ay s in w hi ch th e au th or s us e

th e sa m e in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze th e au th or ’s u se o f fi gu ra ti ve la ng ua ge

an d ex pl ai n ex am pl es o f al le go ry .

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow c on te m po ra ne ou s

au th or s ad dr es s re la te d to pi cs , c om pa ri ng th e

au th or s’ u se o f re as on in g, a nd a na ly zi ng th e te xt s

w it hi n th e co nt ex t o f th e ti m e pe ri od .

E va lu at e an a ut ho r’ s us e of r he to ri c in te xt .

“Book IV” of History of the Peloponnesian War by Thucydides

● ● ● ● ●

“Book VII” of Histories by Herodotus ● ● ● ●

“Depart!” from “Book VII” of The Anabasis of Alexander by Arrian

● ● ● ●

“Doctrine of Right” from The Metaphysics of Morals by Immanuel Kant

● ● ●

“Nature” by Ralph Waldo Emerson ● ●

“O Captain, My Captain” by Walt Whitman ● ● ●

131

ELA.11. R.1.1

ELA.11. R.1.2

ELA.11. R.1.3

ELA.11. R.1.4

ELA.11. R.2.1

ELA.11. R.2.2

ELA.11. R.2.3

ELA.11. R.2.4

ELA.11. R.3.1

ELA.11. R.3.2

ELA.11. R.3.3

ELA.11. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r ad d

la ye rs o f m ea ni ng a nd /o r st yl e in a li te ra ry te xt .

T ra ck a nd a na ly ze u ni ve rs al th em es in li te ra ry

te xt s fr om d if fe re nt ti m es a nd p la ce s.

A na ly ze th e au th or ’s c ho ic es in u si ng

ju xt ap os iti on to d ef in e ch ar ac te r pe rs pe ct iv e.

A na ly ze w ay s in w hi ch p oe tr y re fl ec ts th em es

an d is su es o f its ti m e pe ri od .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in te xt s.

A na ly ze th e ce nt ra l i de a( s) o f sp ee ch es a nd

es sa ys f ro m th e C la ss ic al P er io d.

A na ly ze a n au th or ’s c ho ic es in e st ab lis hi ng a nd

ac hi ev in g pu rp os e( s) in s pe ec he s an d es sa ys

fr om th e C la ss ic al P er io d.

C om pa re th e de ve lo pm en t o f m ul tip le a rg um en ts

on th e sa m e to pi c, e va lu at in g th e ef fe ct iv en es s

an d va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, a nd th e w ay s in w hi ch th e au th or s us e

th e sa m e in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze th e au th or ’s u se o f fi gu ra ti ve la ng ua ge

an d ex pl ai n ex am pl es o f al le go ry .

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow c on te m po ra ne ou s

au th or s ad dr es s re la te d to pi cs , c om pa ri ng th e

au th or s’ u se o f re as on in g, a nd a na ly zi ng th e te xt s

w it hi n th e co nt ex t o f th e ti m e pe ri od .

E va lu at e an a ut ho r’ s us e of r he to ri c in te xt .

“Pericles Funeral Oration” from “Book II” of History of the Peloponnesian War by Thucydides

● ● ● ●

“Socrates' Apology” by Plato ● ● ● ● “The Chimney Sweepers” poems from Songs of Innocence and Songs of Experience by William Blake

● ● ● ●

“The Third Philippic” by Demosthenes ● ● ● ● ● ●

"To the Public" by William Lloyd Garrison

● ● ●

“We Wear the Mask” by Paul Dunbar ● ● ●

Are Women People? by Alice Miller ● ● ● ●

132

ELA.11. R.1.1

ELA.11. R.1.2

ELA.11. R.1.3

ELA.11. R.1.4

ELA.11. R.2.1

ELA.11. R.2.2

ELA.11. R.2.3

ELA.11. R.2.4

ELA.11. R.3.1

ELA.11. R.3.2

ELA.11. R.3.3

ELA.11. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r ad d

la ye rs o f m ea ni ng a nd /o r st yl e in a li te ra ry te xt .

T ra ck a nd a na ly ze u ni ve rs al th em es in li te ra ry

te xt s fr om d if fe re nt ti m es a nd p la ce s.

A na ly ze th e au th or ’s c ho ic es in u si ng

ju xt ap os iti on to d ef in e ch ar ac te r pe rs pe ct iv e.

A na ly ze w ay s in w hi ch p oe tr y re fl ec ts th em es

an d is su es o f its ti m e pe ri od .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in te xt s.

A na ly ze th e ce nt ra l i de a( s) o f sp ee ch es a nd

es sa ys f ro m th e C la ss ic al P er io d.

A na ly ze a n au th or ’s c ho ic es in e st ab lis hi ng a nd

ac hi ev in g pu rp os e( s) in s pe ec he s an d es sa ys

fr om th e C la ss ic al P er io d.

C om pa re th e de ve lo pm en t o f m ul tip le a rg um en ts

on th e sa m e to pi c, e va lu at in g th e ef fe ct iv en es s

an d va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, a nd th e w ay s in w hi ch th e au th or s us e

th e sa m e in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze th e au th or ’s u se o f fi gu ra ti ve la ng ua ge

an d ex pl ai n ex am pl es o f al le go ry .

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow c on te m po ra ne ou s

au th or s ad dr es s re la te d to pi cs , c om pa ri ng th e

au th or s’ u se o f re as on in g, a nd a na ly zi ng th e te xt s

w it hi n th e co nt ex t o f th e ti m e pe ri od .

E va lu at e an a ut ho r’ s us e of r he to ri c in te xt .

Billy Budd by Herman Melville ● ● ● ●

Book of Psalms from The Bible ● ● ● ●

Canterbury Tales (Prologue and selected tales) by Geoffrey Chaucer

● ● ● ● ● ● ●

Confessions of St. Augustine by Augustine of Hippo ● ● ● ● ●

Dante's Inferno by Dante Alighieri ● ● ● ● ● ● ●

Discourse on Method by Rene Descartes ● ● ● ●

Jane Eyre by Charlotte Brontë ● ● ● ● Julius Caesar by William Shakespeare ● ● ● ● ●

Night by Elie Wiesel ● ● ● ● On Duties by Cicero ● ● ● ● ● ●

133

ELA.11. R.1.1

ELA.11. R.1.2

ELA.11. R.1.3

ELA.11. R.1.4

ELA.11. R.2.1

ELA.11. R.2.2

ELA.11. R.2.3

ELA.11. R.2.4

ELA.11. R.3.1

ELA.11. R.3.2

ELA.11. R.3.3

ELA.11. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r ad d

la ye rs o f m ea ni ng a nd /o r st yl e in a li te ra ry te xt .

T ra ck a nd a na ly ze u ni ve rs al th em es in li te ra ry

te xt s fr om d if fe re nt ti m es a nd p la ce s.

A na ly ze th e au th or ’s c ho ic es in u si ng

ju xt ap os iti on to d ef in e ch ar ac te r pe rs pe ct iv e.

A na ly ze w ay s in w hi ch p oe tr y re fl ec ts th em es

an d is su es o f its ti m e pe ri od .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in te xt s.

A na ly ze th e ce nt ra l i de a( s) o f sp ee ch es a nd

es sa ys f ro m th e C la ss ic al P er io d.

A na ly ze a n au th or ’s c ho ic es in e st ab lis hi ng a nd

ac hi ev in g pu rp os e( s) in s pe ec he s an d es sa ys

fr om th e C la ss ic al P er io d.

C om pa re th e de ve lo pm en t o f m ul tip le a rg um en ts

on th e sa m e to pi c, e va lu at in g th e ef fe ct iv en es s

an d va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, a nd th e w ay s in w hi ch th e au th or s us e

th e sa m e in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze th e au th or ’s u se o f fi gu ra ti ve la ng ua ge

an d ex pl ai n ex am pl es o f al le go ry .

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow c on te m po ra ne ou s

au th or s ad dr es s re la te d to pi cs , c om pa ri ng th e

au th or s’ u se o f re as on in g, a nd a na ly zi ng th e te xt s

w it hi n th e co nt ex t o f th e ti m e pe ri od .

E va lu at e an a ut ho r’ s us e of r he to ri c in te xt .

On the Social Contract by Jean- Jacques Rousseau

● ● ● ●

One Day in the Life of Ivan Denisovich by Aleksandr Solzhenitsyn

● ● ● ●

The Dreamer by Pam Muñoz Ryan ● ● ●

The Federalist Papers by Alexander Hamilton, James Madison and John Jay

● ● ●

The First Philippics of Cicero against Marcus Antonius by Cicero

● ● ● ● ●

The Spirit of Laws by Montesquieu ● ● ● ● ●

The Surrender Tree by Margarita Engle ● ● ●

134

ELA.11. R.1.1

ELA.11. R.1.2

ELA.11. R.1.3

ELA.11. R.1.4

ELA.11. R.2.1

ELA.11. R.2.2

ELA.11. R.2.3

ELA.11. R.2.4

ELA.11. R.3.1

ELA.11. R.3.2

ELA.11. R.3.3

ELA.11. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r ad d

la ye rs o f m ea ni ng a nd /o r st yl e in a li te ra ry te xt .

T ra ck a nd a na ly ze u ni ve rs al th em es in li te ra ry

te xt s fr om d if fe re nt ti m es a nd p la ce s.

A na ly ze th e au th or ’s c ho ic es in u si ng

ju xt ap os iti on to d ef in e ch ar ac te r pe rs pe ct iv e.

A na ly ze w ay s in w hi ch p oe tr y re fl ec ts th em es

an d is su es o f its ti m e pe ri od .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in te xt s.

A na ly ze th e ce nt ra l i de a( s) o f sp ee ch es a nd

es sa ys f ro m th e C la ss ic al P er io d.

A na ly ze a n au th or ’s c ho ic es in e st ab lis hi ng a nd

ac hi ev in g pu rp os e( s) in s pe ec he s an d es sa ys

fr om th e C la ss ic al P er io d.

C om pa re th e de ve lo pm en t o f m ul tip le a rg um en ts

on th e sa m e to pi c, e va lu at in g th e ef fe ct iv en es s

an d va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, a nd th e w ay s in w hi ch th e au th or s us e

th e sa m e in fo rm at io n to a ch ie ve d if fe re nt e nd s.

A na ly ze th e au th or ’s u se o f fi gu ra ti ve la ng ua ge

an d ex pl ai n ex am pl es o f al le go ry .

P ar ap hr as e co nt en t f ro m g ra de -l ev el te xt s.

C om pa re a nd c on tr as t h ow c on te m po ra ne ou s

au th or s ad dr es s re la te d to pi cs , c om pa ri ng th e

au th or s’ u se o f re as on in g, a nd a na ly zi ng th e te xt s

w it hi n th e co nt ex t o f th e ti m e pe ri od .

E va lu at e an a ut ho r’ s us e of r he to ri c in te xt .

Two Treatises of Government by John Locke

● ● ● ● ●

Walden by Henry David Thoreau ● ● ●

135

12th Grade

Reading ELA.12.R.1 Reading Prose and Poetry

Literary Elements ELA.12.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

Benchmark Clarifications: Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone. Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred) Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice. Clarification 4: Functional significance refers to the role each element plays in creating meaning or effect for the reader.

Theme ELA.12.R.1.2: Analyze two or more themes and evaluate their development throughout a literary text.

Benchmark Clarifications: Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

Perspective and Point of View ELA.12.R.1.3: Evaluate the development of character perspective, including conflicting perspectives.

136

Poetry ELA.12.R.1.4: Evaluate works of major poets in their historical context.

Benchmark Clarifications: Sample poets for this benchmark include:  Emily Dickinson  Langston Hughes  Robert Frost  Phillis Wheatley  Edna St. Vincent Millay  Countee Cullen  Robert Burns  Percy Bysshe Shelley

Clarification 1: A poet’s historical context is the period in which the writing occurred, not when it was discovered or became resurgent. Clarification 2: Evaluation of a poet in context may include similarity to or differences from the work of contemporaries and the literary period, critical reception at the time, and scope of work. Clarification 3: For more information, see Literary Periods.

ELA.12.R.2 Reading Informational Text Structure ELA.12.R.2.1: Evaluate the structure(s) and features in text(s), identifying how the author could make the text(s) more effective.

Benchmark Clarifications: Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence. Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices. Central Idea ELA.12.R.2.2: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.

Purpose and Perspective ELA.12.R.2.3: Evaluate an author’s choices in establishing and achieving purpose(s).

Argument ELA.12.R.2.4: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.

Benchmark Clarifications: Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning. Clarification 2: See Rhetorical Appeals and Rhetorical Devices. Clarification 3: Validity refers to the soundness of the arguments.

137

ELA.12.R.3 Reading Across Genres Interpreting Figurative Language ELA.12.R.3.1: Evaluate an author’s use of figurative language.

Benchmark Clarifications: Clarification 1: Figurative language use that students will evaluate are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction. Clarification 2: See Secondary Figurative Language.

Paraphrasing and Summarizing ELA.12.R.3.2: Paraphrase content from grade-level texts.

Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark.

Comparative Reading ELA.12.R.3.3: Analyze the influence of classic literature on contemporary world texts.

Benchmark Clarifications: Clarification 1: Classic literature for this benchmark should be drawn from and representative of the following periods: • Classical Period (1200 BCE–455 CE) • Medieval Period (455 CE–1485 CE) • Renaissance Period (1300–1600) • Restoration and 18th Century (1660–1790) British Literature • Colonial and Early National Period (1600–1830) American Literature • Romantic Period (1790–1870) • Realism and Naturalism Period (1870–1930) • Modernist Period (1910–1945)

Clarification 2: Contemporary world texts are those written after World War II that, through quality of form and expression, convey ideas of permanent or universal interest.

Understanding Rhetoric ELA.12.R.3.4: Evaluate rhetorical choices across multiple texts.

Benchmark Clarifications: Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos was added in 11th grade. This differs from the 11th grade benchmark in that it is comparing the effectiveness of multiple texts. Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus. Clarification 3: See Secondary Figurative Language. Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

138

Communication ELA.12.C.1 Communicating Through Writing

Narrative Writing ELA.12.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.

Benchmark Clarifications: Clarification 1: See Writing Types and Narrative Techniques.

Argumentative Writing ELA.12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

Benchmark Clarifications: Clarification 1: See Writing Types and Elaborative Techniques. Clarification 2: These written works will take longer and are meant to reflect thorough research and analysis.

Expository Writing ELA.12.C.1.4: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.

Benchmark Clarifications: Clarification 1: See Writing Types.

Improving Writing ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.

ELA.12.C.2 Communicating Orally Oral Presentation ELA.12.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.

Benchmark Clarifications: Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. Students will be using rhetorical devices as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark. Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

139

ELA.12.C.3 Following Conventions Conventions ELA.12.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Benchmark Clarifications: Clarification 1: See Convention Progression by Grade Level for more information.

ELA.12.C.4 Researching Researching and Using Information ELA.12.C.4.1: Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.

ELA.12.C.5 Creating and Collaborating Multimedia ELA.12.C.5.1: Design and evaluate digital presentations for effectiveness.

Benchmark Clarifications: Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.

Technology in Communications ELA.12.C.5.2: Create, publish, and share multimedia texts through a variety of digital formats.

Vocabulary ELA.12.V.1 Finding Meaning

Academic Vocabulary ELA.12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

140

Morphology ELA.12.V.1.2: Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.

Context and Connotation ELA.12.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

141

Sample texts by benchmark

ELA.12. R.1.1

ELA.12. R.1.2

ELA.12. R.1.3

ELA.12. R.1.4

ELA.12. R.2.1

ELA.12. R.2.2

ELA.1 2.R.2.3

ELA.12. R.2.4

ELA.12. R.3.1

ELA.12. R.3.2

ELA.12. R.3.3

ELA.12. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt a nd e xp la in th e fu nc tio na l

si gn if ic an ce o f th os e el em en ts in

in te r p re ti ng th e te xt .

A na ly ze tw o or m or e th em es a nd

ev al ua te th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E va lu at e th e de ve lo pm en t o f ch ar ac te r

pe rs pe ct iv e, in cl ud in g co nf lic tin g

pe rs pe ct iv es .

E va lu at e w or ks o f m aj or p oe ts in th ei r

hi st or ic al c on te xt .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in

te xt s, id en tif yi ng h ow th e au th or c ou ld

m ak e th e te xt (s ) m or e ef fe ct iv e.

E va lu at e ho w a n au th or d ev el op s th e

ce nt ra l i de a( s) , i de nt if yi ng h ow th e

au th or c ou ld m ak e th e su pp or t m or e

ef fe ct iv e.

E va lu at e an a ut ho r’ s ch oi ce s in

es ta bl is hi ng a nd a ch ie vi ng p ur po se (s ).

C om pa re th e de ve lo pm en t o f m ul tip le

ar gu m en ts in r el at ed te xt s, e va lu at in g th e

va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, u se o f th e sa m e in fo rm at io n,

an d/ or th e au th or ’s r he to ri c.

E va lu at e an a ut ho r’ s us e of f ig ur at iv e

la ng ua ge .

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze th e in fl ue nc e of c la ss ic

lit er at ur e on c on te m po ra ry w or ld te xt s.

E va lu at e rh et or ic al c ho ic es a cr os s

m ul tip le te xt s.

Crime and Punishment by Fyodor Dostoevsky

● ● ● ● ●

Don Quixote by Miguel de Cervantes

● ● ● ● ● ●

Flatland: A Romance of Many Dimensions by Edwin A. Abbott

● ● ● ●

Hamlet by William Shakespeare

● ● ● ● ● ●

Heart of Darkness by Joseph Conrad

● ● ● ● ●

King Lear by William Shakespeare

● ● ● ● ●

Life of Julius Caesar by Plutarch

● ● ● ● ● ●

142

ELA.12. R.1.1

ELA.12. R.1.2

ELA.12. R.1.3

ELA.12. R.1.4

ELA.12. R.2.1

ELA.12. R.2.2

ELA.1 2.R.2.3

ELA.12. R.2.4

ELA.12. R.3.1

ELA.12. R.3.2

ELA.12. R.3.3

ELA.12. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt a nd e xp la in th e fu nc tio na l

si gn if ic an ce o f th os e el em en ts in

in te r p re ti ng th e te xt .

A na ly ze tw o or m or e th em es a nd

ev al ua te th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E va lu at e th e de ve lo pm en t o f ch ar ac te r

pe rs pe ct iv e, in cl ud in g co nf lic tin g

pe rs pe ct iv es .

E va lu at e w or ks o f m aj or p oe ts in th ei r

hi st or ic al c on te xt .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in

te xt s, id en tif yi ng h ow th e au th or c ou ld

m ak e th e te xt (s ) m or e ef fe ct iv e.

E va lu at e ho w a n au th or d ev el op s th e

ce nt ra l i de a( s) , i de nt if yi ng h ow th e

au th or c ou ld m ak e th e su pp or t m or e

ef fe ct iv e.

E va lu at e an a ut ho r’ s ch oi ce s in

es ta bl is hi ng a nd a ch ie vi ng p ur po se (s ).

C om pa re th e de ve lo pm en t o f m ul tip le

ar gu m en ts in r el at ed te xt s, e va lu at in g th e

va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, u se o f th e sa m e in fo rm at io n,

an d/ or th e au th or ’s r he to ri c.

E va lu at e an a ut ho r’ s us e of f ig ur at iv e

la ng ua ge .

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze th e in fl ue nc e of c la ss ic

lit er at ur e on c on te m po ra ry w or ld te xt s.

E va lu at e rh et or ic al c ho ic es a cr os s

m ul tip le te xt s.

Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time by Dava Sobel

● ● ● ●

Pride and Prejudice by Jane Austen

● ● ● ● ● ●

Rosencrantz and Guildenstern are Dead by Tom Stoppard

● ● ● ● ● ● ●

The Republic by Plato ● ● ● ● ● ●

The Twelve Caesars by Suetonius

● ● ● ● ● ●

Utopia by Thomas More ● ● ● ● ●

The poetry of Robert Burns

● ●

● ● ●

The poetry of Countee Cullen

● ●

● ● ● ●

143

ELA.12. R.1.1

ELA.12. R.1.2

ELA.12. R.1.3

ELA.12. R.1.4

ELA.12. R.2.1

ELA.12. R.2.2

ELA.1 2.R.2.3

ELA.12. R.2.4

ELA.12. R.3.1

ELA.12. R.3.2

ELA.12. R.3.3

ELA.12. R.3.4

E va lu at e ho w k ey e le m en ts e nh an ce o r

ad d la ye rs o f m ea ni ng a nd /o r st yl e in a

lit er ar y te xt a nd e xp la in th e fu nc tio na l

si gn if ic an ce o f th os e el em en ts in

in te r p re ti ng th e te xt .

A na ly ze tw o or m or e th em es a nd

ev al ua te th ei r de ve lo pm en t t hr ou gh ou t a

lit er ar y te xt .

E va lu at e th e de ve lo pm en t o f ch ar ac te r

pe rs pe ct iv e, in cl ud in g co nf lic tin g

pe rs pe ct iv es .

E va lu at e w or ks o f m aj or p oe ts in th ei r

hi st or ic al c on te xt .

E va lu at e th e st ru ct ur e( s) a nd f ea tu re s in

te xt s, id en tif yi ng h ow th e au th or c ou ld

m ak e th e te xt (s ) m or e ef fe ct iv e.

E va lu at e ho w a n au th or d ev el op s th e

ce nt ra l i de a( s) , i de nt if yi ng h ow th e

au th or c ou ld m ak e th e su pp or t m or e

ef fe ct iv e.

E va lu at e an a ut ho r’ s ch oi ce s in

es ta bl is hi ng a nd a ch ie vi ng p ur po se (s ).

C om pa re th e de ve lo pm en t o f m ul tip le

ar gu m en ts in r el at ed te xt s, e va lu at in g th e

va lid ity o f th e cl ai m s, th e au th or s’

re as on in g, u se o f th e sa m e in fo rm at io n,

an d/ or th e au th or ’s r he to ri c.

E va lu at e an a ut ho r’ s us e of f ig ur at iv e

la ng ua ge .

P ar ap hr as e co nt en t f ro m g ra de -l ev el

te xt s.

A na ly ze th e in fl ue nc e of c la ss ic

lit er at ur e on c on te m po ra ry w or ld te xt s.

E va lu at e rh et or ic al c ho ic es a cr os s

m ul tip le te xt s.

The poetry of Emily Dickinson

● ●

● ● ●

The poetry of John Donne ● ● ● ●

The poetry of Robert Frost ● ● ● ● ●

The poetry of Langston Hughes

● ●

● ● ● ●

The poetry of Percy Bysshe Shelley

● ●

● ● ●

The poetry of Edna St. Vincent Millay

● ● ● ● ●

The poetry of Phillis Wheatley

● ●

144

6-12 Foundational Reading Intervention Standards “Once you learn to read, you will be forever free.” – Frederick Douglass

Foundational reading standards are included for secondary students who have a reading deficiency and need targeted instruction. These standards will apply to elective intensive reading and intensive language arts course codes, not core ELA courses. The goal is for targeted skill instruction, outlined by the standards, to make proficient readers of all of Florida’s students, no matter their grade level.

ELA.612.F.2 Applying Foundational Reading Skills for Secondary Phonological Awareness ELA.612.F.2.1: Demonstrate an understanding of spoken words, syllables, and sounds. a. Orally produce single-syllable and multisyllabic words by accurately blending sounds. b. Accurately segment single-syllable and multisyllabic words.

Benchmark Clarifications: Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. a. Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser. b. Orally break cat into c-a-t/ orally break trouser into trou-ser.

Phonics and Word Analysis ELA.612.F.2.2: Know and apply phonics and word analysis skills in decoding words. a. Use an array of strategies to decode single-syllable and multisyllabic words. b. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Benchmark Clarifications: Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning.

Encoding ELA.612.F.2.3: Know and apply phonics and word analysis skills in encoding words. a. Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Benchmark Clarifications: Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word. a. The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to formwords.

b. The process of adding single units of sound with meaning to existing word parts to encode a given word.

145

Fluency ELA.612.F.2.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Benchmark Clarifications: Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal. Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

146

Appendix A: K-12 ELA Expectations for Students K-12 ELA Expectations

ELA Expectation Clarifications ELA.K12.EE.1.1 K-1 Students include textual evidence in their oral communication with Cite evidence to guidance and support from adults. The evidence can consist of details from the explain and justify text without naming the text. During 1st grade, students learn how to reasoning. incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1 See Text Complexity for grade-level complexity bands and a text complexity Read and comprehend rubric. grade-level complex texts proficiently. ELA.K12.EE.3.1 Students will make inferences before the words infer or inference are Make inferences to introduced. Kindergarten students will answer questions like “Why is the girl support smiling?” or make predictions about what will happen based on the title page. comprehension. Students will use the terms and apply them in 2nd grade and beyond. ELA.K12.EE.4.1 In kindergarten, students learn to listen to one another respectfully. Use appropriate collaborative In grades 1-2, students build upon these skills by justifying what they are techniques and active thinking. For example: “I think because .” The collaborative listening skills when conversations are becoming academic conversations. engaging in discussions in a variety of situations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.

Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.

ELA.K12.EE.6.1 In kindergarten and 1st grade, students learn the difference between formal and Use appropriate voice informal language. For example, the way we talk to our friends differs from and tone when the way we speak to adults. In 2nd grade and beyond, students practice speaking or writing. appropriate social and academic language to discuss texts.

147

Appendix B: Reading

What is a Text? “In academic terms, a text is anything that conveys a set of meanings to the person who examines it.”

–The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear

For the purposes of text within the standards, the full breadth of the term text is intended. The standards are meant to prepare students to interpret a variety of texts in a variety of formats. In planning instruction, make sure that students are exposed to a diverse selection of quality texts.

Text Complexity There are three components of text complexity: qualitative, quantitative, and student-

centered. Each of these factors is equally important. Singularly, they reveal a partial and potentially misleading impression of a text. The quantitative measures are divided by grade band and address the measurable data of a text such as sentence length, word length, and word frequency. Each readability measure has a different formula for calculating the readability of a text.

Text Complexity Quantitative Grade Bands

Quantitative Measures

Grade Level Flesch-Kincaid Lexile

K – 1st -1.3 – 2.18 BR – 430L

2nd – 3rd 1.98 – 5.34 420L – 820L

4th – 5th 4.51 – 7.73 740L – 1010L

6th – 8th 6.51 – 10.34 925L – 1185L

9th – 10th 8.32 – 12.12 1050L – 1335L

11th – 12th 10.34 – 14.2 1185L – 1385L

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Text Complexity Rubric This text complexity rubric provides an opportunity to examine the three components of text

complexity all together as they relate to a specific text. The first section deals with the qualitative measures, those features of a text that are related to content and meaning. Texts that are higher here may be lower on the next measure, the quantitative, which measures statistical details of the text itself such as word frequency and sentence length. Finally, the last measure examines those features centered around the student. What is the student being asked to do? What are the student’s capabilities? What are the knowledge demands of the text?

Low Complexity Mid Complexity High Complexity Qualitative

The text has a single layer of meaning explicitly stated.

Blend of explicit and implicit details; few uses of multiple meanings; isolated instances of metaphor.

The text has multiple levels of meaning and there may be intentional ambiguity.

The language of the text is Figurative language is used to build on Figurative language is used literal, although there may be what has already been stated plainly in the throughout the text; multiple some rhetorical devices. text. interpretations may be

possible. The author’s purpose or central idea of the text is immediately obvious and clear.

The author’s purpose may not be explicitly stated but is readily inferred from a reading of the text.

The author’s purpose is obscure and subject to interpretation.

The text is organized in a straightforward manner with explicit transitions to guide the reader.

The text is largely organized in a straightforward manner, but may contain isolated incidences of shifts in time/place, focus, or pacing.

The text is organized in a way that initially obscures meaning and has the reader build to an understanding.

Graphics are simple and restate what is written in the text.

Graphics are not essential to understanding the text but do expand on the information found in the text.

Graphics are essential to the understanding of the text and contain information not expressed in the written text.

Vocabulary consists primarily The text uses some domain-specific words, The text frequently uses of commonly used words. academic vocabulary, archaic terms, or domain-specific words, These words are used terms that can be read with ambiguity. academic vocabulary, archaic literally, not figuratively. terms, or terms that can be

read with ambiguity.

Quantitative Text is below or at the lower end of the grade-level band according to a quantitative reading measure.

Text is in the midrange of the grade-level band according to a quantitative reading measure.

Text is at the higher end of or above the grade-level band according to a quantitative reading measure.

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Student-centered

Students can fully understand Students with limited background For students to fully the text without specific knowledge may understand the text, but understand the text, they must background knowledge. some levels of meaning may be impeded

by lack of prior exposure. have background knowledge of the topic.

The text is understood by the The text is such that the student can read The text may demand stamina, student without the student without fatigue and can apply comprehension, and inferential consciously applying comprehension strategies to understand the skills at the upper boundary of comprehension strategies. text. the student’s developmental

level. The themes and details in the text are well within the student’s developmental level of understanding and appropriate to the student’s age level.

The themes and details in the text are within the student’s developmental level of understanding, and while some subject matter may be sensitive, it is appropriate to the student’s age level.

The themes and details in the text are at the upper boundary of the student’s developmental level of understanding. Some subject matter may be sensitive but is appropriate to the student’s age level.

The task associated with the The task associated with the text is of mid- The task associated with the text is of a low content level complexity, involving multiple text is of a high content complexity level, involving cognitive steps, some of which are at the complexity level, involving one cognitive step. recall level. multiple cognitive steps.

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Sample Titles of Complex Texts by Grade Band

There is no frigate like a book To take us lands away, Nor any coursers like a page Of prancing poetry. This traverse may the poorest take Without oppress of toll; How frugal is the chariot That bears a human soul!

–Emily Dickinson

Employ your time in improving yourself by other men’s writings so that you shall come easily by what others have labored hard for. – Socrates

This sample list of texts includes selections ranging from the Classical Period of ancient Greece and Rome to contemporary texts, representing a full spectrum of genres: classic literature, folktales, poetry, satire, memoirs, essays, speeches, plays, narratives, treatises, founding documents, and histories.

The reading and writing standards have been constructed so that the sample texts serve as mentor texts for students, demonstrating exemplar writing. In many instances, they have also been selected to provide students with background knowledge in topics covered by other content areas, helping students to build the vocabulary and schema that will help them be successful in all of their academic endeavors.

These texts are by authors whose works comprise a rich literary tradition, a tradition with which all students should become familiar. The list should serve as a guide for teachers, curriculum developers, and test makers as they prepare their instructional units and materials for Florida students. It is not intended to be exhaustive but to serve as a foundation for educators when selecting additional rich and meaningful texts.

This sample book list is organized into grades for text complexity guidance. The texts listed here have been selected based on both quantitative and qualitative measures. There are instances in which a student- centered consideration would indicate that a text be used at a lower or higher grade level than indicated here. Further, as students become independent readers—and especially when they are intrigued with a topic—they are often eager and ready to read texts that may be listed here at a higher grade level. Educators should encourage students to wrestle with such complex texts—with proper scaffolding—when they deem it appropriate.

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Kindergarten Title Author “At the Seaside” Stevenson, Robert Louis “The Clock” - a Mother Goose Poem Unknown A Mother for Choco Kasza, Keiko Brown Bear, Brown Bear Martin Jr., Bill Chicka Chicka Boom Boom Martin, Bill and Archambault, John Corduroy Freeman, Don Curious George Rey, H.A Hop on Pop Dr. Seuss I am Jackie Robinson Meltzer, Brad Mission to Space Herrington, John Now We Are Six Milne, A.A. On a Farm Andrews, Alexa Red is Best Stinson, Kathy Rumble in the Jungle Andreae, Giles Swimmy Lionni, Leo The Bald Eagle Pearl, Norman The Carrot Seed Krauss, Ruth and Crockett Johnson The Sky Painter: Louis Guertes, Bird Artist Engle, Margarita The Very First Americans Ashrose, Cara Two Ways to Count to Ten: A Liberian Folktale Dee, Ruby Wandering Whale Sharks Shingu, Susumu We Have a Little Garden Potter, Beatrix Where the Wild Things Are Sendak, Maurice

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1st Grade Title Author

“Daffodowndilly” Milne, A.A.

“Eletelephony” Richards, Laura

A Picture Book of Benjamin Franklin Adler, David

Chickens Don't Fly Disiena, Laura Lyn

Clifford the Big Red Dog Bridwell, Norman

Danny and the Dinosaur Hoff, Syd

Drum Dream Girl Engle, Margarita

Fantastic Undersea Life of Jacques Cousteau Yaccarino, Dan

From Seed to Pumpkin Pfeffer, Wendy and James Graham

How People Learned to Fly Hodgkins, Fran

I Am Enough Byers, Grace

I am Helen Keller Meltzer, Brad

I Wonder Hoban, Tana

Keep a Poem in Your Pocket Schenk de Regniers, Beatrice

Madeline Bemelmans, Ludwig

My Name is Celia/Me llamo Celia: The Life of Celia Cruz/la vida de Celia Cruz

Brown, Monica

Now & Ben: The Modern Inventions of Benjamin Franklin Barretta, Gene

Police Officers Bourgeois, Paulette

Put Me in the Zoo Lopshire, Robert

The Slug Gravel, Elise

The Tale of Peter Rabbit Potter, Beatrix

The Three Little Pigs Halliwell-Phillipps, James

The Tortoise and the Hare Aesop

The Ugly Duckling Andersen, Hans Christian

The Velveteen Rabbit Williams, Margery

The White House Douglas, Lloyd

Tooth By Tooth: Comparing Fangs, Tusks, and Chompers Levine, Sara

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2nd Grade Title Author

“Gathering Leaves” Frost, Robert

“The Crocodile” Carroll, Lewis

“The Fieldmouse” Alexander, Cecil Frances

“The Swing” Stevenson, Robert Louis

A More Perfect Union: The Story of Our Constitution Maestro, Betsy

Bears on Hemlock Mountain Dalgliesh, Alice

Bee Dance Chrustowski, Rick

Eleanor Cooney, Barbara

Father of the Constitution: A Story about James Madison Mitchell, Barbara

Four Famished Foxes and Fosdyke Duncan, Pamela

Give Bees a Chance Barton, Bethany

In a Pickle and other Funny Idioms Terban, Marvin

Living or Nonliving? Hicks, Kelli

Mango, Abuela, and Me Medina, Meg

One Morning in Maine McCloskey, Robert

Seven Blind Mice Young, Ed

Susan B. Anthony: Fighter for Freedom and Equality Slade, Suzanne

The Coastal Dune Drama: Bob, the Gopher Tortoise Nash, Katherine Seeds

The Congress of the United States Taylor-Butler, Christine

The Gingerbread Man Aylesworth, Jim

The Patchwork Quilt Flournoy, Valerie

The Runaway Piggy Luna, James

Vote! Christelow, Eileen

Wanted Dead or Alive: The True Story of Harriet Tubman McGovern, Ann

We the Kids: The Preamble of the Constitution of the United States Catrow, David

Winnie the Pooh Milne, A.A.

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3rd Grade Title Author

“My Doggy Ate My Essay” Sardelli, Darren

“There was an Old Man with a Flute” Lear, Edward

“Toward Those Short Trees” Shiki, Masaoka

Tula [“Books are Door-shaped”] Engle, Margarita

Abraham Lincoln: A Life of Honesty Leslie, Tonya

Charlotte’s Web White, E.B.

Flight Burleigh, Robert

Frederick Douglass Fights for Freedom Davidson, Margaret

Honest Abe Lincoln Adler, David A.

If You Traveled on the Underground Railroad Levine, Ellen

Matilda Dahl, Roald

Miracle on 133rd Street Manzano, Sonia

Moonshot: The Flight of Apollo 11 Floca, Brian

Pablo Neruda: Poet of the People Brown, Monica

Pippi Longstocking Lindgren, Astrid

Revolutionary Friends: General George Washington and the Marquis de Lafayette

Castrovilla, Selene

Rosa Parks Greenfield, Eloise

Sarah, Plain and Tall MacLachlan, Patricia

Stuart Little White, E.B.

The Boxcar Children Warner, Gertrude Chandler

The Children's Book of Virtues Bennett, William

The Little Prince de Saint-Exupery, Antoine

The Real McCoy: The Life of an African-American Inventor Towle, Wendy

The Whipping Boy Fleischman, Sid

The Wonderful Wizard of Oz Baum, Frank

To the Moon and Back Aldrin, Buzz

Who was Betsy Ross? Buckley, James Jr.

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4th Grade Title Author

“Fish Cheeks” Tan, Amy

“Mother Doesn't Want a Dog” Viorst, Judith

Aaron and Alexander: The Most Famous Duel in American History Brown, Don

Carry on, Mr. Bowditch Latham, Jean Lee

Casey at the Bat Thayer, Ernest Lawrence

Chester Nez and the Unbreakable Code: A Navajo Code Talker's Story Bruchac, Joseph

Esperanza Rising Ryan, Pam Muñoz

Florida Orr, Tamra

Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America Turner, Glennette Tilley

Halfway Down Milne, A.A.

Homer Price McCloskey, Robert

Johnny Tremain Forbes, Esther

Little House on the Prairie Wilder, Laura Ingalls

On the Wings of Heroes Peck, Richard

Promises to Keep: How Jackie Robinson Changed America Robinson, Sharon

Reaching for the Moon Aldrin, Buzz

Tales of the Odyssey (series) Osborne, Mary Pope

The Castle in the Attic Winthrop, Elizabeth

The Declaration of Independence Landau, Elaine

The Lion, the Witch, and the Wardrobe Lewis, C.S.

The Story of Science: Aristotle Leads The Way Hakim, Joy

The Wolf's Story Forward, Toby

To Catch a Fish Greenfield, Eloise

Toliver's Secret Brady, Esther Wood

Where the Red Fern Grows Rawls, Wilson

Where Was Patrick Henry on the 29th of May? Fritz, Jean

Who Would Win? (series) Pallotta, Jerry

William Shakespeare and the Globe Aliki

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5th Grade

Title Author

“I, Too” Hughes, Langston

“If” Kipling, Rudyard

“Paul Revere's Ride” Longfellow, Henry Wadsworth

“The Road Not Taken” Frost, Robert

Abuelita's Heart Cordova, Amy

Anne of Green Gables Montgomery, L.M.

Call it Courage Sperry, Armstrong

Call Me Maria Cofer, Judith Ortiz

Chasing Vermeer Balliett, Blue

City of Ember DuPrau, Jeanne

Farewell to Manzanar Houston, Jeanne Wakatsuki and Houston, James D.

Five Children and It Nesbit, Edith

From the Mixed-Up Files of Mrs. Basil E. Frankweiler Konigsburg, E.L.

Hidden Figures Shetterly, Margot

Hurricanes: Earth's Mightiest Storms Lauber, Patricia

I am Malala Yousafzai, Malala

Island of the Blue Dolphins O'Dell, Scott

My Librarian is a Camel: How Books Are Brought to Children Around the World

Ruurs, Margriet

Shh! We’re Writing the Constitution Fritz, Jean

The Secret Garden Burnett, Frances Hodgson

The Shakespeare Stealer Blackwood, Gary

The Trail of Tears Bruchac, Joseph

The Watsons Go to Birmingham Curtis, Christopher Paul

They Called Her Molly Pitcher Rockwell, Anne

Thurgood Marshall and the Supreme Court Kent, Deborah

Volcano: Eruption and Healing of St. Helens Lauber, Patrica

We the People: The Constitution of the United States of America

Spier, Peter

Written in Bone: Buried Lives of Jamestown and Colonial Maryland

Walker, Sally

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6th Grade Title Author

“Acquainted with the Night” Frost, Robert

“Eulogy of the Dog” Vest, George G.

“Farewell Speech” Gehrig, Lou

“Speech to National Council of Negro Women” (2001) Rice, Condoleezza

“The House on the Hill” Robinson, Edwin Arlington

“Two Viewpoints” Burr, Amelia Josephine

“Yet Do I Marvel” Cullen, Countee

A Long Walk to Water Park, Linda Sue

Black Ships before Troy Sutcliff, Rosemary

Bronze Bow Speare, Elizabeth George

Down, Down, Down: A Journey to the Bottom of the Sea Jenkins, Steve

Harriet Tubman: Conductor on the Underground Railroad Petry, Ann

Hatchet Paulsen, Gary

Incidents in the Life of a Slave Girl Jacobs, Harriet

Lincoln: A Photobiography Freedman, Russell

Little Britches Moody, Ralph

Little Women Alcott, Louisa May

Miracle on Maple Hill Sorensen, Virginia

The Adventures of Pinocchio Collodi, Carlo

The Book of Virtues for Young People: A Treasury of Great Moral Stories

Bennett, William

The Devil's Arithmetic Yolen, Jane

The Hiding Place ten Boom, Corrie

The Phantom Tollbooth Juster, Norton

Tales of the Greek Heroes Green, Roger Lancelyn

Treasure Island Stevenson, Robert Louis

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7th Grade Title Author

“Address Before a Joint Session of the Congress, November 27, 1963” Johnson, Lyndon Baines

“An Occurrence at Owl Creek Bridge” Bierce, Ambrose

"Citizenship and Leadership" from The Moral Compass: Stories for a Life’s Journey

Bennett, William

“Do Not Go Gentle into That Good Night” Thomas, Dylan

“Farewell Address” Eisenhower, Dwight

“Give Me Liberty or Give Me Death” Speech Henry, Patrick

“On First Looking Into Chapman's Homer” Keats, John

“On Women's Right to Vote” Anthony, Susan B.

“Sonnet 18” Shakespeare, William

“The Destructive Male” Stanton, Elizabeth

“The Eyes Have It” Dick, Philip K.

“The New Colossus” Lazarus, Emma

“The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting”

Adams, Samuel

“the sonnet-ballad” Brooks, Gwendolyn

“The Tell-Tale Heart” Poe, Edgar Allan

Book of Esther The Bible

Freedom Walkers Freedman, Russell

George vs. George: The American Revolution as Seen from Both Sides Schanzer, Rosalyn

Old Yeller Gibson, Fred

The Adventures of Tom Sawyer Twain, Mark

The Count of Monte Cristo Dumas, Alexandre

The Kon-Tiki Expedition: By Raft Across the South Seas Heyerdahl, Thor

The Long Road to Gettysburg Murphy, Jim

Narrative of the Life of Frederick Douglass Douglass, Frederick

The Prince and the Pauper Twain, Mark

The Red Umbrella Gonzalez, Christina Diaz

The Twenty-One Balloons Pène du Bois, William

The Yearling Rawlings, Marjorie Kinnan

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8th Grade Title Author

“9/11 Address to the Nation” Bush, George W.

“A Day that Will Live in Infamy” Roosevelt, Franklin

“Ain't I a Woman?” Truth, Sojourner

“Blessings of Liberty and Education” Douglass, Frederick

“Introduction to Poetry” Collins, Billy

“Parsley” Dove, Rita

“The Bells” Poe, Edgar Allan

“The Cremation of Sam McGee” Service, Robert

“The Gift of the Magi” Henry, O.

“The Raven” Poe, Edgar Allen

“The Yellow Wallpaper” Gilman, Charlotte Perkins

“We Real Cool” Brooks, Gwendolyn

“What Does American Democracy Mean to Me?” Bethune, Mary McLeod

Anne Frank: Diary of a Young Girl Frank, Anne

Dr. Jekyll and Mr. Hyde Stevenson, Robert Louis

I Will Always Write Back Alifirenka, Caitlin, Welch, Liz, Ganda, Martin

Long Walk to Freedom Mandela, Nelson

Rip Van Winkle Irving, Washington

Shane Schaefer, Jack

Sir Gawain and the Green Knight Gawain Poet (unknown)

Swiss Family Robinson Wyss, Johann David

Team Moon: How 400,000 People Landed Apollo 11 on the Moon Thimmesh, Catherine

The Call of the Wild London, Jack

The Chosen Potok, Chaim

The Hobbit Tolkien, J.R.R.

The Princess and the Goblin MacDonald, George

The Wright Brothers: How They Invented the Airplane Freedman, Russell

Things Fall Apart Achebe, Chinua

To Kill a Mockingbird Lee, Harper

Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert

Aronson, Marc

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9th Grade Title Author

“A Modest Proposal” Swift, Jonathan

"A Very Old Man with Enormous Wings" Marquez, Gabriel Garcia

“A White Heron” Jewett, Sarah Orne

“Bringing My Son to the Police Station to be Fingerprinted” Sky, Shoshauna

“Choice: A Tribute to Dr. Martin Luther King, Jr.” Walker, Alice

“Danger of a Single Story” Adichie, Chimamanda Ngozi

“I Have a Dream” King, Jr., Martin Luther

“Industrial Education for the Negro” Washington, Booker T.

“Letter from Birmingham Jail” King, Jr., Martin Luther

“Letter to the Grand Duchess in 1615” Galilei, Galileo

“Nobel Prize Acceptance Speech 1950” Faulkner, William

“St Crispin's Day Speech,” Henry V, Act IV Scene iii 18–67 Shakespeare, William

“Speech to the Troops” 1588 Elizabeth I

“The Love Song of J. Alfred Prufrock” Eliot, T.S.

“The Talented Tenth” DuBois, W.E.B

1984 Orwell, George

Animal Farm Orwell, George

Antigone Anouilh, Jean

Antigone Sophocles

Beowulf Unknown

Democracy in America de Tocqueville, Alexis

Electra Sophocles

Finding Mañana: A Memoir of a Cuban Exodus Ojito, Mirta

Medea Euripides

Old Greek Stories Baldwin, James

Romeo and Juliet Shakespeare, William

The Aeneid Virgil

The Death of Ivan Ilyich Tolstoy, Leo

The Epic of Gilgamesh Unknown

The Hero with a Thousand Faces Campbell, Joseph

The Iliad Homer

The Lincoln-Douglas Debates 1st Debate Douglas, Stephen and Lincoln, Abraham

The Odyssey Homer

The Prince Machiavelli, Niccolai

Unbroken Hillenbrand, Laura

●

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10th Grade Title Author

“Address to William Henry Harrison” Chief Tecumseh “Checkers” Speech Nixon, Richard “Constantly Risking Absurdity” Ferlinghetti, Lawrence “Cross of Gold” Speech Bryan, William Jennings “Farewell Address” Washington, George “Farewell Speech” MacArthur, Gen. Douglas “For the Equal Rights Amendment” Chisholm, Shirley “House Divided” Speech Lincoln, Abraham “I Am a Democrat and not a Revolutionist” Hill, Sen. David Bennett “Not Waving But Drowning” Smith, Stevie “Ozymandias” Shelley, Percy Bysshe “Sinners in the Hands of an Angry God” Edwards, Jonathan “Thanatopsis” Bryant, William Cullen “The Second Coming” Yeats, William Butler “The Story of Pygmalion” from Metamorphoses Ovid “What to the Slave Is the Fourth of July?” Douglass, Frederick “What’s Wrong with ‘Equal Rights’ for Women?” Schlafly, Phyllis 2 Samuel The Bible A Raisin in the Sun Hansberry, Lorraine A Tale of Two Cities Dickens, Charles Common Sense Paine, Thomas Cry, The Beloved Country Paton, Alan Fahrenheit 451 Bradbury, Ray Frankenstein Shelley, Mary Galatea Miller, Madeline Land of Hope: An Invitation to the Great American Story McClay, Wilfred M. Lord of the Flies Golding, William Macbeth Shakespeare, William Midsummer Night’s Dream Shakespeare, William Of Mice and Men Steinbeck, John Prometheus Unbound Shelley, Percy Bysshe Pygmalion Shaw, George Bernard The Autobiography of an Ex-Colored Man Johnson, James Weldon The Crucible Miller, Arthur The Piano Lesson Wilson, August The Red Badge of Courage Crane, Stephen The Scarlet Letter Hawthorne, Nathaniel The Souls of Black Folk DuBois, W.E.B. Uncle Tom’s Cabin Stowe, Harriet Beecher Up from Slavery Washington, Booker T.

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11th Grade Title Author

“Book IV” of History of the Peloponnesian War Thucydides

“Book VII” of Histories Herodotus

“Depart!” from “Book VII” of The Anabasis of Alexander Arrian

“Doctrine of Right” from The Metaphysics of Morals Kant, Immanuel

“Nature” Emerson, Ralph Waldo

“O Captain, My Captain” Whitman, Walt

“Pericles Funeral Oration” from “Book II” of History of the Peloponnesian War

Thucydides

“Socrates' Apology” Plato

“The Chimney Sweepers” poems from Songs of Innocence and Songs of Experience

Blake, William

“Third Philippic” Demosthenes

“To the Public” Garrison, William Lloyd

“We Wear the Mask” Dunbar, Paul

Are Women People? Miller, Alice

Billy Budd Melville, Herman

Book of Psalms The Bible

Canterbury Tales (Prologue and selected tales) Chaucer, Geoffrey

Confessions of St. Augustine Augustine of Hippo

Dante's Inferno Alighieri, Dante

Discourse on Method Descartes, René

Jane Eyre Brontë, Charlotte

Julius Caesar Shakespeare, William

Night Wiesel, Elie

On Duties Cicero

On the Social Contract Rousseau, Jean-Jacques

One Day in the Life of Ivan Denisovich Solzhenitsyn, Aleksandr

The Dreamer Ryan, Pam Muñoz

The Federalist Papers Hamilton, Alexander; Madison, James; and Jay, John

The First Philippics of Cicero against Marcus Antonius Cicero

The Spirit of Laws Montesquieu

The Surrender Tree Engle, Margarita

Two Treatises of Government Locke, John

Walden Thoreau, Henry David

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12th Grade Title Author

Crime and Punishment Dostoevsky, Fyodor

Don Quixote Cervantes, Miguel de

Flatland: A Romance of Many Dimensions Abbott, Edwin A.

Hamlet Shakespeare, William

Heart of Darkness Conrad, Joseph

King Lear Shakespeare, William

Life of Julius Caesar Plutarch

Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time Sobel, Dava

Pride and Prejudice Austen, Jane

Rosencrantz and Guildenstern Are Dead Stoppard, Tom

The Republic Plato

The Twelve Caesars Suetonius

Utopia More, Thomas

The poetry of Robert Burns Burns, Robert

The poetry of Countee Cullen Cullen, Countee

The poetry of Emily Dickinson Dickinson, Emily

The poetry of John Donne Donne, John

The poetry of Robert Frost Frost, Robert

The poetry of Langston Hughes Hughes, Langston

The poetry of Percy Bysshe Shelley Shelley, Percy Bysshe

The poetry of Edna St. Vincent Millay Millay, Edna St. Vincent

The poetry of Phillis Wheatley Wheatley, Phillis

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Literary Periods

(1200 BCE–455 CE) Classical

(455 CE–1485 CE) Medieval

(1300–1660) Renaissance

 Focus on Features

 Plato Authors

 Starts with a Features

 Author Authors

 New thinking, Features

 Ben Johnson Authors

balance and  Socrates continuation Unknown - innovation  Christopher form  Emphasis on reason vs. irrationality/ chaos

 Aristotle  Aesop  Euripides  Aeschylus

of the focus on the epic hero  “Epics” are written in

Beowulf

 Author Unknown - Gawain poet

and philosophy  A "rebirth” returning to many of the

Marlowe  Edmund Spenser  John Donne

 Incorporation  Sophocles the  Author ideas of the  John Milton of myth  Direct expression  Emergence of conventions such as the deus ex

 Homer  Sappho  Virgil  Ovid

vernacular and do not follow all of the features of classical epics  Later in the

Unknown - The Nibelungenlied

 Dante Alighieri  Geoffrey Chaucer

 Geoffrey of

Classical period  Focus on philosophy  Humanistic ideals  Greater

 Miguel de Cervantes  Moliere  Niccolo Machiavelli  Petrarch

machina and period, a Monmouth reproduction  Thomas the chorus  Emphasis on the relationship of man to the gods

shift in focus to everyday, common people  Dictated memoirs

 Giovanni Boccaccio  Marco Polo  Margery Kempe  Omar Khayyam

and distribution of literature because of invention of the printing

More  William Shakespeare

 Thomas Malory press

ancient texts  Recovery of

165

Restoration and 18th Century Colonial and Early National Romantic (1660–1790) (1600–1830) (1790–1870)

Features Authors Features Authors Features Authors

 A great age  John Dryden  Puritan  Alexander  Emphasis on  Alfred Lord of satire in English literature, including a flowering of comic drama  Revival of

 William Congreve  John Gay  Daniel Defoe  Alexander Pope

influence strongest during first part of period  Largely marked by short prose



Hamilton Anne Bradstreet Benjamin Franklin Cotton

imaginative freedom and modern individualism  Experiments with form and style

Tennyson  Brontë Sisters  Charles Dickens  Edgar Allan Poe

classical models (Dryden did a famous translation of The Aeneid, Pope of The Odyssey)  Rise of the

 Jonathan Swift  Thomas Gray  Samuel Johnson

 Rooted in colonial and early national beliefs  Inspired by cultural, societal, and political forces



Mather

James Madison Jonathan Edwards Olaudah Equiano Phillis

 Inspired by nature, emotion, and sensibility

 Emily Dickinson  Henry David Thoreau  Jane Austen  John Keats  Nathaniel Hawthorne

novel as a major literary form  Concern over the boundary between

 Rhetorical devices and persuasive writing techniques  The rise of



Wheatley Thomas Paine Washington Irving

 Ralph Waldo Emerson  Walt Whitman

 William reason and the short  William Wordsworth madness story as a Cullen  Samuel

form Bryant Taylor Coleridge

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Realism and Naturalism (1870–1910)

Modernist (1910–1945)

Contemporary (1945–Present)

Features Authors Features Authors Features Authors

 Focus on  Abraham  Strong  e.e.  Because of  Adrienne real life Lincoln reactions to cummings globalization Rich experiences and human frailty  In American Realism,

 Booker T. Washington

 Edith Wharton

established religious, political, and social views

 Ernest Hemingway  F. Scott Fitzgerald

and on- demand printing, the contemporary period is too

 Alice Walker  Anne Sexton  Elizabeth Bishop

focus on  Jack London  Thematic,  John broad in  Eudora Welty regional  James formal and Steinbeck scope to be  Flannery culture  Emphasis on social commentary

Weldon Johnson

 Mark Twain  Nelly Bly

stylistic innovation

 Langston Hughes  Richard Wright

defined by common features.

O'Connor

 Gwendolyn Brooks

 James  Stephen Crane

 Theodore Dreiser

 W.E.B. DuBois

 Willa Cather

 Robert Frost  Sinclair Lewis

 William Faulkner  Zora Neale Hurston  T.S. Eliot

Baldwin  Lorraine Hansberry

 Ray Bradbury  Tennessee Williams

167

Background Knowledge Florida is committed to helping students build background knowledge, so much so that it is codified in statute. Giving students the opportunity to read nonfiction and literary texts that reinforce and scaffold what they are learning in their content areas will give them the schema to which they can tie new learning.

Civic Literacy Reading List These civic-focused texts are the source of building background knowledge and vocabulary in the lower grades and a rich study in rhetoric, reasoning, and argumentation in the upper grades. They are designed to reinforce civics instruction by providing quality texts to which students can apply their developing reading and reasoning skills.

Kindergarten-1st Grade Title Author A Picture Book of Benjamin Franklin Adler, David A. D is for Democracy: A Citizen’s Alphabet Grodin, Elissa George Washington Abraham, Philip I Pledge Allegiance Martin, Bill Jr. and Sampson,

Michael Just a Few Words, Mr. Lincoln: The Story of the Gettysburg Address Fritz, Jean Liberty Rising Shea, Pegi Deitz Red, White, and Blue: The Story of the American Flag Herman, John Saving the Liberty Bell McDonald, Megan The Bald Eagle Pearl, Norman The Camping Trip That Changed America: Theodore Roosevelt, John Muir, and our National Parks

Rosenstock, Barb

The Flag We Love Ryan, Pam Munoz The Liberty Bell Firestone, Mary The Star-Spangled Banner Spier, Peter The Very First Americans Ashrose, Cara The White House Douglas, Lloyd G. Woodrow, the White House Mouse Barnes, Peter

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2nd-3rd Grade Title Author A More Perfect Union: The Story of Our Constitution Maestro, Betsy Eleanor Cooney, Barbara Father of the Constitution: A Story about James Madison Tavoularis, Alex and Mitchell,

Barbara Revolutionary Friends: General George Washington and the Marquis de Lafayette

Castrovilla, Selene

Susan B. Anthony: Fighter for Freedom and Equality Slade, Suzanne The Congress of the United States Taylor-Butler, Christine

The Declaration of Independence from A to Z Osornio, Catherine The Story of the Statue of Liberty Maestro, Betsy and Giulio The Tuttle Twins and the Miraculous Pencil Boyack, Connor The Tuttle Twins Learn About the Law Boyack, Connor Vote! Christelow, Eileen We Live Here Too!: Kids Talk About Good Citizenship Loewen, Nancy We the Kids: The Preamble to the Constitution of the United States Catrow, David We the People Cheney, Lynne What are the Branches of Government? Matzke, Ann What is a Government? Bedesky, Baron

4th-5th Grade Title Author Before Columbus: The Americas of 1491 Mann, Charles C. Bill of Rights Madison, James Declaration of Independence Landau, Elaine Florida Orr, Tamra B. James Madison: Champion of Liberty and Justice Kaminski, John Shh! We're Writing the Constitution Fritz, Jean The Bill of Rights Burgan, Michael The Constitution Colman, Warren The Emancipation Proclamation Heinrichs, Ann The Gettysburg Address (1863) Lincoln, Abraham The Great Seal of the United States DeGezelle, Terri The Reconstruction Amendments Burgan, Michael The U.S. Constitution and You Sobel, Syl United States Constitution Founding Fathers What Are the Parts of Government? Thomas, William David

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6th-8th Grade Title Author A Kids’ Guide to the Bill of Rights: Curfews, Censorship and the 100- Pound Giant

Krull, Kathleen

Alexander Hamilton: The Outsider Fritz, Jean Democracy Hurwitz, Sue Explaining America: The Federalist Wills, Garry Government and Democracy Ogden, Charlie Letters from an American Farmer de Crèvecoeur, J. Hector St.

John Lincoln: A Photobiography Freedman, Russell Miracle at Philadelphia: The Story of the Constitutional Convention May-September 1787

Bowen, Catherine Drinker

Narrative of the Life of Frederick Douglass Douglass, Frederick The Democratic Process Friedman, Mark The Rights of the Colonists Adams, Samuel Words We Live By: Your Annotated Guide to the Constitution Monk, Linda R.

Supreme Court Cases Brown v. Board of Education (1954) Marbury v. Madison (1803) Citizens United v. Federal Election Commission (2010) McCulloch v. Maryland (1819) Dred Scott v. Sandford (1857) Miranda v. Arizona (1966) Gideon v. Wainwright (1963) Plessy v. Ferguson (1896) Korematsu v. United States (1944) Schenck v. United States (1919) Loving v. Virginia (1967)

9th-12th Grade Title Author 1838 Florida Constitution Autobiography of Benjamin Franklin Franklin, Benjamin Civil Disobedience Thoreau, Henry David Commentaries on the Laws of England Blackstone, William Common Sense Paine, Thomas Current Florida Constitution Democracy in America de Tocqueville, Alexis English Declaration of Rights Parliament of England Federalist Papers Hamilton, Alexander; Madison,

James; and Jay, John For the Equal Rights Amendment (1969) Chisholm, Shirley Land of Hope: An Invitation to the Great American Story McClay, Wilfred M.

Letter from Birmingham Jail King, Martin Luther Jr. Leviathan Hobbes, Thomas

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Title Author Magna Carta King John of England and

Archbishop of Canterbury Langton, Stephen

Mayflower Compact Bradford, William Notes on the Constitutional Convention Madison, James Out of Order: Stories from the History of the Supreme Court O'Connor, Sandra Day

Second Inaugural Address (1865) Lincoln, Abraham Second Treatise on Government Locke, John Speech to Congress on Voting Rights (1965) Johnson, Lyndon The New Nationalism (1910) Roosevelt, Theodore The Republic Plato The Spirit of the Laws Montesquieu Virginia Declaration of Rights Mason, George

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Text Features Text Feature Descriptor Note or Example Annotation A written note added to a text

by way of comment or explanation.

Some texts have multiple appendices. additional content or information at the end of a text.

Appendix A section or table containing

Caption A title or brief explanation added to an article, cartoon, illustration, photograph, or other graphic. The Florida panther (pictured above) has short, light

brown fur. Chart A visual representation of data

or a visual depiction of information.

Footnote A note of reference, explanation, or comment printed at the bottom of a page.

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Pie charts, like the one below, are often used to convey additional information related to a text’s topic.

Causes of Panther Mortality 1979‐97

7% 3%

12%

22%

42%

Text Feature Descriptor Note or Example Glossary An alphabetized list of pertinent

terms with corresponding definitions located at or near the end of a text.

Graph A visual representation of data. A line graph is used to convey additional information relevant to a text’s topic.

Florida Panther Population 100

0 1981 1987 1993 1999 2005

Annual Count

Heading The title of a section of text that introduces its topic. Headings are also used to divide a larger text into smaller, more focused sections.

Headings are often written in a larger print than other text on the page. Some headings are bold or are printed in a different color.

Illustration A drawing used to emphasize an aspect of the text or to add reader interest.

Photograph A picture taken with a camera that reflects actual objects, settings, or events, and is usually related to the topic of the text.

Table of Contents

An outline of chapters or section titles and their corresponding pages in a larger text.

Title The name of an article, book, or other literary work or document.

The title of a text often identifies or refers to its topic.

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Text Structures Text structure, also referred to as an organizational pattern, refers to how a text is organized. Below are six common text structures used by authors of expository texts. Note: Some signal words/phrases appear in more than one text structure.

Text Structure Descriptor Signal Words/Phrases Example

Description Information is presented in sections that often begin with a central idea and are followed by an elaboration of the features, characteristics, or examples of the subject at hand.

Characteristics of; details; for example; for instance; includes; in particular; specifically; such as; to illustrate.

A story about panthers is organized into four sections, each section describing a different characteristic of a panther.

Problem and Information is conveyed as An answer to; a An author addresses the Solution an issue or a problem of

concern and solution(s) are proposed or explained.

consequence of; a possible solution to; challenge of; dilemma; in order to solve; issue; problem; question; reason; resolution; resolved.

diminishing panther population by explaining the reasons for the decline, and offering suggestions for improving the species’ survival rate.

Chronological Facts, events, or details are presented in the order in which they occurred in time. *

*(not to be confused with sequential)

On, at (date, time); before; earlier; eventually; following; next; not long after; now; presently; previously; prior to; then; recently; simultaneously; soon; until; when.

An author writes an article about the evolutionary history of the Florida panther and organizes significant historical events based on the corresponding year each occurred.

Compare and The similarities and/or Alike; also; as opposed to; An author explains how Contrast differences of two or more

people, things, concepts, or ideas are presented.

both; but; comparatively; conversely; different; however; in contrast; instead of; not only; on the other hand; opposite from; same; share; similarly;

to distinguish a panther from a bobcat by providing characteristics shared by each, and emphasizing their distinctive features.

Cause and Information reflects a As a result; as such; An article explains the Effect causal relationship. The

description of what happened is the effect and the detail(s) related to why it happened is the cause.

because of; cause; consequently; due to; for this reason; led to; since; so; reason; result of; therefore; unless.

effects of increasing construction on the habitats of endangered species.

Sequence Information is presented as a series of instructions or steps in a process.

First; second; third; at once; after; before; during; finally; following; last; next.

An instructional guide provides a detailed explanation of how to assemble a model Florida panther, step- by-step.

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Figurative Language Elementary Figurative Language

Figurative Language

Description Example

alliteration The repetition of usually initial consonant sounds in two or more neighboring words or syllables

Peter Piper picked peppers.

hyperbole Exaggerated statements or claims not meant to be taken literally

This backpack weighs a ton.

idiom An expression that cannot be understood from the meanings of its separate words but must be learned as a whole

Break a leg!

imagery Writing about objects, actions, and ideas in such a way that it appeals to our five physical senses

The fresh and juicy orange is very cold and sweet.

metaphor A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar

They have a heart of gold.

onomatopoeia The forming of a word (as “buzz” or “hiss”) in imitation of a natural sound

Bam, whirl, thump, boom

personification Representing a thing or idea as a person in art, literature

The cupcake is calling my name.

simile A comparison of two unlike things, often introduced by like or as

The explanation was clear as mud.

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Secondary Figurative Language Figurative Language

Description Example

alliteration The repetition of usually initial consonant sounds in two or more neighboring words or syllables

“Doubting, dreaming dreams no mortal ever dared to dream before” - "The Raven," Edgar Allan Poe

allusion A brief and indirect reference to a person, place, thing, or idea of historical, cultural, literary, or political significance

“The morning wind forever blows, the poem of creation is uninterrupted; but few are the ears that hear it. Olympus is but the outside of the earth everywhere.” Walden, Henry David Thoreau

hyperbole Exaggerated statements or claims not meant to be taken literally

“At that time Bogota was a remote, lugubrious city where an insomniac rain had been falling since the beginning of the 16th century." -Living to Tell the Tale, Gabriel García Márquez

idiom An expression that cannot be understood from the meanings of its separate words but must be learned as a whole

“Old Marley was as dead as a door-nail.” -A Christmas Carol, Charles Dickens

imagery Writing about objects, actions, and ideas in such a way that it appeals to our five physicalsenses

“Or sinking as the light wind lives or dies; And full-grown lambs loud bleat from hilly bourn; Hedge-crickets sing; and now with treble soft The redbreast whistles from a garden-croft, And gathering swallows twitter in the skies.” -“To Autumn,” John Keats

meiosis (understatement)

The presentation of a thing with underemphasis especially in order to achieve a greater effect; understatement

"Ay, ay, a scratch, a scratch.” -Mercutio after he is mortally wounded by Tybalt - Romeo and Juliet, Shakespeare

metaphor A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar

“Our words are but crumbs that fall down from the feast of the mind.” -Sand and Foam, Khalil Gibran

onomatopoeia The forming of a word (as “buzz” or “hiss”) in imitation of a natural sound

“Keeping time, time, time, In a sort of Runic rhyme,

To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bells—

From the jingling and the tinkling of the bells.” -“The Bells,” Edgar Allan Poe

personification Representing a thing or idea as a person in art, literature

“Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality.”

- “Because I could not stop for Death,” Emily Dickinson simile A comparison of two unlike

things, often introduced by like or as

“In the eastern sky there was a yellow patch like a rug laid for the feet of the coming sun . . .” - “The Red Badge of Courage,” Stephen Crane

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Rhetoric Rhetorical Devices

Device Description Example

Antithesis the rhetorical contrast of ideas “It was the best of times, it was the worst of times, it was an-ˈti-thә-sәs by means of parallel

arrangements of words, clauses, or sentences

the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way.” A Tale of Two Cities, Charles Dickens

Asyndeton ә-ˈsin-dә-ˌtän

omission of the conjunctions that ordinarily join coordinate words or clauses

“I came; I saw; I conquered.” Julius Caesar, William Shakespeare

Chiasmus an inverted relationship “In his face kī-ˈaz-mәs between the syntactic

elements of parallel phrases Divine compassion visibly appeerd Love without end, and without measure Grace” Paradise Lost, John Milton

Irony the use of words to express something other than and especially the opposite of the literal meaning

“Go ask his name: if he be married. My grave is like to be my wedding bed.” Romeo and Juliet, William Shakespeare

Metonymy a figure of speech consisting “The pen is mightier than the sword.” Edward Bulwer mә-ˈtä-nә-mē of the use of the name of one

thing for that of another of which it is an attribute or with which it is associated

Lytton

Rhetorical a statement made in the form “To be or not to be—that is the question. question of a question with no

expectation of an answer Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?” Hamlet, William Shakespeare

Synecdoche a figure of speech by which a “I had not intended to love him; the reader knows I had sә-ˈnek-dә- part is put for the whole wrought hard to extirpate from my soul the germs of love (ˌ)kē there detected; and now, at the first renewed view of him,

they spontaneously arrived, green and strong! He made me love him without looking at me.” Jane Eyre, Charlotte Brontë -

Zeugma the use of a word to modify or “Miss Bolo…went home in a flood of tears and a sedan ˈzüg-mә govern two or more words

usually in such a manner that it applies to each in a different sense or makes sense with only one

chair.” Pickwick Papers, Charles Dickens

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Rhetorical Appeals Rhetoric Descriptor Example

Ethos An appeal to credibility, ethics, or moral principles

A text written to encourage support for the protection of the Florida panther features an interview with a renowned biologist who is an expert on endangered species.

Kairos An appeal to time or place

A text written to evoke haste in responding to the declining Florida panther population discusses the implication of panther mortality rates.

Logos An appeal to logic or reason

A text incorporates sound reasoning supported by the citation of relevant statistics in order to attract monetary support for legislation proposed to protect endangered species.

Pathos An appeal to emotion A text includes the use of vivid, emotive language, intended to incite intense feeling in a reader regarding the destruction of the Florida panther’s natural habitat.

Archetypes Character Archetypes

Archetype Motivation Descriptors Example The Everyman Connect with

others The good old boy, regular guy/girl, the person next door, the working stiff, the solid citizen, the good neighbor, the silent majority

Dr. John Watson from The Adventures of Sherlock Holmes

The Jester The fool, trickster, joker, practical joker, comedian

Tigger from The House at Pooh Corner

The Lover The partner, friend, intimate, enthusiast, sensualist, spouse, team-builder

Romeo from Romeo and Juliet

The Hero Leave a mark on the world

The warrior, crusader, rescuer, superhero, the soldier, dragon slayer, the winner, the team player

Aragorn from Lord of the Rings

The Magician The visionary, catalyst, inventor, charismatic leader, shaman, healer, medicine man

Merlin from The Sword and the Stone

The Rebel The rebel, revolutionary, wild man, the misfit, iconoclast

Viktor Frankenstein in Frankenstein

The Caregiver Provide structure to the world

The saint, altruist, parent, helper, supporter "Marmee" March from Little Women

The Creator/Artist

The artist, inventor, innovator, musician, writer, dreamer

Pippi Longstocking from Pippi Longstocking

The Ruler The boss, leader, aristocrat, king, queen, politician, role model, manager, administrator

Macbeth from Macbeth

The Explorer Yearn for paradise

The seeker, iconoclast, wanderer, individualist, pilgrim

James from James and the Giant Peach

The Innocent He or she is inexperienced, with many weaknesses, and seeks safety with others

Dorothy from The Wonderful Wizard of Oz

The Sage The expert, scholar, detective, advisor, thinker, philosopher, academic, researcher, thinker, planner, professional, mentor, teacher, contemplative

Mary Poppins from Mary Poppins

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Setting/Situation Archetypes Archetype

Setting/Situation Description

The Garden A place of purity; cultivation The Forest Represents fertility, home of the Great Mother, symbolically primitive A Tree Represents life and knowledge A Cave Turning inward; deep down where a character delves into himself, becomes

invisible A Mountain The highest peak; place to gain greatest insight A River A place of reflection or rebirth; crossing borders or new territory The Sea Vast, alien, chaotic, dangerous; waves may symbolize measures of time and

represent eternity or infinity An Island A place of isolation; a small world unto itself; microcosm Battle of Good and Evil Good ultimately triumphs

Death and Rebirth Shows the circle of life Innate Wisdom vs. Educated Stupidity

A character will have intuition and knowledge that is better than those in charge

The Initiation A character matures and takes responsibility The Journey The hero confronts trials along the way The Quest The search for someone or something The Task Something that must be done The Small Town This is where everyone knows everyone and judges them, so it represents

intolerance

Symbol Archetypes Archetype Symbol Description

River Life, flow of time Wheel A complete cycle Water Purification Rising Sun Birth, beginning Setting Sun Death, ending Circle Unity Snake Evil Light Hope, renewal Dark Despair, ignorance Fire Knowledge, rebirth

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Types of Logical Reasoning Deductive Inductive Abductive

Characteristics:  Begins with a premise  Uses a given fact or set of facts to deduce other facts  Does not provide new information  Follows a pattern, “if this is true, then this is also true”  Begins with the general and moves to the specific

 Begins with a specific observation and applies to a broad conclusion

 Begins with a pattern or a trend  Uses a pattern to extrapolate information consistent with the given pattern  Begins with the specific and moves to generalize

Examples: Premise: Whales are mammals. Fact: A beluga is a type of whale. Conclusion: A beluga is a mammal.

Observation: The bakery across the street always has a line out the door. Conclusion: The bakery sells delicious treats.

Pattern: My grandparents all have grey hair. Conclusion: All elderly people have grey hair.

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Fallacies in Reasoning (Informal) Logical fallacies are errors found in the reasoning of an argument. The errors are often in the form of invalid arguments or are irrelevant or flawed points that undermine or weaken the argument. The table below contains descriptions and examples of several common logical fallacies.

Type Description Example in Literature Ad hominem An attack on or criticism of someone’s

character rather than the logic or content of the argument

“Excessive pride and envy have destroyed Jean-Jacques, my illustrious philosopher. That monster dares speak of education!” -Voltaire to d’Alembert, June 17, 1762.

Ad populum Also referred to as the “bandwagon fallacy;” appeals to the popularity of a practice or concept as a method of persuasion

“Do you not consider yourself already refuted, Socrates, when you put forward views that nobody would accept? Why, ask anyone present!” -Gorgias, Plato, 380 BC

Hasty A general statement or conclusion that is “Danforth, finishing the reading: ‘…You Generalization made without sufficient evidence have no legal training, Mr. Corey?’

Giles, very pleased: ‘I have the best, sir - I am thirty-three time in court in my life. And always plaintiff, too.’

Danforth: ‘Oh, then you’re much put-upon.’ -Act III, The Crucible, Arthur Miller

Red Herring A tactic that is used to distract from an argument by avoiding key issues or ignoring opposing views

“I have found that there are so many deserving stenographers and secretaries in Washington that needed the work that I just didn't feel it was right to put my wife on the pay roll. My wife sitting over there.

She is a wonderful stenographer. She used to teach stenography and she used to teach shorthand in high school. That was when I met her. And I can tell you folks that she has worked many hours on Saturdays and Sundays in my office, and she has done a fine job, and I am proud to say tonight that in the six years I have been in the Senate of the United States Pat Nixon has never been on the Government pay roll.” -“Checker’s Speech”, Richard Nixon, September 23, 1952.

Slippery Slope A conclusion based on the premise, “if this, then that”

Often, the assembly of a causal chain of events that result in an unlikely or extreme outcome

“What we see in El Salvador is an attempt to destabilize the entire region and eventually move chaos and anarchy toward the American border.” “Address to the Nation on United States Policy in Central America,” Ronald Reagan, May 9, 1984.

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Type Description Example in Literature Strawman The oversimplification of and subsequent

attack on the viewpoint of another or the misrepresentation of the viewpoint of another

“It was a little cocker spaniel dog in a crate that he’d sent all the way from Texas. Black and white spotted. And our little girl—Tricia, the 6-year-old—named it Checkers. And you know, the kids, like all kids, love the dog and I just want to say this right now, that regardless of what they say about it, we’re gonna keep it.” “Checker’s Speech,” Richard Nixon, September 23, 1952.

False Analogy An analogy that incorrectly connects two things based on other shared characteristics

“I must frame the argument like this: if his position is furthered, his character will fulfill these predictions. And therefore we should liken him to a serpent’s egg—once it has hatched, it becomes dangerous, like all serpents. Thus we must kill him while he’s still in the shell.” Julius Caesar, William Shakespeare, 1599.

Circular Reasoning

The use of an argument’s conclusion as a premise for proving the argument (assuming what it is attempting to prove)

“There’s ne’er a villain dwelling in all Denmark / But he’s an arrant knave.” Hamlet, William Shakespeare, 1600.

Non sequitur A conclusion or reply that does not follow the previous statement in a logical manner

“Comrades!' he cried. 'You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers. The whole management and organisation of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink the milk and eat those apples.” Animal Farm, George Orwell, August 17, 1945.

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Appendix C: Communication

Communicating through Writing Writing Types

Narrative Writing is a type of composition that tells a story, the elements of which may be fiction or nonfiction. Narration of the story may take various forms (first, second, third person, etc.). The story events may be presented sequentially or in an order that stimulates reader interest. Narrative writing includes the writer’s use of genre-specific elements, including but not limited to: characterization through dialogue, vivid description, sensory details, foreshadowing, and flashback.

Note: Narrative elements as described above are introduced to students within the grade-appropriate narrative writing standards. Non-Exhaustive List of Examples: Autobiography/Biography including Memoir; Epic; Folktale; Historical Account; Myth; Novel; Play; Short Story; Speech.

Argumentative Writing is a type of composition in which the author presents a reasoned, logical argument supported by evidence, often with the intention of changing the reader’s perspective, or appealing to the reader to accept the writer’s belief about an issue, problem, or concept. In literary argumentation, the writer may support claims that evaluate the value or meaning of a literary work. In any form of argumentation, the writer defends a position with evidence from sources relative to the text(s) or subject(s) that he or she is writing about.

Note: In grades K-5, the term “opinion” refers to the evolving form of argument. Non-Exhaustive List of Examples: Appeals; Editorials; Essays; Letters; Literary Analyses; Proposals; Speeches.

Expository Writing is a type of composition in which the writer seeks to present or report on information accurately for the purpose of improving the reader’s understanding of an issue, problem, or concept. In expository writing, the writer uses a variety of techniques to convey information, including the use of an organizational structure appropriate to the subject. The writer may compare and/or contrast concepts, list, name, describe, or define different parts for the reader, or incorporate relevant anecdotes, examples, facts, and details to develop a central idea.

Note: Students’ proficient use of organizational structures in expository writing is introduced beginning in Grade 4, in alignment with the progression of Reading Informational Text Standards (R.2.1⎯2.4). Non-Exhaustive List of Examples: Comparative Analyses; Historical Reports; Manuals; Magazine and/or Newspaper Articles; Memorandums; Research and/or Scientific Reports.

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Narrative Techniques Narrative techniques refer to the methods writers use to tell a story, deliver content, or convey a message. Narrative techniques are distinguished from literary elements as they are not all specific to literary text.

Technique Descriptor Note

Description The details a writer uses to convey a message or develop literary elements

Description includes (but is not limited to) sensory details, literal and figurative language.

Dialogue A conversation between two or more characters

Dialogue can be used for multiple purposes including the advancement a plot or development a character.

Flashback A writing technique used to alter time in order to convey a past event or significant occurrence

While many instances of flashback are incorporated overtly, some uses are more subtle, requiring inferential readership.

Foreshadowing A writing technique used to subtly suggest or indicate something ahead of time in a text

Foreshadowing is commonly used to create suspense and/or advance the plot of a story.

Juxtaposition A writer’s side by side placement of two descriptions, ideas, characters, actions, or events in a text

Authors use juxtaposition to compare and/or contrast elements within a text.

Narration The method(s) used to tell a story The provided descriptor is only one function of narration. Narration can serve multiple purposes, including the advancement of a plot or development of a character.

Pacing The methods or strategies a writer uses to advance a plot or create tension, mood, and/or tone in a text

Pacing techniques cut across genres and therefore serve varying purposes, for example: a speech writer may utilize pacing by incorporating intentional breaks and emphatic phrasing.

Perspective The view of a text and/or its elements, as created by a writer

Perspective is to be distinguished from narrator point of view.

Stream of Consciousness

A method of narration in which writing is organized around the internal thoughts of the narrator

Stream of consciousness is less structured than interior monologue. Stream of consciousness can be written from various points of view (first person, third person, etc.).

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Elaborative Techniques Sample detail: Pythons are an invasive species causing many problems.

Type of Elaboration Example Example - provide more specific information about the detail to illustrate the detail

For instance, pythons have reduced several populations of small mammals like the raccoon and eradicated animals like the marsh rabbit.

Definition – provide meaning of an unfamiliar word or concept

An invasive species is an organism that causes ecological or economic harm in a new environment where it is not native.

Statistic & Data – the numbers or data that support the detail

According to “How Have Invasive Pythons Impacted Florida’s Ecosystem,” a study in 2012 showed an 87.5% drop in the population of bobcats since 1997 as a result of pythons inhabiting Everglades National Park.

Quote or Citation – using the exact words of a text

In the text “How Have Invasive Pythons Impacted Florida’s Ecosystem,” “Non-native Burmese pythons have established a breeding population in South Florida and are one of the most concerning invasive species in Everglades National Park.”

Paraphrase – use your own words to summarize a portion of a text

The USGS presented a study in 2012 showing an 87.5% drop in the population of bobcats since 1997 as a result of pythons inhabiting the Everglades National Park.

Facts - give specific information that can be proven

As an invasive species in the United States, Burmese pythons are widely distributed in Everglades National Park.

Description – a way to create vivid images for the reader

An apex predator, Burmese pythons are wreaking havoc on the ecosystem with their ability to consume prey larger than themselves due to their unhinged jaw.

Explanation - explain the detail by thinking about who, what, where, how, why

Pythons have shown the ability to adapt to cooler climates, causing some scientists to fear that they might spread to regions north of the Everglades even making it as far as Georgia.

Personal Anecdote – a short story that makes a point

When visiting Everglades National Park last summer, I viewed a film showing a python eating even an alligator. The park ranger said that the python is an eating machine leaving few animals off its menu, including bobcat, deer, and alligator.

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Oral Communication

Elementary Oral Communication Rubric

Standard Emergent Approaching

Student presents information orally with occasional attempts at appropriate posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation is inconsistent. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents with occasional use of appropriate pacing; pausing occasionally for punctuation and speaking at an inconsistent rate that best facilitates comprehension by the audience.

Proficient Mastery

ELA.5.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

Student presents information orally without appropriate posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation lacks clear enunciation. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents without use of appropriate pacing; without pausing for punctuation and speaking at a rate that inhibits comprehension by the audience.

Student presents information orally with inconsistent posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation is clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents with inconsistent use of appropriate pacing; pausing inconsistently for punctuation and speaking at a consistent rate that best facilitates comprehension by the audience.

Student presents information orally employing appropriate posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation is clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents with appropriate pacing; pausing for punctuation and speaking at a rate that best facilitates comprehension by the audience.

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Standard Emergent Approaching

Student presents

Proficient Mastery

ELA.4.C.2.1 Student presents Student presents Student presents Present information information orally information orally information information without with occasional with inconsistent orally employing orally, in a appropriate attempts at posture, tone, appropriate logical posture, tone, appropriate expressive delivery, posture, tone, sequence, expressive posture, tone, focus on the expressive using delivery, focus on expressive audience, and facial delivery, focus on nonverbal the audience, and delivery, focus on expressions. the audience, and cues, facial expressions. the audience, and Student's facial appropriate Student's facial expressions. pronunciation is expressions. volume, and pronunciation Student's inconsistently Student's clear lacks clear pronunciation is enunciated. A pronunciation is pronunciation. enunciation. A

student’s speech impediment should not be considered as impeding clear pronunciation.

inconsistent. A student’s speech impediment should not be considered as impeding clear pronunciation.

student’s speech impediment should not be considered as impeding clear pronunciation.

clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation.

ELA.3.C.2.1 Student presents Student presents Student presents Student presents Present information information with information orally information information without occasional attempts with inconsistent orally employing orally, in a appropriate at appropriate posture, tone and appropriate logical posture, tone and posture, tone and expressions posture, tone and sequence, expressions. expressions. appropriate to the expressions. using Student's Student's content. Student's Student's nonverbal pronunciation pronunciation is pronunciation is pronunciation is cues, lacks clear unclear or inconsistently clearly appropriate enunciation. A inconsistent. A enunciated. A understood and volume, and student’s speech student’s speech student’s speech enunciated. A clear impediment impediment should impediment should student’s speech pronunciation. should not be

considered as impeding clear pronunciation.

not be considered as impeding clear pronunciation.

impediment should not be considered as impeding clear pronunciation.

187

Standard Emergent Approaching

Student presents

Proficient Mastery

ELA.2.C.2.1 Student presents Student presents Student presents Present information orally information orally information orally information information without complete with occasional with inconsistent use orally using orally using sentences and a attempts at of complete complete complete volume complete sentences sentences and a sentences and a sentences, inappropriate to and a volume volume appropriate volume appropriate content and appropriate to to content and appropriate to volume, and audience. content and audience. Student's content and clear Student's audience. Student's pronunciation is audience. pronunciation. pronunciation

lacks clear enunciation. A student’s speech impediment should not be considered as impeding clear pronunciation.

pronunciation is inconsistent. A student’s speech impediment should not be considered as impeding clear pronunciation.

inconsistently enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation.

Student's pronunciation is clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation.

ELA.1.C.2.1 Student presents Student presents Student presents Student presents Present information orally information orally information orally information information without complete with occasional with inconsistent use orally using orally using sentences and a attempts at of complete complete complete volume complete sentences sentences and a sentences and a sentences and appropriate to and a volume volume appropriate volume appropriate content and appropriate to to content and appropriate to volume. audience. content and

audience. audience. content and

audience.

ELA.K.C.2.1 Student presents Student presents Student presents Student presents Present information orally information orally information orally information information without complete with occasional with inconsistent use orally using orally using sentences. attempts at of complete complete complete complete sentences. sentences. sentences. sentences.

188

Secondary Oral Communication Rubric

Standard Emergent Approaching

Student

Proficient Mastery

ELA.12.C.2.1 Student Student Student Present demonstrates a demonstrates a demonstrates demonstrates information below basic level basic level of beyond a basic expertise on the orally, with a of knowledge knowledge level of subject matter, logical relative to subject relative to subject knowledge elaborating to organization, matter. Delivery matter. An relative to the advance the coherent focus, of content is organizational subject matter, audience's and credible difficult to follow structure is elaborating when understanding of evidence, while and/or lacks an evident but may necessary. the content employing organizational not be focused or Student employs presented. effective structure. appropriately a logical Organization of rhetorical Evidence is suited to the task. organization, subject matter and devices where absent, minimal, Evidence coherent focus, content delivery appropriate. or irrelevant to the

task. Rhetorical devices are absent or weaken the audience's understanding of the subject matter.

incorporated lacks credibility and/or may not be sufficient in supporting the task. Rhetorical devices are evident but lack effectiveness or are inconsistently incorporated.

and adapts content delivery methods to be relevant to the audience. Credible evidence is incorporated adequately to support the task and student employs effective rhetorical devices where appropriate.

methods are strategically focused, and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Rhetorical devices are smoothly integrated and enhance the audience's understanding of the subject matter.

189

Standard Emergent Approaching

Student

Proficient Mastery

ELA.11.C.2.1 Student Student Student Present demonstrates a demonstrates a demonstrates demonstrates information below basic level basic level of beyond a basic expertise on the orally, with a of knowledge knowledge level of subject matter, logical relative to subject relative to subject knowledge elaborating to organization, matter. Delivery matter. An relative to the advance the coherent focus, of content is organizational subject matter, audience's and credible difficult to follow structure is elaborating when understanding of evidence, while and/or lacks an evident but may necessary. the content employing organizational not be focused or Student employs presented. effective structure. appropriately a logical Organization of rhetorical Evidence is suited to the task. organization, subject matter and devices where absent, minimal, Evidence coherent focus, content delivery appropriate. or irrelevant to the

task. Rhetorical devices are absent or weaken the audience's understanding of the subject matter.

incorporated lacks credibility and/or may not be sufficient in supporting the task. Rhetorical devices are evident but lack effectiveness or are inconsistently incorporated.

methods are strategically focused and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Rhetorical devices are smoothly integrated and enhance the audience's understanding of the subject matter.

190

Standard Emergent Approaching

Student

Proficient Mastery

ELA.10.C.2.1 Student Student Student Present demonstrates a demonstrates a demonstrates demonstrates information below basic level basic level of beyond a basic expertise on the orally, with a of knowledge knowledge level of subject matter, logical relative to subject relative to subject knowledge elaborating to organization matter. Delivery matter. An relative to subject advance the and coherent of content is organizational matter, audience's focus, with difficult to follow structure is elaborating when understanding of credible and/or lacks an evident but may necessary. the content evidence, organizational not be focused or Student employs presented. creating a clear structure. appropriately a logical Organization of perspective. Evidence is

absent, minimal, or irrelevant to the task. Oral presentation techniques are ineffective or weaken the audience's understanding of the content.

suited to the task. Evidence incorporated lacks credibility and/or may not be sufficient in supporting the task. Oral presentation techniques offer an incomplete or uneven understanding of the content.

organization, coherent focus, and adapts content delivery methods to be relevant to the audience. Credible evidence is incorporated adequately to support the task. Oral presentation techniques provide a clear understanding of the content.

subject matter and content delivery methods are strategically focused and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Oral presentation techniques provoke insight and provide a clear understanding of the content.

191

Standard Emergent Approaching

Student

Proficient Mastery

ELA.9.C.2.1 Student Student Student Present demonstrates a demonstrates a demonstrates demonstrates information below basic level basic level of beyond a basic expertise on the orally, with a of knowledge knowledge level of subject matter, logical relative to subject relative to subject knowledge elaborating to organization matter. Delivery matter. An relative to subject advance the and coherent of content is organizational matter, audience's focus, with difficult to follow structure is elaborating when understanding of credible and/or lacks an evident but may necessary. the content evidence, organizational not be focused or Student employs presented. creating a clear structure. appropriately a logical Organization of perspective. Evidence is

absent, minimal, or irrelevant to the task. Oral presentation techniques are ineffective or weaken the audience's understanding of the content.

192

Standard Emergent Approaching Proficient Mastery

ELA.8.C.2.1 Student Student Student Student Present demonstrates a demonstrates a demonstrates demonstrates information below basic level basic level of beyond a basic expertise on the orally, in a of knowledge knowledge level of subject matter, logical relative to subject relative to subject knowledge elaborating to sequence, matter. Student matter. Student relative to subject advance the supporting the employment of employment of matter, audience's central idea with nonverbal cues is nonverbal cues is elaborating when understanding of credible below grade level. approaching grade necessary. the content evidence. Content is not

delivered in an identifiable sequence. The central idea may be evident but supporting evidence is absent, incredible, or integrated arbitrarily.

level. Content is delivered in an identifiable sequence that may not be appropriately suited to the task. The central idea is identifiable and supporting evidence is credible but may be uneven or insufficient in achieving a purpose.

Student demonstrates adequate command of nonverbal cues. Content is delivered in a recognizable sequence that is appropriate to the purpose and task. The central idea is easily identifiable and adequately supported by sufficient evidence from credible source(s).

presented. Student demonstrates exceptional command of nonverbal cues. Content is delivered in a recognizable sequence that is exceptionally aligned to the purpose and task. The central idea, implicit or explicit, is thoroughly supported by smoothly integrated, sufficient evidence from credible source(s).

193

Standard Emergent Approaching Proficient Mastery

ELA.7.C.2.1 Student Student Student Student Present demonstrates a demonstrates a demonstrates demonstrates information below basic level basic level of beyond a basic expertise on the orally, in a of knowledge knowledge level of subject matter, logical relative to subject relative to subject knowledge elaborating to sequence, matter. Student matter. Student relative to subject advance the emphasizing employment of employment of matter, audience's key points that nonverbal cues is nonverbal cues is elaborating when understanding of support the below grade level. approaching grade necessary. the content central idea. Content is not

delivered in an identifiable sequence. The central idea may be evident but key points are absent or minimally emphasized.

level. Content is delivered in an identifiable sequence that may not be appropriately suited to the task. The central idea is identifiable but key points are uneven or inconsistently emphasized.

Student demonstrates adequate command of nonverbal cues. Content is delivered in a recognizable sequence that is appropriate to the purpose and task. The central idea is identifiable and key points are emphasized to adequately support it.

presented. Student demonstrates exceptional command of nonverbal cues. Content is delivered in a recognizable sequence that is exceptionally aligned to the purpose and task. The central idea, implicit or explicit, is thoroughly supported by the effective selection and consistent emphasis of key points.

194

Standard Emergent Approaching

Content is

Proficient Mastery

ELA.6.C.2.1 Content is not Content is Content is delivered Present delivered in an delivered in an delivered in a in a recognizable information identifiable identifiable recognizable sequence that is orally, in a sequence. sequence that may sequence that is exceptionally logical Nonverbal cues not be appropriate to the aligned to the sequence, using employed are appropriately purpose and task. purpose and task. nonverbal cues, below grade level, suited to the task. Student Student appropriate voice projection is Student demonstrates demonstrates volume, clear ineffective, employment of adequate exceptional pronunciation, pronunciation may nonverbal cues is command of command of and appropriate indicate a approaching grade nonverbal cues. nonverbal cues. pacing. deficiency in the

understanding of phonics rules. Pacing, either too fast or too slow, inhibits the audience's attention and/or understanding.

level. Voice projection and/or pronunciation may be insufficient in conveying information. Minor adjustments to pacing would improve the audience's attention and/or understanding of content.

Voice projection and/or pronunciation is sufficient in adequately conveying information. Pacing is appropriate to the task and audience.

Voice projection is effective in conveying information and clear pronunciation reflects a mastery of phonics rules and sight words. Pacing is appropriate to the task and is adjusted when necessary to best facilitate the audience's comprehension.

195

Conventions Progression by Grade Level Standard Introduction Level Symbol

The skill has not been introduced. The skill is introduced. I The skill is mastered. M The skill should be reviewed as students encounter and create more complex text. R

Skill K 1 2 3 4 5 6 7 8 9 10 11 12 Begin each sentence with a capital letter and use ending punctuation.

I, M R R R R R R R R R R R R

Capitalize the days of the week, the months of the year, and the pronoun I.

I, M R R R R R R R R R R R R

Form regular plural nouns orally by adding /s/ or /es/.

I, M R R R R R R R R R R R R

Use interrogatives to ask questions. I, M R R R R R R R R R R R R

Capitalize proper nouns. I M R R R R R R R R R R R

Form and use simple verb tenses for regular verbs by adding the affix -ed.

I M R R R R R R R R R R R

Form plurals -y to -ies. I M R R R R R R R R R R Form and use complete simple sentences. I M R R R R R R R R R R R

Use possessives. I M R R R R R R R R R R R Use subject-verb agreement in simple sentences. I M R R R R R R R R R R R

Conjugate regular and irregular verb tenses. I I M R R R R R R R R R

Form and use regular and frequently occurring irregular plural nouns.

I I M R R R R R R R R R

Form and use the past tense of frequently occurring irregular verbs.

I I M R R R R R R R R R

Use apostrophes to form contractions. I M R R R R R R R R R R Use interjections. I M R R R R R R R R R R Appropriately use pronouns. I M R R R R R R R R R R Use commas in a series. I M R R R R R R R R R R Use plural possessives. I M R R R R R R R R R R Maintain consistent verb tense across paragraphs. I M R R R R R R R R R

Form and use irregular plural nouns. I M R R R R R R R R R Form and use the progressive and perfect verb tenses.

I M R R R R R R R R R

Use simple modifiers. I M R R R R R R R R R Use prepositions and prepositional phrases. I M R R R R R R R R R Form and use compound sentences. I M R R R R R R R R R Use quotation marks with dialogue and direct quotations.

I M R R R R R R R R R

Use commas to indicate direct address. I M R R R R R R R R R Use subject-verb agreement with intervening clauses and phrases.

I M R R R R R R R R

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. I I M R R R R R R R R

196

Skill K 1 2 3 4 5 6 7 8 9 10 11 12 Use conjunctions. I M R R R R R R R R Use principal modals to indicate the mood of a verb.

I I M R R R R R R R

Use appositives, main clauses, and subordinate clauses.

I I M R R R R R R R

Recognize and correct inappropriate shifts in tense and number.

I M R R R R R R R

Use conjunctions correctly to join words and phrases in a sentence.

I M R R R R R R R

Use verbals including gerunds, infinitives, and participial phrases.

I I M R R R R R R

Use comparative and superlative forms of adjectives

I M R R R R R R

Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.

I I M R R R R R R

Appropriately use colons. I M R R R R R Appropriately use ellipses. I M R R R R R

Appropriately use hyphens. I M R R R R R

Vary sentence structure. I I M R R R R R

Appropriately use passive and active voice. I M R R R R

Use semicolons to form sentences. I M R R R R

Use verbs with attention to voice and mood. I M R R R R Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

I I I M R R

Use knowledge of usage rules to create flow in writing and presenting.

I I M R

197

Appendix D: Vocabulary Selecting Academic Vocabulary for Direct Instruction

An important element of academic vocabulary instruction is determining which words require direct instruction and which words students can determine for themselves using context clues or morphology as appropriate. This flowchart is designed to help teachers in the selection process.

198

Morphology Base Words

Frequently occurring base words for 1st grade Base words for 2nd grade close answer do break give button happy connect help equal jump fair kind follow like hand open know pack learn play obey ride point talk see teach thought walk try

199

Greek and Latin Roots 3rd – 5th Grade Sample List Root Meaning Examples Origin

ant, anti against, opposed to, preventative

antagonist, antibiotic Greek

aqua water aquarium, aquatic Latin

aud to hear audiobook, audience Latin

auto self autobiography, autograph Greek

bio life biology, biography Greek

cent one hundred century, percent Latin

chron time chronological, chronic Greek

cir/circum around circumference, circumstance, circular Latin

duc/duct lead, make deduce, produce, educate Latin

form shape formation, format Latin

geo earth geography, geology Greek

graph write autograph, graphic Greek

hetero different heteronym, heterogeneous Greek

homo same homonym, homogenous Greek

logy study of biology, zoology Greek

mal bad malfunction, malpractice, maleficence Latin

meter/metr measure thermometer, perimeter Greek

micro small microscope, microphone Greek

mono one monologue, monotonous Greek

multi many multimedia, multitask Latin

photo light photograph, photosynthesis Greek

port to carry import, transportation Latin

scope viewing instrument microscope, telescope Greek

spect to look inspection, spectator Latin

tele far off television, telephone Greek

vid/vis to see visual, video Latin

200

6th - 8th Grade Sample List

Root Meaning Examples Origin

ast/aster/astro star astrology, astronomy, astronaut Greek

bene good beneficial, benefactor Latin

contra/counter against, opposite contraindicated, counterintuitive Latin

ante, anti before, prior to antecedent, anticipate Latin

dys bad, difficult dysfunction, dyslexia Greek

fac to do, to make factory, manufacture Latin

hydr water hydration, dehydrate Greek

hypo under, beneath hypothermia, hypodermic Greek

ject throw projector, object Latin

jud judge judgment, misjudge Latin

morph form, shape morpheme, metamorphosis Greek

mis/miso hate misanthrope, misogyny Greek

nym name synonym, antonym Greek

phob fear agoraphobia, claustrophobic Greek

psych mind psychology, psychedelic Greek

scrib/scribe to write scribble, script Latin

therm heat thermal, thermometer Greek

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Common Prefixes Prefix Definition Examples

anti- against antibiotic, anticlimax

auto- self autograph, autobiography

bi- two bicycle, binocular

de- opposite devalue, dehumidify

dis- not, opposite of detach, deploy

en-, em- cause to empower, entangle

fore- before, front of forecast, foresee

in-, im-, il-, ir- not impossible, innocent

inter- between, among international, interject

micro- small microscope, microwave

mid- middle midway, midday

mis- wrongly misunderstand, misconduct

multi- many, much multicolor, multipurpose

non- not nonsense, nondescript

oct- eight octopus, octagon

over- over, too much overall, overworked

poly- many, much polygon, polymer

pre- before prevent, preview

quad- four quadrilateral, quadrant

re- again rebuild, recall

semi- half, partly, not fully semicircle, semiformal

sub- under submarine, subconscious

tele far, distant telephone, television

trans- across, change, through transfer, transportation

super- above, beyond superhuman, superficial

trans- across transcontinental, translucent

tri three tripod, triangle

un- not, opposite of unable, unhappy

uni- one unicycle, unicorn

under- under, too little underground, undercurrent

202

Common Suffixes Suffix Part of Speech Definition/Meaning Examples

-able, -ible adjective is; can be collectable, gullible

-age noun result of an action; collection manage, acreage

-al, -ial adjective having characteristics of circumstantial, seasonal

-an noun one having a certain skill; relating/belonging to

American, electrician

-ate verb to make, have, become differentiate, duplicate

-ed verb/adjective past tense verbs; adjectives accomplished, accepted

-en noun/adjective made of hydrogen, mistaken

-ence, -ance noun act; condition of excellence, importance

-ent, -ant noun an action; condition; causing a specific action

student, contestant

-er, -or noun one who; action or process; more teacher, boxer

-est adjective the most coldest, largest

-ful adjective full of beautiful, hateful

-ic adjective having characteristics of historic, asymmetric

-ies noun plural, more than one parties, babies

-ify verb to make, have, become amplify, justify

-ing verb verb forms; present participles helping, running

-ion, -tion, -ation,

noun act; process confusion, inspection

-ish adjective like; similar childish, bookish

-ist noun the person who is loyalist, nutritionist

-ity, -ty noun state of responsibility, specialty

-ive, -ative, -itive

adjective adjective form of noun active, comparative

-ize verb to make; to cause to become criticize, apologize

-less adjective without helpless, effortless

-logy, -ology noun science of; study of biology, archeology

-ly adverb how something is fluently, briefly

-ment noun state of being; act of payment, employment

-ness noun state of; condition of sickness, wilderness

-ous, -eous, -ious

adjective having qualities of courageous, gracious

-s, -es noun more than one books, boxes

-ship noun the state of being something friendship, leadership

-y adjective characterized by cloudy, thirsty

203

Foreign Words and Phrases Latin Phrase English Meaning French Phrase English Meaning ad hoc ad ̍ häk

concerned with a particular purpose; improvised

au revoir o rәvˈwär

goodbye, until we see each other again

bona fides bō-nә-ˈfī-ˌdēz

good faith; sincere, involving no deceit or fraud

avant garde aväntˈɡärd

unorthodox, experimental

carpe diem kärpā ˈdēˌem

seize the day bon mot bän ˈmō

a witty remark

caveat emptor kavēˌät ˈem(p)ˌtôr

let the buyer beware carte blanche kärt ˈblänSH

unlimited authority

de facto dā ̍ faktō

in reality, actually existing c’est la vie seɪ lә ˈviː

that’s life, that’s how things happen

in extremis in ikˈstrāmis

in extreme circumstances coup de grâce kü-dә-ˈgräs

a decisive finishing blow

in medias res in ˈmēdēәs ˈres

in the midst of things coup d’état kü-(ˌ)dā-ˈtä

overthrow of a government by a group

in toto in ˈtōdō

altogether de rigueur dә-(ˌ)rē-ˈgәr

proper

modus operandi mōdәs ˌäpәˈrandē

a method of procedure déjà vu dā-ˌzhä-ˈvü

something overly familiar

modus vivendi mōdәs viˈvendē

a way of living, getting along fait accompli ˈfā-tә-ˌkäm-ˈplē

an accomplished fact, presumably irreversible

persona non grata pәrˌsōnә ˌnän ˈɡrädә

an unacceptable or unwelcome person

faux pas ˈfō-ˌpä

a social blunder

prima facie prīmә ˈfāSHē

at first view, apparently; self- evident

je ne sais quoi zhә-nә-ˌsā-ˈkwä

an admirable quality that cannot be adequately described

pro bono prō-ˌbȯ-nō

for the good merci mәrˈsi

thank you

pro forma prō ̍ fôrmә

for the sake of form, carried out as a matter of formality

pièce de résistance pēˌes dә rәˌziˈstäns

showpiece

quid pro quo kwid ˌprō ˈkwō

something given or received in exchange for something else

raison d'être rāzôn ˈdetrә

reason for being

requiescat in pace re.kʷiˈeːs.kat in ˈpaː.ke

may he or she rest in peace tête-à-tête tādәˈtāt

private conversation between two people

sub rosa sәb ˈrōzә

secretly vis-à-vis vēzәˈvē

in relation to

204

Context Clues Type Definition Example

Definition The definition of the word is incorporated into the text.

Carey was lethargic; she did not have enough energy to get out of bed and go to swim practice.

Synonyms The author uses a word having the same or similar meaning to other words in a sentence.

Rebecca, my best friend, has been a companion to me for many years.

Antonyms The author hints at the meaning by providing a non-example or opposite.

Kim was anxious about the test, but Christy was not worried at all.

Examples The definition of the word is given in the form of an example.

Krystle will serve cold beverages, such as soda, tea, and juice, to the guests.

Inference

The reader is able to make an educated guess, use reasoning or background knowledge to determine the meaning of an unknown word.

You can speak candidly to Mrs. Dodd. She is an affable guidance counselor.

Word Relationships

Relationship Definition Examples

Synonym Two words having the same or nearly the same meaning

strong : powerful tired : lethargic stroll : amble

Antonym Two words having opposite meanings hot : cold punctual : tardy gorgeous : grotesque

Homonym Two words having the same pronunciation and spelling, but having different meanings

lie (untruth) : lie (prone) address (location) : address (speak to)

Homophone Two words having the same pronunciation, but having different spellings and meanings

there : their to : too here : hear

205

Appendix E: Reading Foundations

Introduction

English is an alphabetic language. It has 26 letters and 44 sounds. The alphabetic principle is that students need to know there is a sound/symbol relationship before they can learn to read. It is important to teach phonological awareness, phonics, morphology and etymology (history of origin), syntax, text reading fluency, vocabulary, semantics, and written expression in an explicit, sequential, systematic, and cumulative manner. Explicit means that the initial introduction of a sound/symbol relationship should be directly stated. Sequential and systematic means that instruction should be from the easiest to the more difficult skills with much repetition and review. Cumulative means instruction builds upon prior learning. Learning is multisensory in that it involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language.

Phonological awareness, alphabetic skills, and language skills are the best predictors of early reading success. Phonological awareness is the ability to segment sounds in speech at the syllable, onset-rime, and phoneme level. Alphabetic skills are knowledge of letter names and sounds, the ability to identify and recognize words as well as spell them correctly. Words vary in the consistency of their sound-spelling patterns, with some words being highly inconsistent or irregular. Learning to automatically recognize irregular words and regular words makes them “sight” words that can support fluency development. Practicing reading using decodable texts with some irregular words is important. As students consolidate their alphabetic skills, they should practice reading familiar text to build fluency.

When readers who are not fluent attend to each letter of a word instead of reading with automaticity, valuable working memory is being used. With reduced working memory bandwidth, comprehension is negatively impacted. Because this link is so strong, any work with fluency should also include a comprehension component.

When older readers who are not fluent learn how to decode words, their fluency rate and comprehension are paradoxically reduced. This is because instead of skipping unknown words, they are using their newly acquired skill of decoding, which slows them down initially until they decode with automaticity. Increased time on text with independent level materials as well as engaging in repeated readings help develop automaticity and fluency.

Students who are not proficient in reading should be assessed and progress monitored for their foundational skill strengths and weaknesses in the components of reading (phonological awareness, phonics/morphology, syntactic knowledge, fluency, vocabulary, and comprehension). Secondary teachers should use the assessment data to determine which of the Reading Foundational benchmarks must be addressed and select appropriate interventions.

206

Fluency Dolch Word Lists

Dolch Pre-Primer Word List

a and away big blue

can come down find for

Dolch Primer Word List all black eat into on ride that want who am brown four like our saw there was will are but get must out say they well with at came good new please she this went yes ate did have no pretty so too what be do he now ran soon under white

Dolch 1st Grade Word List after by going how of round then again could had just old some think an every has know once stop walk any fly her let open take were ask from him live over thank when as give his them

Dolch 2nd Grade Word List always around because been before best

both buy call cold does don’t

funny go help here I

fast first five found gave goes

in is it jump little

may

green its made many off or

look make me my not

pull read right sing sit sleep

put

one see up play the we red three where run to yellow said two you

tell their these those upon us

use work very would wash write which your why wish

207

Fry Word Lists 1st hundred words

1. the 2. of 3. and 4. a 5. to 6. in 7. is 8. you 9. that 10. it 11. he 12. was 13. for 14. on 15. are 16. as 17. with 18. his 19. they 20. I

2nd hundred words 101. over 102. new 103. sound 104. take 105. only 106. little 107. work 108. know 109. place 110. year 111. live 112. me 113. back 114. give 115. most 116. very 117. after 118. thing 119. our 120. just

21.at 22. be 23. this 24. have 25. from 26. or 27. one 28. had 29. by 30. word 31. but 32. not 33. what 34. all 35. were 36. we 37. when 38. your 39. can 40. said

121. name 122. good 123. sentence 124. man 125. think 126. say 127. great 128. where 129. help 130. through 131. much 132. before 133. line 134. right 135. too 136. mean 137. old 138. any 139. same 140. tell

41. there 42. use 43. an 44. each 45. which 46. she 47. do 48. how 49. their 50. if 51. will 52. up 53. other 54. about 55. out 56. many 57. then 58. them 59. these 60. so

141. boy 142. follow 143. came 144. want 145. show 146. also 147. around 148. farm 149. three 150. small 151. set 152. put 153. end 154. does 155. another 156. well 157. large 158. must 159. big 160. even

61. some 62. her 63. would 64. make 65. like 66. him 67. into 68. time 69. has 70. look 71. two 72. more 73. write 74. go 75. see 76. number 77. no 78. way 79. could 80. people

161. such 162. because 163. turn 164. here 165. why 166. ask 167. went 168. men 169. read 170. need 171. land 172. different 173. home 174. us 175. move 176. try 177. kind 178. hand 179. picture 180. again

81. my 82. than 83. first 84. water 85. been 86. call 87. who 88. am 89. its 90. now 91. find 92. long 93. down 94. day 95. did 96. get 97. come 98. made 99. may 100. part

181. change 182. off 183. play 184. spell 185. air 186. away 187. animal 188. house 189. point 190. page 191. letter 192. mother 193. answer 194. found 195. study 196. still 197. learn 198. should 199. America 200. world

208

Measures of Fluency

Fluency Norms The Hasbrouck-Tindal Norms Chart indicates words correct per minute by grade level, time of year, and percentile rank. Fluency measures should always be combined with comprehension checks such as a retelling of the passage or comprehension questions to strengthen the link between fluency and comprehension. Oral reading fluency rubrics that consider other factors of fluency should also be considered.

From Hasbrouck, J. & Tindal, G. (2017). An update on compiled ORF norms (Technical Report No. 1702). Eugene, OR. Behavioral Research and Teaching. University of Oregon.

Grade Percentile Fall WCPM

Winter WCPM

Spring WCPM

90 97 116

75 59 91

50 29 60

25 16 34

10 9 18

90 111 131 148

75 84 109 124

50 50 84 100

25 36 59 72

10 23 35 43

90 134 161 166

75 104 137 139

50 83 97 112

25 59 79 91

10 40 62 63

Grade Percentile Fall WCPM

Winter WCPM

Spring WCPM

90 153 168 184

75 125 143 160

50 94 120 133

25 75 95 105

10 60 71 83

90 179 183 195

75 153 160 169

50 121 133 146

25 87 109 119

10 64 84 102

90 185 195 204

75 159 166 173

50 132 145 146

25 112 116 122

10 89 91 91

209

Sample Oral Reading Fluency Rubrics NAEP Fluency Scale Fluent Level

4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation.

Level 3

Reads primarily in three- or four-word phrase groups. Some small groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.

Non- fluent

Level 2

Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.

Level 1

Reads primarily word-by-word. Occasional two-word or three-word phrases may occur — but these are infrequent and/or they do not preserve meaningful syntax.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Oral Reading Study.

Multidimensional Fluency Scale

1 2 3 4

E X PR E SS IO N &

V O L U M E

Reads words as if simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice.

Begins to use voice to make text sound like natural language in some areas of the text but not in others. Focus remains largely on pronouncing the word. Still reads in a quiet voice.

Make text sound like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text.

Reads with good expression and enthusiasm throughout the text. Varies expression and volume to match his or her interpretation of the passage.

P H R A S IN G

Reads in a monotone with little sense of boundaries; frequently reads word-by-word.

Frequently reads in two- and three-word phrases, giving the impression of choppy reading; improper stress and intonation fail to mark ends of sentences and clauses.

Reads with a mixture of run-ons, mid-sentence pauses for breath, and some choppiness, reasonable stress and intonation.

Generally reads with good phrasing, mostly in clause and sentence units, with adequate attention to expression.

S M O O T H N E S S Makes frequent

extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts.

Experiences several “rough spots” in text where extended pauses or hesitations are more frequent and disruptive.

Occasionally breaks smooth rhythm because of difficulties with specific words and/or structures.

Generally reads smoothly with some breaks, but resolves word and structure difficulties quickly, usually through self- correction.

P A C E

Reads slowly and laboriously.

Reads moderately slowly.

Reads with an uneven mixture of fast and slow pace.

Consistently reads at conversational pace; appropriate rate throughout reading.

Source: Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading fluency. Theory Into Practice, 30, 211–217.

210

Interventions for Secondary Students

Reading Intervention must target the area(s) of need as determined by diagnostic assessment data on the components of reading and progress monitored with an appropriate assessment tool that measures growth in the target area(s) until the student becomes proficient.

Learner Profiles

There are three common profiles of non-proficient decoders in the secondary grades. Some students may fit more than one profile. Educators should conduct regular collaborative problem-solving meetings to consider additional factors such as vision, hearing, attention, memory, health concerns, years in an English language program, and home life.

Profile 1 consists of students who have irregular gaps in their foundational reading skills sometimes due to interrupted schooling. This might mean a gap in knowledge of vowel sounds for one student, blends for another, and decoding multisyllabic words for another. Once the specific gap(s) is/are identified and addressed, these students often quickly catch up to their peers.

Profile 2 consists of students who are English Language Learners. These students can further be divided: Profile 2A: Students who have a strong background in literacy in their home language and can apply that knowledge to English with the support of ESOL strategies in the general curriculum. Profile 2B: Students without a strong background in literacy in any language and may need support beyond ESOL strategies and could have an unidentified learning disability.

Profile 3 consists of students with persistent reading difficulties and may include students with phonological processing deficiencies or those with learning disabilities.

Students with Profile 1, 2, or 3 require systematic, explicit, differentiated, and multisensory instruction in order to become proficient readers regardless of age or grade level.

Learning Environment Considerations

1. Non-proficient readers are given opportunities to practice foundational skills in reading of independent-level text and instructional-level text.

2. The teacher preserves the dignity of adolescent, non-proficient readers by using developmentally appropriate materials, instruction, and assessment.

3. The teacher has a growth mindset toward adolescent, non-proficient readers and develops a growth mindset in the students by providing appropriate scaffolding.

4. Strategies and supports are removed as students become proficient in decoding and fluently reading grade level text.

211

Glossary of Terms

Key Word Definition Synonyms

accuracy freedom from mistake or error

conformity to truth or to a standard or model

correctness, exactness, precision, veracity

affix a letter or group of letters added to the beginning or end of a word to change its meaning : a prefix or suffix

prefix, suffix

allegory the expression by means of symbolic fictional figures and actions of truths or generalizations about human existence

a symbolic representation

apologue, fable, parable

alliterative repetition of initial consonant sounds in two or more words

allusion an implied or indirect reference especially in literature

the act of making an indirect reference to something : the act of alluding to something

alphabetic principle

the concept that letters and letter combinations represent individual phonemes in written words

ambiguity the quality or state of being understood in two or more possible ways

a word or expression that can be understood in two or more possible ways

analyze to study or examine something in detail, in order to discover more about it

breakdown, deconstruct, dissect

archetype the original pattern or model of which all things of the same type are representations or copies

argument a coherent series of reasons, statements, or facts intended to support or establish a point of view

claim, dispute, assertion

audience the people who watch, read, or listen to something readers, public, following, listenership, readership, viewership, followers

author’s perspective

in informational text, the author’s attitude toward a topic or subject

in literary text, a character’s attitude

212

Key Word Definition Synonyms

author's purpose Persuade: argument/opinion texts present information in a reasoned, logical way demonstrating that the writer’s opinion or claim is valid.

Inform: expository texts convey information accurately and serve one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

Entertain: texts intended to engage readers emphasize writing that is interesting, amusing, and captivating.

Note: Authors have many reasons for writing a text and they often overlap.

writer’s purpose, author’s intent

automaticity in reading, fast, accurate word recognition

base word the part of the word that cannot be broken down root

bias cause to feel or show inclination or prejudice for or against someone or something

favor, subjectivity, one- sidedness, partiality, partisanship, prejudice, preference

blending reading a word systematically from left to right by combining the sounds of each successive letter or combination of letters

cause and effect noting a relationship between actions or events such that one or more are the result of the other or others.

central idea the most important or central thoughts unifying elements of a text

character one of the individuals in a work of fiction role, part, person, individual

character’s perspective

a particular attitude toward or way of regarding something

cite to speak or write words taken from a particular writer or written work, giving credit to the original source to refer specifically to a source

quote, reference, attribution, credit

claim to say that something is true or is a fact, although you cannot prove it and other people might not believe it a statement that something is true or is a fact, although other people might not believe it

assertion, argument

clarify to make or become more easily understood clear up, construe, explain, explicate, expound, get across, illuminate, simplify

coherent logical and well-organized easy to understand able to talk or express yourself in a clear way that can be easily understood

logical, rational, reasonable, sensible, sound, valid, well-founded, well- grounded, clear, understandable

213

Key Word Definition Synonyms

cohesive naturally or logically connected holding together

connected, close-knit, united

compare and contrast

to note what is similar and different about two or more things

complex consisting of many different and connected parts complicated, detailed, involved, elaborate

comprehend to understand fully apprehend, catch on (to), decipher, get, grasp, perceive, understand

conclusion to end something such as a speech, conversation, or piece of writing

to have a particular opinion about something after thinking carefully about it

closure, completion, consequence, denouement, development, ending, outcome, result

conflation the merging of two or more ideas or sets of information into one

connotation/ connotative language

language that communicates a feeling or idea that is suggested by a word in addition to its basic meaning, or something suggested by an object or situation

overtone, significance, undertone, association, essence, hint, nuance, suggestion

consonant blend two or more consecutive consonants that retain their individual sounds (e.g., /bl/ in block or /str/ in string)

contemporaneous existing, occurring, or originating during the same time contemporary

context the situation within which something exists or happens, and that can help explain it

the text or speech that comes immediately before and after a particular phrase or piece of text and helps to explain its meaning

background, situation, text, frame of reference

conventions commonly accepted rules of written English, e.g., spelling, usage, punctuation, capitalization, and sentence formation

custom, rule, tradition, norm

counterclaim an opposing claim; a claim made in reply to another claim and different from it

rebuttal, reply, counterargument

credible capable of being believed believable

decoding translating a word from print to speech, usually by employing knowledge of letter sound relationships; also, the act of deciphering a new word by sounding it out

demonstrate to show or make something clear to show something and explain how it works

establish, prove, show, substantiate, validate

denotation the meaning of a word or phrase, usually as defined by a dictionary

meaning, name, definition

develop to bring out the possibilities of

to begin to exist or be present gradually

to create over time

to grow or cause to grow more mature, or more advanced

elaborate, evolve, unfold, open, evolve, progress, expand upon

214

Key Word Definition Synonyms

digraph a group of two consecutive letters that are read as a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing)

diphthong a vowel produced by the tongue shifting position during articulation

Note: The vowel feels as if it has two parts, as the sound begins with one vowel and gradually changes to another vowel within the same syllable (e.g., ow, oy, ou, oi)

distinguish to notice or recognize a difference between people or things to know the difference to make someone or something different or special in some way to see or hear someone or something clearly

differentiate, discern, discriminate, separate

encoding determining the spelling of a word based on the sounds in the word

epic a long narrative poem in elevated style recounting the deeds of a legendary or historical hero extending beyond the usual or ordinary especially in size or scope

legend, narrative, tale, saga, heroic poem

evaluate to judge or calculate the quality, importance, amount, or value of something

appraise, assess, rate, value

evidence source-based information including facts, figures, and details used to support the writer or speaker’s central idea or claim

indication, proof, substantiation

explain to make clear to give the reasons for or cause of

clear up, demonstrate, explicate, expound, get across, simplify

explicit so clearly expressed as to leave no doubt about the meaning clear-cut, definite, definitive, specific, unambiguous, unequivocal

export publish

expository of, relating to, or containing exposition; explaining or describing something

explanatory, explicatory

figurative language

language expressing one thing in terms normally denoting another with which it may be regarded as analogous language characterized by figures of speech

metaphor, allegory, emblem, symbolism, euphemism, nonliteral language

formal following established form, custom, or rule suitable for a proper occasion

accepted, decorous, genteel, polite, proper, respectable, conventional, orthodox

grapheme smallest written unit corresponding to a sound or phoneme

identify to recognize or be able to name someone or something, or to prove who or what someone or something is

distinguish, pinpoint, single out, determine

illustration a picture or diagram that explains or decorates an example or instance used to make something clear

diagram, figure, graphic, visual, drawing, illumination, image, pictogram, pictograph, picture

important details information in a text that supports the central idea

215

Key Word Definition Synonyms

infer to form an opinion from evidence to reach a conclusion based on known facts

decide, deduce, derive, extrapolate, gather, judge

integrate to combine two or more things in order to become more effective to combine ideas from sources with one’s own ideas

amalgamate, blend, combine, conflate, fuse, incorporate, meld, merge, mingle, mix

interpretation an explanation or opinion of what something means meaning, understanding

introduce to bring forward for discussion or consideration to put in

begin, establish, initiate, institute, launch, set up, start

irregular words words that have exceptions to the typical sound–spelling patterns

Note: Irregular words are difficult to decode because the sounds of the letters in the word do not add up to the correct pronunciation.

juxtaposition the technique of putting two or more elements side by side to invite comparison or contrast

LAN a Local Area Network such as home router

legible handwriting clear enough to read

lexicon all words known to an individual

logical according to a proper or reasonable way of thinking according to what is reasonably expected

rational, reasonable, sensible, sound, valid, well- founded, well-grounded

mood the atmosphere of a piece of writing; it’s the emotions a selection arouses in a reader through diction, figurative language, and other choices

Note: Although both mood and tone are developed through diction, they are not synonymous.

morpheme smallest meaningful unit in a writing system

morphology the system of word-forming elements and processes in a language

morphology the knowledge of meaningful word parts in a language (typically the knowledge of prefixes, suffixes, and/or base words)

multimedia using, involving, or encompassing several media such as text, image, audio, video, and/or animation

mixed media

narrative something (as a story) that is told in full detail account, chronicle, chronology, commentary, history, record, report, story

onset-rime pairs two parts of a syllable: the onset consists of the initial consonant(s), and the rime consists of the vowel and any consonants that follow it. (For example, in the word sat, the onset is s and the rime is at. In the word flip, the onset is fl and the rime is ip.)

opposing disagreeing or disapproving conflicting, contending, rival

216

Key Word Definition Synonyms

organize to put things into a particular arrangement, order, or structure arrange, array, classify, draw up, lay out, order, systematize

orthography system of written language

paraphrase to say something that someone else has said or written using different words

rephrasing, restatement, restating, rewording, translation

perspective a particular attitude toward or way of regarding something outlook, perspective, position, standpoint, view

phoneme the smallest unit of sound within a language system

Note: A phoneme may be a word by itself, or it may be combined with other phonemes to make a word.

phonemic awareness

a subcategory of phonological awareness essential for reading, including the awareness of individual sounds/phonemes in spoken words

phonological awareness

awareness of all levels of the speech sound system

phonology system of rules dealing with the sounds in a language

phrase a group of two or more words that express a single idea but do not usually form a complete sentence a brief expression that is commonly used

expression, idiom, motto, remark, saying, wording

plagiarism an act of copying the ideas or words of another person without giving credit to that person

copying, falsification, literary theft, fraud, appropriation

plot the plan of main story (as of a dramatic or literary work) scheme, plan, framework, story structure

point of view in literary texts, the type of narration used (as in first-, second-, or third-person narration); a way of looking at or thinking about something

outlook, position, standpoint

position an arguable opinion that can be defended by evidence

primary source Sources, such as diaries, speeches, interviews, letters, official records, that provide first-hand testimony or direct evidence witnessed or recorded by someone who experienced the event(s) or condition(s) being documented

prosody the rhythmic and intentional aspect of language

reasoning the process of thinking about something in a logical way in order to form a conclusion or judgment

interpretation, thinking, rationale, proposition, premise

relationship the way in which two or more people or things are connected link, connection, affiliation, tie, correlation

relevant related to a subject or to something happening or being discussed applicable, germane, pertinent, related, suited

reliable of a source, trustworthy without any biases or conflict of interest related to the topic

trustworthy

217

Key Word Definition Synonyms

research careful study that is done to find and report new knowledge about something the activity of getting information about a subject

exploration, inquiry, investigation, probe

revise dealing with the text as a whole, addressing strengths and weaknesses, arguments, focus, support, evidence, voice, and mechanical issues

Note: Revise does not mean to rewrite the entire piece of writing.

alter, improve, modify, overhaul, rework, rewrite, revamp

rhetoric the art or skill of speaking or writing formally and effectively especially as a way to persuade or influence people

oratory, oration, eloquence, elocution, flowery language

root a word or part of a word from which other words are obtained by adding a prefix or suffix

base, base word

secondary source sources created by someone who did not experience firsthand or participate in the event(s) Examples: textbooks, journal articles, criticisms

semantics study of word and phrase meanings

sequence a series of related things or events, or the order in which things or events follow each other

progression, procession, succession, cycle

setting the time, place, and circumstances in which something occurs or develops the time and place of the action of a literary, dramatic, or cinematic work the scenery used in a theatrical or film production

background, environment, environs, milieu, context

sight word vocabulary

words that can be recognized efficiently at a glance. Note: The goal is that all words eventually become sight words.

source a person, text, document, or primary reference work that provides information

author, origin, text

structure to plan, organize, or arrange the parts of something the way that something is arranged or organized

format, framework, organization

style the writer’s way of writing using various techniques the way in which a writer creates voice

summarize to express or cover the main points briefly abstract, boil down, brief, digest, encapsulate, outline, recap, recapitulate, sum up, wrap up

support information and evidence used to prove or corroborate something

using information or evidence to show or seem to prove something to be true

uphold, back, corroborate, help

syllable any one of the parts into which a word is naturally divided when it is pronounced a unit of spoken language that consists of one or more vowel sounds alone or with one or more consonant sounds coming before or following

syntax the formation of sentences and the associated grammatical rules.

synthesize to make something by combining different things to combine things in order to make something new

incorporate, amalgamate, blend, unify

218

Key Word Definition Synonyms

technique a way of performing a skillful activity, or the skill needed to do it approach, means, tactic, procedure, facility

text features the components of a story or article that are not the main body of text, including the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams

text structures structures used to organize information in a text Examples: chronology, comparison, and cause and effect

theme the underlying message or big idea of a talk, book, film, or other work

message, purpose, essence, lesson

tone the author or speaker’s attitude toward a subject, evident through diction or the viewpoint of an author or speaker on a particular subject. Tone can be formal, informal, serious, comic, sarcastic, pedantic, sad, cheerful, or any other attitude.

Note: Although both mood and tone are developed through diction, they are not synonymous.

manner, style, character, nature, vein, mode

topic someone or something that people talk or write about subject, matter, subject matter, content

track to follow something that moves or changes by noticing elements it leaves behind

trace, follow

transition to shift from one thing to another smoothly and without interruption words, phrases, clauses, or sentences used to connect ideas and move the reader or listener through a response

change, segue, shift, pivot, continuation, juncture

trigraph group of three consecutive letters that are read as a single sound (e.g., -tch in catch; -igh in night; -ure in closure)

universal theme an idea that applies to anyone, anywhere, regardless of cultural differences

common theme, global theme

valid of a source, truthful in respect to the information presented truthful

visual element visual aid that assist the reader with pictures, colors, and imagery

voice Literature: the individual style in which a certain author writes his or her works Grammar: the relationship between the action/state of being expressed by the verb and the participants related to that action (subject, direct object, indirect object.)

vowel team two or more vowels that make one sound (e.g., ea, ou, ie, oo)

word analysis analyzing morphemic units in words

219

Structure Bookmarks

Table of Contents..

Table of Contents..

Table of Contents..

Table of Contents

Table of Contents
..........................................................................................................................................
1 .

Introduction

Introduction
...................................................................................................................................................
5 .

Standards Map

Standards Map
............................................................................................................................................
10 .

Progression of Foundations Benchmarks

Progression of Foundations Benchmarks
....................................................................................................
11 .

Spiraled Standards in a Vertical Progression

Spiraled Standards in a Vertical Progression
..............................................................................................
13 .

Kindergarten

Kindergarten
...........................................................................................................................................
26 .

Foundational Skills

Foundational Skills
.............................................................................................................................
26 .

Reading

Reading
...............................................................................................................................................
27 .

Communication

Communication
...................................................................................................................................
29 .

Vocabulary

Vocabulary
..........................................................................................................................................
32 .

Sample texts by benchmark

Sample texts by benchmark
....................................................................................................................
33 .

1st Grade

1st Grade
.................................................................................................................................................
35 .

Foundational Skills

Foundational Skills
.............................................................................................................................
35 .

Reading

Reading
...............................................................................................................................................
36 .

Communication

Communication
...................................................................................................................................
38 .

Vocabulary

Vocabulary
..........................................................................................................................................
40 .

Sample texts by benchmark

Sample texts by benchmark
....................................................................................................................
41 .

2nd Grade

2nd Grade
................................................................................................................................................
43 .

Foundational Skills

Foundational Skills
.............................................................................................................................
43 .

Reading

Reading
...............................................................................................................................................
44 .

Communication

Communication
...................................................................................................................................
45 .

Vocabulary

Vocabulary
..........................................................................................................................................
48 .

Sample texts by benchmark

Sample texts by benchmark
.....................................................................................................................
49 .

3rd Grade

3rd Grade
................................................................................................................................................
51 .

Foundational Skills

Foundational Skills
.............................................................................................................................
51 .

Reading

Reading
...............................................................................................................................................
51 .

Communication

Communication
...................................................................................................................................
53 .

Vocabulary

Vocabulary
..........................................................................................................................................
55 .

Sample texts by benchmark

Sample texts by benchmark
.....................................................................................................................
57 .

4th Grade

4th Grade
.................................................................................................................................................
60 .

Foundational Skills

Foundational Skills
.............................................................................................................................
60 .

Reading

Reading
...............................................................................................................................................
61 .

Communication

Communication
...................................................................................................................................
62 .

Vocabulary

Vocabulary
..........................................................................................................................................
65 .

Sample texts by benchmark

Sample texts by benchmark
....................................................................................................................
66 .

5th Grade

5th Grade
.................................................................................................................................................
69 .

Foundational Skills

Foundational Skills
.............................................................................................................................
69 .

Reading

Reading
...............................................................................................................................................
69 .

Communication

Communication
...................................................................................................................................
71 .

Vocabulary

Vocabulary
..........................................................................................................................................
73 .

Sample texts by benchmark

Sample texts by benchmark
....................................................................................................................
75 .

6th-8th Grade

6th-8th Grade
..............................................................................................................................................
78 .

6th Grade

6th Grade
.................................................................................................................................................
78 .

Reading

Reading
...............................................................................................................................................
78 .

Communication

Communication
...................................................................................................................................
80 .

Vocabulary

Vocabulary
..........................................................................................................................................
82 .

Sample texts by benchmark

Sample texts by benchmark
.....................................................................................................................
83 .

7th Grade

7th Grade
.................................................................................................................................................
86 .

Reading

Reading
...............................................................................................................................................
86 .

Communication

Communication
...................................................................................................................................
88 .

Vocabulary

Vocabulary
..........................................................................................................................................
90 .

Sample texts by benchmark

Sample texts by benchmark
.....................................................................................................................
91 .

8th Grade

8th Grade
.................................................................................................................................................
95 .

Reading

Reading
...............................................................................................................................................
95 .

Communication

Communication
...................................................................................................................................
97 .

Vocabulary

Vocabulary
..........................................................................................................................................
99 .

Sample texts by benchmark

Sample texts by benchmark
...................................................................................................................
100 .

9th-12th Grade

9th-12th Grade
..........................................................................................................................................
104 .

9th Grade

9th Grade
...............................................................................................................................................
104 .

Reading

Reading
.............................................................................................................................................
104 .

Communication

Communication
.................................................................................................................................
107 .

Vocabulary

Vocabulary
........................................................................................................................................
109 .

Sample texts by benchmark

Sample texts by benchmark
..................................................................................................................
110 .

10th Grade

10th Grade
.............................................................................................................................................
114 .

Reading

Reading
.............................................................................................................................................
114 .

Communication

Communication
.................................................................................................................................
116 .

Vocabulary

Vocabulary
........................................................................................................................................
118 .

Sample texts by benchmark

Sample texts by benchmark
..................................................................................................................
119 .

11th Grade

11th Grade
.............................................................................................................................................
125 .

Reading

Reading
.............................................................................................................................................
125 .

Communication

Communication
.................................................................................................................................
128 .

Vocabulary

Vocabulary
........................................................................................................................................
130 .

Sample texts by benchmark

Sample texts by benchmark
..................................................................................................................
131 .

12th Grade

12th Grade
.............................................................................................................................................
136 .

Reading

Reading
.............................................................................................................................................
136 .

Communication

Communication
.................................................................................................................................
139 .

Vocabulary

Vocabulary
........................................................................................................................................
140 .

Sample texts by benchmark

Sample texts by benchmark
..................................................................................................................
142 .

6-12 Foundational Reading Intervention Standards

6-12 Foundational Reading Intervention Standards
..................................................................................
145 .

Appendix A: K-12 ELA Expectations for Students

Appendix A: K-12 ELA Expectations for Students
..................................................................................
147 .

K-12 ELA Expectations

K-12 ELA Expectations
........................................................................................................................
147 .

Appendix B: Reading

Appendix B: Reading
................................................................................................................................
148 .

What is a Text?

What is a Text?
......................................................................................................................................
148 .

Text Complexity

Text Complexity
...............................................................................................................................
148 .

Literary Periods

Literary Periods
.................................................................................................................................
165 .

Background Knowledge

Background Knowledge
........................................................................................................................
168 .

Civic Literacy Reading List

Civic Literacy Reading List
..............................................................................................................
168 .

Text Features

Text Features
.........................................................................................................................................
172 .

Text Structures

Text Structures
......................................................................................................................................
174 .

Figurative Language

Figurative Language
.........................................................................................................................
175 .

Rhetoric

Rhetoric
.............................................................................................................................................
177 .

Archetypes

Archetypes
........................................................................................................................................
178 .

Types of Logical Reasoning

Types of Logical Reasoning
.............................................................................................................
180 .

Fallacies in Reasoning (Informal)

Fallacies in Reasoning (Informal)
.....................................................................................................
181 .

Communicating through Writing

Communicating through Writing
..........................................................................................................
183 .

Writing Types

Writing Types
...................................................................................................................................
183 .

Narrative Techniques

Narrative Techniques
........................................................................................................................
184 .

Elaborative Techniques

Elaborative Techniques
.....................................................................................................................
185 .

Oral Communication

Oral Communication
.............................................................................................................................
186 .

Elementary Oral Communication Rubric

Elementary Oral Communication Rubric
..........................................................................................
186..

Secondary Oral Communication Rubric

Secondary Oral Communication Rubric
...........................................................................................
189..

Conventions Progression by Grade Level

Conventions Progression by Grade Level
.............................................................................................
196 .

Appendix D: Vocabulary

Appendix D: Vocabulary
..........................................................................................................................
198 .

Selecting Academic Vocabulary for Direct Instruction

Selecting Academic Vocabulary for Direct Instruction
........................................................................
198..

Morphology

Morphology
..........................................................................................................................................
199 .

Base Words

Base Words
.......................................................................................................................................
199 .

Greek and Latin Roots

Greek and Latin Roots
......................................................................................................................
200 .

Common Prefixes

Common Prefixes
..............................................................................................................................
202 .

Common Suffixes

Common Suffixes
.............................................................................................................................
203 .

Foreign Words and Phrases

Foreign Words and Phrases
...................................................................................................................
204 .

Context Clues

Context Clues
........................................................................................................................................
205 .

Word Relationships

Word Relationships
...............................................................................................................................
205 .

Appendix E: Reading Foundations

Appendix E: Reading Foundations
...........................................................................................................
206 .

Introduction

Introduction
...........................................................................................................................................
206 .

Fluency

Fluency
..................................................................................................................................................
207 .

Dolch Word Lists

Dolch Word Lists
..............................................................................................................................
207 .

Fry Word Lists

Fry Word Lists
..................................................................................................................................
208 .

Measures of Fluency

Measures of Fluency
.........................................................................................................................
209 .

Interventions for Secondary Students

Interventions for Secondary Students
...................................................................................................
211 .

Learner Profiles

Learner Profiles
.................................................................................................................................
211 .

Learning Environment Considerations

Learning Environment Considerations
.............................................................................................
211 .

Glossary of Terms

Glossary of Terms
.....................................................................................................................................
212 .

Appendix C: Communication

Appendix C: Communication

Appendix C: Communication

Appendix C: Communication
...................................................................................................................
183 .

Introduction
On January 31, 2019, Governor DeSantis issued Executive Order 19-32, outlining a path for Florida to improve its education system by eliminating Common Core and paving the way for Florida students to receive a world-class education to prepare them for jobs of the future. The task from Governor DeSantis to Commissioner Corcoran was clear: Create literacy standards for our Florida students that will shape their education and secure their position as leading the charge to make Florida the most literate state i
Florida’s B.E.S.T. Standards encourage educators to act on Douglass’s reminder of the ultimate purpose of education. His words confirm that education must be enlightening, noble, and good. He speaks from a tradition that holds education in the highest regard. The Latin root of the word education is educare, which means “to bring forth, to bring up.” Douglass understood that education is the way to bring forth our greatest capacities. Knowledge is the pathway to liberty, which is a fundamental value guarante
Florida’s B.E.S.T. Standards promote Douglass's noble view of education. The implementation of these standards will encourage schools, districts, and educators to adopt and build a rich, deep, and meaningful curriculum that “uplifts the soul.” It is important to note that these standards are only the framework. It is up to Florida educators to use these standards to build knowledge-rich curricula that will nurture students by immersing them in the study of great works of literature, history, and the arts. T
These standards emphasize that literacy is not achievable merely through a skills-based approach to reading comprehension. Lessons designed to instill background knowledge and a deep respect for literary works that transcend time because of the truth of their content and the beauty of their craft are critical to building life-long learners.

What Matters: Cornerstones of Reading Comprehension

In the early grades, the standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. “Readers who have strong decoding skills can figure out unfamiliar words so quickly that the process requires no conscious effort,” says Dr. Holly Lane, Director, University of Florida Literacy Institute. When decoding is effortless, a reader’s limited working memory is freed up so the reader can focus on meaning.

Foundational Instruction Matters

Reading comprehension depends more on relevant background knowledge than on mastery of reading strategies. Knowledge acquisition should be the primary purpose of any reading approach, starting at the earliest grades. The systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. Knowledge builds upon knowledge. Reading comprehension develops as students engage with literary and informational text selections that are complex, rich, and meaningful.

Knowledge Matters

The greatest reading comprehension tool is not a set of strategies or tools that are content-free; rather, it is a well-stocked mind. Critical thinking cannot be separated from the object of that thinking. We cannot think deeply, creatively, or critically about a subject if we have little knowledge of it. Thus, the key to developing real critical thinking skills in our students is to increase knowledge about a breadth of subjects by reading rich texts on the subjects.
If knowledge acquisition is a core component of reading comprehension, then how the content is organized and presented to students is the foundation of an effective curriculum. The specificity of these standards, along with the clarifications and appendices, will make it easier for educators, schools, and districts to build or select a coherent, cumulative, and knowledge-based curriculum that is vertically aligned across grades and horizontally aligned across subjects within a grade.

Curriculum Matters

These standards are the foundation on which a robust curriculum will be built with a full appreciation of history, art, music, and other disciplines that were sidelined in favor of a focus on abstract reading strategies. These standards encourage a broader view of literacy that promotes knowledge-building across varied domains and subjects, making the integration of content and collaboration among teachers much easier to achieve.
Governor DeSantis, upon taking office, realized that for an education system to be successful, choice and excellence had to be the pillars of the system. Recognizing that our students and their families required and deserved more from their education, he issued the executive order to create the best standards in the nation. The Florida B.E.S.T. Standards are the pathway. In moving forward, the Florida Department of Education is committed to maximizing student potential and creating citizens well-poised to s

Leadership Matters

The standards are designed to be user-friendly, so every stakeholder will understand what students are expected to master. Taken together, the benchmarks, clarifications, and appendices represent the expected outcomes for the students of Florida and carry the full weight of the standards.

Design of Standards

Florida’s B.E.S.T. Standards for ELA are built on the following premises:
. English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society.
 The standards are clear and concise so they are easily understood by every stakeholder.  The texts students read are meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community.  Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.
The benchmarks for the standards are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. If skills are not mastered, students will be given instruction and practice opportunities to address skill gaps from previous grades.
The reading and writing standards have been written in such a way that they progress together and students are able to use the texts they are reading as accompanying texts for their writing. As a part of that focus, rhetoric will be introduced earlier, now during 6th grade, so that students will have an understanding of the appeals – logos, pathos, and ethos – when starting argumentative writing. It is vital that students have the tools of understanding how argumentation works as they are learning to write
Throughout this year-long process of evaluating, listening, rethinking, and ultimately, rewriting Florida’s standards, the Florida Department of Education repeatedly engaged numerous stakeholders, including many educators, through a multi-faceted public input process. The success of this process was rooted in

Throughout this year-long process of evaluating, listening, rethinking, and ultimately, rewriting Florida’s standards, the Florida Department of Education repeatedly engaged numerous stakeholders, including many educators, through a multi-faceted public input process. The success of this process was rooted in
the collective thought and input of many Floridians who held student-centered results close to heart. It is also recommended that this review process be repeated every seven years, if not sooner.

Florida’s B.E.S.T. Standards for English Language Arts – Organization and Coding Scheme

Florida’s B.E.S.T. Standards for English Language Arts – Organization and Coding Scheme

The ELA Expectations are those overarching skills that run through every component of language arts. These are skills that students should be using throughout the strands. For purposes of instruction, the ELA Expectations are interconnected and should be developed over time. See ELA Expectations in for incorporating the Expectations into instruction of the standards.

Organization
Appendix A

ELA Expectation

ELA Expectation

ELA Expectation

ELA.K12.EE.1.1

ELA.K12.EE.1.1
Cite evidence to explain and justify reasoning.

ELA.K12.EE.2.1

ELA.K12.EE.2.1
Read and comprehend grade-level complex texts proficiently.

ELA.K12.EE.3.1

ELA.K12.EE.3.1
Make inferences to support comprehension.

ELA.K12.EE.4.1

ELA.K12.EE.4.1
Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

ELA.K12.EE.5.1

ELA.K12.EE.5.1
Use the accepted rules governing a specific format to create quality work.

ELA.K12.EE.6.1

ELA.K12.EE.6.1
Use appropriate voice and tone when speaking or writing.

The mastery standards themselves represent end-of-the-year goals students should master and are divided into four strands: Foundations, Reading, Communication, and Vocabulary.
 Foundations
The Foundations Strand has been adapted to meet the needs of the traditional beginning reader and expanded to include remediation for secondary students who are not yet proficient readers. Additional resources related to the Foundations standards are in

Appendix E.

 Reading
The Reading Strand is divided into three standards: reading prose and poetry, reading informational text, and reading across genres. For all Reading standards, when evaluating text complexity to determine if a text is appropriate to the grade level, quantitative, qualitative, and student-centered demands should be considered together. See . Additional resources related to the Reading standards are in

Text Complexity
Appendix B.

 Communication
The Communication Strand is divided into five standards: communicating through writing, communicating orally, following conventions, researching, and creating and collaborating. Additional resources related to the Communication standards are in .

Appendix C

 Vocabulary
The Vocabulary Strand is comprised of one standard: finding meaning. Vocabulary is a building block of knowledge and essential to a thorough understanding of text. Additional resources related to the Vocabulary standards are in .

Appendix D

Coding Scheme

Coding Scheme

The Florida Department of Education would like to thank all of the Floridians who contributed to this project. In particular, we would like to thank the teacher experts who served on review committees to represent Florida teachers and students.
Standards Map .
Strand

Strand

Strand
Standard
Benchmark
Code

Foundations (F)

Foundations (F)
Learning and Applying Foundational Reading Skills
Print Concepts
F.1.1

Phonological Awareness

Phonological Awareness
F.1.2

Phonics and Word Analysis

Phonics and Word Analysis
F.1.3

Fluency

Fluency
F.1.4

Applying Foundational Reading Skills for Secondary Students Needing Reading Interventions

Applying Foundational Reading Skills for Secondary Students Needing Reading Interventions
Phonological Awareness
F.2.1

Phonics

Phonics
F.2.2

Encoding

Encoding
F.2.3

Fluency

Fluency
F.2.4

Reading (R)

Reading (R)
Reading Prose and Poetry
Literary Elements
R.1.1

Theme

Theme
R.1.2

Perspective and Point of View

Perspective and Point of View
R.1.3

Poetry

Poetry
R.1.4

Reading Informational Text

Reading Informational Text
Structure
R.2.1

Central Idea

Central Idea
R.2.2

Purpose and Perspective

Purpose and Perspective
R.2.3

Argument

Argument
R.2.4

Reading Across Genres

Reading Across Genres
Interpreting Figurative Language
R.3.1

Paraphrasing and Summarizing

Paraphrasing and Summarizing
R.3.2

Comparative Reading

Comparative Reading
R.3.3

Understanding Rhetoric

Understanding Rhetoric
R.3.4

Communication (C)

Communication (C)
Communicating Through Writing
Handwriting
C.1.1

Narrative Writing

Narrative Writing
C.1.2

Argumentative Writing

Argumentative Writing
C.1.3

Expository Writing

Expository Writing
C.1.4

Improving Writing

Improving Writing
C.1.5

Communicating Orally

Communicating Orally
Oral Presentation
C.2.1

Following Conventions

Following Conventions
Conventions
C.3.1

Researching

Researching
Researching and Using Information
C.4.1

Creating and Collaborating

Creating and Collaborating
Multimedia
C.5.1

Technology in Communication

Technology in Communication
C.5.2

Vocabulary (V)

Vocabulary (V)
Finding Meaning
Academic Vocabulary
V.1.1

Morphology

Morphology
V.1.2

Context and Connotation

Context and Connotation
V.1.3

Progression of Foundations Benchmarks
These are the progressions of the Foundations benchmarks. Foundations benchmarks do not spiral in the same way as those in the other strands. The other strands appear in spiraled progressions in the next section.
Table

Progression of Foundational Skills

Print Concepts

Print Concepts
ELA.K.F.1.1
Demonstrate knowledge of the basic concepts of print.

a. Locate a printed word on a page.

a. Locate a printed word on a page.

b. Distinguish letters from words within sentences.

b. Distinguish letters from words within sentences.

c. Match print to speech to demonstrate that language is represented by print.

c. Match print to speech to demonstrate that language is represented by print.

d. Identify parts of a book (front cover, back cover, title page).

d. Identify parts of a book (front cover, back cover, title page).

e. Move top to bottom and left to right on the printed page; returning to the beginning ofthe next line.

e. Move top to bottom and left to right on the printed page; returning to the beginning ofthe next line.

f. Identify all upper- and lowercase letters of the alphabet.

f. Identify all upper- and lowercase letters of the alphabet.

g. Recognize that print conveys specific meaning and pictures may support meaning.

g. Recognize that print conveys specific meaning and pictures may support meaning.

ELA.1.F.1.1

ELA.1.F.1.1
Locate the title, table of contents, names of author(s) and illustrator(s), and glossary ofbooks.

Phonological Awareness

Phonological Awareness
ELA.K.F.1.2
Demonstrate phonological awareness.

a. Blend and segment syllables in spoken words.

a. Blend and segment syllables in spoken words.

b. Identify and produce alliterative and rhyming words.

b. Identify and produce alliterative and rhyming words.

c. Blend and segment onset and rimes of single-syllable words.

c. Blend and segment onset and rimes of single-syllable words.

d. Identify the initial, medial, and final sound of spoken words.

d. Identify the initial, medial, and final sound of spoken words.

e. Add or delete phonemes at the beginning or end of a spoken word and say the resultingword.

e. Add or delete phonemes at the beginning or end of a spoken word and say the resultingword.

f. Segment and blend phonemes in single-syllable spoken words.

f. Segment and blend phonemes in single-syllable spoken words.

ELA.1.F.1.2

ELA.1.F.1.2
Demonstrate phonological awareness.

a. Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs.

a. Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs.

b. Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs.

b. Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs.

c. Blend single-syllable spoken words with at least five phonemes.

c. Blend single-syllable spoken words with at least five phonemes.

d. Segment single-syllable spoken words with at least five phonemes.

d. Segment single-syllable spoken words with at least five phonemes.

e. Segment and blend phonemes in multi-syllable spoken words.

e. Segment and blend phonemes in multi-syllable spoken words.

ELA.612.F.2.1

ELA.612.F.2.1
Demonstrate an understanding of spoken words, syllables, and sounds.

a. Orally produce single-syllable and multisyllabic words by accurately blending sounds.

a. Orally produce single-syllable and multisyllabic words by accurately blending sounds.

b. Accurately segment single-syllable and multisyllabic words.

b. Accurately segment single-syllable and multisyllabic words.

Phonics and Word Analysis

Phonics and Word Analysis
ELA.K.F.1.3
Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.

a. Demonstrate knowledge of the most frequent sound for each consonant.

a. Demonstrate knowledge of the most frequent sound for each consonant.

b. Demonstrate knowledge of the short and long sounds for the five major vowels.

b. Demonstrate knowledge of the short and long sounds for the five major vowels.

c. Decode consonant-vowel-consonant (CVC) words.

c. Decode consonant-vowel-consonant (CVC) words.

d. Encode consonant-vowel-consonant (CVC) words.

d. Encode consonant-vowel-consonant (CVC) words.

ELA.1.F.1.3

ELA.1.F.1.3
Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.

a. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.

a. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.

b. Decode simple words with r-controlled vowels.

b. Decode simple words with r-controlled vowels.

c. Decode and encode regularly spelled one-syllable words.

c. Decode and encode regularly spelled one-syllable words.

d. Decode words with inflectional endings.

d. Decode words with inflectional endings.

Phonics and Word Analysis

Phonics and Word Analysis

Phonics and Word Analysis
e. Decode two-syllable words with regular patterns by breaking the words into syllables.

f. Decode words that use final -e and vowel teams to make long-vowel sound.

f. Decode words that use final -e and vowel teams to make long-vowel sound.

ELA.2.F.1.3

ELA.2.F.1.3
Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.

a. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow).

a. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow).

b. Decode regularly spelled two-syllable words with long and short vowels.

b. Decode regularly spelled two-syllable words with long and short vowels.

c. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).

c. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).

d. Decode words with common prefixes and suffixes.

d. Decode words with common prefixes and suffixes.

e. Decode words with silent letter combinations (e.g., knight, comb, island, ghost).

e. Decode words with silent letter combinations (e.g., knight, comb, island, ghost).

ELA.3.F.1.3

ELA.3.F.1.3
Use knowledge of grade-level phonics and word-analysis skills to decode words.

a. Decode words with common Greek and Latin roots and affixes. (See 3.V.1.2)

a. Decode words with common Greek and Latin roots and affixes. (See 3.V.1.2)

b. Decode words with common derivational suffixes and describe how they turn words into different parts of speech (e.g., -ful, -less, -est).

b. Decode words with common derivational suffixes and describe how they turn words into different parts of speech (e.g., -ful, -less, -est).

c. Decode multisyllabic words.

c. Decode multisyllabic words.

ELA.4.F.1.3

ELA.4.F.1.3
Use knowledge of grade-level phonics and word-analysis skills to decode words.

a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

ELA.5.F.1.3

ELA.5.F.1.3
Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.

a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.

ELA.612.F.2.2

ELA.612.F.2.2
Know and apply phonics and word analysis skills in decoding words.

a. Use an array of strategies to decode single-syllable and multisyllabic words.

a. Use an array of strategies to decode single-syllable and multisyllabic words.

b. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

b. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

ELA.612.F.2.3

ELA.612.F.2.3
Know and apply phonics and word analysis skills in encoding words.

a. Use an array of strategies to accurately encode single-syllable and multisyllabic words.

a. Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Fluency

Fluency
ELA.K.F.1.4
Recognize and read with automaticity grade-level high frequency words.

ELA.1.F.1.4

ELA.1.F.1.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

a. Recognize and read with automaticity the grade-level sight words.

a. Recognize and read with automaticity the grade-level sight words.

ELA.2.F.1.4

ELA.2.F.1.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

ELA.3.F.1.4

ELA.3.F.1.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

ELA.4.F.1.4

ELA.4.F.1.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

ELA.5.F.1.4

ELA.5.F.1.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

ELA.612.F.2.4

ELA.612.F.2.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Spiraled Standards in a Vertical Progression
For each standard in the reading, communication, and vocabulary strands, the benchmarks are listed starting from grade 12 and ending at kindergarten to assist with vertical planning. Since all content in kindergarten is new, the entire benchmark is bolded. Moving up from kindergarten, the bolded language shows the new concept added at that grade level. This chart can help with vertical planning within a district or school system. It also helps to provide a framework for teachers to enable scaffolds for stud
Reading Standards
Reading Prose and Poetry
R.1.1 Literary Elements

R.1.1 Literary Elements

R.1.1 Literary Elements

ELA.12.R.1.1

ELA.12.R.1.1
Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

ELA.11.R.1.1

ELA.11.R.1.1
Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.

ELA.10.R.1.1

ELA.10.R.1.1
Analyze how key elements enhance or add layers of meaning and/or style in a literary text.

ELA.9.R.1.1

ELA.9.R.1.1
Explain how key elements enhance or add layers of meaning and/or style in a literary text.

ELA.8.R.1.1

ELA.8.R.1.1
Analyze the interaction between character development, setting, and plot in a literary text.

ELA.7.R.1.1

ELA.7.R.1.1
Analyze the impact of setting on character development and plot in a literary text.

ELA.6.R.1.1

ELA.6.R.1.1
Analyze how the interaction between characters contributes to the development of a plot in a literary text.

ELA.5.R.1.1

ELA.5.R.1.1
Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.

ELA.4.R.1.1

ELA.4.R.1.1
Explain how setting, events, conflict, and character development contribute to the plot in a literary text.

ELA.3.R.1.1

ELA.3.R.1.1
Explain how one or more characters develop throughout the plot in a literary text.

ELA.2.R.1.1

ELA.2.R.1.1
Identify plot structure and describe main story elements in a literary text.

ELA.1.R.1.1

ELA.1.R.1.1
Identify and describe the main story elements in a story.

ELA.K.R.1.1

ELA.K.R.1.1
Describe the main character(s), setting, and important events in a story.

R.1.2 Theme

R.1.2 Theme

R.1.2 Theme

ELA.12.R.1.2

ELA.12.R.1.2
Analyze two or more themes and evaluate their development throughout a literary text.

ELA.11.R.1.2

ELA.11.R.1.2
Track and analyze universal themes in literary texts from different times and places.

ELA.10.R.1.2

ELA.10.R.1.2
Analyze and compare universal themes and their development throughout a literary text.

ELA.9.R.1.2

ELA.9.R.1.2
Analyze universal themes and their development throughout a literary text.

ELA.8.R.1.2

ELA.8.R.1.2
Analyze two or more themes and their development throughout a literary text.

ELA.7.R.1.2

ELA.7.R.1.2
Compare two or more themes and their development throughout a literary text.

ELA.6.R.1.2

ELA.6.R.1.2
Analyze the development of stated or implied theme(s) throughout a literary text.

ELA.5.R.1.2

ELA.5.R.1.2
Explain the development of stated or implied theme(s) throughout a literary text.

ELA.4.R.1.2

ELA.4.R.1.2
Explain a stated or implied theme and how it develops, using details, in a literary text.

ELA.3.R.1.2

ELA.3.R.1.2
Explain a theme and how it develops, using details, in a literary text.

ELA.2.R.1.2

ELA.2.R.1.2
Identify and explain a theme of a literary text.

ELA.1.R.1.2

ELA.1.R.1.2
Identify and explain the moral of a story.

This benchmark is not present in kindergarten.

R.1.3 Perspective and Point of View

R.1.3 Perspective and Point of View

R.1.3 Perspective and Point of View

ELA.12.R.1.3

ELA.12.R.1.3
Evaluate the development of character perspective, including conflicting perspectives.

ELA.11.R.1.3

ELA.11.R.1.3
Analyze the author’s choices in using juxtaposition to define character perspective.

ELA.10.R.1.3

ELA.10.R.1.3
Analyze coming of age experiences reflected in a text and how the author representsconflicting perspectives.

ELA.9.R.1.3

ELA.9.R.1.3
Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

ELA.8.R.1.3

ELA.8.R.1.3
Analyze how an author develops and individualizes the perspectives of different characters.

ELA.7.R.1.3

ELA.7.R.1.3
Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts inpoint of view in a literary text.

ELA.6.R.1.3

ELA.6.R.1.3
Explain the influence of multiple narrators and/or shifts in point of view in a literary text.

ELA.5.R.1.3

ELA.5.R.1.3
Describe how an author develops a character’s perspective in a literary text.

ELA.4.R.1.3

ELA.4.R.1.3
Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character perspective in a literary text.

ELA.3.R.1.3

ELA.3.R.1.3
Explain different characters’ perspectives in a literary text.

ELA.2.R.1.3

ELA.2.R.1.3
Identify different characters’ perspectives in a literary text.

ELA.1.R.1.3

ELA.1.R.1.3
Explain who is telling the story using context clues.

ELA.K.R.1.3

ELA.K.R.1.3
Explain the roles of author and illustrator of a story.

R.1.4 Poetry

R.1.4 Poetry

R.1.4 Poetry

ELA.12.R.1.4

ELA.12.R.1.4
Evaluate works of major poets in their historical context.

ELA.11.R.1.4

ELA.11.R.1.4
Analyze ways in which poetry reflects themes and issues of its time period.

ELA.10.R.1.4

ELA.10.R.1.4
Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.

ELA.9.R.1.4

ELA.9.R.1.4
Analyze the characters, structures, and themes of epic poetry.

ELA.8.R.1.4

ELA.8.R.1.4
Analyze structure, sound, imagery, and figurative language in poetry.

ELA.7.R.1.4

ELA.7.R.1.4
Analyze the impact of various poetic forms on meaning and style.

ELA.6.R.1.4

ELA.6.R.1.4
Describe the impact of various poetic forms on meaning and style.

ELA.5.R.1.4

ELA.5.R.1.4
Explain how figurative language and other poetic elements work together in a poem.

ELA.4.R.1.4

ELA.4.R.1.4
Explain how rhyme and structure create meaning in a poem.

ELA.3.R.1.4

ELA.3.R.1.4
Identify types of poems: free verse, rhymed verse, haiku, and limerick.

ELA.2.R.1.4

ELA.2.R.1.4
Identify rhyme schemes in poems.

ELA.1.R.1.4

ELA.1.R.1.4
Identify stanzas and line breaks in poems.

ELA.K.R.1.4

ELA.K.R.1.4
Identify rhyme in a poem.

Reading Informational Text
R.2.1 Structure

R.2.1 Structure

R.2.1 Structure

ELA.12.R.2.1

ELA.12.R.2.1
Evaluate the structure(s) and features in text(s), identifying how the author could make the text(s) more effective.

ELA.11.R.2.1

ELA.11.R.2.1
Evaluate the structure(s) and features in texts.

ELA.10.R.2.1

ELA.10.R.2.1
Analyze the impact of multiple text structures and the use of features in text(s).

ELA.9.R.2.1

ELA.9.R.2.1
Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

ELA.8.R.2.1

ELA.8.R.2.1
Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

ELA.7.R.2.1

ELA.7.R.2.1
Explain how individual text sections and/or features convey a purpose in texts.

ELA.6.R.2.1

ELA.6.R.2.1
Explain how individual text sections and/or features convey meaning in texts.

ELA.5.R.2.1

ELA.5.R.2.1
Explain how text structures and/or features contribute to the overall meaning of texts.

ELA.4.R.2.1

ELA.4.R.2.1
Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.

ELA.3.R.2.1

ELA.3.R.2.1
Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.

ELA.2.R.2.1

ELA.2.R.2.1
Explain how text features—including titles, headings, captions, graphs, maps, glossaries, and/or illustrations—contribute to the meaning of texts.

ELA.1.R.2.1

ELA.1.R.2.1
Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.

ELA.K.R.2.1

ELA.K.R.2.1
Use titles, headings, and illustrations to predict and confirm the topic of texts.

R.2.2 Central Idea

R.2.2 Central Idea

R.2.2 Central Idea

ELA.12.R.2.2

ELA.12.R.2.2
Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.

ELA.11.R.2.2

ELA.11.R.2.2
Analyze the central idea(s) of speeches and essays from the Classical Period.

ELA.10.R.2.2

ELA.10.R.2.2
Analyze the central idea(s) of historical American speeches and essays.

ELA.9.R.2.2

ELA.9.R.2.2
Evaluate the support an author uses to develop the central idea(s) throughout a text.

ELA.8.R.2.2

ELA.8.R.2.2
Analyze two or more central ideas and their development throughout a text.

ELA.7.R.2.2

ELA.7.R.2.2
Compare two or more central ideas and their development throughout a text.

ELA.6.R.2.2

ELA.6.R.2.2
Analyze the central idea(s), implied or explicit, and its development throughout a text.

ELA.5.R.2.2

ELA.5.R.2.2
Explain how relevant details support the central idea(s), implied or explicit.

ELA.4.R.2.2

ELA.4.R.2.2
Explain how relevant details support the central idea, implied or explicit.

ELA.3.R.2.2

ELA.3.R.2.2
Identify the central idea and explain how relevant details support that idea in a text.

ELA.2.R.2.2

ELA.2.R.2.2
Identify the central idea and relevant details in a text.

ELA.1.R.2.2

ELA.1.R.2.2
Identify the topic of and relevant details in a text.

ELA.K.R.2.2

ELA.K.R.2.2
Identify the topic of and multiple details in a text.

R.2.3 Author’s Purpose and Perspective

R.2.3 Author’s Purpose and Perspective

R.2.3 Author’s Purpose and Perspective

ELA.12.R.2.3

ELA.12.R.2.3
Evaluate an author’s choices in establishing and achieving purpose(s).

ELA.11.R.2.3

ELA.11.R.2.3
Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

ELA.10.R.2.3

ELA.10.R.2.3
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.

ELA.9.R.2.3

ELA.9.R.2.3
Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

ELA.8.R.2.3

ELA.8.R.2.3
Explain how an author establishes and achieves purpose(s) through rhetorical appealsand/or figurative language.

ELA.7.R.2.3

ELA.7.R.2.3
Explain how an author establishes and achieves purpose(s) through diction and syntax.

ELA.6.R.2.3

ELA.6.R.2.3
Analyze authors’ purpose(s) in multiple accounts of the same event or topic.

ELA.5.R.2.3

ELA.5.R.2.3
Analyze an author’s purpose and/or perspective in an informational text.

ELA.4.R.2.3

ELA.4.R.2.3
Explain an author’s perspective toward a topic in an informational text.

ELA.3.R.2.3

ELA.3.R.2.3
Explain the development of an author's purpose in an informational text.

ELA.2.R.2.3

ELA.2.R.2.3
Explain an author’s purpose in an informational text.

ELA.1.R.2.3

ELA.1.R.2.3
Explain similarities and differences between information provided in visuals and words in an informational text.

This benchmark is not present in kindergarten.

This benchmark is not present in kindergarten.

R.2.4 Argument

R.2.4 Argument

R.2.4 Argument

ELA.12.R.2.4

ELA.12.R.2.4
Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.

ELA.11.R.2.4

ELA.11.R.2.4
Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.

ELA.10.R.2.4

ELA.10.R.2.4
Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.

ELA.9.R.2.4

ELA.9.R.2.4
Compare the development of two opposing arguments on the same topic, evaluatingthe effectiveness and validity of the claims.

ELA.8.R.2.4

ELA.8.R.2.4
Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.

ELA.7.R.2.4

ELA.7.R.2.4
Track the development of an argument, analyzing the types of reasoning used and their effectiveness.

ELA.6.R.2.4

ELA.6.R.2.4
Track the development of an argument, identifying the types of reasoning used.

ELA.5.R.2.4

ELA.5.R.2.4
Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.

ELA.4.R.2.4

ELA.4.R.2.4
Explain an author’s claim and the reasons and evidence used to support the claim.

ELA.3.R.2.4

ELA.3.R.2.4
Identify an author’s claim and explain how an author uses evidence to support the claim.

ELA.2.R.2.4

ELA.2.R.2.4
Explain an author’s opinion(s) and supporting evidence.

ELA.1.R.2.4

ELA.1.R.2.4
Identify an author’s opinion(s) about the topic.

ELA.K.R.2.4

ELA.K.R.2.4
Explain the difference between opinions and facts about a topic.

Reading Across Genres
R.3.1 Figurative Language

R.3.1 Figurative Language

R.3.1 Figurative Language

ELA.12.R.3.1

ELA.12.R.3.1
Evaluate an author’s use of figurative language.

ELA.11.R.3.1

ELA.11.R.3.1
Analyze the author’s use of figurative language and explain examples of allegory.

ELA.10.R.3.1

ELA.10.R.3.1
Analyze how figurative language creates mood in text(s).

ELA.9.R.3.1

ELA.9.R.3.1
Explain how figurative language creates mood in text(s).

ELA.8.R.3.1

ELA.8.R.3.1
Analyze how figurative language contributes to meaning and explain examples ofsymbolism in text(s).

ELA.7.R.3.1

ELA.7.R.3.1
Analyze how figurative language contributes to tone and meaning and explain examplesof allusions in text(s).

ELA.6.R.3.1

ELA.6.R.3.1
Explain how figurative language contributes to tone and meaning in text(s).

ELA.5.R.3.1

ELA.5.R.3.1
Analyze how figurative language contributes to meaning in text(s).

ELA.4.R.3.1

ELA.4.R.3.1
Explain how figurative language contributes to meaning in text(s).

ELA.3.R.3.1

ELA.3.R.3.1
Identify and explain metaphors, personification, and hyperbole in text(s).

ELA.2.R.3.1

ELA.2.R.3.1
Identify and explain similes, idioms, and alliteration in text(s).

ELA.1.R.3.1

ELA.1.R.3.1
Identify and explain descriptive words and phrases in text(s).

ELA.K.R.3.1

ELA.K.R.3.1
Identify and explain descriptive words in text(s).

R.3.2 Paraphrase and Summarize

R.3.2 Paraphrase and Summarize

R.3.2 Paraphrase and Summarize

ELA.12.R.3.2

ELA.12.R.3.2
Paraphrase content from grade-level texts.

ELA.11.R.3.2

ELA.11.R.3.2
Paraphrase content from grade-level texts.

ELA.10.R.3.2

ELA.10.R.3.2
Paraphrase content from grade-level texts.

ELA.9.R.3.2

ELA.9.R.3.2
Paraphrase content from grade-level texts.

ELA.8.R.3.2

ELA.8.R.3.2
Paraphrase content from grade-level texts.

ELA.7.R.3.2

ELA.7.R.3.2
Paraphrase content from grade-level texts.

ELA.6.R.3.2

ELA.6.R.3.2
Paraphrase content from grade-level texts.

ELA.5.R.3.2

ELA.5.R.3.2
Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Include the central idea and relevant details for an informational text.

ELA.4.R.3.2

ELA.4.R.3.2
Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Include the central idea and relevant details for an informational text.

ELA.3.R.3.2

ELA.3.R.3.2
Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Use the central idea and relevant details for an informational text.

ELA.2.R.3.2

ELA.2.R.3.2
Retell a text to enhance comprehension: a. Use main story elements in a logical sequence for a literary text; b. Use the central idea and relevant details for an informational text.

ELA.1.R.3.2

ELA.1.R.3.2
Retell a text in oral or written form to enhance comprehension: a. Use main story elements at the beginning, middle, and end for a literary text; b. Use topic and important details for an informational text.

ELA.K.R.3.2

ELA.K.R.3.2
Retell a text orally to enhance comprehension:a. Use main character(s), setting, and important events for a story. b. Use topic and details for an informational text.

R.3.3 Comparative Reading

R.3.3 Comparative Reading

R.3.3 Comparative Reading

ELA.12.R.3.3

ELA.12.R.3.3
Analyze the influence of classic literature on contemporary world texts.

ELA.11.R.3.3

ELA.11.R.3.3
Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period.

ELA.10.R.3.3

ELA.10.R.3.3
Analyze how mythical, classical, or religious texts have been adapted.

ELA.9.R.3.3

ELA.9.R.3.3
Compare and contrast the ways in which authors have adapted mythical, classical, or religious texts.

ELA.8.R.3.3

ELA.8.R.3.3
Compare and contrast the use or discussion of archetypes in texts.

ELA.7.R.3.3

ELA.7.R.3.3
Compare and contrast how authors with differing perspectives address the same or related topics or themes.

ELA.6.R.3.3

ELA.6.R.3.3
Compare and contrast how authors from different time periods address the same or related topics.

ELA.5.R.3.3

ELA.5.R.3.3
Compare and contrast primary and secondary sources related to the same topic.

ELA.4.R.3.3

ELA.4.R.3.3
Compare and contrast accounts of the same event using primary and/or secondary sources.

ELA.3.R.3.3

ELA.3.R.3.3
Compare and contrast how two authors present information on the same topic or theme.

ELA.2.R.3.3

ELA.2.R.3.3
Compare and contrast important details presented by two texts on the same topic or theme.

ELA.1.R.3.3

ELA.1.R.3.3
Compare and contrast two texts on the same topic.

ELA.K.R.3.3

ELA.K.R.3.3
Compare and contrast characters’ experiences in stories.

R.3.4 Understanding Rhetoric

R.3.4 Understanding Rhetoric

R.3.4 Understanding Rhetoric

ELA.12.R.3.4

ELA.12.R.3.4
Evaluate rhetorical choices across multiple texts.

ELA.11.R.3.4

ELA.11.R.3.4
Evaluate an author’s use of rhetoric in text.

ELA.10.R.3.4

ELA.10.R.3.4
Analyze an author’s use of rhetoric in a text.

ELA.9.R.3.4

ELA.9.R.3.4
Explain an author’s use of rhetoric in a text.

ELA.8.R.3.4

ELA.8.R.3.4
Explain how an author uses rhetorical devices to support or advance an appeal.

ELA.7.R.3.4

ELA.7.R.3.4
Explain the meaning and/or significance of rhetorical devices in a text.

ELA.6.R.3.4

ELA.6.R.3.4
Identify rhetorical appeals in a text.

Communication Standards
Communicating through Writing
C.1.1 Handwriting

C.1.1 Handwriting

C.1.1 Handwriting

ELA.5.C.1.1

ELA.5.C.1.1
Demonstrate fluent and legible cursive writing skills.

ELA.4.C.1.1

ELA.4.C.1.1
Demonstrate legible cursive writing skills.

ELA.3.C.1.1

ELA.3.C.1.1
Write in cursive all upper-and lowercase letters.

ELA.2.C.1.1

ELA.2.C.1.1
Demonstrate legible printing skills.

ELA.1.C.1.1

ELA.1.C.1.1
Print all upper- and lowercase letters.

ELA.K.C.1.1

ELA.K.C.1.1
Print many upper- and lowercase letters.

C.1.2 Narrative Writing

C.1.2 Narrative Writing

C.1.2 Narrative Writing

ELA.12.C.1.2

ELA.12.C.1.2
Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.

ELA.11.C.1.2

ELA.11.C.1.2
Write complex narratives using appropriate techniques to establish multiple perspectives.

ELA.10.C.1.2

ELA.10.C.1.2
Write narratives using an appropriate pace to create tension, mood, and/or tone.

ELA.9.C.1.2

ELA.9.C.1.2
Write narratives using narrative techniques, varied transitions, and a clearly established point of view.

ELA.8.C.1.2

ELA.8.C.1.2
Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.

ELA.7.C.1.2

ELA.7.C.1.2
Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.

ELA.6.C.1.2

ELA.6.C.1.2
Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.

ELA.5.C.1.2

ELA.5.C.1.2
Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.

ELA.4.C.1.2

ELA.4.C.1.2
Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.

ELA.3.C.1.2

ELA.3.C.1.2
Write personal or fictional narratives using a logical sequence of events, appropriatedescriptions, dialogue, a variety of transitional words or phrases, and an ending.

ELA.2.C.1.2

ELA.2.C.1.2
Write personal or fictional narratives using a logical sequence of events, transitions, and an ending.

ELA.1.C.1.2

ELA.1.C.1.2
Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.

ELA.K.C.1.2

ELA.K.C.1.2
Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order.

C.1.3 Argumentative Writing Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.
ELA.11.C.1.3
ELA.12.C.1.3
Write literary analyses to support claims, using logical reasoning, credible evidence fromsources, and elaboration, demonstrating an understanding of literary elements.
ELA.10.C.1.3

ELA.10.C.1.3

ELA.10.C.1.3
Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

ELA.9.C.1.3

ELA.9.C.1.3
Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.

ELA.8.C.1.3

ELA.8.C.1.3
Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from multiple sources, elaboration, and using a logical organizational structure.

C.1.3 Argumentative Writing .
ELA.7.C.1.3

ELA.7.C.1.3

ELA.7.C.1.3
Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

ELA.6.C.1.3

ELA.6.C.1.3
Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, and a logical organizational structure with varied transitions.

ELA.5.C.1.3

ELA.5.C.1.3
Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.

ELA.4.C.1.3

ELA.4.C.1.3
Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.

ELA.3.C.1.3

ELA.3.C.1.3
Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.

ELA.2.C.1.3

ELA.2.C.1.3
Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion.

ELA.1.C.1.3

ELA.1.C.1.3
Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.

ELA.K.C.1.3

ELA.K.C.1.3
Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.

Part
Part
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Part
Part
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C.1.4 Expository Writing ELA.12.C.1.4 Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject. ELA.11.C.1.4Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject. ELA.10.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful t
task. ELA.9.C.1.4
Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.
ELA.8.C.1.4
Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.
ELA.7.C.1.4
Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.
ELA.6.C.1.4
Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.
ELA.5.C.1.4 Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.
ELA.4.C.1.4
Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.
ELA.3.C.1.4
Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.
ELA.2.C.1.4
Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion.
ELA.1.C.1.4
Write expository texts about a topic, using a source, providing facts and a sense of closure.
ELA.K.C.1.4 Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.
Part
C.1.5 Improving Writing

C.1.5 Improving Writing

C.1.5 Improving Writing

ELA.12.C.1.5

ELA.12.C.1.5
Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.

ELA.11.C.1.5

ELA.11.C.1.5
Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

ELA.10.C.1.5

ELA.10.C.1.5
Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

ELA.9.C.1.5

ELA.9.C.1.5
Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.

ELA.8.C.1.5

ELA.8.C.1.5
Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.

ELA.7.C.1.5

ELA.7.C.1.5
Improve writing by planning, revising, and editing, considering feedback from adults and peers.

ELA.6.C.1.5

ELA.6.C.1.5
Improve writing by planning, revising, and editing, considering feedback from adults and peers.

ELA.5.C.1.5

ELA.5.C.1.5
Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

ELA.4.C.1.5

ELA.4.C.1.5
Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

ELA.3.C.1.5

ELA.3.C.1.5
Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.

ELA.2.C.1.5

ELA.2.C.1.5
Improve writing as needed by planning, revising, and editing with guidance and supportfrom adults and feedback from peers.

ELA.1.C.1.5

ELA.1.C.1.5
With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.

ELA.K.C.1.5

ELA.K.C.1.5
With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing.

Communicating Orally
C.2.1 Oral Presentation

C.2.1 Oral Presentation

C.2.1 Oral Presentation

ELA.12.C.2.1

ELA.12.C.2.1
Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.

ELA.11.C.2.1

ELA.11.C.2.1
Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

ELA.10.C.2.1

ELA.10.C.2.1
Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

ELA.9.C.2.1

ELA.9.C.2.1
Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

ELA.8.C.2.1

ELA.8.C.2.1
Present information orally, in a logical sequence, supporting the central idea withcredible evidence.

ELA.7.C.2.1

ELA.7.C.2.1
Present information orally, in a logical sequence, emphasizing key points that support the central idea.

ELA.6.C.2.1

ELA.6.C.2.1
Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

ELA.5.C.2.1

ELA.5.C.2.1
Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

C.2.1 Oral Presentation

C.2.1 Oral Presentation

C.2.1 Oral Presentation

ELA.4.C.2.1

ELA.4.C.2.1
Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.

ELA.3.C.2.1

ELA.3.C.2.1
Present information orally, in a logical sequence, using nonverbal cues, appropriatevolume, and clear pronunciation.

ELA.2.C.2.1

ELA.2.C.2.1
Present information orally using complete sentences, appropriate volume, and clear pronunciation.

ELA.1.C.2.1

ELA.1.C.2.1
Present information orally using complete sentences and appropriate volume.

ELA.K.C.2.1

ELA.K.C.2.1
Present information orally using complete sentences.

Conventions
See

Conventions Progression Chart

Researching
C.4.1 Researching and Using Information

C.4.1 Researching and Using Information

C.4.1 Researching and Using Information

ELA.12.C.4.1

ELA.12.C.4.1
Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.

ELA.11.C.4.1

ELA.11.C.4.1
Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts and synthesizing information from primary and secondary sources.

ELA.10.C.4.1

ELA.10.C.4.1
Conduct research to answer a question, refining the scope of the question to align with findings and synthesizing information from multiple reliable and valid sources.

ELA.9.C.4.1

ELA.9.C.4.1
Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.

ELA.8.C.4.1

ELA.8.C.4.1
Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

ELA.7.C.4.1

ELA.7.C.4.1
Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

ELA.6.C.4.1

ELA.6.C.4.1
Conduct research to answer a question, drawing on multiple reliable and valid sources and refocusing the inquiry when appropriate.

ELA.5.C.4.1

ELA.5.C.4.1
Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.

ELA.4.C.4.1

ELA.4.C.4.1
Conduct research to answer a question, organizing information about the topic, using multiple valid sources.

ELA.3.C.4.1

ELA.3.C.4.1
Conduct research to answer a question, organizing information about the topic from multiple sources.

ELA.2.C.4.1

ELA.2.C.4.1
Participate in research to gather information to answer a question about a single topic using multiple sources.

ELA.1.C.4.1

ELA.1.C.4.1
Participate in research to gather information to answer a question about a single topic.

ELA.K.C.4.1

ELA.K.C.4.1
Recall information to answer a question about a single topic.

Creating and Collaborating
C.5.1 Multimedia

C.5.1 Multimedia

C.5.1 Multimedia

ELA.12.C.5.1

ELA.12.C.5.1
Design and evaluate digital presentations for effectiveness.

ELA.11.C.5.1

ELA.11.C.5.1
Create digital presentations to improve the experience of the audience.

ELA.10.C.5.1

ELA.10.C.5.1
Create digital presentations to improve understanding of findings, reasoning, and evidence.

ELA.9.C.5.1

ELA.9.C.5.1
Create digital presentations with coherent ideas and a clear perspective.

ELA.8.C.5.1

ELA.8.C.5.1
Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.

ELA.7.C.5.1

ELA.7.C.5.1
Integrate diverse digital media to build cohesion in oral or written tasks.

ELA.6.C.5.1

ELA.6.C.5.1
Integrate diverse digital media to enhance audience engagement in oral or written tasks.

ELA.5.C.5.1

ELA.5.C.5.1
Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks.

ELA.4.C.5.1

ELA.4.C.5.1
Arrange multimedia elements to create emphasis in oral or written tasks.

ELA.3.C.5.1

ELA.3.C.5.1
Use two or more multimedia elements to enhance oral or written tasks.

ELA.2.C.5.1

ELA.2.C.5.1
Use one or more multimedia element(s) to enhance oral or written tasks.

ELA.1.C.5.1

ELA.1.C.5.1
Use a multimedia element to enhance oral or written tasks.

ELA.K.C.5.1

ELA.K.C.5.1
Use a multimedia element to enhance oral or written tasks.

C.5.2 Technology in Communication

C.5.2 Technology in Communication

C.5.2 Technology in Communication

ELA.12.C.5.2

ELA.12.C.5.2
Create, publish, and share multimedia texts through a variety of digital formats.

ELA.11.C.5.2

ELA.11.C.5.2
Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

ELA.10.C.5.2

ELA.10.C.5.2
Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.

ELA.9.C.5.2

ELA.9.C.5.2
Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.

ELA.8.C.5.2

ELA.8.C.5.2
Use a variety of digital tools to collaborate with others to produce writing.

ELA.7.C.5.2

ELA.7.C.5.2
Use digital tools to produce and share writing.

ELA.6.C.5.2

ELA.6.C.5.2
Use digital tools to produce writing.

ELA.5.C.5.2

ELA.5.C.5.2
Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

ELA.4.C.5.2

ELA.4.C.5.2
Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

ELA.3.C.5.2

ELA.3.C.5.2
Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

ELA.2.C.5.2

ELA.2.C.5.2
Use digital tools to produce and publish writing individually or with peers and with support from adults.

ELA.1.C.5.2

ELA.1.C.5.2
Identify and use digital tools to produce and publish writing individually or with peers and with support from adults.

Vocabulary
Finding Meaning
V.1.1 Academic Vocabulary

V.1.1 Academic Vocabulary

V.1.1 Academic Vocabulary

ELA.12.V.1.1

ELA.12.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.11.V.1.1

ELA.11.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.10.V.1.1

ELA.10.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.9.V.1.1

ELA.9.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.8.V.1.1

ELA.8.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.7.V.1.1

ELA.7.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.6.V.1.1

ELA.6.V.1.1
Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.5.V.1.1

ELA.5.V.1.1
Use grade-level academic vocabulary appropriately in speaking and writing.

ELA.4.V.1.1

ELA.4.V.1.1
Use grade-level academic vocabulary appropriately in speaking and writing.

ELA.3.V.1.1

ELA.3.V.1.1
Use grade-level academic vocabulary appropriately in speaking and writing.

ELA.2.V.1.1

ELA.2.V.1.1
Use grade-level academic vocabulary appropriately in speaking and writing.

ELA.1.V.1.1

ELA.1.V.1.1
Use grade-level academic vocabulary appropriately in speaking and writing.

ELA.K.V.1.1

ELA.K.V.1.1
Use grade-level academic vocabulary appropriately in speaking and writing.

V.1.2 Morphology

V.1.2 Morphology

V.1.2 Morphology

ELA.12.V.1.2

ELA.12.V.1.2
Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.

ELA.11.V.1.2

ELA.11.V.1.2
Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

ELA.10.V.1.2

ELA.10.V.1.2
Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

ELA.9.V.1.2

ELA.9.V.1.2
Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

ELA.8.V.1.2

ELA.8.V.1.2
Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

ELA.7.V.1.2

ELA.7.V.1.2
Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

ELA.6.V.1.2

ELA.6.V.1.2
Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

ELA.5.V.1.2

ELA.5.V.1.2
Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.

ELA.4.V.1.2

ELA.4.V.1.2
Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

ELA.3.V.1.2

ELA.3.V.1.2
Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

ELA.2.V.1.2

ELA.2.V.1.2
Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.

ELA.1.V.1.2

ELA.1.V.1.2
Identify and use frequently occurring base words and their common inflections in grade-level content.

ELA.K.V.1.2

ELA.K.V.1.2
Ask and answer questions about unfamiliar words in grade-level content.

Part
Part
Part
Part
Part
Part
Part
Part
Part
Part
Part
Part
Part
V.1.3 Context and Connotation
ELA.12.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.11.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.10.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.9.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.7.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.6.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.5.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
ELA.4.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
ELA.3.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
ELA.2.V.1.3 Identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.
ELA.1.V.1.3
Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.
ELA.K.V.1.3 Identify and sort common words into basic categories, relating vocabulary tobackground knowledge.
Kindergarten .
“Oh, magic hour, when a child first knows she can read printed words!” – Betty Smith
Instruction at this grade level should be characterized by a focus on explicit and systematic approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Foundational Skills
ELA.K.F.1 Learning and Applying Foundational Reading Skills

Part

Print Concepts
ELA.K.F.1.1: Demonstrate knowledge of the basic concepts of print.
a.

a.
Locate a printed word on a page.

b.
Distinguish letters from words within sentences.

c.
Match print to speech to demonstrate that language is represented by print.

d.
Identify parts of a book (front cover, back cover, title page).

e...

e...
Move top to bottom and left to right on the printed page; returning to the beginning of the next line.

f.
Identify all upper- and lowercase letters of the alphabet.

g.
Recognize that print conveys specific meaning and pictures may support meaning.

Clarification 1: Matching print to speech involves making a one-to-one correspondence between a .spoken word and the print on the page. This can be accomplished by having the child point to each word .in a sentence as it is read by an adult. .

Benchmark Clarifications: .

Phonological Awareness
ELA.K.F.1.2: Demonstrate phonological awareness.
a...

a...

a...
Blend and segment syllables in spoken words.

b...

b...
Identify and produce alliterative and rhyming words.

c...

c...
Blend and segment onset and rimes of single-syllable words.

d...

d...
Identify the initial, medial, and final sound of spoken words.

e...

e...
Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.

f...

f...
Segment and blend phonemes in single-syllable spoken words.

Clarification 1: Phonological awareness only refers to what can be done orally at the syllable, onset-rime, .and phoneme levels. It does not involve print or letter knowledge...

Benchmark Clarifications: .

Phonics and Word Analysis
ELA.K.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
a.

a.
Demonstrate knowledge of the most frequent sound for each consonant.

b.
Demonstrate knowledge of the short and long sounds for the five major vowels.

c.
Decode consonant-vowel-consonant (CVC) words.

d.
Encode consonant-vowel-consonant (CVC) words.

Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and .phonemes (speech sounds). .Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See .

Benchmark Clarifications: .

K.F.1.4 andandword lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Dolch
Fry

Fluency
ELA.K.F.1.4: Recognize and read with automaticity grade-level high frequency words.
Clarification 1: See and word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See K.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Benchmark Clarifications:
Dolch
Fry

Part
Reading
ELA.K.R.1 Reading Prose and Poetry
Literary Elements
ELA.K.R.1.1: Describe the main character(s), setting, and important events in a story.
Clarification 1: In describing the main character, students can describe appearance, actions, feelings, and .thoughts of the character. Students will explain what in the text their description is based on. .Clarification 2: For setting, students will discuss where the events of the story are happening. The time .element of setting should only be addressed in texts where it is explicitly indicated. .Clarification 3: Descriptions can be oral, either in response to a question or through discussion...

Benchmark Clarifications: .

Perspective and Point of View
ELA.K.R.1.3: Explain the roles of author and illustrator of a story.
Clarification 1: Students will explain that the author writes the words and the illustrator creates the pictures,..recognizing that sometimes one person does both jobs, as in Dr. Seuss’ Hop on Pop where Dr. Seuss..performs both roles. .Clarification 2: Students should also explain that both authors and illustrators contribute to the meaning of..the text. .

Benchmark Clarifications: .

Poetry
ELA.K.R.1.4: Identify rhyme in a poem.
Clarification 1: This benchmark builds on the skills from the phonological awareness benchmark .ELA.K.F.1.2(b): Identify and produce alliterative and rhyming words. The expectation is that students .identify rhyming words in a poem that is read aloud...Clarification 2: Students will also note where the rhyme is coming, e.g., at the end of a line. .

Benchmark Clarifications: .

ELA.K.R.2 Reading Informational Text
Structure

Part

ELA.K.R.2.1: Use titles, headings, and illustrations to predict and confirm the topic of texts.
Clarification 1: The step of confirming the prediction is essential to mastery of this benchmark. .

Benchmark Clarifications: .

Central Idea
ELA.K.R.2.2: Identify the topic of and multiple details in a text.
Clarification 1: The topic is the general subject of the text, a word or a short phrase describing what the .text is about. For example, the main topic of the book, Why Should I Recycle?, is recycling. .

Benchmark Clarifications: .

Argument
ELA.K.R.2.4: Explain the difference between opinions and facts about a topic.
Clarification 1: Students will explain which statements are fact and which are opinion within a text. .Clarification 2: Students will orally explain that facts are things that a person knows about something and .that can be proven true or false. Students will orally explain that opinions are what a person thinks about .something, often related to feelings or beliefs. Opinions cannot be proven true or false. .Example: “Dogs need food and water to survive” is a fact. It can be proven to be true. .

Benchmark Clarifications: .

“Dogs are the best pets” is an opinion. It’s what someone may think, but it can’t be proven.
ELA.K.R.3 Reading Across Genres
Interpreting Figurative Language
ELA.K.R.3.1: Identify and explain descriptive words in text(s).
Clarification 1: Students will explain examples of descriptive words in text and how they add meaning. .Clarification 2: Students will be introduced to the academic vocabulary word “adjective.” However, .students are not expected to use the word independently. Discussion should focus on how the descriptive .words add meaning to the text. .

Benchmark Clarifications: .

Paraphrasing and Summarizing
ELA.K.R.3.2: Retell a text orally to enhance comprehension:
a.

a.
Use main character(s), setting, and important events for a story.

b.
Use topic and details for an informational text.

Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.K.R.3.3: Compare and contrast characters’ experiences in stories.
Clarification 1: Students will orally compare and contrast the experiences that characters have had, .comparing them to those experienced by other characters, in the same story or a different story. Those .experiences can be expressed as events, feelings, or behaviors...

Benchmark Clarifications: .

Communication..
Part
ELA.K.C.1 Communicating Through Writing
Handwriting
ELA.K.C.1.1: Print many upper- and lowercase letters.
Clarification 1: Students should attend to spacing between letters. .Clarification 2: Of the many letters students need to be able to print, all vowels must be included. For .example, a student who can print 22 letters, both upper- and lowercase, but not “a” or “A” has not .mastered the benchmark. .

Benchmark Clarifications: .

Narrative Writing
ELA.K.C.1.2: Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order.
Clarification 1: The product can be written, drawn, dictated, or a combination of all. .Clarification 2: See . .

Benchmark Clarifications: .
Writing Types

Argumentative Writing
ELA.K.C.1.3: Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.
Clarification 1: The product can be written, oral, drawn, dictated, or a combination of all...Clarification 2: See . .

Benchmark Clarifications: .
Writing Types

Expository Writing
ELA.K.C.1.4: Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.
Clarification 1: The product can be written, drawn, dictated, or a combination of all. .Clarification 2: Some opinion can be added to the information, but it should mostly be factual. It is .important that students understand the difference between writing to explain and writing to express an .opinion...Clarification 3: See . .

Benchmark Clarifications: .
Writing Types

Improving Writing
ELA.K.C.1.5: With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing.
Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. For example, a lesson may focus on planning. In those instances, only the planning step would be focused on. By the end of the year, students should have ample opportunities to engage in planning, revising, and editing.

Benchmark Clarifications:

ELA.K.C.2 Communicating Orally Oral Presentation
ELA.K.C.2.1: Present information orally using complete sentences.
: .Clarification 1: For further guidance, see the . .

Benchmark Clarifications
Elementary Oral Communication Rubric

ELA.K.C.3 Following Conventions
Conventions
ELA.K.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:  Begin each sentence with a capital letter and use ending punctuation.  Capitalize the days of the week, the months of the year, and the pronoun I.  Form regular plural nouns orally by adding /s/ or /es/.  Use interrogatives to ask questions.
Skills to be implemented but not yet mastered are as follows:  Capitalize proper nouns.  Form and use simple verb tenses for regular verbs by adding the affix -ed.  Form and use complete simple sentences.  Use possessives.  Use subject-verb agreement in simple sentences.
Clarification 2: See for more information.

Convention Progression by Grade Level

Part
ELA.K.C.4 Researching
Researching and Using Information
ELA.K.C.4.1: Recall information to answer a question about a single topic.
Part
ELA.K.C.5 Creating and Collaborating
Multimedia
ELA.K.C.5.1: Use a multimedia element to enhance oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, .audio or digital representation. At this grade level, the element should relate to the task but that .relationship may be tangential. It does not require but can include the use of computers. .

Benchmark Clarifications: .

Part
Vocabulary
ELA.K.V.1 Finding Meaning
Academic Vocabulary
ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across .subject areas for the current grade level and beyond, are vital to comprehension, critical for academic .discussions and writing, and usually require explicit instruction...

Benchmark Clarifications: .

Morphology
ELA.K.V.1.2: Ask and answer questions about unfamiliar words in grade-level content.
Context and Connotation
ELA.K.V.1.3: Identify and sort common words into basic categories, relating vocabulary to background knowledge.
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed .at building and activating background knowledge. Review of words learned in this way is critical to .building background knowledge and related vocabulary. Texts read aloud can be two grade levels .higher than student reading level. .Clarification 2: See and ...

Benchmark Clarifications: .
Context Clues
Word Relationships

Sample texts by benchmark .
Table

ELA.K. R.1.1
ELA.K. R.1.3
ELA.K. R.1.4
ELA.K. R.2.1
ELA.K. R.2.2
ELA.K. R.2.4
ELA.K. R.3.1
ELA.K. R.3.2
ELA.K. R.3.3

Describe the main character(s), setting, andimportant events in a story.
Explain the roles of author andillustrator of a story.
Identify rhyme ina poem.
Use titles,headings, andillustrations topredict and confirm the topic of texts.
Identify the topic of and multiple details in a text.
Explain thedifference between opinions and facts about a topic.
Identify andexplain descriptive words in text(s).
Retell a text orallyto enhance comprehension
Compare and contrastcharacters’ experiences in stories.

“At the Seaside” by Robert Louis Stevenson

“At the Seaside” by Robert Louis Stevenson
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“The Clock” -a Mother Goose Poem by Unknown

“The Clock” -a Mother Goose Poem by Unknown
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A Mother for Choco by Keiko Kasza

A Mother for Choco by Keiko Kasza
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Brown Bear, Brown Bear by Bill Martin Jr.

Brown Bear, Brown Bear by Bill Martin Jr.
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Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault

Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault
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Corduroy by Don Freeman

Corduroy by Don Freeman
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Curious George by H.A Rey

Curious George by H.A Rey
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Hop on Pop by Dr. Seuss

Hop on Pop by Dr. Seuss
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●

I am Jackie Robinson by Brad Meltzer

I am Jackie Robinson by Brad Meltzer
●
●
●
●
●

Mission to Space by John Herrington

Mission to Space by John Herrington
●
●
●
●
●

Now We Are Six by A.A. Milne

Now We Are Six by A.A. Milne
●
●

On a Farm by Alexa Andrews

On a Farm by Alexa Andrews
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33.
Table

ELA.K. R.1.1
ELA.K. R.1.3
ELA.K. R.1.4
ELA.K. R.2.1
ELA.K. R.2.2
ELA.K. R.2.4
ELA.K. R.3.1
ELA.K. R.3.2
ELA.K. R.3.3

Describe the main character(s), setting, andimportant events in a story.
Explain the roles of author andillustrator of a story.
Identify rhyme ina poem.
Use titles,headings, andillustrations topredict and confirm the topic of texts.
Identify the topic of and multiple details in a text.
Explain thedifference between opinions and facts about a topic.
Identify andexplain descriptive words in text(s).
Retell a text orallyto enhance comprehension
Compare and contrastcharacters’ experiences in stories.

Red is Best by Kathy Stinson

Red is Best by Kathy Stinson
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●
●

Rumble in the Jungle by Giles Andreae

Rumble in the Jungle by Giles Andreae
●
●

Swimmy by Leo Lionni

Swimmy by Leo Lionni
●
●
●
●
●

The Bald Eagle by Norman Pearl

The Bald Eagle by Norman Pearl
●
●
●
●
●
●
●

The Carrot Seed by Ruth Krauss and Crockett Johnson

The Carrot Seed by Ruth Krauss and Crockett Johnson
●
●
●
●

The Sky Painter: Louis Guertes, Bird Artist by Margarita Engle

The Sky Painter: Louis Guertes, Bird Artist by Margarita Engle
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●
●
●
●
●

The Very First Americans by Cara Ashrose

The Very First Americans by Cara Ashrose
●
●
●
●
●
●

Two Ways to Count to Ten: A Liberian Folktale by Ruby Dee

Two Ways to Count to Ten: A Liberian Folktale by Ruby Dee
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●
●
●
●

Wandering Whale Sharks by Susumu Shingu

Wandering Whale Sharks by Susumu Shingu
●
●
●
●
●

We Have a Little Garden by Beatrix Potter

We Have a Little Garden by Beatrix Potter
●
●
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Where the Wild Things Are by Maurice Sendak

Where the Wild Things Are by Maurice Sendak
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34.
1st Grade “I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” – Roald Dahl
Students will continue to receive instruction in recognizing grapheme-phoneme correspondences, and they will begin decoding and encoding longer words. There is a greater focus on finding meaning in text. Students are able to identify which details are more important, a beginning step in identifying relevancy. They are also including a sense of closure in their writing.
Foundational Skills
ELA.1.F.1 Learning and Applying Foundational Reading Skills
Print Concepts
ELA.1.F.1.1: Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books.
Phonological Awareness
ELA.1.F.1.2: Demonstrate phonological awareness.
a...

a...

a...
Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs.

b...

b...
Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs.

c...

c...
Blend single-syllable spoken words with at least five phonemes.

d...

d...
Segment single-syllable spoken words with at least five phonemes.

e...

e...
Segment and blend phonemes in multi-syllable spoken words.

Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and .syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on .syllables. It does not involve print or letter knowledge. .

Benchmark Clarifications: .

Phonics and Word Analysis
ELA.1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
a...

a...

a...
Decode words using knowledge of spelling-sound correspondences for common .consonant digraphs, trigraphs, and blends. .

b...

b...
Decode simple words with r-controlled vowels.

c...

c...
Decode and encode regularly spelled one-syllable words.

d...

d...
Decode words with inflectional endings.

e...

e...
Decode two-syllable words with regular patterns by breaking the words into syllables.

f...

f...
Decode words that use final –e and vowel teams to make long-vowel sound.

Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and .phonemes (speech sounds). .Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See .

Benchmark Clarifications: .

1.F.1.4 andandword lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Dolch
Fry

Fluency
ELA.1.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
a. Recognize and read with automaticity the grade-level sight words.
Clarification 1: See and word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See 1.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. C

Benchmark Clarifications:
Dolch
Fry
Fluency Norms
Sample Oral Reading Fluency Rubrics
within the grade band on quantitative text complexity measures

Reading
ELA.1.R.1 Reading Prose and Poetry
Literary Elements
ELA.1.R.1.1: Identify and describe the main story elements in a story.
Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and .sequence of events of a story...Clarification 2: In describing the characters, students can describe appearance, actions, feelings, and .thoughts of the characters. Students will explain what in the text their description is based on. .Clarification 3: For setting, students will discuss where the events of the story are happening. The time .element of setting should only be addressed in texts where it is

Benchmark Clarifications: .

Theme
ELA.1.R.1.2: Identify and explain the moral of a story.
Clarification 1: This benchmark introduces the moral of a story as a precursor to theme in 2nd grade. A .moral is the lesson of a story. During instruction, let students know that not all stories have a lesson by..referring to stories read that did not have a moral or a lesson. .

Benchmark Clarifications: .

Perspective and Point of View
ELA.1.R.1.3: Explain who is telling the story using context clues.
Clarification 1: Students will use the term “narrator” to refer to the speaker telling the story. Students will .determine if the narrator is a character in the story or a speaker outside of the story. Students will give .reasons why they know who is speaking...

Benchmark Clarifications: .

Poetry
ELA.1.R.1.4: Identify stanzas and line breaks in poems.
Clarification 1: This benchmark can be paired with R.1.1, R.1.2, R.1.3 and R.3.2 for instruction with story..poems. .

Benchmark Clarifications: .

ELA.1.R.2 Reading Informational Text
Structure

Part

ELA.1.R.2.1: Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.
Central Idea
ELA.1.R.2.2: Identify the topic of and relevant details in a text.
Purpose and Perspective
ELA.1.R.2.3: Explain similarities and differences between information provided in visuals and words in an informational text.
Clarification 1: When explaining similarities and differences, students will also explain how the visuals .and words help the reader make sense of the topic. .Clarification 2: During instruction, give students opportunities to see visual representations of similarities .and differences using tools such as Venn diagrams or T-charts...

Benchmark Clarifications: .

Argument
ELA.1.R.2.4: Identify an author’s opinion(s) about the topic.
ELA.1.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.1.R.3.1: Identify and explain descriptive words and phrases in text(s).
Clarification 1: Continue to expose students to the academic vocabulary word “adjective.” Discussion .should focus on how the descriptive words add meaning to the text. .

Benchmark Clarifications: .

Paraphrasing and Summarizing
ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension.
a.

a.
Use main story elements at the beginning, middle, and end for a literary text.

b.
Use topic and important details for an informational text.

Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.1.R.3.3: Compare and contrast two texts on the same topic.
Clarification 1: Students are being asked to compare and contrast. During instruction, give students .opportunities to see visual representations of similarities and differences using tools such as Venn .diagrams or T-charts...

Benchmark Clarifications: .

Communication
ELA.1.C.1 Communicating Through Writing
Handwriting
ELA.1.C.1.1: Print all upper- and lowercase letters.
Clarification 1: Students should have adequate spacing between letters and/or words. .

Benchmark Clarifications: .

Narrative Writing
ELA.1.C.1.2: Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Argumentative Writing
ELA.1.C.1.3: Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Expository Writing
ELA.1.C.1.4: Write expository texts about a topic, using a source, providing facts and a sense of closure.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.1.C.1.5: With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.
Clarification 1: As needed refers to the fact that sometimes instruction will focus on a specific skill or .part of the process. In those instances, only the applicable activity will be engaged in. .

Benchmark Clarifications: .

ELA.1.C.2 Communicating Orally
Oral Presentation
ELA.1.C.2.1: Present information orally using complete sentences and appropriate volume.
Clarification 1: For further guidance, see the

Benchmark Clarifications: .
Elementary Oral Communication Rubric...

ELA.1.C.3 Following Conventions
Conventions

Part

ELA.1.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarification 1: Skills to be mastered at this grade level are as follows:..

Benchmark Clarifications: .

 Capitalize proper nouns.
 Form and use simple verb tenses for regular verbs by adding the affix -ed.
 Form and use complete simple sentences.
 Use possessives.
 Use subject-verb agreement in simple sentences. Skills to be implemented but not yet mastered are as follows:
 Form plurals -y to -ies.
 Conjugate regular and irregular verb tenses.
 Form and use regular and frequently occurring irregular plural nouns.
 Form and use the past tense of frequently occurring irregular verbs.
 Use apostrophes to form contractions.
 Appropriately use pronouns.
 Use commas in a series.
 Use plural possessives.
 Use interjections. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.1.C.4 Researching
Researching and Using Information

Part

ELA.1.C.4.1: Participate in research to gather information to answer a question about a single topic.
Clarification 1: The question could ask for an explanation or could ask how to do something, where the .appropriate response could be to give a sequence of steps or instructions. .

Benchmark Clarifications: .

ELA.1.C.5 Creating and Collaborating
Multimedia
ELA.1.C.5.1: Use a multimedia element to enhance oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, .audio or digital representation. .At this grade level, the element should relate to the task. As long as the student is able to explain how the .picture relates, the multimedia element is suitable. The element may be shared at the beginning or added .on to the end instead of shared during the course of the task. There is no expectation that the element be .integrated into the task. .

Benchmark Clarifications: .

Technology in Communication
ELA.1.C.5.2: Identify and use digital tools to produce and publish writing individually or with peers and with support from adults.
Vocabulary
ELA.1.V.1 Finding Meaning
Academic Vocabulary
ELA.1.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across .subject areas for the current grade level and beyond, are vital to comprehension, critical for academic .discussions and writing, and usually require explicit instruction...

Benchmark Clarifications: .

Morphology
ELA.1.V.1.2: Identify and use frequently occurring base words and their common inflections in grade-level content.
Clarification 1: See for frequently occurring base words. .Clarification 2: Inflectional endings, the inflections referred to here, are added to the end of a word to add .additional information. .Example: Regular verbs add the inflectional ending -ed to indicate the past tense. .

Benchmark Clarifications: .
Base Words

Context and Connotation
ELA.1.V.1.3: Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at .building and activating background knowledge. Review of words learned in this way is critical to .building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher .than student reading level. .Clarification 2: See and . .

Benchmark Clarifications: .
Context Clues
Word Relationships

Sample texts by benchmark .
Table

ELA.1. R.1.1
ELA.1. R.1.2
ELA.1. R.1.3
ELA.1. R.1.4
ELA.1. R.2.1
ELA.1. R.2.2
ELA.1. R.2.3
ELA.1. R.2.4
ELA.1. R.3.1
ELA.1. R.3.2
ELA.1. R.3.3

Identify and describe the mainstory elements in a story.
Identify and explain the moralof a story.
Explain who is telling the story using context clues.
Identify stanzas and line breaks in poems.
Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.
Identify the topic of and relevant details in a text.
Explain similarities anddifferences between information provided in visuals and words inan informational text.
Identify an author’s opinion(s) about the topic.
Identify and explain descriptive words and phrases in text(s).
Retell a text in oral or writtenform to enhance comprehension.
Compare and contrast two texts on the same topic.

“Daffodowndilly” by A.A. Milne

“Daffodowndilly” by A.A. Milne
●
●
●

“Eletelephony” by Laura Richards

“Eletelephony” by Laura Richards
●
●
●

A Picture Book of Benjamin Franklin by David Adler

A Picture Book of Benjamin Franklin by David Adler
●
●
●
●
●
●

Chickens Don't Fly by Laura Lyn Disiena

Chickens Don't Fly by Laura Lyn Disiena
●
●
●
●
●
●

Clifford the Big Red Dog by Norman Bridwell

Clifford the Big Red Dog by Norman Bridwell
●
●
●
●
●

Danny and the Dinosaur by Syd Hoff

Danny and the Dinosaur by Syd Hoff
●
●
●
●
●

Drum Dream Girl by Margarita Engle

Drum Dream Girl by Margarita Engle
●
●
●
●
●

Fantastic Undersea Life of Jacques Cousteau by Dan Yaccarino

Fantastic Undersea Life of Jacques Cousteau by Dan Yaccarino
●
●
●
●
●
●

From Seed to Pumpkin by Wendy Pfeffer

From Seed to Pumpkin by Wendy Pfeffer
●
●
●
●
●
●

How People Learned to Fly by Fran Hodgkins

How People Learned to Fly by Fran Hodgkins
●
●
●
●
●

I Am Enough by Grace Byers

I Am Enough by Grace Byers
●
●
●
●
●

I am Helen Keller by Brad Meltzer

I am Helen Keller by Brad Meltzer
●
●
●
●
●

I Wonder by Tana Hoban

I Wonder by Tana Hoban
●
●
●
●
●

Keep a Poem in Your Pocket by BeatriceSchenk de Regniers

Keep a Poem in Your Pocket by BeatriceSchenk de Regniers
●
●
●

Madeline by Ludwig Bemelmans

Madeline by Ludwig Bemelmans
●
●
●

41.
Table

ELA.1. R.1.1
ELA.1. R.1.2
ELA.1. R.1.3
ELA.1. R.1.4
ELA.1. R.2.1
ELA.1. R.2.2
ELA.1. R.2.3
ELA.1. R.2.4
ELA.1. R.3.1
ELA.1. R.3.2
ELA.1. R.3.3

Identify and describe the mainstory elements in a story.
Identify and explain the moralof a story.
Explain who is telling the story using context clues.
Identify stanzas and line breaks in poems.
Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.
Identify the topic of and relevant details in a text.
Explain similarities anddifferences between information provided in visuals and words inan informational text.
Identify an author’s opinion(s) about the topic.
Identify and explain descriptive words and phrases in text(s).
Retell a text in oral or writtenform to enhance comprehension.
Compare and contrast two texts on the same topic.

My Name is Celia/Me llamo Celia: The Life of Celia Cruz/la vida de Celia Cruz by Monica Brown

My Name is Celia/Me llamo Celia: The Life of Celia Cruz/la vida de Celia Cruz by Monica Brown
●
●
●
●
●
●

Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta

Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta
●
●
●
●
●

Police Officers by Paulette Bourgeois

Police Officers by Paulette Bourgeois
●
●
●
●
●

Put Me in the Zoo by Robert Lopshire

Put Me in the Zoo by Robert Lopshire
●
●
●

The Slug by Elise Gravel

The Slug by Elise Gravel
●
●
●
●
●

The Tale of Peter Rabbit by Beatrix Potter

The Tale of Peter Rabbit by Beatrix Potter
●
●
●
●
●

The Three Little Pigs by James Halliwell- Phillipps

The Three Little Pigs by James Halliwell- Phillipps
●
●
●
●
●

The Tortoise and the Hare by Aesop

The Tortoise and the Hare by Aesop
●
●
●
●
●

The Ugly Duckling by Hans Christian Andersen

The Ugly Duckling by Hans Christian Andersen
●
●
●
●
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The Velveteen Rabbit by Margery Williams

The Velveteen Rabbit by Margery Williams
●
●
●
●
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The White House by Lloyd Douglas

The White House by Lloyd Douglas
●
●
●
●
●

Tooth By Tooth: Comparing Fangs, Tusks, and Chompers by Sara Levine

Tooth By Tooth: Comparing Fangs, Tusks, and Chompers by Sara Levine
●
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42.
2nd Grade
“To learn to read is to light a fire; every syllable that is spelled out is a spark.” – Victor Hugo
Students should have mastered print concepts and phonological awareness. The foundational skills emphasized at this grade level are phonics and fluency. The concept of theme is introduced in 2nd grade, building on the finding of a moral from 1st grade. Author’s purpose is introduced for informational text. Students are now printing legibly and writing narratives that include transitional words.
Foundational Skills
ELA.2.F.1 Applying Foundational Reading Skills

Part

Phonics and Word Analysis
ELA.2.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
a.

a.
Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow).

b.
Decode regularly spelled two-syllable words with long and short vowels.

c.
Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).

d.
Decode words with common prefixes and suffixes.

e.
Decode words with silent letter combinations (e.g., knight, comb, island, ghost).

Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and .phonemes (speech sounds). .Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See .

Benchmark Clarifications: .

2.F.1.4 andandword lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Dolch
Fry

Fluency
ELA.2.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarification 1: See and word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See 2.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. C

Benchmark Clarifications:
Dolch
Fry
Fluency Norms
Sample Oral Reading Fluency Rubrics
within the grade band on quantitative text complexity measures

Reading .
Part
ELA.2.R.1 Reading Prose and Poetry
Literary Elements
ELA.2.R.1.1: Identify plot structure and describe main story elements in a literary text.
Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and .sequence of events of a story...Clarification 2: For setting, students will describe where and when the events of the story are happening. .The time element of setting will be addressed even when not explicitly indicated in the text. .Clarification 3: For character, student’s will describe characters’ traits, feelings, and behaviors...

Benchmark Clarifications: .

Theme
ELA.2.R.1.2: Identify and explain a theme of a literary text.
Perspective and Point of View
ELA.2.R.1.3: Identify different characters’ perspectives in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” The term point of view is used when referring to the person of the narrator. This is to prevent .confusion and conflation...

Benchmark Clarifications: .

Poetry
ELA.2.R.1.4: Identify rhyme schemes in poems.
Clarification 1: Students will mark rhyme scheme and recognize rhyme scheme notation. Rhyme scheme notation uses capital letters, starting with A to mark the end of each line, repeating the letter for each line in the poem that rhymes with that line and progressing through the alphabet for each new end rhyme. Lines designated with the same letter all rhyme with each other.

Benchmark Clarifications:

Examples:
I never saw a Purple Cow,

I never saw a Purple Cow,

I never saw a Purple Cow,
A
Little Miss Muffet
A

I never hope to see one;

I never hope to see one;
B
Sat on a tuffet,
A

But I can tell you, anyhow, A

But I can tell you, anyhow, A
Eating her curds and whey;
B

I'd rather see than be one!

I'd rather see than be one!
B
Along came a spider
C

–Gelett Burgess
Who sat down beside her
C

And frightened Miss Muffet away.
B

–Traditional Nursery Rhyme

ELA.2.R.2 Reading Informational Text
Structure

Part

ELA.2.R.2.1: Explain how text features—including titles, headings, captions, graphs, maps, glossaries, and/or illustrations—contribute to the meaning of texts.
Central Idea
ELA.2.R.2.2: Identify the central idea and relevant details in a text.
Purpose and Perspective
ELA.2.R.2.3: Explain an author’s purpose in an informational text.
Argument
ELA.2.R.2.4: Explain an author’s opinion(s) and supporting evidence.
ELA.2.R.3 Reading Across Genres

Part

Interpreting Figurative Language
ELA.2.R.3.1: Identify and explain similes, idioms, and alliteration in text(s).
Paraphrasing and Summarizing
ELA.2.R.3.2: Retell a text to enhance comprehension.
a.

a.
Use main story elements in a logical sequence for a literary text.

b.
Use the central idea and relevant details for an informational text.

Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.2.R.3.3: Compare and contrast important details presented by two texts on the same topic or theme.
Clarification 1: For literary texts, students can compare and contrast story elements such as characters, .illustrations, and sequence of events. .Clarification 2: The different versions may be of the same or different formats...

Benchmark Clarifications: .

Communication
ELA.2.C.1 Communicating Through Writing
Handwriting
ELA.2.C.1.1: Demonstrate legible printing skills.
Narrative Writing
ELA.2.C.1.2: Write personal or fictional narratives using a logical sequence of events, transitions, and an ending.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Argumentative Writing
ELA.2.C.1.3: Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Expository Writing
ELA.2.C.1.4: Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.2.C.1.5: Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.
Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or .part of the process. In those instances, only the applicable activity will be engaged in. .

Benchmark Clarifications: .

ELA.2.C.2 Communicating Orally
Oral Presentation

Part

ELA.2.C.2.1: Present information orally using complete sentences, appropriate volume, and clear pronunciation.
Clarification 1: Clear pronunciation shows an understanding and application of phonics rules and sight .words as well as care taken in delivery. A student’s speech impediment should not be considered as .impeding clear pronunciation...Clarification 2: For further guidance, see the . .

Benchmark Clarifications: .
Elementary Oral Communication Rubric

ELA.2.C.3 Following Conventions

Part

Conventions
ELA.2.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:
 Form plurals -y to -ies.
 Use apostrophes to form contractions.
 Appropriately use pronouns.
 Use commas in a series.
 Use plural possessives.
 Use interjections.
Skills to be implemented but not yet mastered are as follows:
 Conjugate regular and irregular verb tenses.
 Form and use regular and frequently occurring irregular plural nouns.
 Form and use the past tense of frequently occurring irregular verbs.
 Maintain consistent verb tense across paragraphs.
 Form and use irregular plural nouns.
 Form and use the progressive and perfect verb tenses.
 Use simple modifiers.
 Use prepositions and prepositional phrases.
 Form and use compound sentences.
 Use quotation marks with dialogue and direct quotations.
 Use commas to indicate direct address.
 Use subject-verb agreement with intervening clauses and phrases.
 Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.2.C.4 Researching Researching and Using Information
ELA.2.C.4.1: Participate in research to gather information to answer a question about a single topic using multiple sources.
ELA.2.C.5 Creating and Collaborating Multimedia
ELA.2.C.5.1: Use one or more multimedia element(s) to enhance oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, .and audio or digital representation. At this grade level, the element(s) should relate directly to the task. .There is no expectation that the element(s) be integrated into the task. The student can but is not required .to use more than one multimedia element. .

Benchmark Clarifications: .

Technology in Communication
ELA.2.C.5.2: Use digital tools to produce and publish writing individually or with peers and with support from adults.
Part
Vocabulary
ELA.2.V.1 Finding Meaning
Academic Vocabulary
ELA.2.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across .subject areas for the current grade level and beyond, vital to comprehension, critical for academic .discussions and writing, and usually require explicit instruction...

Benchmark Clarifications: .

Morphology
ELA.2.V.1.2: Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.
Clarification 1: See Base Words.

Benchmark Clarifications:

Context and Connotation
ELA.2.V.1.3: Identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed .at building and activating background knowledge. Review of words learned in this way is critical to .building background knowledge and related vocabulary. Texts read aloud can be two grade levels .higher than student reading level. .Clarification 2: See and . .

Benchmark Clarifications: .
Context Clues
Word Relationships

Sample texts by benchmark .
Table

ELA.2. R.1.1
ELA.2. R.1.2
ELA.2. R.1.3
ELA.2. R.1.4
ELA.2. R.2.1
ELA.2. R.2.2
ELA.2. R.2.3
ELA.2. R.2.4
ELA.2. R.3.1
ELA.2. R.3.2
ELA.2. R.3.3

Identify plot structure anddescribe main story elements in a literary text.
Identify and explain a theme of a literary text.
Identify different characters’perspectives in a literary text.
Identify rhyme schemes in poems.
Explain how text features— including titles, headings, captions, graphs, maps, glossaries, and/orillustrations—contribute to themeaning of texts.
Identify the central idea andrelevant details in a text.
Explain an author’s purpose in an informational text.
Explain an author’s opinion(s) and supporting evidence.
Identify and explain similes,idioms, and alliteration in text(s)
Retell a text to enhance comprehension.
Compare and contrastimportant details presented by two texts on the same topic ortheme.

“Gathering Leaves” by Robert Frost

“Gathering Leaves” by Robert Frost
●
●
●

“The Crocodile” by Lewis Carroll

“The Crocodile” by Lewis Carroll
●
●
●

“The Fieldmouse” by Cecil Frances Alexander

“The Fieldmouse” by Cecil Frances Alexander
●
●
●

“The Swing” by Robert Louis Stevenson

“The Swing” by Robert Louis Stevenson
●
●
●
●

A More Perfect Union: The Story of Our Constitution by Betsy Maestro

A More Perfect Union: The Story of Our Constitution by Betsy Maestro
●
●
●
●
●
●

Bears on Hemlock Mountain by Alice Dalgliesh

Bears on Hemlock Mountain by Alice Dalgliesh
●
●
●
●

Bee Dance by Rick Chrustowski

Bee Dance by Rick Chrustowski
●
●
●
●
●

Eleanor by Barbara Cooney

Eleanor by Barbara Cooney
●
●
●
●
●

Father of the Constitution: A Story about James Madison by Barbara Mitchell

Father of the Constitution: A Story about James Madison by Barbara Mitchell
●
●
●
●

Four Famished Foxes and Fosdyke by Pamela Duncan

Four Famished Foxes and Fosdyke by Pamela Duncan
●
●
●
●
●

Give Bees a Chance by Bethany Barton

Give Bees a Chance by Bethany Barton
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●
●
●
●
●

In a Pickle and other Funny Idioms by Marvin Terban

In a Pickle and other Funny Idioms by Marvin Terban
●
●

Living or Nonliving? by Kelli Hicks

Living or Nonliving? by Kelli Hicks
●
●
●
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●

49.
Table

ELA.2. R.1.1
ELA.2. R.1.2
ELA.2. R.1.3
ELA.2. R.1.4
ELA.2. R.2.1
ELA.2. R.2.2
ELA.2. R.2.3
ELA.2. R.2.4
ELA.2. R.3.1
ELA.2. R.3.2
ELA.2. R.3.3

Identify plot structure anddescribe main story elements in a literary text.
Identify and explain a theme of a literary text.
Identify different characters’perspectives in a literary text.
Identify rhyme schemes in poems.
Explain how text features— including titles, headings, captions, graphs, maps, glossaries, and/orillustrations—contribute to themeaning of texts.
Identify the central idea andrelevant details in a text.
Explain an author’s purpose in an informational text.
Explain an author’s opinion(s) and supporting evidence.
Identify and explain similes,idioms, and alliteration in text(s)
Retell a text to enhance comprehension.
Compare and contrastimportant details presented by two texts on the same topic ortheme.

Mango, Abuela, and Me by Meg Medina

Mango, Abuela, and Me by Meg Medina
●
●
●
●

One Morning in Maine by Robert McCloskey

One Morning in Maine by Robert McCloskey
●
●
●
●

Seven Blind Mice by Ed Young

Seven Blind Mice by Ed Young
●
●
●
●

Susan B. Anthony: Fighter for Freedom and Equality by Suzanne Slade

Susan B. Anthony: Fighter for Freedom and Equality by Suzanne Slade
●
●
●
●
●

The Coastal Dune Drama: Bob, the Gopher Tortoise by Katherine Seeds Nash

The Coastal Dune Drama: Bob, the Gopher Tortoise by Katherine Seeds Nash
●
●
●

The Congress of the United States by Christine Taylor-Butler

The Congress of the United States by Christine Taylor-Butler
●
●
●
●
●

The Gingerbread Man by Jim Aylesworth

The Gingerbread Man by Jim Aylesworth
●
●
●
●
●
●
●

The Patchwork Quilt by Valerie Flournoy

The Patchwork Quilt by Valerie Flournoy
●
●
●
●

The Runaway Piggy by James Luna

The Runaway Piggy by James Luna
●
●
●
●
●
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●

Vote! by Eileen Christelow

Vote! by Eileen Christelow
●
●
●
●

Wanted Dead or Alive: The True Story of Harriet Tubman by Ann McGovern

Wanted Dead or Alive: The True Story of Harriet Tubman by Ann McGovern
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●
●
●
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●

We the Kids: The Preamble of the Constitution of the United States by David Catrow

We the Kids: The Preamble of the Constitution of the United States by David Catrow
●
●
●
●

Winnie the Pooh by A.A. Milne

Winnie the Pooh by A.A. Milne
●
●
●
●
●

50.
3rd Grade .
“Reading is a basic tool in the living of a good life.” – Mortimer J. Adler .
In 3rd grade, foundational reading skills are still a focus. Reading comprehension becomes a primary focus at this grade level. Students are learning how all of the elements of a text work together to create meaning and how that meaning develops in the text. Students are beginning to write in cursive and experiment with dialogue in their narrative writing. Students are doing their own research, either independently or with teacher-provided materials.
Foundational Skills
ELA.3.F.1 Learning and Applying Foundational Reading Skills
Phonics and Word Analysis
ELA.3.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.
a.

a.
Decode words with common Greek and Latin roots and affixes. (See benchmark 3.V.1.2)

b.
Decode words with common derivational suffixes and describe how they turn words into different parts of speech. (e.g., -ful, -less, -est).

c.
Decode multisyllabic words.

Clarification 1: See and . .Clarification 2: See . .

Benchmark Clarifications: .
Common Greek and Latin Roots 3-5
Affixes
Affixes and the Parts of Speech They Form

Fluency
ELA.3.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarification 1: See for grade-level norms. Norms are expressed as words correct per..minute (WCPM), a measure that combines accuracy with rate. .Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the .punctuation and meaning of a text. See for prosody...Clarification 3: Grade-level texts, for the purposes of fluency, are those and appropriate in content and qualitative measures...

Benchmark Clarifications: .
Fluency Norms
Sample Oral Reading Fluency Rubrics
within the grade band on .quantitative text complexity measures

Reading
ELA.3.R.1 Reading Prose and Poetry
Literary Elements
ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a literary text.
Clarification 1: When explaining character development, students will include character traits, feelings, .motivations, and responses to situations...

Benchmark Clarifications: .

Theme
ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
Perspective and Point of View
ELA.3.R.1.3: Explain different characters’ perspectives in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” .The term point of view is used when referring to the person of the narrator. This is to prevent confusion and .conflation...

Benchmark Clarifications: .

Poetry
ELA.3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and limerick.
Clarification 1: For examples of these forms, see . .

Benchmark Clarifications: .
Appendix B

ELA.3.R.2 Reading Informational Text

Part

Structure
ELA.3.R.2.1: Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.
Central Idea
ELA.3.R.2.2: Identify the central idea and explain how relevant details support that idea in a text.
Purpose and Perspective
ELA.3.R.2.3: Explain the development of an author's purpose in an informational text.
Argument
ELA.3.R.2.4: Identify an author’s claim and explain how an author uses evidence to support the claim.
ELA.3.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.3.R.3.1: Identify and explain metaphors, personification, and hyperbole in text(s).
Clarification 1: In addition to the types of figurative language listed in this benchmark, students are still .working with types from previous grades such as simile, alliteration, and idiom. Other examples can be .used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Elementary Figurative Language

Paraphrasing and Summarizing
ELA.3.R.3.2: Summarize a text to enhance comprehension.
a.

a.
Include plot and theme for a literary text.

b.
Use the central idea and relevant details for an informational text.

Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.3.R.3.3: Compare and contrast how two authors present information on the same topic or theme.
Communication
ELA.3.C.1 Communicating Through Writing
Handwriting
ELA.3.C.1.1: Write in cursive all upper- and lowercase letters.
Narrative Writing
ELA.3.C.1.2: Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Argumentative Writing
ELA.3.C.1.3: Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Expository Writing
ELA.3.C.1.4: Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Improving Writing
ELA.3.C.1.5: Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.
Clarification 1: As needed refers to the fact that sometimes instruction will focus on a specific skill or .part of the process. In those instances, only the applicable activity will be engaged in. .

Benchmark Clarifications: .

ELA.3.C.2 Communicating Orally

Part

Oral Presentation
ELA.3.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, and expressive delivery...Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and .sight words as well as care taken in delivery. A student’s speech impediment should not be considered as .impeding clear pronunciation. This grade level introduces an expectation that the information be presented .in a logical sequence. A student may self-correct an error in sequence...Clarificati

Benchmark Clarifications: .
Elementary Oral Communication Rubric

ELA.3.C.3 Following Conventions Conventions
ELA.3.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:
 Conjugate regular and irregular verb tenses.
 Form and use regular and frequently occurring irregular plural nouns.
 Form and use the past tense of frequently occurring irregular verbs.
 Maintain consistent verb tense across paragraphs.
 Form and use irregular plural nouns.
 Form and use the progressive and perfect verb tenses.
 Use simple modifiers.
 Use prepositions and prepositional phrases.
 Form and use compound sentences.
 Use quotation marks with dialogue and direct quotations.
 Use commas to indicate direct address. Skills to be implemented but not yet mastered are as follows:
 Use subject-verb agreement with intervening clauses and phrases.
 Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
 Use conjunctions.
 Use principal modals to indicate the mood of a verb.
 Use appositives, main clauses, and subordinate clauses. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.3.C.4 Researching
Researching and Using Information
ELA.3.C.4.1: Conduct research to answer a question, organizing information about the topic from multiple sources.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

ELA.3.C.5 Creating and Collaborating Multimedia
ELA.3.C.5.1: Use two or more multimedia elements to enhance oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, .and audio or digital representation. At this grade level, the elements should relate directly to the .presentation. The elements can reinforce or complement the information being shared. There is no .expectation that the elements be fully integrated into the presentation. .

Benchmark Clarifications: .

Technology in Communication
ELA.3.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
Part
Vocabulary
ELA.3.V.1 Finding Meaning
Academic Vocabulary
ELA.3.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across .subject areas for the current grade level and beyond, vital to comprehension, critical for academic .discussions and writing, and usually require explicit instruction...

Benchmark Clarifications: .

Morphology
ELA.3.V.1.2: Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.
Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes...

Benchmark Clarifications: .

Context and Connotation
ELA.3.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at .building and activating background knowledge. Review of words learned in this way is critical to .building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher .than student reading level. .Clarification 2: See and ...Clarification 3: See ELA.3.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Elementary Figurative Language

Sample texts by benchmark .
Table

ELA.3. R.1.1
ELA.3. R.1.2
ELA.3. R.1.3
ELA.3. R.1.4
ELA.3. R.2.1
ELA.3. R.2.2
ELA.3. R.2.3
ELA.3. R.2.4
ELA.3. R.3.1
ELA.3. R.3.2
ELA.3. R.3.3

Explain how one or more characters develop throughout the plot in a literary text.
Explain a theme and how it develops, using details, in aliterary text.
Explain different characters’perspectives in a literary text.
Identify types of poems: free verse, rhymed verse,haiku, and limerick.
Explain how text featurescontribute to meaning andidentify the text structures of chronology, comparison,and cause/effect in texts.
Identify the central idea andexplain how relevant detailssupport that idea in a text.
Explain the development of an author's purpose in an informational text.
Identify an author’s claim and explain how an authoruses evidence to support the claim.
Identify and explain metaphors, personification, and hyperbole in text(s).
Summarize a text to enhance comprehension.
Compare and contrast howtwo authors present information on the same topic or theme.

“My Doggy Ate My Essay” by Darren Sardelli

“My Doggy Ate My Essay” by Darren Sardelli
●
●
●
●

“There was an Old Man with a Flute” by Edward Lear

“There was an Old Man with a Flute” by Edward Lear
●
●

"Toward Those Short Trees" by Masaoka Shiki

"Toward Those Short Trees" by Masaoka Shiki
●
●

Tula [“Books are Door-shaped”] by Margarita Engle

Tula [“Books are Door-shaped”] by Margarita Engle
●
●
●
●
●

Abraham Lincoln: A Life of Honesty by Tonya Leslie

Abraham Lincoln: A Life of Honesty by Tonya Leslie
●
●
●
●
●

Charlotte’s Web by E.B. White

Charlotte’s Web by E.B. White
●
●
●
●
●

Flight by Robert Burleigh

Flight by Robert Burleigh
●
●
●
●

Frederick Douglass Fights for Freedom by Margaret Davidson

Frederick Douglass Fights for Freedom by Margaret Davidson
●
●
●
●
●

Honest Abe Lincoln by David A. Adler

Honest Abe Lincoln by David A. Adler
●
●
●
●
●

If You Traveled on the Underground Railroad by Ellen Levine

If You Traveled on the Underground Railroad by Ellen Levine
●
●
●
●

57.
Table

ELA.3. R.1.1
ELA.3. R.1.2
ELA.3. R.1.3
ELA.3. R.1.4
ELA.3. R.2.1
ELA.3. R.2.2
ELA.3. R.2.3
ELA.3. R.2.4
ELA.3. R.3.1
ELA.3. R.3.2
ELA.3. R.3.3

Explain how one or more characters develop throughout the plot in a literary text.
Explain a theme and how it develops, using details, in aliterary text.
Explain different characters’perspectives in a literary text.
Identify types of poems: free verse, rhymed verse,haiku, and limerick.
Explain how text featurescontribute to meaning andidentify the text structures of chronology, comparison,and cause/effect in texts.
Identify the central idea and explain how relevant detailssupport that idea in a text.
Explain the development of an author's purpose in an informational text.
Identify an author’s claim and explain how an authoruses evidence to support the claim.
Identify and explain metaphors, personification, and hyperbole in text(s).
Summarize a text to enhance comprehension.
Compare and contrast howtwo authors present information on the same topic or theme.

Matilda by Roald Dahl

Matilda by Roald Dahl
●
●
●
●

Miracle on 133rd Street by Sonia Manzano

Miracle on 133rd Street by Sonia Manzano
●
●
●
●

Moonshot: The Flight of Apollo 11 by Brian Floca

Moonshot: The Flight of Apollo 11 by Brian Floca
●
●
●
●
●

Pablo Neruda: Poet of the People by Monica Brown

Pablo Neruda: Poet of the People by Monica Brown
●
●
●
●

Pippi Longstocking by Astrid Lindgren

Pippi Longstocking by Astrid Lindgren
●
●
●
●
●
●

Revolutionary Friends: General George Washington and the Marquis de Lafayette by Selene Castrovilla

Revolutionary Friends: General George Washington and the Marquis de Lafayette by Selene Castrovilla
●
●
●
●

Rosa Parks by Eloise Greenfield

Rosa Parks by Eloise Greenfield
●
●
●
●
●

Sarah, Plain and Tall by Patricia MacLachlan

Sarah, Plain and Tall by Patricia MacLachlan
●
●
●
●
●
●

Stuart Little by E.B. White

Stuart Little by E.B. White
●
●
●
●
●
●

The Boxcar Children by Gertrude Chandler Warner

The Boxcar Children by Gertrude Chandler Warner
●
●
●
●
●

The Children's Book of Virtues by William Bennett

The Children's Book of Virtues by William Bennett
●
●
●
●
●
●

58.
Table

ELA.3. R.1.1
ELA.3. R.1.2
ELA.3. R.1.3
ELA.3. R.1.4
ELA.3. R.2.1
ELA.3. R.2.2
ELA.3. R.2.3
ELA.3. R.2.4
ELA.3. R.3.1
ELA.3. R.3.2
ELA.3. R.3.3

Explain how one or more characters develop throughout the plot in a literary text.
Explain a theme and how it develops, using details, in aliterary text.
Explain different characters’perspectives in a literary text.
Identify types of poems: free verse, rhymed verse,haiku, and limerick.
Explain how text featurescontribute to meaning andidentify the text structures of chronology, comparison,and cause/effect in texts.
Identify the central idea andexplain how relevant detailssupport that idea in a text.
Explain the development of an author's purpose in an informational text.
Identify an author’s claim and explain how an authoruses evidence to support the claim.
Identify and explain metaphors, personification, and hyperbole in text(s).
Summarize a text to enhance comprehension.
Compare and contrast howtwo authors present information on the same topic or theme.

The Little Prince by Antoine de Saint-Exupery

The Little Prince by Antoine de Saint-Exupery
●
●
●
●
●

The Real McCoy: The Life of an African-American Inventor by Wendy Towle

The Real McCoy: The Life of an African-American Inventor by Wendy Towle
●
●
●
●

The Whipping Boy by Sid Fleischman

The Whipping Boy by Sid Fleischman
●
●
●
●
●
●

The Wonderful Wizard of Oz by Frank Baum

The Wonderful Wizard of Oz by Frank Baum
●
●
●
●
●
●

To the Moon and Back by Buzz Aldrin

To the Moon and Back by Buzz Aldrin
●
●
●
●
●

Who was Betsy Ross? by James Buckley, Jr.

Who was Betsy Ross? by James Buckley, Jr.
●
●
●
●
●

59.
4th Grade “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss
In 4th grade, reading comprehension is still a primary focus. An important distinction between narrator point of view and character perspective is addressed. Writing instruction increases and logical reasons, sequencing, and organization are emphasized. Students study plot and the ways in which it is impacted by other story elements. This is also the first time students are working with implied themes. Problem and solution and description are added as text structures for informational text. Students are als
Foundational Skills
ELA.4.F.1 Learning and Applying Foundational Reading Skills
Phonics and Word Analysis
ELA.4.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.
a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.
Clarification 1: At this level of reading, a student who is decoding at the phoneme level (i.e., “e-n-t-er- t- .ai-n”) may decode a given text but will struggle with fluency and comprehension. .As such, phonics instruction should move toward decoding at the syllabication and morpheme level. .For example, when a 4th-grader encounters the word “entertain” in text, we want him or her to .segment by syllable (i.e., “en-ter-tain”) or by morphological structure (i.e., “enter-tain”)...

Benchmark Clarifications: .

Fluency

ELA.4.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

ELA.4.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarification 1: See for grade-level norms. Norms are expressed as words correct per..minute (WCPM), a measure that combines accuracy with rate. .Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the .punctuation and meaning of a text. See for prosody...Clarification 3: Grade-level texts, for the purposes of fluency, are those s and appropriate in content and qualitative measures...

Benchmark Clarifications: .
Fluency Norms
Sample Oral Reading Fluency Rubrics
within the grade band on .quantitative text complexity measure

Reading

Part

ELA.4.R.1 Reading Prose and Poetry
Literary Elements
ELA.4.R.1.1: Explain how setting, events, conflict, and character development contribute to the plot in a literary text.
Theme
ELA.4.R.1.2: Explain a stated or implied theme and how it develops, using details, in a literary text.
Clarification 1: An explanation of how the theme develops should include how characters respond to..situations and how the speaker reflects upon a topic in a literary text. .

Benchmark Clarifications: .

Perspective and Point of View
ELA.4.R.1.3: Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character perspective in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” The term point of view is used when referring to the person of the narrator. This is to .prevent confusion and conflation...

Benchmark Clarifications: .

Poetry
ELA.4.R.1.4: Explain how rhyme and structure create meaning in a poem.
ELA.4.R.2 Reading Informational Text
Structure

Part

ELA.4.R.2.1: Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.
Central Idea
ELA.4.R.2.2: Explain how relevant details support the central idea, implied or explicit.
Purpose and Perspective
ELA.4.R.2.3: Explain an author’s perspective toward a topic in an informational text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” .

Benchmark Clarifications: .

Argument
ELA.4.R.2.4: Explain an author’s claim and the reasons and evidence used to support the claim.
ELA.4.R.3 Reading Across Genres
Interpreting Figurative Language
ELA.4.R.3.1: Explain how figurative language contributes to meaning in text(s).
Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, .alliteration, personification, hyperbole, and idiom. Other examples can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Elementary Figurative Language

Paraphrasing and Summarizing
ELA.4.R.3.2: Summarize a text to enhance comprehension.
a.

a.
Include plot and theme for a literary text.

b.
Include the central idea and relevant details for an informational text.

Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.4.R.3.3: Compare and contrast accounts of the same event using primary and/or secondary sources.
Clarification 1: Introduce the terms “primary sources” and “secondary sources.” .

Benchmark Clarifications: .

Part
Communication
ELA.4.C.1 Communicating Through Writing
Handwriting
ELA.4.C.1.1: Demonstrate legible cursive writing skills.
Clarification 1: Students will produce cursive writing that can be consistently read by others. .

Benchmark Clarifications: .

Narrative Writing
ELA.4.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.
Clarification 1: Students were introduced to dialogue in 3rd grade. Although it is not mentioned .specifically in this benchmark, students should continue to practice the technique and receive instruction .in it. Dialogue is included for mastery in the 5th grade benchmark. .Clarification 2: See . .

Benchmark Clarifications: .
Writing Types

Argumentative Writing
ELA.4.C.1.3: Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.4.C.1.4: Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Improving Writing
ELA.4.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.
ELA.4.C.2 Communicating Orally
Oral Presentation
ELA.4.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus .on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding .and application of phonics rules and sight words as well as care taken in delivery. A student’s speech .impediment should not be considered as impeding clear pronunciation...Clarification 2: For further guidance, see the . .

Benchmark Clarifications: .
Elementary Oral Communication Rubric

ELA.4.C.3 Following Conventions
Conventions
ELA.4.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:
 Use subject-verb agreement with intervening clauses and phrases.
 Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
 Use conjunctions. Skills to be implemented but not yet mastered are as follows:
 Use principal modals to indicate the mood of a verb.
 Use appositives, main clauses, and subordinate clauses.
 Recognize and correct inappropriate shifts in tense and number.
 Use conjunctions correctly to join words and phrases in a sentence.
 Use verbals including gerunds, infinitives, and participial phrases.
 Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun
reference. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.4.C.4 Researching
Researching and Using Information

Part

ELA.4.C.4.1: Conduct research to answer a question, organizing information about the topic, using multiple valid sources.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

Part
ELA.4.C.5 Creating and Collaborating
Multimedia
ELA.4.C.5.1: Arrange multimedia elements to create emphasis in oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, .and audio or digital representation. At this grade level, students are using more than one element. The .elements may be of the same type (for example, two pictures or a picture and an audio recording). The .elements should relate directly to the task and emphasize a point made within the task, perhaps by .showing examples or data to emphasize a point. The elements should be smoothly integrated. .

Benchmark Clarifications: .

Technology in Communication
ELA.4.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
Part
Vocabulary
ELA.4.V.1 Finding Meaning
Academic Vocabulary
ELA.4.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across .subject areas for the current grade level and beyond, vital to comprehension, critical for academic .discussions and writing, and usually require explicit instruction...

Benchmark Clarifications: .

Morphology
ELA.4.V.1.2: Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.
Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.4.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at .building and activating background knowledge. Review of words learned in this way is critical to .building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher .than student reading level. .Clarification 2: See and . .Clarification 3: See ELA.4.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Elementary Figurative Language

Sample texts by benchmark .
Table

ELA.4. R.1.1
ELA.4. R.1.2
ELA.4. R.1.3
ELA.4. R.1.4
ELA.4. R.2.1
ELA.4. R.2.2
ELA.4. R.2.3
ELA.4. R.2.4
ELA.4. R.3.1
ELA.4. R.3.2
ELA.4. R.3.3

Explain how setting, events, conflict,and character developmentcontribute to the plot in a literary text.
Explain a stated or implied theme and how it develops, using details, in a literary text.
Identify the narrator’s point of view and explain the difference between a narrator’s point of view andcharacter perspective in a literary text.
Explain how rhyme and structure create meaning in a poem.
Explain how text features contribute to the meaning and identify the textstructures of problem/solution,sequence, and description in texts.
Explain how relevant details supportthe central idea, implied or explicit.
Explain an author’s perspectivetoward a topic in an informational text.
Explain an author’s claim and thereasons and evidence used to supportthe claim.
Explain how figurative language contributes to meaning in text(s).
Summarize a text to enhance comprehension.
Compare and contrast accounts of the same event using primary and/orsecondary sources.

"Fish Cheeks" by Amy Tan

"Fish Cheeks" by Amy Tan
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“Mother Doesn't Want a Dog” by Judith Viorst

“Mother Doesn't Want a Dog” by Judith Viorst
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Aaron and Alexander: The Most Famous Duel in American History by Don Brown

Aaron and Alexander: The Most Famous Duel in American History by Don Brown
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Carry on, Mr. Bowditch by Jean Lee Latham

Carry on, Mr. Bowditch by Jean Lee Latham
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Casey at the Bat by Ernest Lawrence Thayer

Casey at the Bat by Ernest Lawrence Thayer
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●

Chester Nez and the Unbreakable Code: A Navajo Code Talker's Story by Joseph Bruchac

Chester Nez and the Unbreakable Code: A Navajo Code Talker's Story by Joseph Bruchac
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Esperanza Rising by Pam Muñoz Ryan

Esperanza Rising by Pam Muñoz Ryan
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Florida by Tamra Orr

Florida by Tamra Orr
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66.
Table

ELA.4. R.1.1
ELA.4. R.1.2
ELA.4. R.1.3
ELA.4. R.1.4
ELA.4. R.2.1
ELA.4. R.2.2
ELA.4. R.2.3
ELA.4. R.2.4
ELA.4. R.3.1
ELA.4. R.3.2
ELA.4. R.3.3

Explain how setting, events, conflict,and character developmentcontribute to the plot in a literary text.
Explain a stated or implied theme and how it develops, using details, in a literary text.
Identify the narrator’s point of view and explain the difference between a narrator’s point of view andcharacter perspective in a literary text.
Explain how rhyme and structure create meaning in a poem.
Explain how text features contribute to the meaning and identify the textstructures of problem/solution,sequence, and description in texts.
Explain how relevant details supportthe central idea, implied or explicit.
Explain an author’s perspectivetoward a topic in an informational text.
Explain an author’s claim and thereasons and evidence used to supportthe claim.
Explain how figurative language contributes to meaning in text(s).
Summarize a text to enhance comprehension.
Compare and contrast accounts of the same event using primary and/orsecondary sources.

Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America by Glennette Tilley Turner

Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America by Glennette Tilley Turner
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Halfway Down by A.A. Milne

Halfway Down by A.A. Milne
●
●

Homer Price by Robert McCloskey

Homer Price by Robert McCloskey
●
●
●
●

Johnny Tremain by Esther Forbes

Johnny Tremain by Esther Forbes
●
●
●
●
●

Little House on the Prairie by Laura Ingalls Wilder

Little House on the Prairie by Laura Ingalls Wilder
●
●
●
●
●

On the Wings of Heroes by Richard Peck

On the Wings of Heroes by Richard Peck
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●
●
●

Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson

Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson
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●
●
●
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Reaching for the Moon by Buzz Aldrin

Reaching for the Moon by Buzz Aldrin
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●
●
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●

Tales of the Odyssey (series) by Osborne, Mary Pope

Tales of the Odyssey (series) by Osborne, Mary Pope
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●
●
●
●

The Castle in the Attic by Elizabeth Winthrop

The Castle in the Attic by Elizabeth Winthrop
●
●
●
●

67.
Table

ELA.4. R.1.1
ELA.4. R.1.2
ELA.4. R.1.3
ELA.4. R.1.4
ELA.4. R.2.1
ELA.4. R.2.2
ELA.4. R.2.3
ELA.4. R.2.4
ELA.4. R.3.1
ELA.4. R.3.2
ELA.4. R.3.3

Explain how setting, events, conflict,and character developmentcontribute to the plot in a literary text.
Explain a stated or implied theme and how it develops, using details, in a literary text.
Identify the narrator’s point of view and explain the difference between a narrator’s point of view andcharacter perspective in a literary text.
Explain how rhyme and structure create meaning in a poem.
Explain how text features contribute to the meaning and identify the textstructures of problem/solution,sequence, and description in texts.
Explain how relevant details supportthe central idea, implied or explicit.
Explain an author’s perspectivetoward a topic in an informational text.
Explain an author’s claim and thereasons and evidence used to supportthe claim.
Explain how figurative language contributes to meaning in text(s).
Summarize a text to enhance comprehension.
Compare and contrast accounts of the same event using primary and/orsecondary sources.

The Declaration of Independence by Elaine Landau

The Declaration of Independence by Elaine Landau
●
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●

The Lion, the Witch, and the Wardrobe by C.S. Lewis

The Lion, the Witch, and the Wardrobe by C.S. Lewis
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●

The Story of Science: Aristotle Leads The Way by Joy Hakim

The Story of Science: Aristotle Leads The Way by Joy Hakim
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The Wolf's Story by Toby Forward

The Wolf's Story by Toby Forward
●
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●
●

To Catch a Fish by Eloise Greenfield

To Catch a Fish by Eloise Greenfield
●
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●

Toliver’s Secret by Esther Wood Brady

Toliver’s Secret by Esther Wood Brady
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Where the Red Fern Grows by Wilson Rawls

Where the Red Fern Grows by Wilson Rawls
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Where Was Patrick Henry on the 29th of May? by Jean Fritz

Where Was Patrick Henry on the 29th of May? by Jean Fritz
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Who Would Win? (series) by Jerry Pallotta

Who Would Win? (series) by Jerry Pallotta
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William Shakespeare and the Globe by Aliki

William Shakespeare and the Globe by Aliki
●
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●

68.
5th Grade
"There is more treasure in books than in all the pirate's loot on Treasure Island." – Walt Disney
Reading comprehension is still a focus, but analysis comes to the fore. In literary texts, students analyze how story elements contribute to the plot; in informational texts, they analyze the author’s purpose. Writing is a focus as well. Students are working to master the skills they have already learned. They are improving their organization, varying their transitions, and using elaboration effectively.
Foundational Skills
ELA.5.F.1 Learning and Applying Foundational Reading Skills
Phonics and Word Analysis
ELA.5.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.
Fluency
ELA.5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarification 1: See for grade-level norms. Norms are expressed as words correct per..minute (WCPM), a measure that combines accuracy with rate. .Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the .punctuation and meaning of a text. Seefor prosody...Clarification 3: Grade-level texts, for the purposes of fluency, are those and appropriate in content and qualitative measures...

Benchmark Clarifications: .
Fluency Norms
Sample Oral Reading Fluency Rubrics
within the grade band on .quantitative text complexity measures

Part
Reading
ELA.5.R.1 Reading Prose and Poetry
Literary Elements
ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
Theme
ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.
Clarification 1: Where the development of multiple themes is being explained, the themes may come .from the same or multiple literary texts. .

Benchmark Clarifications: .

Perspective and Point of View
ELA.5.R.1.3: Describe how an author develops a character’s perspective in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” .

Benchmark Clarifications: .

Poetry
ELA.5.R.1.4: Explain how figurative language and other poetic elements work together in a poem.
Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, .alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. .Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, .line breaks, and imagery...

Benchmark Clarifications: .

ELA.5.R.2 Reading Informational Text
Structure

Part

ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.
Clarification 1: For more information, see and . .

Benchmark Clarifications: .
Text Structures
Text Features

Central Idea
ELA.5.R.2.2: Explain how relevant details support the central idea(s), implied or explicit.
Purpose and Perspective
ELA.5.R.2.3: Analyze an author’s purpose and/or perspective in an informational text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” .

Benchmark Clarifications: .

Argument
ELA.5.R.2.4: Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
Clarification 1: A claim is a statement that asserts something is true. A claim can either be fact .or opinion. Claims can be used alone or with other claims to form a larger argument. .

Benchmark Clarifications: .

ELA.5.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.5.R.3.1: Analyze how figurative language contributes to meaning in text(s).
Paraphrasing and Summarizing
ELA.5.R.3.2: Summarize a text to enhance comprehension.
a.

a.
Include plot and theme for a literary text.

b.
Include the central idea and relevant details for an informational text.

Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.5.R.3.3: Compare and contrast primary and secondary sources related to the same topic.
Communication
ELA.5.C.1 Communicating Through Writing
Handwriting
ELA.5.C.1.1: Demonstrate fluent and legible cursive writing skills.
Clarification 1: Students will use cursive writing to produce legible works within the same timeframe as .they would use for writing in print...

Benchmark Clarifications: .

Narrative Writing
ELA.5.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Argumentative Writing
ELA.5.C.1.3: Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.5.C.1.4: Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Improving Writing
ELA.5.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.
ELA.5.C.2 Communicating Orally
Oral Presentation
ELA.5.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This is the initial grade level that introduces appropriate pacing. Appropriate pacing is adhering to the pauses dictated b

Benchmark Clarifications:
Elementary Oral Communication Rubric

ELA.5.C.3 Following Conventions
Conventions
ELA.5.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:
 Use principal modals to indicate the mood of a verb.
 Use appositives, main clauses, and subordinate clauses.
 Recognize and correct inappropriate shifts in tense and number.
 Use conjunctions correctly to join words and phrases in a sentence. Skills to be implemented but not yet mastered are as follows:
 Use verbals including gerunds, infinitives, and participial phrases.
 Use comparative and superlative forms of adjectives
 Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun
reference.  Vary sentence structure. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.5.C.4 Researching Researching and Using Information
ELA.5.C.4.1: Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

Part
ELA.5.C.5 Creating and Collaborating
Multimedia
ELA.5.C.5.1: Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize or clarify a point made within the task, perhaps by showing examples to clarify a claim or data to emphasize a point. The elements should be sm
Technology in Communication
ELA.5.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
Part
Vocabulary
ELA.5.V.1 Finding Meaning
Academic Vocabulary
ELA.5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject..areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and..writing, and usually require explicit instruction. .

Benchmark Clarifications: .

Morphology
ELA.5.V.1.2: Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.
Clarification 1: See Common Greek and Latin Roots 3-5. .

Benchmark Clarifications: .

Context and Connotation
ELA.5.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at .building and activating background knowledge. Review of words learned in this way is critical to building .background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than .student reading level...Clarification 2: See and . .Clarification 3: See ELA.5.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Elementary Figurative Language

Sample texts by benchmark .
Table

ELA.5. R.1.1
ELA.5. R.1.2
ELA.5. R.1.3
ELA.5. R.1.4
ELA.5. R.2.1
ELA.5. R.2.2
ELA.5. R.2.3
ELA.5. R.2.4
ELA.5. R.3.1
ELA.5. R.3.2
ELA.5. R.3.3

Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
Explain the development of stated or implied theme(s) throughout a literary text.
Describe how an author develops a character’s perspective in a literary text.
Explain how figurative language and other poetic elements worktogether in a poem.
Explain how text structures and/orfeatures contribute to the overallmeaning of texts.
Explain how relevant detailssupport the central idea(s), implied or explicit.
Analyze an author’s purposeand/or perspective in aninformational text.
Track the development of anargument, identifying the specific claim(s), evidence, and reasoning.
Analyze how figurative languagecontributes to meaning in text(s).
Summarize a text to enhance comprehension.
Compare and contrast primary andsecondary sources related to the same topic.

"I, Too" by Langston Hughes

"I, Too" by Langston Hughes
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"If" by Rudyard Kipling

"If" by Rudyard Kipling
●
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●

“Paul Revere's Ride” by Henry Wadsworth Longfellow

“Paul Revere's Ride” by Henry Wadsworth Longfellow
●
●
●
●

"The Road Not Taken" by Robert Frost

"The Road Not Taken" by Robert Frost
●
●
●

Abuelita's Heart by Amy Cordova

Abuelita's Heart by Amy Cordova
●
●
●
●

Anne of Green Gables by L.M. Montgomery

Anne of Green Gables by L.M. Montgomery
●
●
●
●
●

Call it Courage by Armstrong Sperry

Call it Courage by Armstrong Sperry
●
●
●
●

Call Me Maria by Judith Ortiz Cofer

Call Me Maria by Judith Ortiz Cofer
●
●
●
●

Chasing Vermeer by Blue Balliett

Chasing Vermeer by Blue Balliett
●
●
●
●

City of Ember by Jeanne DuPrau

City of Ember by Jeanne DuPrau
●
●
●
●

Farewell to Manzanar by Jeanne Wakatsuki and James D. Houston

Farewell to Manzanar by Jeanne Wakatsuki and James D. Houston
●
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●

Five Children and It by Edith Nesbit

Five Children and It by Edith Nesbit
●
●
●
●
●

75.
Table

ELA.5. R.1.1
ELA.5. R.1.2
ELA.5. R.1.3
ELA.5. R.1.4
ELA.5. R.2.1
ELA.5. R.2.2
ELA.5. R.2.3
ELA.5. R.2.4
ELA.5. R.3.1
ELA.5. R.3.2
ELA.5. R.3.3

Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
Explain the development of stated or implied theme(s) throughout a literary text.
Describe how an author develops a character’s perspective in a literary text.
Explain how figurative language and other poetic elements worktogether in a poem.
Explain how text structures and/orfeatures contribute to the overallmeaning of texts.
Explain how relevant detailssupport the central idea(s), implied or explicit.
Analyze an author’s purposeand/or perspective in aninformational text.
Track the development of anargument, identifying the specific claim(s), evidence, and reasoning.
Analyze how figurative languagecontributes to meaning in text(s).
Summarize a text to enhance comprehension.
Compare and contrast primary andsecondary sources related to the same topic.

From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg

From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg
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●

Hidden Figures by Margot Shetterly (Young Reader Edition)

Hidden Figures by Margot Shetterly (Young Reader Edition)
●
●
●
●

Hurricanes: Earth's Mightiest Storms by Patricia Lauber

Hurricanes: Earth's Mightiest Storms by Patricia Lauber
●
●
●
●
●

I am Malala by Malala Yousafzai

I am Malala by Malala Yousafzai
●
●
●
●
●
●
●

Island of the Blue Dolphins by Scott O'Dell

Island of the Blue Dolphins by Scott O'Dell
●
●
●
●
●

My Librarian is a Camel: How Books Are Brought to Children Around the World by Margriet Ruurs

My Librarian is a Camel: How Books Are Brought to Children Around the World by Margriet Ruurs
●
●
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●

Shh! We’re Writing the Constitution by Jean Fritz

Shh! We’re Writing the Constitution by Jean Fritz
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●

The Trail of Tears by Joseph Bruchac

The Trail of Tears by Joseph Bruchac
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●

The Watsons Go to Birmingham by Christopher Paul Curtis

The Watsons Go to Birmingham by Christopher Paul Curtis
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●
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They Called Her Molly Pitcher by Anne Rockwell

They Called Her Molly Pitcher by Anne Rockwell
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76.
Table

ELA.5. R.1.1
ELA.5. R.1.2
ELA.5. R.1.3
ELA.5. R.1.4
ELA.5. R.2.1
ELA.5. R.2.2
ELA.5. R.2.3
ELA.5. R.2.4
ELA.5. R.3.1
ELA.5. R.3.2
ELA.5. R.3.3

Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
Explain the development of stated or implied theme(s) throughout a literary text.
Describe how an author develops a character’s perspective in a literary text.
Explain how figurative language and other poetic elements worktogether in a poem.
Explain how text structures and/orfeatures contribute to the overallmeaning of texts.
Explain how relevant detailssupport the central idea(s), implied or explicit.
Analyze an author’s purposeand/or perspective in aninformational text.
Track the development of anargument, identifying the specific claim(s), evidence, and reasoning.
Analyze how figurative languagecontributes to meaning in text(s).
Summarize a text to enhance comprehension.
Compare and contrast primary andsecondary sources related to the same topic.

Thurgood Marshall and the Supreme Court by Deborah Kent

Thurgood Marshall and the Supreme Court by Deborah Kent
●
●
●
●

Volcano: Eruption and Healing of Mount St. Helens by Patricia Lauber

Volcano: Eruption and Healing of Mount St. Helens by Patricia Lauber
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●
●
●
●
●

We the People: The Constitution of the United State of America by Peter Spier

We the People: The Constitution of the United State of America by Peter Spier
●
●
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●
●

Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker
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●

77.
6th-8th Grade .
“Ah, how good it is to be among people who are reading.” – Rainer Maria Rilke
In grades 6-8, analysis and writing are the primary foci. Rhetoric is introduced in 6th grade. In this grade band, students go from explaining theme to analyzing it. Students progress from examining character perspective to working with complex narrator types. Students are also being introduced to literature from historic time periods. This framework should help students in building a body of knowledge useful in being able to interpret multiple layers of meaning. In middle school, those periods are as follo
 Colonial and Early National Period (1600–1830) American Literature.  Romantic Period (1790–1870).. Realism and Naturalism Period (1870–1930).. Modernist Period (1910–1945).. Contemporary Period (1945–present) .
6th Grade Reading
ELA.6.R.1 Reading Prose and Poetry

Part

Literary Elements
ELA.6.R.1.1: Analyze how the interaction between characters contributes to the development of a plot in a literary text.
Theme
ELA.6.R.1.2: Analyze the development of stated or implied theme(s) throughout a literary text.
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. See Theme in Glossary. Clarification 2: Students should be introduced to the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an

Benchmark Clarifications:

Perspective and Point of View
ELA.6.R.1.3: Explain the influence of multiple narrators and/or shifts in point of view in a literary text.
Clarification 1: When referring to the person of the narrator, the term “point of view” is used. Students .focused on perspective in fifth grade, so they should differentiate between point of view and perspective .when working on this benchmark. .

Benchmark Clarifications: .

Poetry
ELA.6.R.1.4: Describe the impact of various poetic forms on meaning and style.
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle...

Benchmark Clarifications: .

ELA.6.R.2 Reading Informational Text Structure
ELA.6.R.2.1: Explain how individual text sections and/or features convey meaning in texts. .
Central Idea
ELA.6.R.2.2: Analyze the central idea(s), implied or explicit, and its development throughout a text.
Clarification 1: Various types of support could include an author’s use of facts, definitions, concrete .details, and/or quotations to develop the central idea(s) in a text. .

Benchmark Clarifications: .

Purpose and Perspective
ELA.6.R.2.3: Analyze authors’ purpose(s) in multiple accounts of the same event or topic.
Argument
ELA.6.R.2.4: Track the development of an argument, identifying the types of reasoning used.
Clarification 1: For more information on types of reasoning, see . .Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. .Fallacies that are related to content, informal fallacies, will be the focus. See . .

Benchmark Clarifications: .
Types of Logical Reasoning
Fallacies in Reasoning .(Informal)

ELA.6.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.6.R.3.1: Explain how figurative language contributes to tone and meaning in text(s).
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, and idiom. Other examples can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Secondary Figurative Language

Paraphrasing and Summarizing
ELA.6.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.6.R.3.3: Compare and contrast how authors from different time periods address the same or related topics.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Texts for this benchmark should be selected from the following literary periods:
 Colonial and Early National Period (1600–1830) American Literature
 Romantic Period (1790–1870)
 Realism and Naturalism Period (1870–1930)
 Modernist Period (1910–1945)
 Contemporary Period (1945–present)
Understanding Rhetoric
ELA.6.R.3.4: Identify rhetorical appeals in a text.
Clarification 1: Students will identify the appeals of logos, ethos, and pathos...Clarification 2: See . .

Benchmark Clarifications: .
Rhetorical Appeals

Part
Communication
ELA.6.C.1 Communicating Through Writing
Narrative Writing
ELA.6.C.1.2: Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.
Clarification 1: See and ...Clarification 2: Figurative language at this grade level should include any on which students have .received instruction in this or previous grades. See . .

Benchmark Clarifications: .
Writing Types
Narrative Techniques
Figurative Language Standard

Argumentative Writing
ELA.6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure with varied transitions.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.6.C.1.4: Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Improving Writing
ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.
ELA.6.C.2 Communicating Orally
Oral Presentation
ELA.6.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, .focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an .understanding and application of phonics rules and sight words as well as care taken in delivery. A .student’s speech impediment should not be considered as impeding clear pronunciation. Appropriate .pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates .comp

Benchmark Clarifications: .
Secondary Oral Communication Rubric. .

ELA.6.C.3 Following Conventions
Conventions
ELA.6.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:
 Use verbals including gerunds, infinitives, and participial phrases.
 Use comparative and superlative forms of adjectives.
 Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun
reference.
Skills to be implemented but not yet mastered are as follows:
 Appropriately use colons.
 Appropriately use dangling modifiers.
 Appropriately use ellipses.
 Appropriately use hyphens.
 Vary sentence structure. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.6.C.4 Researching
Researching and Using Information

Part

ELA.6.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and refocusing the inquiry when appropriate.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

ELA.6.C.5 Creating and Collaborating
Multimedia
ELA.6.C.5.1: Integrate diverse digital media to enhance audience engagement in oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. Th

Benchmark Clarifications:

Technology in Communication
ELA.6.C.5.2: Use digital tools to produce writing.
Vocabulary
ELA.6.V.1 Finding Meaning
Academic Vocabulary
ELA.6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.6.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.6.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.6.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.6. R.1.1
ELA.6. R.1.2
ELA.6. R.1.3
ELA.6. R.1.4
ELA.6. R.2.1
ELA.6. R.2.2
ELA.6. R.2.3
ELA.6. R.2.4
ELA.6. R.3.1
ELA.6. R.3.2
ELA.6. R.3.3
ELA.6. R.3.4

Analyze how the interaction between characters contributes to the developmentof a plot in a literary text.
Analyze the development of stated or implied theme(s) throughout a literary text.
Explain the influence of multiple narrators and/or shifts in point of view in a literary text
Describe the impact of various poeticforms on meaning and style.
Explain how individual text sections and/or features convey meaning in texts.
Analyze the central idea(s), implied or explicit, and its development throughout atext.
Analyze authors’ purpose(s) in multiple accounts of the same event or topic.
Track the development of an argument, identifying the types of reasoning used.
Explain how figurative language contributes to tone and meaning in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authors from different time periods address the same orrelated topics.
Identify rhetorical appeals in a text.

“Acquainted with the Night” by Robert Frost

“Acquainted with the Night” by Robert Frost
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●

“Eulogy of the Dog” by George G. Vest

“Eulogy of the Dog” by George G. Vest
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“Farewell Speech” by Lou Gehrig

“Farewell Speech” by Lou Gehrig
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●

"Speech to National Council of Negro Women" (2001) by Condoleezza Rice

"Speech to National Council of Negro Women" (2001) by Condoleezza Rice
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“The House on the Hill” by Edwin Arlington Robinson

“The House on the Hill” by Edwin Arlington Robinson
●
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●

“Two Viewpoints” by Amelia Josephine Burr

“Two Viewpoints” by Amelia Josephine Burr
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●

“Yet do I Marvel” by Countee Cullen

“Yet do I Marvel” by Countee Cullen
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●

A Long Walk to Water by Linda Sue Park

A Long Walk to Water by Linda Sue Park
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Black Ships Before Troy by Rosemary Sutcliff

Black Ships Before Troy by Rosemary Sutcliff
●
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Bronze Bow by Elizabeth George Speare

Bronze Bow by Elizabeth George Speare
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●

83.
Table

ELA.6. R.1.1
ELA.6. R.1.2
ELA.6. R.1.3
ELA.6. R.1.4
ELA.6. R.2.1
ELA.6. R.2.2
ELA.6. R.2.3
ELA.6. R.2.4
ELA.6. R.3.1
ELA.6. R.3.2
ELA.6. R.3.3
ELA.6. R.3.4

Analyze how the interaction between characters contributes to the developmentof a plot in a literary text.
Analyze the development of stated or implied theme(s) throughout a literary text.
Explain the influence of multiple narrators and/or shifts in point of view in a literary text
Describe the impact of various poeticforms on meaning and style.
Explain how individual text sections and/or features convey meaning in texts.
Analyze the central idea(s), implied or explicit, and its development throughout atext.
Analyze authors’ purpose(s) in multiple accounts of the same event or topic.
Track the development of an argument, identifying the types of reasoning used.
Explain how figurative language contributes to tone and meaning in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authors from different time periods address the same orrelated topics.
Identify rhetorical appeals in a text.

Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins

Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins
●
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●

Harriet Tubman: Conductor on the Underground Railroad by Ann Petry

Harriet Tubman: Conductor on the Underground Railroad by Ann Petry
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●
●
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Incidents in the Life of a Slave Girl by Harriet Jacobs

Incidents in the Life of a Slave Girl by Harriet Jacobs
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●
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Lincoln: A Photobiography by Russell Freedman

Lincoln: A Photobiography by Russell Freedman
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Little Britches by Ralph Moody

Little Britches by Ralph Moody
●
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Little Women by Louisa May Alcott

Little Women by Louisa May Alcott
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The Book of Virtues for Young People: A Treasury of Great Moral Stories by William Bennett

The Book of Virtues for Young People: A Treasury of Great Moral Stories by William Bennett
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The Devil's Arithmetic by Jane Yolen

The Devil's Arithmetic by Jane Yolen
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The Hiding Place by Corrie ten Boom

The Hiding Place by Corrie ten Boom
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●

84.
Table

ELA.6. R.1.1
ELA.6. R.1.2
ELA.6. R.1.3
ELA.6. R.1.4
ELA.6. R.2.1
ELA.6. R.2.2
ELA.6. R.2.3
ELA.6. R.2.4
ELA.6. R.3.1
ELA.6. R.3.2
ELA.6. R.3.3
ELA.6. R.3.4

Analyze how the interaction between characters contributes to the developmentof a plot in a literary text.
Analyze the development of stated or implied theme(s) throughout a literary text.
Explain the influence of multiple narrators and/or shifts in point of view in a literary text
Describe the impact of various poeticforms on meaning and style.
Explain how individual text sections and/or features convey meaning in texts.
Analyze the central idea(s), implied or explicit, and its development throughout atext.
Analyze authors’ purpose(s) in multiple accounts of the same event or topic.
Track the development of an argument, identifying the types of reasoning used.
Explain how figurative language contributes to tone and meaning in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authors from different time periods address the same orrelated topics.
Identify rhetorical appeals in a text.

The Phantom Tollbooth by Norton Juster

The Phantom Tollbooth by Norton Juster
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●
●
●

Tales of the Greek Heroes by Roger Lancelyn Green

Tales of the Greek Heroes by Roger Lancelyn Green
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●
●
●
●
●

Treasure Island by Robert Louis Stevenson

Treasure Island by Robert Louis Stevenson
●
●
●
●
●

85.
7th Grade Reading
ELA.7.R.1 Reading Prose and Poetry
Literary Elements
ELA.7.R.1.1: Analyze the impact of setting on character development and plot in a literary text.
Theme
ELA.7.R.1.2: Compare two or more themes and their development throughout a literary text.
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. Clarification 2: Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s strug

Benchmark Clarifications:

Perspective and Point of View
ELA.7.R.1.3: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.
Clarification 1: An unreliable narrator is one who lacks credibility. Because all information is being conveyed through this untrustworthy source, readers have to use inferencing to establish what is likely to be true. Narrators can be unreliable for many reasons including purposeful dishonesty, a lack of information or background knowledge about what that information means, mental illness, or self-deception. Clarification 2: “Shifts in point of view” refers to a change in the narrator’s point of view done

Benchmark Clarifications:

Poetry
ELA.7.R.1.4: Analyze the impact of various poetic forms on meaning and style.
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle...Clarification 2: Instruction in this benchmark should focus on how the structure of each poetic form..affects its meaning. .

Benchmark Clarifications: .

ELA.7.R.2 Reading Informational Text

Part

Structure
ELA.7.R.2.1: Explain how individual text sections and/or features convey a purpose in texts.
Central Idea
ELA.7.R.2.2: Compare two or more central ideas and their development throughout a text.
86
Purpose and Perspective
ELA.7.R.2.3: Explain how an author establishes and achieves purpose(s) through diction and syntax.
Clarification 1: This benchmark focuses on the way in which diction (the author’s word choice) and .syntax (the way in which an author arranges those words) work together to achieve a purpose. .

Benchmark Clarifications: .

Argument
ELA.7.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness.
Clarification 1: For more information on types of reasoning, see . .Clarification 2: Instruction in types of reasoning will include fallacies in reasoning. Fallacies that are .related to content, informal fallacies, will be the focus. See . .

Benchmark Clarifications: .
Types of Logical Reasoning
Fallacies in Reasoning (Informal)

ELA.7.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.7.R.3.1: Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s).
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Secondary Figurative Language

Paraphrasing and Summarizing
ELA.7.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.7.R.3.3: Compare and contrast how authors with differing perspectives address the same or related topics or themes.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” .

Benchmark Clarifications: .

Understanding Rhetoric
ELA.7.R.3.4: Explain the meaning and/or significance of rhetorical devices in a text.
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices .from 7.R.3.1 with the addition of irony and rhetorical questioning. .Clarification 2: See . . Clarification 3: See Rhetorical Devices...

Benchmark Clarifications: .
Secondary Figurative Language

Communication
ELA.7.C.1 Communicating Through Writing
Narrative Writing
ELA.7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.
Clarification 1: See and ...Clarification 2: See . .

Benchmark Clarifications: .
Writing Types
Narrative Techniques
Secondary Figurative Language

Argumentative Writing
ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.7.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.
ELA.7.C.2 Communicating Orally
Oral Presentation

Part

ELA.7.C.2.1: Present information orally, in a logical sequence, emphasizing key points that support the central idea.
Clarification 1: For further guidance, see the . .

Benchmark Clarifications: .
Secondary Oral Communication Rubric

ELA.7.C.3 Following Conventions
Conventions

Part

ELA.7.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:
 Appropriately use colons.
 Appropriately use dangling modifiers.
 Appropriately use ellipses.
 Appropriately use hyphens.
 Vary sentence structure. Skills to be implemented but not yet mastered are as follows:
 Appropriately use passive and active voice.
 Use semicolons to form sentences.
 Use verbs with attention to voice and mood.
 Add variety to writing or presentations by using parallel structure and various types of phrases
and clauses. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.7.C.4 Researching
Researching and Using Information

Part

ELA.7.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.
Clarification 1: There is no requirement that students research the additional questions generated. .Clarification 2: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment— .being able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

ELA.7.C.5 Creating and Collaborating
Multimedia

Part

ELA.7.C.5.1: Integrate diverse digital media to build cohesion in oral or written tasks.
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts,..and audio or digital representation. At this grade level, students are using more than one element. The .elements may be of the same type (for example, two pictures or a picture and an audio recording). The..elements should relate directly to the presentation and help to unify the concepts. The elements should .be smoothly integrated into the presentation. .

Benchmark Clarifications: .

Technology in Communication
ELA.7.C.5.2: Use digital tools to produce and share writing.
Vocabulary
ELA.7.V.1 Finding Meaning
Academic Vocabulary
ELA.7.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.7.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.7.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.7.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.7. R.1.1
ELA.7. R.1.2
ELA.7. R.1.3
ELA.7. R.1.4
ELA.7. R.2.1
ELA.7. R.2.2
ELA.7. R.2.3
ELA.7. R.2.4
ELA.7. R.3.1
ELA.7. R.3.2
ELA.7. R.3.3
ELA.7. R.3.4

Analyze the impact of setting oncharacter development and plot in a literary text.
Compare two or more themes and their development throughout a literary text.
Explain the influence of narrator(s),including unreliable narrator(s), and/or shifts in point of view in a literary text.
Analyze the impact of various poetic forms on meaning and style.
Explain how individual text sections and/or features convey a purpose intexts.
Compare two or more central ideasand their development throughout a text
Explain how an author establishes andachieves purpose(s) through dictionand syntax.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness.
Analyze how figurative languagecontributes to tone and meaning and explain examples of allusions in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authorswith differing perspectives address the same or related topics or themes.
Explain the meaning and/orsignificance of rhetorical devices in atext.

“Address Before a Joint Session of the Congress, November 27, 1963” by Lyndon Baines Johnson

“Address Before a Joint Session of the Congress, November 27, 1963” by Lyndon Baines Johnson
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“An Occurrence at Owl Creek Bridge” by Ambrose Bierce

“An Occurrence at Owl Creek Bridge” by Ambrose Bierce
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"Citizenship and Leadership" from The Moral Compass: Stories for a Life’s Journey by William Bennett

"Citizenship and Leadership" from The Moral Compass: Stories for a Life’s Journey by William Bennett
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“Do Not Go Gentle into That Good Night” by Dylan Thomas

“Do Not Go Gentle into That Good Night” by Dylan Thomas
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“Farewell Address” by Dwight Eisenhower

“Farewell Address” by Dwight Eisenhower
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“Give Me Liberty or Give Me Death” Speech by Patrick Henry

“Give Me Liberty or Give Me Death” Speech by Patrick Henry
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“On First Looking Into Chapman's Homer” by John Keats

“On First Looking Into Chapman's Homer” by John Keats
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91.
Table

ELA.7. R.1.1
ELA.7. R.1.2
ELA.7. R.1.3
ELA.7. R.1.4
ELA.7. R.2.1
ELA.7. R.2.2
ELA.7. R.2.3
ELA.7. R.2.4
ELA.7. R.3.1
ELA.7. R.3.2
ELA.7. R.3.3
ELA.7. R.3.4

Analyze the impact of setting oncharacter development and plot in a literary text.
Compare two or more themes and their development throughout a literary text.
Explain the influence of narrator(s),including unreliable narrator(s), and/or shifts in point of view in a literary text.
Analyze the impact of various poetic forms on meaning and style.
Explain how individual text sections and/or features convey a purpose intexts.
Compare two or more central ideasand their development throughout a text
Explain how an author establishes andachieves purpose(s) through dictionand syntax.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness.
Analyze how figurative languagecontributes to tone and meaning and explain examples of allusions in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authorswith differing perspectives address the same or related topics or themes.
Explain the meaning and/orsignificance of rhetorical devices in atext.

“On Women's Right to Vote” by Susan B. Anthony

“On Women's Right to Vote” by Susan B. Anthony
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●

“Sonnet 18” by William Shakespeare

“Sonnet 18” by William Shakespeare
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●
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“The Destructive Male” by Elizabeth Stanton

“The Destructive Male” by Elizabeth Stanton
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“The Eyes Have It” by Philip K. Dick

“The Eyes Have It” by Philip K. Dick
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●
●

“The New Colossus” by Emma Lazarus

“The New Colossus” by Emma Lazarus
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●
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●

“The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting” by Samuel Adams

“The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting” by Samuel Adams
●
●
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●

“the sonnet-ballad” by Gwendolyn Brooks

“the sonnet-ballad” by Gwendolyn Brooks
●
●

“The Tell-Tale Heart” by Edgar Allan Poe

“The Tell-Tale Heart” by Edgar Allan Poe
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Book of Esther from The Bible

Book of Esther from The Bible
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92.
Table

ELA.7. R.1.1
ELA.7. R.1.2
ELA.7. R.1.3
ELA.7. R.1.4
ELA.7. R.2.1
ELA.7. R.2.2
ELA.7. R.2.3
ELA.7. R.2.4
ELA.7. R.3.1
ELA.7. R.3.2
ELA.7. R.3.3
ELA.7. R.3.4

Analyze the impact of setting oncharacter development and plot in a literary text.
Compare two or more themes and their development throughout a literary text.
Explain the influence of narrator(s),including unreliable narrator(s), and/or shifts in point of view in a literary text.
Analyze the impact of various poetic forms on meaning and style.
Explain how individual text sections and/or features convey a purpose intexts.
Compare two or more central ideasand their development throughout a text
Explain how an author establishes andachieves purpose(s) through dictionand syntax.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness.
Analyze how figurative languagecontributes to tone and meaning and explain examples of allusions in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authorswith differing perspectives address the same or related topics or themes.
Explain the meaning and/orsignificance of rhetorical devices in atext.

Freedom Walkers by Russell Freedman

Freedom Walkers by Russell Freedman
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●

George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer

George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer
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●

The Count of Monte Cristo by Alexandre Dumas

The Count of Monte Cristo by Alexandre Dumas
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●
●
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●

The Kon-Tiki Expedition: By Raft Across the South Seas by Thor Heyerdahl

The Kon-Tiki Expedition: By Raft Across the South Seas by Thor Heyerdahl
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●

The Long Road to Gettysburg by Jim Murphy

The Long Road to Gettysburg by Jim Murphy
●
●

Narrative of the Life of Frederick Douglass by Frederick Douglass

Narrative of the Life of Frederick Douglass by Frederick Douglass
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The Prince and the Pauper by Mark Twain

The Prince and the Pauper by Mark Twain
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●

The Red Umbrella by Christina Diaz Gonzalez

The Red Umbrella by Christina Diaz Gonzalez
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●

93.
Table

ELA.7. R.1.1
ELA.7. R.1.2
ELA.7. R.1.3
ELA.7. R.1.4
ELA.7. R.2.1
ELA.7. R.2.2
ELA.7. R.2.3
ELA.7. R.2.4
ELA.7. R.3.1
ELA.7. R.3.2
ELA.7. R.3.3
ELA.7. R.3.4

Analyze the impact of setting oncharacter development and plot in a literary text.
Compare two or more themes and their development throughout a literary text.
Explain the influence of narrator(s),including unreliable narrator(s), and/or shifts in point of view in a literary text.
Analyze the impact of various poetic forms on meaning and style.
Explain how individual text sections and/or features convey a purpose intexts.
Compare two or more central ideasand their development throughout a text
Explain how an author establishes andachieves purpose(s) through dictionand syntax.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness.
Analyze how figurative languagecontributes to tone and meaning and explain examples of allusions in text(s).
Paraphrase content from grade-level texts.
Compare and contrast how authorswith differing perspectives address the same or related topics or themes.
Explain the meaning and/orsignificance of rhetorical devices in atext.

The Twenty-One Balloons by William Pène du Bois

The Twenty-One Balloons by William Pène du Bois
●
●
●
●

94.
8th Grade Reading
ELA.8.R.1 Reading Prose and Poetry
Literary Elements
ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary text.
Theme
ELA.8.R.1.2: Analyze two or more themes and their development throughout a literary text.
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. Clarification 2: Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s strug

Benchmark Clarifications:

Perspective and Point of View
ELA.8.R.1.3: Analyze how an author develops and individualizes the perspectives of different characters.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” .The term point of view is used when referring to the person of the narrator. This is to prevent confusion .and conflation...

Benchmark Clarifications: .

Poetry
ELA.8.R.1.4: Analyze structure, sound, imagery, and figurative language in poetry.
Clarification 1: Structural elements for this benchmark are form, line length, white space, indention, line .breaks, and stanza breaks...Clarification 2: Sound can be created through the use of end rhyme, internal rhyme, slant rhyme, .alliteration, assonance, consonance, onomatopoeia, repetition, and meter...Clarification 3: Imagery, as used here, refers to language and description that appeals to the five senses. .Clarification 4: Figurative language types for this benchmark are metaphor, simile, alliterat

Benchmark Clarifications: .

ELA.8.R.2 Reading Informational Text
Structure
ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
Central Idea
ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.
Purpose and Perspective
ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples .can be used in instruction. .Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade .level, students are using and responsible for the appeals of logos, ethos, and pathos. .Clarification 3: See . .Clarification 4: See and . .

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Appeals
Rhetorical Devices

Argument
ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.
Clarification 1: For more information on types of reasoning, see . .Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. .Fallacies that are related to content, informal fallacies, will be the focus. See . .

Benchmark Clarifications: .
Types of Logical Reasoning
Fallacies in Reasoning .(Informal)

ELA.8.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Secondary Figurative Language

Paraphrasing and Summarizing
ELA.8.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.8.R.3.3: Compare and contrast the use or discussion of archetypes in texts.
Clarification 1: See .

Benchmark Clarifications:
Archetypes

Understanding Rhetoric
ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices .from 8.R.3.1 with the addition of irony, rhetorical question, antithesis, and zeugma. .Clarification 2: See . .Clarification 3: See and . .Clarification 4: Students will explain the connection between an author’s use of rhetorical devices and the .appeal—logos, ethos, or pathos—that is being made. Instruction should focus on ensuring students can .explain how specific rhetorical devices contribute to

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Appeals
Rhetorical Devices

Communication
ELA.8.C.1 Communicating Through Writing
Narrative Writing
ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.
Clarification 1: See and ...

Benchmark Clarifications: .
Writing Types
Narrative Techniques

Argumentative Writing
ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.
ELA.8.C.2 Communicating Orally
Oral Presentation

Part

ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence.
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow .earlier expectations: volume, pronunciation, and pacing...Clarification 2: For further guidance, see the . .

Benchmark Clarifications: .
Secondary Oral Communication Rubric

ELA.8.C.3 Following Conventions
Conventions

Part

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Benchmark Clarifications:

Benchmark Clarifications:

Clarification 1: Skills to be mastered at this grade level are as follows:  Appropriately use passive and active voice.  Use semicolons to form sentences.  Use verbs with attention to voice and mood.
Skills to be implemented but not yet mastered are as follows:  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.8.C.4 Researching
Researching and Using Information

Part

ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.
Clarification 1: There is no requirement that students research the additional questions generated. .Clarification 2: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

ELA.8.C.5 Creating and Collaborating
Multimedia
ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.
Technology in Communication
ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing
Vocabulary
ELA.8.V.1 Finding Meaning
Academic Vocabulary
ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.8.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.8. R.1.1
ELA.8. R.1.2
ELA.8. R.1.3
ELA.8. R.1.4
ELA.8. R.2.1
ELA.8. R.2.2
ELA.8. R.2.3
ELA.8. R.2.4
ELA.8. R.3.1
ELA.8. R.3.2
ELA.8. R.3.3
ELA.8. R.3.4

Analyze the interaction between character development, setting, andplot in a literary text.
Analyze two or more themes and their development throughout a literary text.
Analyze how an author develops andindividualizes the perspectives ofdifferent characters.
Analyze structure, sound, imagery,and figurative language in poetry.
Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
Analyze two or more central ideasand their development throughout a text.
Explain how an author establishes and achieves purpose(s) throughrhetorical appeals and/or figurative language.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness, identifying ways in which the argument could be improved.
Analyze how figurative languagecontributes to meaning and explainexamples of symbolism in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the use ordiscussion of archetypes in texts.
Explain how an author usesrhetorical devices to support or advance an appeal.

“9/11 Address to the Nation” by George W. Bush

“9/11 Address to the Nation” by George W. Bush
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“A Day that Will Live in Infamy” by Franklin Roosevelt

“A Day that Will Live in Infamy” by Franklin Roosevelt
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“Ain't I a Woman?” by Sojourner Truth

“Ain't I a Woman?” by Sojourner Truth
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●

“Blessings of Liberty and Education” by Frederick Douglass

“Blessings of Liberty and Education” by Frederick Douglass
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●

“Introduction to Poetry” by Billy Collins

“Introduction to Poetry” by Billy Collins
●
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●

“Parsley” by Rita Dove

“Parsley” by Rita Dove
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“The Bells” by Edgar Allan Poe

“The Bells” by Edgar Allan Poe
●
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●

“The Cremation of Sam McGee” by Robert Service

“The Cremation of Sam McGee” by Robert Service
●
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●

100.
Table

ELA.8. R.1.1
ELA.8. R.1.2
ELA.8. R.1.3
ELA.8. R.1.4
ELA.8. R.2.1
ELA.8. R.2.2
ELA.8. R.2.3
ELA.8. R.2.4
ELA.8. R.3.1
ELA.8. R.3.2
ELA.8. R.3.3
ELA.8. R.3.4

Analyze the interaction between character development, setting, andplot in a literary text.
Analyze two or more themes and their development throughout a literary text.
Analyze how an author develops andindividualizes the perspectives ofdifferent characters.
Analyze structure, sound, imagery,and figurative language in poetry.
Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
Analyze two or more central ideasand their development throughout a text.
Explain how an author establishes and achieves purpose(s) throughrhetorical appeals and/or figurative language.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness, identifying ways in which the argument could be improved.
Analyze how figurative languagecontributes to meaning and explainexamples of symbolism in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the use ordiscussion of archetypes in texts.
Explain how an author usesrhetorical devices to support or advance an appeal.

“The Gift of the Magi” by O. Henry

“The Gift of the Magi” by O. Henry
●
●
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●

“The Raven” by Edgar Allan Poe

“The Raven” by Edgar Allan Poe
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●
●
●

“The Yellow Wallpaper” by Charlotte Perkins Gilman

“The Yellow Wallpaper” by Charlotte Perkins Gilman
●
●
●
●

“We Real Cool” by Gwendolyn Brooks

“We Real Cool” by Gwendolyn Brooks
●
●
●
●

“What Does American Democracy Mean to Me?” by Mary McLeod Bethune

“What Does American Democracy Mean to Me?” by Mary McLeod Bethune
●
●
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●

Anne Frank: Diary of a Young Girl by Anne Frank

Anne Frank: Diary of a Young Girl by Anne Frank
●
●
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●

Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson

Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
●
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●

I Will Always Write Back by Caitlin Alifirenka, Liz Welch, Ganda, Martin

I Will Always Write Back by Caitlin Alifirenka, Liz Welch, Ganda, Martin
●
●
●
●

101.
Table

ELA.8. R.1.1
ELA.8. R.1.2
ELA.8. R.1.3
ELA.8. R.1.4
ELA.8. R.2.1
ELA.8. R.2.2
ELA.8. R.2.3
ELA.8. R.2.4
ELA.8. R.3.1
ELA.8. R.3.2
ELA.8. R.3.3
ELA.8. R.3.4

Analyze the interaction between character development, setting, andplot in a literary text.
Analyze two or more themes and their development throughout a literary text.
Analyze how an author develops andindividualizes the perspectives ofdifferent characters.
Analyze structure, sound, imagery,and figurative language in poetry.
Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
Analyze two or more central ideasand their development throughout a text.
Explain how an author establishes and achieves purpose(s) throughrhetorical appeals and/or figurative language.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness, identifying ways in which the argument could be improved.
Analyze how figurative languagecontributes to meaning and explainexamples of symbolism in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the use ordiscussion of archetypes in texts.
Explain how an author usesrhetorical devices to support or advance an appeal.

Long Walk to Freedom by Nelson Mandela

Long Walk to Freedom by Nelson Mandela
●
●
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●

Rip Van Winkle by Washington Irving

Rip Van Winkle by Washington Irving
●
●
●
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●

Shane by Jack Schaefer

Shane by Jack Schaefer
●
●
●
●
●
●

Sir Gawain and the Green Knight by Gawain Poet (unknown)

Sir Gawain and the Green Knight by Gawain Poet (unknown)
●
●
●
●
●

Swiss Family Robinson by Johann David Wyss

Swiss Family Robinson by Johann David Wyss
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●
●
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●

Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmesh

Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmesh
●
●
●

The Call of the Wild by Jack London

The Call of the Wild by Jack London
●
●
●
●

The Chosen by Chaim Potok

The Chosen by Chaim Potok
●
●
●
●
●
●

The Hobbit by J.R.R. Tolkien

The Hobbit by J.R.R. Tolkien
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●
●
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●

102.
Table

ELA.8. R.1.1
ELA.8. R.1.2
ELA.8. R.1.3
ELA.8. R.1.4
ELA.8. R.2.1
ELA.8. R.2.2
ELA.8. R.2.3
ELA.8. R.2.4
ELA.8. R.3.1
ELA.8. R.3.2
ELA.8. R.3.3
ELA.8. R.3.4

Analyze the interaction between character development, setting, andplot in a literary text.
Analyze two or more themes and their development throughout a literary text.
Analyze how an author develops andindividualizes the perspectives ofdifferent characters.
Analyze structure, sound, imagery,and figurative language in poetry.
Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
Analyze two or more central ideasand their development throughout a text.
Explain how an author establishes and achieves purpose(s) throughrhetorical appeals and/or figurative language.
Track the development of anargument, analyzing the types of reasoning used and theireffectiveness, identifying ways in which the argument could be improved.
Analyze how figurative languagecontributes to meaning and explainexamples of symbolism in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the use ordiscussion of archetypes in texts.
Explain how an author usesrhetorical devices to support or advance an appeal.

The Princess and the Goblin by George MacDonald

The Princess and the Goblin by George MacDonald
●
●
●
●
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●

The Wright Brothers: How They Invented the Airplane by Russell Freedman

The Wright Brothers: How They Invented the Airplane by Russell Freedman
●
●

Things Fall Apart by Chinua Achebe

Things Fall Apart by Chinua Achebe
●
●
●
●
●
●

To Kill a Mockingbird by Harper Lee

To Kill a Mockingbird by Harper Lee
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●
●
●
●
●
●

Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert by Marc Aronson

Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert by Marc Aronson
●
●
●

103.
9th-12th Grade “If we encounter a man of rare intellect, we should ask him what books he reads.” – Ralph Waldo Emerson
In grades 9-12, students are moving beyond analysis and evaluating writing, looking at particular techniques an author uses to add levels of meaning. Students continue to be introduced to literature from historic time periods. This framework will help students in building a body of knowledge useful in being able to interpret multiple layers of meaning. In high school, those periods begin with the Classical Period and continue to the present:
•

•
Classical Period (1200 BCE–455 CE)

•
Medieval Period (455 CE–1485 CE)

•
Renaissance Period (1300–1600)

•
Restoration and 18th Century (1660–1790) British Literature

•
Colonial and Early National Period (1600–1830) American Literature

•
Romantic Period (1790–1870)

•
Realism and Naturalism Period (1870–1930)

•
Modernist Period (1910–1945)

•
Contemporary Period (1945–present)

9th Grade Reading
ELA.9.R.1 Reading Prose and Poetry
Literary Elements
ELA.9.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary text.
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, .theme, and tone. .Clarification 2: For layers of meaning, any methodology or model may be used as long as students .understand that text may have multiple layers and that authors use techniques to achieve those layers. A .very workable model for looking at layers of meaning is that of I.A. Richards: .Layer 1) the literal level, what the words actually mean .Layer 2) mood, those feelings that are e

Benchmark Clarifications: .

Theme
ELA.9.R.1.2: Analyze universal themes and their development throughout a literary text.
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equal

Benchmark Clarifications:

Perspective and Point of View
ELA.9.R.1.3: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.
Clarification 1: See for more information on irony...

Benchmark Clarifications: .
Rhetorical Devices

Poetry
ELA.9.R.1.4: Analyze the characters, structures, and themes of epic poetry.
Clarification 1: For more information, see . .

Benchmark Clarifications: .
Literary Periods

ELA.9.R.2 Reading Informational Text
Structure

Part

ELA.9.R.2.1: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.
Clarification 1: Students will analyze the use of the following structures: description, problem/solution, .chronological, compare and contrast, cause and effect, and sequence. .Clarification 2: Students will analyze the use of the following features: table of contents, headings, .captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and .appendices. .

Benchmark Clarifications: .

Central Idea
ELA.9.R.2.2: Evaluate the support an author uses to develop the central idea(s) throughout a text.
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and .pathos...Clarification 2: See and . .

Benchmark Clarifications: .
Rhetorical Appeals
Rhetorical Devices

Purpose and Perspective
ELA.9.R.2.3: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples .can be used in instruction. .Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade .level, students are using and responsible for the appeals of logos, ethos, and pathos. .Clarification 3: See . .Clarification 4: See and . .

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Appeals
Rhetorical Devices

Argument
ELA.9.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.
Clarification 1: Validity refers to the soundness of the arguments...

Benchmark Clarifications: .

ELA.9.R.3 Reading Across Genres
Interpreting Figurative Language
ELA.9.R.3.1: Explain how figurative language creates mood in text(s).
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples .can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Secondary Figurative Language

Paraphrasing and Summarizing
ELA.9.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.9.R.3.3: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.
Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s..Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s..early history. Religious texts for this benchmark include works such as the Bible. .

Benchmark Clarifications: .

Understanding Rhetoric
ELA.9.R.3.4: Explain an author’s use of rhetoric in a text.
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices .from 9.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, and .synecdoche...Clarification 2: See and . .

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Devices

Communication
ELA.9.C.1 Communicating Through Writing
Narrative Writing
ELA.9.C.1.2: Write narratives using narrative techniques, varied transitions, and a clearly established point of view.
Clarification 1: See and ...

Benchmark Clarifications: .
Writing Types
Narrative Techniques

Argumentative Writing
ELA.9.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.
Clarification 1: See and . .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.9.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.9.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.
ELA.9.C.2 Communicating Orally
Oral Presentation

Part

ELA.9.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow .earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites .the elements of the presentation. .Clarification 2: For further guidance, see the ...

Benchmark Clarifications: .
Secondary Oral Communication Rubric

ELA.9.C.3 Following Conventions
Conventions

Part

ELA.9.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarification 1: Skills to be implemented but not yet mastered are as follows:  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.  Use knowledge of usage rules to create flow in writing and presenting. Clarification 2: See .

Benchmark Clarifications:
Convention Progression by Grade Level

ELA.9.C.4 Researching
Researching and Using Information

Part

ELA.9.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and refining the scope of the question to align with findings.
Clarification 1: There is no requirement that students research the additional questions generated. .

Benchmark Clarifications: .

ELA.9.C.5 Creating and Collaborating
Multimedia
ELA.9.C.5.1: Create digital presentations with coherent ideas and a clear perspective.
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience...

Benchmark Clarifications: .

Technology in Communication
ELA.9.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.
Part
Vocabulary
ELA.9.V.1 Finding Meaning
Academic Vocabulary
ELA.9.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.9.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed .over time. .Clarification 2: Derivation refers to making new words from an existing word by adding affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.9.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.9.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.9. R.1.1
ELA.9. R.1.2
ELA.9. R.1.3
ELA.9. R.1.4
ELA.9. R.2.1
ELA.9. R.2.2
ELA.9. R.2.3
ELA.9. R.2.4
ELA.9. R.3.1
ELA.9. R.3.2
ELA.9. R.3.3
ELA.9. R.3.4

Explain how key elements enhance or add layers of meaning and/or style in a literary text.
Analyze universal themes and their development throughout (a) literary text(s).
Analyze the influence of narrator perspective on a text, explaining how theauthor creates irony or satire.
Analyze the characters, structures, and themes of epic poetry.
Analyze how multiple text structures and/or features convey a purpose and/ormeaning in texts.
Evaluate the support an author uses todevelop the central idea throughout a text
Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.
Explain how figurative language creates mood in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the ways in whichauthors have adapted mythical, classical, or religious texts.
Explain an author’s use of rhetoric in a text.

“A Modest Proposal” by Jonathan Swift

“A Modest Proposal” by Jonathan Swift
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"A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez

"A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez
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“A White Heron” by Sarah Orne Jewett

“A White Heron” by Sarah Orne Jewett
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“Bringing My Son to the Police Station to be Fingerprinted” by Shoshauna Sky

“Bringing My Son to the Police Station to be Fingerprinted” by Shoshauna Sky
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“Choice: A Tribute to Dr. Martin Luther King, Jr.” by Alice Walker

“Choice: A Tribute to Dr. Martin Luther King, Jr.” by Alice Walker
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“Danger of a Single Story” by Chimamanda Ngozi Adichie

“Danger of a Single Story” by Chimamanda Ngozi Adichie
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“I Have a Dream” by Martin Luther King, Jr.

“I Have a Dream” by Martin Luther King, Jr.
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"Industrial Education for the Negro" by Booker T. Washington

"Industrial Education for the Negro" by Booker T. Washington
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110.
Table

ELA.9. R.1.1
ELA.9. R.1.2
ELA.9. R.1.3
ELA.9. R.1.4
ELA.9. R.2.1
ELA.9. R.2.2
ELA.9. R.2.3
ELA.9. R.2.4
ELA.9. R.3.1
ELA.9. R.3.2
ELA.9. R.3.3
ELA.9. R.3.4

Explain how key elements enhance or add layers of meaning and/or style in a literary text.
Analyze universal themes and their development throughout (a) literary text(s).
Analyze the influence of narrator perspective on a text, explaining how theauthor creates irony or satire.
Analyze the characters, structures, and themes of epic poetry.
Analyze how multiple text structures and/or features convey a purpose and/ormeaning in texts.
Evaluate the support an author uses todevelop the central idea throughout a text
Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.
Explain how figurative language creates mood in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the ways in whichauthors have adapted mythical, classical, or religious texts.
Explain an author’s use of rhetoric in a text.

“Letter from Birmingham Jail” by Martin Luther King, Jr.

“Letter from Birmingham Jail” by Martin Luther King, Jr.
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"Letter to the Grand Duchess in 1615" by Galileo Galilei

"Letter to the Grand Duchess in 1615" by Galileo Galilei
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“Nobel Prize Acceptance Speech 1950” by William Faulkner

“Nobel Prize Acceptance Speech 1950” by William Faulkner
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“St Crispin's Day Speech,” Henry V, Act IV Scene iii 18–67 by William Shakespeare

“St Crispin's Day Speech,” Henry V, Act IV Scene iii 18–67 by William Shakespeare
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“Speech to the Troops” 1588 by Elizabeth I

“Speech to the Troops” 1588 by Elizabeth I
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“The Love Song of J. Alfred Prufrock” by T.S. Eliot

“The Love Song of J. Alfred Prufrock” by T.S. Eliot
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"The Talented Tenth" by W.E.B. DuBois

"The Talented Tenth" by W.E.B. DuBois
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1984 by George Orwell

1984 by George Orwell
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Animal Farm by George Orwell

Animal Farm by George Orwell
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Antigone by Jean Anouilh

Antigone by Jean Anouilh
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111.
Table

ELA.9. R.1.1
ELA.9. R.1.2
ELA.9. R.1.3
ELA.9. R.1.4
ELA.9. R.2.1
ELA.9. R.2.2
ELA.9. R.2.3
ELA.9. R.2.4
ELA.9. R.3.1
ELA.9. R.3.2
ELA.9. R.3.3
ELA.9. R.3.4

Explain how key elements enhance or add layers of meaning and/or style in a literary text.
Analyze universal themes and their development throughout (a) literary text(s).
Analyze the influence of narrator perspective on a text, explaining how theauthor creates irony or satire.
Analyze the characters, structures, and themes of epic poetry.
Analyze how multiple text structures and/or features convey a purpose and/ormeaning in texts.
Evaluate the support an author uses todevelop the central idea throughout a text
Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.
Explain how figurative language creates mood in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the ways in whichauthors have adapted mythical, classical, or religious texts.
Explain an author’s use of rhetoric in a text.

Antigone by Sophocles

Antigone by Sophocles
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Beowulf (author unknown)

Beowulf (author unknown)
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Democracy in America by Alexis de Tocqueville

Democracy in America by Alexis de Tocqueville
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Electra by Sophocles

Electra by Sophocles
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Finding Mañana: A Memoir of a Cuban Exodus by Mirta Ojito

Finding Mañana: A Memoir of a Cuban Exodus by Mirta Ojito
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Medea by Euripides

Medea by Euripides
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Old Greek Stories by James Baldwin

Old Greek Stories by James Baldwin
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Romeo and Juliet by William Shakespeare

Romeo and Juliet by William Shakespeare
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The Aeneid by Virgil

The Aeneid by Virgil
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The Death of Ivan Ilyich by Leo Tolstoy

The Death of Ivan Ilyich by Leo Tolstoy
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The Epic of Gilgamesh (author unknown)

The Epic of Gilgamesh (author unknown)
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The Hero with a Thousand Faces by Joseph Campbell

The Hero with a Thousand Faces by Joseph Campbell
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The Iliad by Homer

The Iliad by Homer
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112.
Table

ELA.9. R.1.1
ELA.9. R.1.2
ELA.9. R.1.3
ELA.9. R.1.4
ELA.9. R.2.1
ELA.9. R.2.2
ELA.9. R.2.3
ELA.9. R.2.4
ELA.9. R.3.1
ELA.9. R.3.2
ELA.9. R.3.3
ELA.9. R.3.4

Explain how key elements enhance or add layers of meaning and/or style in a literary text.
Analyze universal themes and their development throughout (a) literary text(s).
Analyze the influence of narrator perspective on a text, explaining how theauthor creates irony or satire.
Analyze the characters, structures, and themes of epic poetry.
Analyze how multiple text structures and/or features convey a purpose and/ormeaning in texts.
Evaluate the support an author uses todevelop the central idea throughout a text
Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.
Explain how figurative language creates mood in text(s).
Paraphrase content from grade-level texts.
Compare and contrast the ways in whichauthors have adapted mythical, classical, or religious texts.
Explain an author’s use of rhetoric in a text.

The Lincoln-Douglas Debates 1st Debate

The Lincoln-Douglas Debates 1st Debate
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The Odyssey by Homer

The Odyssey by Homer
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The Prince by Nicolai Machiavelli

The Prince by Nicolai Machiavelli
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Unbroken by Laura Hillenbrand

Unbroken by Laura Hillenbrand
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113.
Part
10th Grade Reading
ELA.10.R.1 Reading Prose and Poetry
Literary Elements
ELA.10.R.1.1: Analyze how key elements enhance or add layers of meaning and/or style in a literary text.
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, .theme, and tone. .Clarification 2: For layers of meaning, any methodology or model may be used as long as students .understand that text may have multiple layers and that authors use techniques to achieve those layers. A .very workable model for looking at layers of meaning is that of I.A. Richards: .Layer 1) the literal level, what the words actually mean .Layer 2) mood, those feelings that are e

Benchmark Clarifications: .

Theme
ELA.10.R.1.2: Analyze and compare universal themes and their development throughout a literary text.
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equal

Benchmark Clarifications:

Perspective and Point of View
ELA.10.R.1.3: Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives.
Poetry
ELA.10.R.1.4: Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.
Clarification 1: For more information, see . .

Benchmark Clarifications: .
Literary Periods

ELA.10.R.2 Reading Informational Text
Structure

Part

ELA.10.R.2.1: Analyze the impact of multiple text structures and the use of features in text(s).
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, .chronological, compare and contrast, cause and effect, and sequence. .Clarification 2: Students will analyze the use of the following features: table of contents, headings, .captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendice. .

Benchmark Clarifications: .

Central Idea
ELA.10.R.2.2: Analyze the central idea(s) of historical American speeches and essays.
Purpose and Perspective
ELA.10.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, .and pathos...Clarification 2: See and . .

Benchmark Clarifications: .
Rhetorical Appeals
Rhetorical Devices

Argument
ELA.10.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Clarification 1: Validity refers to the soundness of the arguments...

Benchmark Clarifications: .

Part
ELA.10.R.3 Reading Across Genres
Interpreting Figurative Language
ELA.10.R.3.1: Analyze how figurative language creates mood in text(s).
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples .can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Secondary Figurative Language

Paraphrasing and Summarizing
ELA.10.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.10.R.3.3: Analyze how mythical, classical, or religious texts have been adapted.
Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s..Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s .early history. Religious texts for this benchmark include works such as the Bible. .

Benchmark Clarifications: .

Understanding Rhetoric
ELA.10.R.3.4: Analyze an author’s use of rhetoric in a text.
Clarification 1: Students will analyze the appropriateness of appeals and the effectiveness of devices. In .this grade level, students are using and responsible for the appeals of logos, ethos, and pathos...Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices .from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche,..and asyndeton. .Clarification 3: See . .Clarification 4: See and . .

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Appeals
Rhetorical Devices

Part
Communication
ELA.10.C.1 Communicating Through Writing
Narrative Writing
ELA.10.C.1.2: Write narratives using an appropriate pace to create tension, mood, and/or tone.
Clarification 1: See and ...

Benchmark Clarifications: .
Writing Types
Narrative Techniques

Argumentative Writing
ELA.10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.
Clarification 1: See and . .Clarification 2: The tone should be both formal and objective, relying more on argument and rather than on propaganda techniques. Use to strengthen writing where .appropriate. .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques
rhetorical .appeals
narrative techniques

Expository Writing
ELA.10.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.
Part
ELA.10.C.2 Communicating Orally
Oral Presentation
ELA.10.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow..earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites .the elements of the presentation. .Clarification 2: For further guidance, see the . .

Benchmark Clarifications: .
Secondary Oral Communication Rubric

ELA.10.C.3 Following Conventions
Conventions
ELA.10.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarification 1: Skills to be mastered at this grade level are as follows:  Add variety to writing or presentations by using parallel structure and various types of phrases and clauses. Skills to be implemented but not yet mastered are as follows:  Use knowledge of usage rules to create flow in writing and presenting. Clarification 2: See for more information.

Benchmark Clarifications:
Convention Progression by Grade Level

ELA.10.C.4 Researching
Researching and Using Information

Part

ELA.10.C.4.1: Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

ELA.10.C.5 Creating and Collaborating
Multimedia

Part

ELA.10.C.5.1: Create digital presentations to improve understanding of findings, reasoning, and .evidence...
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital .experience...

Benchmark Clarifications: .

Technology in Communication
ELA.10.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.
Part
Vocabulary
ELA.10.V.1 Finding Meaning
Academic Vocabulary
ELA.10.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.10.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over .time...Clarification 2: Derivation refers to making new words from an existing word by adding affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.10.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.10.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.10. R.1.1
ELA.10. R.1.2
ELA.10. R.1.3
ELA.10. R.1.4
ELA.10. R.2.1
ELA.10. R.2.2
ELA.10. R.2.3
ELA.10. R.2.4
ELA.10. R.3.1
ELA.10. R.3.2
ELA.10. R.3.3
ELA.10. R.3.4

Analyze how key elements enhanceor add layers of meaning and/or style in a literary text.
Analyze and compare universal themes and their developmentthroughout a literary text.
Analyze coming of age experiences reflected in a text and how the authorrepresents conflicting perspectives.
Analyze how authors create multiple layers of meaning and/or ambiguityin a poem.
Analyze the impact of multiple text structures and the use of features in text(s).
Analyze the central idea(s) of historical American speeches and essays.
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Compare the development of twoopposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Analyze how figurative languagecreates mood in text(s).
Paraphrase content from grade-level texts.
Analyze how mythical, classical, or religious texts have been adapted.
Analyze an author’s use of rhetoric in a text.

“Address to William Henry Harrison” by Chief Tecumseh

“Address to William Henry Harrison” by Chief Tecumseh
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“Checkers” Speech by Richard Nixon

“Checkers” Speech by Richard Nixon
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“Constantly Risking Absurdity” by Lawrence Ferlinghetti

“Constantly Risking Absurdity” by Lawrence Ferlinghetti
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“Cross of Gold” by William Jennings Bryan

“Cross of Gold” by William Jennings Bryan
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“Farewell Address” by George Washington

“Farewell Address” by George Washington
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“Farewell Speech” by Gen. Douglas MacArthur

“Farewell Speech” by Gen. Douglas MacArthur
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119.
Table

ELA.10. R.1.1
ELA.10. R.1.2
ELA.10. R.1.3
ELA.10. R.1.4
ELA.10. R.2.1
ELA.10. R.2.2
ELA.10. R.2.3
ELA.10. R.2.4
ELA.10. R.3.1
ELA.10. R.3.2
ELA.10. R.3.3
ELA.10. R.3.4

Analyze how key elements enhanceor add layers of meaning and/or style in a literary text.
Analyze and compare universal themes and their developmentthroughout a literary text.
Analyze coming of age experiences reflected in a text and how the authorrepresents conflicting perspectives.
Analyze how authors create multiple layers of meaning and/or ambiguityin a poem.
Analyze the impact of multiple text structures and the use of features in text(s).
Analyze the central idea(s) of historical American speeches and essays.
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Compare the development of twoopposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Analyze how figurative languagecreates mood in text(s).
Paraphrase content from grade-level texts.
Analyze how mythical, classical, or religious texts have been adapted.
Analyze an author’s use of rhetoric in a text.

“For the Equal Rights Amendment” by Shirley Chisholm

“For the Equal Rights Amendment” by Shirley Chisholm
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“House Divided” Speech by Abraham Lincoln

“House Divided” Speech by Abraham Lincoln
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“I Am a Democrat and not a Revolutionist” by Sen. David Bennett Hill

“I Am a Democrat and not a Revolutionist” by Sen. David Bennett Hill
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“Not Waving But Drowning” by Stevie Smith

“Not Waving But Drowning” by Stevie Smith
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“Ozymandias” by Percy Bysshe Shelley

“Ozymandias” by Percy Bysshe Shelley
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“Sinners in the Hands of an Angry God” by Jonathan Edwards

“Sinners in the Hands of an Angry God” by Jonathan Edwards
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“Thanatopsis” by William Cullen Bryant

“Thanatopsis” by William Cullen Bryant
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120.
Table

ELA.10. R.1.1
ELA.10. R.1.2
ELA.10. R.1.3
ELA.10. R.1.4
ELA.10. R.2.1
ELA.10. R.2.2
ELA.10. R.2.3
ELA.10. R.2.4
ELA.10. R.3.1
ELA.10. R.3.2
ELA.10. R.3.3
ELA.10. R.3.4

Analyze how key elements enhanceor add layers of meaning and/or style in a literary text.
Analyze and compare universal themes and their developmentthroughout a literary text.
Analyze coming of age experiences reflected in a text and how the authorrepresents conflicting perspectives.
Analyze how authors create multiple layers of meaning and/or ambiguityin a poem.
Analyze the impact of multiple text structures and the use of features in text(s).
Analyze the central idea(s) of historical American speeches and essays.
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Compare the development of twoopposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Analyze how figurative languagecreates mood in text(s).
Paraphrase content from grade-level texts.
Analyze how mythical, classical, or religious texts have been adapted.
Analyze an author’s use of rhetoric in a text.

“The Second Coming” by William Butler Yeats

“The Second Coming” by William Butler Yeats
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“The Story of Pygmalion” from Metamorphoses by Ovid

“The Story of Pygmalion” from Metamorphoses by Ovid
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“What to the Slave Is the Fourth of July?” by Frederick Douglass

“What to the Slave Is the Fourth of July?” by Frederick Douglass
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“What’s Wrong with ‘Equal Rights’ for Women?” by Phyllis Schlafly

“What’s Wrong with ‘Equal Rights’ for Women?” by Phyllis Schlafly
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2 Samuel from The Bible

2 Samuel from The Bible
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A Raisin in the Sun by Lorraine Hansberry

A Raisin in the Sun by Lorraine Hansberry
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A Tale of Two Cities by Charles Dickens

A Tale of Two Cities by Charles Dickens
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Common Sense by Thomas Paine

Common Sense by Thomas Paine
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121.
Table

ELA.10. R.1.1
ELA.10. R.1.2
ELA.10. R.1.3
ELA.10. R.1.4
ELA.10. R.2.1
ELA.10. R.2.2
ELA.10. R.2.3
ELA.10. R.2.4
ELA.10. R.3.1
ELA.10. R.3.2
ELA.10. R.3.3
ELA.10. R.3.4

Analyze how key elements enhanceor add layers of meaning and/or style in a literary text.
Analyze and compare universal themes and their developmentthroughout a literary text.
Analyze coming of age experiences reflected in a text and how the authorrepresents conflicting perspectives.
Analyze how authors create multiple layers of meaning and/or ambiguityin a poem.
Analyze the impact of multiple text structures and the use of features in text(s).
Analyze the central idea(s) of historical American speeches and essays.
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Compare the development of twoopposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Analyze how figurative languagecreates mood in text(s).
Paraphrase content from grade-level texts.
Analyze how mythical, classical, or religious texts have been adapted.
Analyze an author’s use of rhetoric in a text.

Cry, The Beloved Country by Alan Paton

Cry, The Beloved Country by Alan Paton
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Fahrenheit 451 by Ray Bradbury

Fahrenheit 451 by Ray Bradbury
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Frankenstein by Mary Shelley

Frankenstein by Mary Shelley
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Galatea by Madeline Miller

Galatea by Madeline Miller
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Land of Hope: An Invitation to the Great American Story by Wilfred M. McClay

Land of Hope: An Invitation to the Great American Story by Wilfred M. McClay
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Lord of the Flies by William Golding

Lord of the Flies by William Golding
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Macbeth by William Shakespeare

Macbeth by William Shakespeare
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Midsummer Night’s Dream by William Shakespeare

Midsummer Night’s Dream by William Shakespeare
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122.
Table

ELA.10. R.1.1
ELA.10. R.1.2
ELA.10. R.1.3
ELA.10. R.1.4
ELA.10. R.2.1
ELA.10. R.2.2
ELA.10. R.2.3
ELA.10. R.2.4
ELA.10. R.3.1
ELA.10. R.3.2
ELA.10. R.3.3
ELA.10. R.3.4

Analyze how key elements enhanceor add layers of meaning and/or style in a literary text.
Analyze and compare universal themes and their developmentthroughout a literary text.
Analyze coming of age experiences reflected in a text and how the authorrepresents conflicting perspectives.
Analyze how authors create multiple layers of meaning and/or ambiguityin a poem.
Analyze the impact of multiple text structures and the use of features in text(s).
Analyze the central idea(s) of historical American speeches and essays.
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Compare the development of twoopposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Analyze how figurative languagecreates mood in text(s).
Paraphrase content from grade-level texts.
Analyze how mythical, classical, or religious texts have been adapted.
Analyze an author’s use of rhetoric in a text.

Of Mice and Men by John Steinbeck

Of Mice and Men by John Steinbeck
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Prometheus Unbound by Percy Bysshe Shelley

Prometheus Unbound by Percy Bysshe Shelley
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Pygmalion by George Bernard Shaw

Pygmalion by George Bernard Shaw
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The Autobiography of an Ex-Colored Man by James Weldon Johnson

The Autobiography of an Ex-Colored Man by James Weldon Johnson
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The Crucible by Arthur Miller

The Crucible by Arthur Miller
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The Piano Lesson by August Wilson

The Piano Lesson by August Wilson
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The Red Badge of Courage by Stephen Crane

The Red Badge of Courage by Stephen Crane
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The Scarlet Letter by Nathaniel Hawthorne

The Scarlet Letter by Nathaniel Hawthorne
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123.
Table

ELA.10. R.1.1
ELA.10. R.1.2
ELA.10. R.1.3
ELA.10. R.1.4
ELA.10. R.2.1
ELA.10. R.2.2
ELA.10. R.2.3
ELA.10. R.2.4
ELA.10. R.3.1
ELA.10. R.3.2
ELA.10. R.3.3
ELA.10. R.3.4

Analyze how key elements enhanceor add layers of meaning and/or style in a literary text.
Analyze and compare universal themes and their developmentthroughout a literary text.
Analyze coming of age experiences reflected in a text and how the authorrepresents conflicting perspectives.
Analyze how authors create multiple layers of meaning and/or ambiguityin a poem.
Analyze the impact of multiple text structures and the use of features in text(s).
Analyze the central idea(s) of historical American speeches and essays.
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Compare the development of twoopposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Analyze how figurative languagecreates mood in text(s).
Paraphrase content from grade-level texts.
Analyze how mythical, classical, or religious texts have been adapted.
Analyze an author’s use of rhetoric in a text.

The Souls of Black Folk by W.E.B. DuBois

The Souls of Black Folk by W.E.B. DuBois
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Uncle Tom's Cabin by Harriet Beecher Stowe

Uncle Tom's Cabin by Harriet Beecher Stowe
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Up from Slavery by Booker T. Washington

Up from Slavery by Booker T. Washington
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124.
Part
11th Grade Reading
ELA.11.R.1 Reading Prose and Poetry
Literary Elements
ELA.11.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, .theme, and tone. .Clarification 2: For layers of meaning, any methodology or model may be used as long as students .understand that text may have multiple layers and that authors use techniques to achieve those layers. A .very workable model for looking at layers of meaning is that of I. A. Richards: .Layer 1) the literal level, what the words actually mean .Layer 2) mood, those feelings that are

Benchmark Clarifications: .

Theme
ELA.11.R.1.2: Track and analyze universal themes in literary texts from different times and places.
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equal

Benchmark Clarifications:

Perspective and Point of View
ELA.11.R.1.3: Analyze the author’s choices in using juxtaposition to define character perspective.
Clarification 1: Juxtaposition is the technique of putting two or more elements side by side to invite .comparison or contrast. .Clarification 2: The term perspective means “a particular attitude toward or way of regarding something.” .

Benchmark Clarifications: .

Poetry
ELA.11.R.1.4: Analyze ways in which poetry reflects themes and issues of its time period.
Clarification 1: Poetry for this benchmark should be selected from one of the following literary periods. .

Benchmark Clarifications: .

•
Classical Period (1200 BCE–455 CE)

•
Medieval Period (455 CE–1485 CE)

•
Renaissance Period (130–1600)

•
Restoration and 18th Century (1660–1790) British Literature

•
Colonial and Early National Period (1600–1830) American Literature

•
Romantic Period (1790–1870)

•
Realism and Naturalism Period (1870–1930)

•
Modernist Period (1910–1945)

•
Contemporary Period (1945–present) Clarification 2: For more information, see .

Literary Periods

ELA.11.R.2 Reading Informational Text
Structure
ELA.11.R.2.1: Evaluate the structure(s) and features in texts.
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, .chronological, compare and contrast, cause and effect, and sequence. .Clarification 2: Students will evaluate the use of the following features: table of contents, headings, .captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and .appendices. .

Benchmark Clarifications: .

Central Idea
ELA.11.R.2.2: Analyze the central idea(s) of speeches and essays from the Classical Period.
Clarification 1: See and . .

Benchmark Clarifications: .
Rhetorical Appeals
Rhetorical Devices

Purpose and Perspective
ELA.11.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.
Argument
ELA.11.R.2.4: Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.
Clarification 1: Validity refers to the soundness of the arguments...Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning. .

Benchmark Clarifications: .

ELA.11.R.3 Reading Across Genres

Part

Interpreting Figurative Language
ELA.11.R.3.1: Analyze the author’s use of figurative language and explain examples of allegory.
Clarification 1: Examples of allegory should be taken from the following periods: .

Benchmark Clarifications: .

•
Classical Period (1200 BCE–455 CE)

•
Medieval Period (455 CE–1485 CE)

•
Renaissance Period (1300–1600)

•
Restoration and 18th Century (1660–1790) British Literature

•
Colonial and Early National Period (1600–1830) American Literature

•
Romantic Period (1790–1870)

•
Realism and Naturalism Period (1870–1930)

•
Modernist Period (1910–1945) Clarification 2: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction. Clarification 3: See .

Secondary Figurative Language

Paraphrasing and Summarizing
ELA.11.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.11.R.3.3: Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period.
Clarification 1: Contemporaneous authors here refers to authors who are contemporaries of each other .writing within any of the following literary periods: .

Benchmark Clarifications: .

 Classical Period (1200 BCE–455 CE)
 Medieval Period (455 CE–1485 CE)
 Renaissance Period (1300–1600)
 Restoration and 18th Century (1660–1790) British Literature
 Colonial and Early National Period (1600–1830) American Literature
 Romantic Period (1790–1870)
 Realism and Naturalism Period (1870–1930)
 Modernist Period (1910–1945) Clarification 2: For more information on types of reasoning, see .

Types of Logical Reasoning

Understanding Rhetoric
ELA.11.R.3.4: Evaluate an author’s use of rhetoric in text.
Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In..this grade level, students are using and responsible for all four appeals; kairos is added at this grade level. .Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices .from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, .asyndeton, and chiasmus...Clarification 3: See . .Clarification 4: See and .

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Appeals
Rhetorical Devices

Communication
ELA.11.C.1 Communicating Through Writing
Narrative Writing
ELA.11.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives.
Clarification 1: See and ...

Benchmark Clarifications: .
Writing Types
Narrative Techniques

Argumentative Writing
ELA.11.C.1.3: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.
Clarification 1: See and . .Clarification 2: Appropriate tone is expected to continue from 9th and 10th. Use to .strengthen argument writing where appropriate. .Clarification 3: These written works will take longer and are meant to reflect thorough research and .analysis. .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques
narrative techniques

Expository Writing
ELA.11.C.1.4: Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.
ELA.11.C.2 Communicating Orally
Oral Presentation

Part

ELA.11.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to .follow earlier expectations: appropriate volume, pronunciation, and pacing. This benchmark introduces .to the benchmark, building on what students have learned in R.3.2 and giving them a .chance to apply it. .Clarification 2: For further guidance, see the . .

Benchmark Clarifications: .
rhetorical devices
Secondary Oral Communication Rubric

ELA.11.C.3 Following Conventions
Conventions

Part

ELA.11.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarification 1: Skills to be mastered at this grade level are as follows:..

Benchmark Clarifications: .

 Use knowledge of usage rules to create flow in writing and presenting. Clarification 2: See for more information.

Convention Progression by Grade Level

ELA.11.C.4 Researching
Researching and Using Information

Part

ELA.11.C.4.1: Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts, and synthesizing information from primary and secondary sources.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—..being able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

ELA.11.C.5 Creating and Collaborating
Multimedia

Part

ELA.11.C.5.1: Create digital presentations to improve the experience of the audience.
Clarification 1: At this grade level, students are using multiple elements. The presentation may be delivered live or delivered as a stand-alone digital experience. The elements should be of different types. The elements should relate directly to the presentation and be incorporated in a way that engages the audience.

Benchmark Clarifications:

Technology in Communication
ELA.11.C.5.2: Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.
Part
Vocabulary
ELA.11.V.1 Finding Meaning
Academic Vocabulary
ELA.11.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.11.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over .time...Clarification 2: Derivation refers to making new words from an existing word by adding affixes. .

Benchmark Clarifications: .

Context and Connotation
ELA.11.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.11.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.11. R.1.1
ELA.11. R.1.2
ELA.11. R.1.3
ELA.11. R.1.4
ELA.11. R.2.1
ELA.11. R.2.2
ELA.11. R.2.3
ELA.11. R.2.4
ELA.11. R.3.1
ELA.11. R.3.2
ELA.11. R.3.3
ELA.11. R.3.4

Evaluate how key elements enhance or addlayers of meaning and/or style in a literary text.
Track and analyze universal themes in literary texts from different times and places.
Analyze the author’s choices in using juxtaposition to define character perspective.
Analyze ways in which poetry reflects themes and issues of its time period.
Evaluate the structure(s) and features in texts.
Analyze the central idea(s) of speeches and essays from the Classical Period.
Analyze an author’s choices in establishing andachieving purpose(s) in speeches and essays from the Classical Period.
Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors usethe same information to achieve different ends.
Analyze the author’s use of figurative language and explain examples of allegory.
Paraphrase content from grade-level texts.
Compare and contrast how contemporaneousauthors address related topics, comparing theauthors’ use of reasoning, and analyzing the textswithin the context of the time period.
Evaluate an author’s use of rhetoric in text.

“Book IV” of History of the Peloponnesian War by Thucydides

“Book IV” of History of the Peloponnesian War by Thucydides
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“Book VII” of Histories byHerodotus

“Book VII” of Histories byHerodotus
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“Depart!” from “Book VII” of The Anabasis of Alexander by Arrian

“Depart!” from “Book VII” of The Anabasis of Alexander by Arrian
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“Doctrine of Right” from The Metaphysics of Morals by Immanuel Kant

“Doctrine of Right” from The Metaphysics of Morals by Immanuel Kant
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“Nature” by Ralph Waldo Emerson

“Nature” by Ralph Waldo Emerson
●
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“O Captain, My Captain” by Walt Whitman

“O Captain, My Captain” by Walt Whitman
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●

131.
Table

ELA.11. R.1.1
ELA.11. R.1.2
ELA.11. R.1.3
ELA.11. R.1.4
ELA.11. R.2.1
ELA.11. R.2.2
ELA.11. R.2.3
ELA.11. R.2.4
ELA.11. R.3.1
ELA.11. R.3.2
ELA.11. R.3.3
ELA.11. R.3.4

Evaluate how key elements enhance or addlayers of meaning and/or style in a literary text.
Track and analyze universal themes in literary texts from different times and places.
Analyze the author’s choices in using juxtaposition to define character perspective.
Analyze ways in which poetry reflects themes and issues of its time period.
Evaluate the structure(s) and features in texts.
Analyze the central idea(s) of speeches and essays from the Classical Period.
Analyze an author’s choices in establishing andachieving purpose(s) in speeches and essays from the Classical Period.
Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors usethe same information to achieve different ends.
Analyze the author’s use of figurative language and explain examples of allegory.
Paraphrase content from grade-level texts.
Compare and contrast how contemporaneousauthors address related topics, comparing theauthors’ use of reasoning, and analyzing the textswithin the context of the time period.
Evaluate an author’s use of rhetoric in text.

“Pericles Funeral Oration” from “Book II” of History of the Peloponnesian War byThucydides

“Pericles Funeral Oration” from “Book II” of History of the Peloponnesian War byThucydides
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●

“Socrates' Apology” by Plato

“Socrates' Apology” by Plato
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●
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●

“The Chimney Sweepers” poems from Songs of Innocence and Songs of Experience by William Blake

“The Chimney Sweepers” poems from Songs of Innocence and Songs of Experience by William Blake
●
●
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●

“The Third Philippic” byDemosthenes

“The Third Philippic” byDemosthenes
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"To the Public" by William Lloyd Garrison

"To the Public" by William Lloyd Garrison
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●
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“We Wear the Mask” by Paul Dunbar

“We Wear the Mask” by Paul Dunbar
●
●
●

Are Women People? by Alice Miller

Are Women People? by Alice Miller
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●

132.
Table

ELA.11. R.1.1
ELA.11. R.1.2
ELA.11. R.1.3
ELA.11. R.1.4
ELA.11. R.2.1
ELA.11. R.2.2
ELA.11. R.2.3
ELA.11. R.2.4
ELA.11. R.3.1
ELA.11. R.3.2
ELA.11. R.3.3
ELA.11. R.3.4

Evaluate how key elements enhance or addlayers of meaning and/or style in a literary text.
Track and analyze universal themes in literary texts from different times and places.
Analyze the author’s choices in using juxtaposition to define character perspective.
Analyze ways in which poetry reflects themes and issues of its time period.
Evaluate the structure(s) and features in texts.
Analyze the central idea(s) of speeches and essays from the Classical Period.
Analyze an author’s choices in establishing andachieving purpose(s) in speeches and essays from the Classical Period.
Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors usethe same information to achieve different ends.
Analyze the author’s use of figurative language and explain examples of allegory.
Paraphrase content from grade-level texts.
Compare and contrast how contemporaneousauthors address related topics, comparing theauthors’ use of reasoning, and analyzing the textswithin the context of the time period.
Evaluate an author’s use of rhetoric in text.

Billy Budd by Herman Melville

Billy Budd by Herman Melville
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Book of Psalms from The Bible

Book of Psalms from The Bible
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Canterbury Tales (Prologue and selected tales) by Geoffrey Chaucer

Canterbury Tales (Prologue and selected tales) by Geoffrey Chaucer
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Confessions of St. Augustine byAugustine of Hippo

Confessions of St. Augustine byAugustine of Hippo
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Dante's Inferno by Dante Alighieri

Dante's Inferno by Dante Alighieri
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Discourse on Method by Rene Descartes

Discourse on Method by Rene Descartes
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Jane Eyre by Charlotte Brontë

Jane Eyre by Charlotte Brontë
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Julius Caesar by William Shakespeare

Julius Caesar by William Shakespeare
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Night by Elie Wiesel

Night by Elie Wiesel
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On Duties by Cicero

On Duties by Cicero
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133.
Table

ELA.11. R.1.1
ELA.11. R.1.2
ELA.11. R.1.3
ELA.11. R.1.4
ELA.11. R.2.1
ELA.11. R.2.2
ELA.11. R.2.3
ELA.11. R.2.4
ELA.11. R.3.1
ELA.11. R.3.2
ELA.11. R.3.3
ELA.11. R.3.4

Evaluate how key elements enhance or addlayers of meaning and/or style in a literary text.
Track and analyze universal themes in literary texts from different times and places.
Analyze the author’s choices in using juxtaposition to define character perspective.
Analyze ways in which poetry reflects themes and issues of its time period.
Evaluate the structure(s) and features in texts.
Analyze the central idea(s) of speeches and essays from the Classical Period.
Analyze an author’s choices in establishing andachieving purpose(s) in speeches and essays from the Classical Period.
Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors usethe same information to achieve different ends.
Analyze the author’s use of figurative language and explain examples of allegory.
Paraphrase content from grade-level texts.
Compare and contrast how contemporaneousauthors address related topics, comparing theauthors’ use of reasoning, and analyzing the textswithin the context of the time period.
Evaluate an author’s use of rhetoric in text.

On the Social Contract by Jean-Jacques Rousseau

On the Social Contract by Jean-Jacques Rousseau
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●

One Day in the Life of Ivan Denisovich by Aleksandr Solzhenitsyn

One Day in the Life of Ivan Denisovich by Aleksandr Solzhenitsyn
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●

The Dreamer by Pam Muñoz Ryan

The Dreamer by Pam Muñoz Ryan
●
●
●

The Federalist Papers by Alexander Hamilton, James Madison and John Jay

The Federalist Papers by Alexander Hamilton, James Madison and John Jay
●
●
●

The First Philippics of Cicero against Marcus Antonius by Cicero

The First Philippics of Cicero against Marcus Antonius by Cicero
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●

The Spirit of Laws byMontesquieu

The Spirit of Laws byMontesquieu
●
●
●
●
●

The Surrender Tree by Margarita Engle

The Surrender Tree by Margarita Engle
●
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●

134.
Table

ELA.11. R.1.1
ELA.11. R.1.2
ELA.11. R.1.3
ELA.11. R.1.4
ELA.11. R.2.1
ELA.11. R.2.2
ELA.11. R.2.3
ELA.11. R.2.4
ELA.11. R.3.1
ELA.11. R.3.2
ELA.11. R.3.3
ELA.11. R.3.4

Evaluate how key elements enhance or addlayers of meaning and/or style in a literary text.
Track and analyze universal themes in literary texts from different times and places.
Analyze the author’s choices in using juxtaposition to define character perspective.
Analyze ways in which poetry reflects themes and issues of its time period.
Evaluate the structure(s) and features in texts.
Analyze the central idea(s) of speeches and essays from the Classical Period.
Analyze an author’s choices in establishing andachieving purpose(s) in speeches and essays from the Classical Period.
Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors usethe same information to achieve different ends.
Analyze the author’s use of figurative language and explain examples of allegory.
Paraphrase content from grade-level texts.
Compare and contrast how contemporaneousauthors address related topics, comparing theauthors’ use of reasoning, and analyzing the textswithin the context of the time period.
Evaluate an author’s use of rhetoric in text.

Two Treatises of Government by John Locke

Two Treatises of Government by John Locke
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●
●
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●

Walden by Henry David Thoreau

Walden by Henry David Thoreau
●
●
●

135.
Part
12th Grade Reading
ELA.12.R.1 Reading Prose and Poetry
Literary Elements
ELA.12.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone. Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked

Benchmark Clarifications:

Theme
ELA.12.R.1.2: Analyze two or more themes and evaluate their development throughout a literary text.
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a .complete thought that communicates the author’s message. .

Benchmark Clarifications: .

Perspective and Point of View
ELA.12.R.1.3: Evaluate the development of character perspective, including conflicting perspectives.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding .something.” The term point of view is used when referring to the person of the narrator. This is to .prevent confusion and conflation...

Benchmark Clarifications: .

Poetry
ELA.12.R.1.4: Evaluate works of major poets in their historical context.
Benchmark Clarifications:

Benchmark Clarifications:

Sample poets for this benchmark include:
 Emily Dickinson
 Langston Hughes
 Robert Frost
 Phillis Wheatley
 Edna St. Vincent Millay
 Countee Cullen
 Robert Burns
 Percy Bysshe Shelley
Clarification 1: A poet’s historical context is the period in which the writing occurred, not when it was .discovered or became resurgent. .Clarification 2: Evaluation of a poet in context may include similarity to or differences from the work of .contemporaries and the literary period, critical reception at the time, and scope of work...Clarification 3: For more information, see . .

Literary Periods

ELA.12.R.2 Reading Informational Text
Structure
ELA.12.R.2.1: Evaluate the structure(s) and features in text(s), identifying how the author could make the text(s) more effective.
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, .chronological, compare and contrast, cause and effect, and sequence. .Clarification 2: Students will evaluate the use of the following features: table of contents, headings, .captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and .appendices. .

Benchmark Clarifications: .

Central Idea
ELA.12.R.2.2: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.
Purpose and Perspective
ELA.12.R.2.3: Evaluate an author’s choices in establishing and achieving purpose(s).
Argument
ELA.12.R.2.4: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.
Clarification 1: For more information on types of reasoning, see . .Clarification 2: See and . .Clarification 3: Validity refers to the soundness of the arguments...

Benchmark Clarifications: .
Types of Logical Reasoning
Rhetorical Appeals
Rhetorical Devices

ELA.12.R.3 Reading Across Genres
Interpreting Figurative Language

Part

ELA.12.R.3.1: Evaluate an author’s use of figurative language.
Clarification 1: Figurative language use that students will evaluate are metaphor, simile, alliteration, .onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples .can be used in instruction. .Clarification 2: See . .

Benchmark Clarifications: .
Secondary Figurative Language

Paraphrasing and Summarizing
ELA.12.R.3.2: Paraphrase content from grade-level texts.
Clarification 1: Most grade-level texts are appropriate for this benchmark. .

Benchmark Clarifications: .

Comparative Reading
ELA.12.R.3.3: Analyze the influence of classic literature on contemporary world texts.
Clarification 1: Classic literature for this benchmark should be drawn from and representative of the .following periods: .

Benchmark Clarifications: .

•
Classical Period (1200 BCE–455 CE)

•
Medieval Period (455 CE–1485 CE)

•
Renaissance Period (1300–1600)

•
Restoration and 18th Century (1660–1790) British Literature

•
Colonial and Early National Period (1600–1830) American Literature

•
Romantic Period (1790–1870)

•
Realism and Naturalism Period (1870–1930)

•
Modernist Period (1910–1945)

Clarification 2: Contemporary world texts are those written after World War II that, through quality of form and expression, convey ideas of permanent or universal interest.
Understanding Rhetoric
ELA.12.R.3.4: Evaluate rhetorical choices across multiple texts.
Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In .this grade level, students are using and responsible for all four appeals; kairos was added in 11th grade. .This differs from the 11th grade benchmark in that it is comparing the effectiveness of multiple texts. .Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices .from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma,

Benchmark Clarifications: .
Secondary Figurative Language
Rhetorical Appeals
Rhetorical Devices

Communication
ELA.12.C.1 Communicating Through Writing
Narrative Writing
ELA.12.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.
Clarification 1: See and ...

Benchmark Clarifications: .
Writing Types
Narrative Techniques

Argumentative Writing
ELA.12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.
Clarification 1: See and . .Clarification 2: These written works will take longer and are meant to reflect thorough research and .analysis. .

Benchmark Clarifications: .
Writing Types
Elaborative Techniques

Expository Writing
ELA.12.C.1.4: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.
Clarification 1: See .

Benchmark Clarifications:
Writing Types

Improving Writing
ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.
ELA.12.C.2 Communicating Orally
Oral Presentation

Part

ELA.12.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. Students will be using as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark. Clarification 2:

Benchmark Clarifications:
rhetorical devices
Secondary Oral Communication Rubric

ELA.12.C.3 Following Conventions

Part

Conventions
ELA.12.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarification 1: See for more information...

Benchmark Clarifications: .
Convention Progression by Grade Level

ELA.12.C.4 Researching
Researching and Using Information

Part

ELA.12.C.4.1: Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.
Clarification 1: While the benchmark does require that students consult multiple sources, there is no .requirement that they use every source they consult. Part of the skill in researching is discernment—being .able to tell which information is relevant and which sources are trustworthy enough to include. .

Benchmark Clarifications: .

Part
ELA.12.C.5 Creating and Collaborating
Multimedia
ELA.12.C.5.1: Design and evaluate digital presentations for effectiveness.
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience...

Benchmark Clarifications: .

Technology in Communications
ELA.12.C.5.2: Create, publish, and share multimedia texts through a variety of digital formats.
Part
Vocabulary
ELA.12.V.1 Finding Meaning
Academic Vocabulary
ELA.12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit inst

Benchmark Clarifications:

Morphology
ELA.12.V.1.2: Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over .time...Clarification 2: Derivation refers to making new words from an existing word by adding affixes. .Clarification 3: See for a list of commonly used foreign phrases...

Benchmark Clarifications: .
Foreign Words and Phrases

Context and Connotation
ELA.12.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarification 1: Review of words learned in this way is critical to building background knowledge and .related vocabulary...Clarification 2: See and . .Clarification 3: See ELA.12.R.3.1 and . .

Benchmark Clarifications: .
Context Clues
Word Relationships
Secondary Figurative Language

Sample texts by benchmark .
Table

ELA.12. R.1.1
ELA.12. R.1.2
ELA.12. R.1.3
ELA.12. R.1.4
ELA.12. R.2.1
ELA.12. R.2.2
ELA.1 2.R.2.3
ELA.12. R.2.4
ELA.12. R.3.1
ELA.12. R.3.2
ELA.12. R.3.3
ELA.12. R.3.4

Evaluate how key elements enhance oradd layers of meaning and/or style in a literary text and explain the functionalsignificance of those elements in interpreting the text.
Analyze two or more themes and evaluate their development throughout aliterary text.
Evaluate the development of characterperspective, including conflicting perspectives.
Evaluate works of major poets in theirhistorical context.
Evaluate the structure(s) and features intexts, identifying how the author couldmake the text(s) more effective.
Evaluate how an author develops the central idea(s), identifying how theauthor could make the support more effective.
Evaluate an author’s choices in establishing and achieving purpose(s).
Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the author’s rhetoric.
Evaluate an author’s use of figurative language.
Paraphrase content from grade-level texts.
Analyze the influence of classic literature on contemporary world texts.
Evaluate rhetorical choices acrossmultiple texts.

Crime and Punishment by Fyodor Dostoevsky

Crime and Punishment by Fyodor Dostoevsky
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Don Quixote by Miguel de Cervantes

Don Quixote by Miguel de Cervantes
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Flatland: A Romance of Many Dimensions by Edwin A. Abbott

Flatland: A Romance of Many Dimensions by Edwin A. Abbott
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Hamlet by William Shakespeare

Hamlet by William Shakespeare
●
●
●
●
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●

Heart of Darkness by Joseph Conrad

Heart of Darkness by Joseph Conrad
●
●
●
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King Lear by William Shakespeare

King Lear by William Shakespeare
●
●
●
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Life of Julius Caesar by Plutarch

Life of Julius Caesar by Plutarch
●
●
●
●
●
●

142.
Table

ELA.12. R.1.1
ELA.12. R.1.2
ELA.12. R.1.3
ELA.12. R.1.4
ELA.12. R.2.1
ELA.12. R.2.2
ELA.1 2.R.2.3
ELA.12. R.2.4
ELA.12. R.3.1
ELA.12. R.3.2
ELA.12. R.3.3
ELA.12. R.3.4

Evaluate how key elements enhance oradd layers of meaning and/or style in a literary text and explain the functionalsignificance of those elements in interpreting the text.
Analyze two or more themes and evaluate their development throughout aliterary text.
Evaluate the development of characterperspective, including conflicting perspectives.
Evaluate works of major poets in theirhistorical context.
Evaluate the structure(s) and features intexts, identifying how the author couldmake the text(s) more effective.
Evaluate how an author develops the central idea(s), identifying how theauthor could make the support more effective.
Evaluate an author’s choices in establishing and achieving purpose(s).
Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the author’s rhetoric.
Evaluate an author’s use of figurative language.
Paraphrase content from grade-level texts.
Analyze the influence of classic literature on contemporary world texts.
Evaluate rhetorical choices acrossmultiple texts.

Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time by Dava Sobel

Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time by Dava Sobel
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●
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●

Pride and Prejudice by Jane Austen

Pride and Prejudice by Jane Austen
●
●
●
●
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●

Rosencrantz and Guildenstern are Dead by Tom Stoppard

Rosencrantz and Guildenstern are Dead by Tom Stoppard
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●
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The Republic by Plato

The Republic by Plato
●
●
●
●
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●

The Twelve Caesars by Suetonius

The Twelve Caesars by Suetonius
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●
●
●
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●

Utopia by Thomas More

Utopia by Thomas More
●
●
●
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●

The poetry of Robert Burns

The poetry of Robert Burns
●
●
●
●
●

The poetry of Countee Cullen

The poetry of Countee Cullen
●
●
●
●
●
●

143.
Table

ELA.12. R.1.1
ELA.12. R.1.2
ELA.12. R.1.3
ELA.12. R.1.4
ELA.12. R.2.1
ELA.12. R.2.2
ELA.1 2.R.2.3
ELA.12. R.2.4
ELA.12. R.3.1
ELA.12. R.3.2
ELA.12. R.3.3
ELA.12. R.3.4

Evaluate how key elements enhance oradd layers of meaning and/or style in a literary text and explain the functionalsignificance of those elements in interpreting the text.
Analyze two or more themes and evaluate their development throughout aliterary text.
Evaluate the development of characterperspective, including conflicting perspectives.
Evaluate works of major poets in theirhistorical context.
Evaluate the structure(s) and features intexts, identifying how the author couldmake the text(s) more effective.
Evaluate how an author develops the central idea(s), identifying how theauthor could make the support more effective.
Evaluate an author’s choices in establishing and achieving purpose(s).
Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the author’s rhetoric.
Evaluate an author’s use of figurative language.
Paraphrase content from grade-level texts.
Analyze the influence of classic literature on contemporary world texts.
Evaluate rhetorical choices acrossmultiple texts.

The poetry of Emily Dickinson

The poetry of Emily Dickinson
●
●
●
●
●

The poetry of John Donne

The poetry of John Donne
●
●
●
●

The poetry of Robert Frost

The poetry of Robert Frost
●
●
●
●
●

The poetry of Langston Hughes

The poetry of Langston Hughes
●
●
●
●
●
●

The poetry of Percy Bysshe Shelley

The poetry of Percy Bysshe Shelley
●
●
●
●
●

The poetry of Edna St. Vincent Millay

The poetry of Edna St. Vincent Millay
●
●
●
●
●

The poetry of Phillis Wheatley

The poetry of Phillis Wheatley
●
●
●
●

144.
6-12 Foundational Reading Intervention Standards .
“Once you learn to read, you will be forever free.” – Frederick Douglass
Foundational reading standards are included for secondary students who have a reading deficiency and need targeted instruction. These standards will apply to elective intensive reading and intensive language arts course codes, not core ELA courses. The goal is for targeted skill instruction, outlined by the standards, to make proficient readers of all of Florida’s students, no matter their grade level.
ELA.612.F.2 Applying Foundational Reading Skills for Secondary
Phonological Awareness
ELA.612.F.2.1: Demonstrate an understanding of spoken words, syllables, and sounds.
a.

a.
Orally produce single-syllable and multisyllabic words by accurately blending sounds.

b.
Accurately segment single-syllable and multisyllabic words.

Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and .syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on .syllables. It does not involve print or letter knowledge. .

Benchmark Clarifications: .

a.
Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser.

b.
Orally break cat into c-a-t/ orally break trouser into trou-ser.

Phonics and Word Analysis
ELA.612.F.2.2: Know and apply phonics and word analysis skills in decoding words.
a.

a.
Use an array of strategies to decode single-syllable and multisyllabic words.

b.
Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and .phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, .morphology refers to the skill of recognizing morphemes as a unit when decoding and determining .meaning. .

Benchmark Clarifications: .

Encoding
ELA.612.F.2.3: Know and apply phonics and word analysis skills in encoding words.
a. Use an array of strategies to accurately encode single-syllable and multisyllabic words.
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills .of phonological awareness, phonics, and morphology to move from the oral to the written word. .

Benchmark Clarifications: .

a...

a...

a...
The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to formwords.

b...

b...
The process of adding single units of sound with meaning to existing word parts to encode a given word.

Fluency
ELA.612.F.2.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarification 1: See for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal. Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See for prosody. Clarifica

Benchmark Clarifications:
Fluency Norms
Sample Oral Reading Fluency Rubrics
within the grade band on quantitative text complexity measures

Appendix A: K-12 ELA Expectations for Students .K-12 ELA Expectations..

Appendix A: K-12 ELA Expectations for Students .K-12 ELA Expectations..

Appendix A: K-12 ELA Expectations for Students .K-12 ELA Expectations..

ELA Expectation

ELA Expectation
Clarifications

ELA.K12.EE.1.1

ELA.K12.EE.1.1
K-1 Students include textual evidence in their oral communication with

Cite evidence to

Cite evidence to
guidance and support from adults. The evidence can consist of details from the

explain and justify

explain and justify
text without naming the text. During 1st grade, students learn how to

reasoning.

reasoning.
incorporate the evidence in their writing. 2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations. 4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by

ELA.K12.EE.2.1

ELA.K12.EE.2.1
See Text Complexity for grade-level complexity bands and a text complexity

Read and comprehend

Read and comprehend
rubric.

grade-level complex

grade-level complex

texts proficiently.

texts proficiently.

ELA.K12.EE.3.1

ELA.K12.EE.3.1
Students will make inferences before the words infer or inference are

Make inferences to

Make inferences to
introduced. Kindergarten students will answer questions like “Why is the girl

support

support
smiling?” or make predictions about what will happen based on the title page.

comprehension.

comprehension.
Students will use the terms and apply them in 2nd grade and beyond.

ELA.K12.EE.4.1

ELA.K12.EE.4.1
In kindergarten, students learn to listen to one another respectfully.

Use appropriate

Use appropriate

collaborative

collaborative
In grades 1-2, students build upon these skills by justifying what they are

techniques and active

techniques and active
thinking. For example: “I think because .” The collaborative

listening skills when

listening skills when
conversations are becoming academic conversations.

engaging in discussions in a variety of situations.

engaging in discussions in a variety of situations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.

ELA.K12.EE.6.1

ELA.K12.EE.6.1
In kindergarten and 1st grade, students learn the difference between formal and

Use appropriate voice

Use appropriate voice
informal language. For example, the way we talk to our friends differs from

and tone when

and tone when
the way we speak to adults. In 2nd grade and beyond, students practice

speaking or writing.

speaking or writing.
appropriate social and academic language to discuss texts.

Appendix B: Reading
What is a Text?
“In academic terms, a text is anything that conveys a set of meanings to the person who examines it.” – by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear

The Word on College Reading and Writing

For the purposes of text within the standards, the full breadth of the term text is intended. The standards are meant to prepare students to interpret a variety of texts in a variety of formats. In planning instruction, make sure that students are exposed to a diverse selection of quality texts.
Text Complexity
There are three components of text complexity: qualitative, quantitative, and student- centered. Each of these factors is equally important. Singularly, they reveal a partial and potentially misleading impression of a text. The quantitative measures are divided by grade band and address the measurable data of a text such as sentence length, word length, and word frequency. Each readability measure has a different formula for calculating the readability of a text.
Text Complexity Quantitative Grade Bands

Text Complexity Quantitative Grade Bands
Text Complexity Rubric

Quantitative Measures

Quantitative Measures

Quantitative Measures

Grade Level

Grade Level
Flesch-Kincaid
Lexile

K – 1st

K – 1st
-1.3 – 2.18
BR – 430L

2nd – 3rd

2nd – 3rd
1.98 – 5.34
420L – 820L

4th – 5th

4th – 5th
4.51 – 7.73
740L – 1010L

6th – 8th

6th – 8th
6.51 – 10.34
925L – 1185L

9th – 10th

9th – 10th
8.32 – 12.12
1050L – 1335L

11th – 12th

11th – 12th
10.34 – 14.2
1185L – 1385L

This text complexity rubric provides an opportunity to examine the three components of text complexity all together as they relate to a specific text. The first section deals with the qualitative measures, those features of a text that are related to content and meaning. Texts that are higher here may be lower on the next measure, the quantitative, which measures statistical details of the text itself such as word frequency and sentence length. Finally, the last measure examines those features centered arou
Low Complexity

Low Complexity

Low Complexity
Mid Complexity
High Complexity

Qualitative

Qualitative

The text has a single layer of meaning explicitly stated.

The text has a single layer of meaning explicitly stated.
Blend of explicit and implicit details; few uses of multiple meanings; isolated instances of metaphor.
The text has multiple levels of meaning and there may be intentional ambiguity.

The language of the text is

The language of the text is
Figurative language is used to build on
Figurative language is used

literal, although there may be

literal, although there may be
what has already been stated plainly in the
throughout the text; multiple

some rhetorical devices.

some rhetorical devices.
text.
interpretations may be possible.

The author’s purpose or central idea of the text is immediately obvious and clear.

The author’s purpose or central idea of the text is immediately obvious and clear.
The author’s purpose may not be explicitly stated but is readily inferred from a reading of the text.
The author’s purpose is obscure and subject to interpretation.

The text is organized in a straightforward manner with explicit transitions to guide the reader.

The text is organized in a straightforward manner with explicit transitions to guide the reader.
The text is largely organized in a straightforward manner, but may contain isolated incidences of shifts in time/place, focus, or pacing.
The text is organized in a way that initially obscures meaning and has the reader build to an understanding.

Graphics are simple and restate what is written in the text.

Graphics are simple and restate what is written in the text.
Graphics are not essential to understanding the text but do expand on the information found in the text.
Graphics are essential to the understanding of the text and contain information not expressed in the written text.

Vocabulary consists primarily

Vocabulary consists primarily
The text uses some domain-specific words,
The text frequently uses

of commonly used words.

of commonly used words.
academic vocabulary, archaic terms, or
domain-specific words,

These words are used

These words are used
terms that can be read with ambiguity.
academic vocabulary, archaic

literally, not figuratively.

literally, not figuratively.
terms, or terms that can be read with ambiguity.

Quantitative

Quantitative

Text is below or at the lower end of the grade-level band according to a quantitative reading measure.

Text is below or at the lower end of the grade-level band according to a quantitative reading measure.
Text is in the midrange of the grade-level band according to a quantitative reading measure.
Text is at the higher end of or above the grade-level band according to a quantitative reading measure.

Student-centered

Student-centered

Student-centered

Students can fully understand

Students can fully understand
Students with limited background
For students to fully

the text without specific

the text without specific
knowledge may understand the text, but
understand the text, they must

background knowledge.

background knowledge.
some levels of meaning may be impeded by lack of prior exposure.
have background knowledge of the topic.

The text is understood by the

The text is understood by the
The text is such that the student can read
The text may demand stamina,

student without the student

student without the student
without fatigue and can apply
comprehension, and inferential

consciously applying

consciously applying
comprehension strategies to understand the
skills at the upper boundary of

comprehension strategies.

comprehension strategies.
text.
the student’s developmental level.

The themes and details in the text are well within the student’s developmental level of understanding and appropriate to the student’s age level.

The themes and details in the text are well within the student’s developmental level of understanding and appropriate to the student’s age level.
The themes and details in the text are within the student’s developmental level of understanding, and while some subject matter may be sensitive, it is appropriate to the student’s age level.
The themes and details in the text are at the upper boundary of the student’s developmental level of understanding. Some subject matter may be sensitive but is appropriate to the student’s age level.

The task associated with the

The task associated with the
The task associated with the text is of mid-
The task associated with the

text is of a low content

text is of a low content
level complexity, involving multiple
text is of a high content

complexity level, involving

complexity level, involving
cognitive steps, some of which are at the
complexity level, involving

one cognitive step.

one cognitive step.
recall level.
multiple cognitive steps.

Sample Titles of Complex Texts by Grade Band
There is no frigate like a book To take us lands away, Nor any coursers like a page Of prancing poetry. This traverse may the poorest take Without oppress of toll; How frugal is the chariot That bears a human soul! –Emily Dickinson
Employ your time in improving yourself by other men’s writings so that you shall come easily by what others have labored hard for. – Socrates
This sample list of texts includes selections ranging from the Classical Period of ancient Greece and Rome to contemporary texts, representing a full spectrum of genres: classic literature, folktales, poetry, satire, memoirs, essays, speeches, plays, narratives, treatises, founding documents, and histories.
The reading and writing standards have been constructed so that the sample texts serve as mentor texts for students, demonstrating exemplar writing. In many instances, they have also been selected to provide students with background knowledge in topics covered by other content areas, helping students to build the vocabulary and schema that will help them be successful in all of their academic endeavors.
These texts are by authors whose works comprise a rich literary tradition, a tradition with which all students should become familiar. The list should serve as a guide for teachers, curriculum developers, and test makers as they prepare their instructional units and materials for Florida students. It is not intended to be exhaustive but to serve as a foundation for educators when selecting additional rich and meaningful texts.
This sample book list is organized into grades for text complexity guidance. The texts listed here have been selected based on both quantitative and qualitative measures. There are instances in which a student- centered consideration would indicate that a text be used at a lower or higher grade level than indicated here. Further, as students become independent readers—and especially when they are intrigued with a topic—they are often eager and ready to read texts that may be listed here at a higher grade le
Kindergarten

Kindergarten

Kindergarten

Kindergarten

Kindergarten

Kindergarten

Kindergarten

Kindergarten

Kindergarten

Kindergarten
1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

9th Grade

Title

Title

Title
Author

“At the Seaside”

“At the Seaside”
Stevenson, Robert Louis

“The Clock” - a Mother Goose Poem

“The Clock” - a Mother Goose Poem
Unknown

A Mother for Choco

A Mother for Choco
Kasza, Keiko

Brown Bear, Brown Bear

Brown Bear, Brown Bear
Martin Jr., Bill

Chicka Chicka Boom Boom

Chicka Chicka Boom Boom
Martin, Bill and Archambault, John

Corduroy

Corduroy
Freeman, Don

Curious George

Curious George
Rey, H.A

Hop on Pop

Hop on Pop
Dr. Seuss

I am Jackie Robinson

I am Jackie Robinson
Meltzer, Brad

Mission to Space

Mission to Space
Herrington, John

Now We Are Six

Now We Are Six
Milne, A.A.

On a Farm

On a Farm
Andrews, Alexa

Red is Best

Red is Best
Stinson, Kathy

Rumble in the Jungle

Rumble in the Jungle
Andreae, Giles

Swimmy

Swimmy
Lionni, Leo

The Bald Eagle

The Bald Eagle
Pearl, Norman

The Carrot Seed

The Carrot Seed
Krauss, Ruth and Crockett Johnson

The Sky Painter: Louis Guertes, Bird Artist

The Sky Painter: Louis Guertes, Bird Artist
Engle, Margarita

The Very First Americans

The Very First Americans
Ashrose, Cara

Two Ways to Count to Ten: A Liberian Folktale

Two Ways to Count to Ten: A Liberian Folktale
Dee, Ruby

Wandering Whale Sharks

Wandering Whale Sharks
Shingu, Susumu

We Have a Little Garden

We Have a Little Garden
Potter, Beatrix

Where the Wild Things Are

Where the Wild Things Are
Sendak, Maurice

Title

Title

Title
Author

“Daffodowndilly”

“Daffodowndilly”
Milne, A.A.

“Eletelephony”

“Eletelephony”
Richards, Laura

A Picture Book of Benjamin Franklin

A Picture Book of Benjamin Franklin
Adler, David

Chickens Don't Fly

Chickens Don't Fly
Disiena, Laura Lyn

Clifford the Big Red Dog

Clifford the Big Red Dog
Bridwell, Norman

Danny and the Dinosaur

Danny and the Dinosaur
Hoff, Syd

Drum Dream Girl

Drum Dream Girl
Engle, Margarita

Fantastic Undersea Life of Jacques Cousteau

Fantastic Undersea Life of Jacques Cousteau
Yaccarino, Dan

From Seed to Pumpkin

From Seed to Pumpkin
Pfeffer, Wendy and James Graham

How People Learned to Fly

How People Learned to Fly
Hodgkins, Fran

I Am Enough

I Am Enough
Byers, Grace

I am Helen Keller

I am Helen Keller
Meltzer, Brad

I Wonder

I Wonder
Hoban, Tana

Keep a Poem in Your Pocket

Keep a Poem in Your Pocket
Schenk de Regniers, Beatrice

Madeline

Madeline
Bemelmans, Ludwig

My Name is Celia/Me llamo Celia: The Life of Celia Cruz/la vida de Celia Cruz

My Name is Celia/Me llamo Celia: The Life of Celia Cruz/la vida de Celia Cruz
Brown, Monica

Now & Ben: The Modern Inventions of Benjamin Franklin

Now & Ben: The Modern Inventions of Benjamin Franklin
Barretta, Gene

Police Officers

Police Officers
Bourgeois, Paulette

Put Me in the Zoo

Put Me in the Zoo
Lopshire, Robert

The Slug

The Slug
Gravel, Elise

The Tale of Peter Rabbit

The Tale of Peter Rabbit
Potter, Beatrix

The Three Little Pigs

The Three Little Pigs
Halliwell-Phillipps, James

The Tortoise and the Hare

The Tortoise and the Hare
Aesop

The Ugly Duckling

The Ugly Duckling
Andersen, Hans Christian

The Velveteen Rabbit

The Velveteen Rabbit
Williams, Margery

The White House

The White House
Douglas, Lloyd

Tooth By Tooth: Comparing Fangs, Tusks, and Chompers

Tooth By Tooth: Comparing Fangs, Tusks, and Chompers
Levine, Sara

Title

Title

Title
Author

“Gathering Leaves”

“Gathering Leaves”
Frost, Robert

“The Crocodile”

“The Crocodile”
Carroll, Lewis

“The Fieldmouse”

“The Fieldmouse”
Alexander, Cecil Frances

“The Swing”

“The Swing”
Stevenson, Robert Louis

A More Perfect Union: The Story of Our Constitution

A More Perfect Union: The Story of Our Constitution
Maestro, Betsy

Bears on Hemlock Mountain

Bears on Hemlock Mountain
Dalgliesh, Alice

Bee Dance

Bee Dance
Chrustowski, Rick

Eleanor

Eleanor
Cooney, Barbara

Father of the Constitution: A Story about James Madison

Father of the Constitution: A Story about James Madison
Mitchell, Barbara

Four Famished Foxes and Fosdyke

Four Famished Foxes and Fosdyke
Duncan, Pamela

Give Bees a Chance

Give Bees a Chance
Barton, Bethany

In a Pickle and other Funny Idioms

In a Pickle and other Funny Idioms
Terban, Marvin

Living or Nonliving?

Living or Nonliving?
Hicks, Kelli

Mango, Abuela, and Me

Mango, Abuela, and Me
Medina, Meg

One Morning in Maine

One Morning in Maine
McCloskey, Robert

Seven Blind Mice

Seven Blind Mice
Young, Ed

Susan B. Anthony: Fighter for Freedom and Equality

Susan B. Anthony: Fighter for Freedom and Equality
Slade, Suzanne

The Coastal Dune Drama: Bob, the Gopher Tortoise

The Coastal Dune Drama: Bob, the Gopher Tortoise
Nash, Katherine Seeds

The Congress of the United States

The Congress of the United States
Taylor-Butler, Christine

The Gingerbread Man

The Gingerbread Man
Aylesworth, Jim

The Patchwork Quilt

The Patchwork Quilt
Flournoy, Valerie

The Runaway Piggy

The Runaway Piggy
Luna, James

Vote!

Vote!
Christelow, Eileen

Wanted Dead or Alive: The True Story of Harriet Tubman

Wanted Dead or Alive: The True Story of Harriet Tubman
McGovern, Ann

We the Kids: The Preamble of the Constitution of the United States

We the Kids: The Preamble of the Constitution of the United States
Catrow, David

Winnie the Pooh

Winnie the Pooh
Milne, A.A.

Title

Title

Title
Author

“My Doggy Ate My Essay”

“My Doggy Ate My Essay”
Sardelli, Darren

“There was an Old Man with a Flute”

“There was an Old Man with a Flute”
Lear, Edward

“Toward Those Short Trees”

“Toward Those Short Trees”
Shiki, Masaoka

Tula [“Books are Door-shaped”]

Tula [“Books are Door-shaped”]
Engle, Margarita

Abraham Lincoln: A Life of Honesty

Abraham Lincoln: A Life of Honesty
Leslie, Tonya

Charlotte’s Web

Charlotte’s Web
White, E.B.

Flight

Flight
Burleigh, Robert

Frederick Douglass Fights for Freedom

Frederick Douglass Fights for Freedom
Davidson, Margaret

Honest Abe Lincoln

Honest Abe Lincoln
Adler, David A.

If You Traveled on the Underground Railroad

If You Traveled on the Underground Railroad
Levine, Ellen

Matilda

Matilda
Dahl, Roald

Miracle on 133rd Street

Miracle on 133rd Street
Manzano, Sonia

Moonshot: The Flight of Apollo 11

Moonshot: The Flight of Apollo 11
Floca, Brian

Pablo Neruda: Poet of the People

Pablo Neruda: Poet of the People
Brown, Monica

Pippi Longstocking

Pippi Longstocking
Lindgren, Astrid

Revolutionary Friends: General George Washington and the Marquis de Lafayette

Revolutionary Friends: General George Washington and the Marquis de Lafayette
Castrovilla, Selene

Rosa Parks

Rosa Parks
Greenfield, Eloise

Sarah, Plain and Tall

Sarah, Plain and Tall
MacLachlan, Patricia

Stuart Little

Stuart Little
White, E.B.

The Boxcar Children

The Boxcar Children
Warner, Gertrude Chandler

The Children's Book of Virtues

The Children's Book of Virtues
Bennett, William

The Little Prince

The Little Prince
de Saint-Exupery, Antoine

The Real McCoy: The Life of an African-American Inventor

The Real McCoy: The Life of an African-American Inventor
Towle, Wendy

The Whipping Boy

The Whipping Boy
Fleischman, Sid

The Wonderful Wizard of Oz

The Wonderful Wizard of Oz
Baum, Frank

To the Moon and Back

To the Moon and Back
Aldrin, Buzz

Who was Betsy Ross?

Who was Betsy Ross?
Buckley, James Jr.

Title

Title

Title
Author

“Fish Cheeks”

“Fish Cheeks”
Tan, Amy

“Mother Doesn't Want a Dog”

“Mother Doesn't Want a Dog”
Viorst, Judith

Aaron and Alexander: The Most Famous Duel in American History

Aaron and Alexander: The Most Famous Duel in American History
Brown, Don

Carry on, Mr. Bowditch

Carry on, Mr. Bowditch
Latham, Jean Lee

Casey at the Bat

Casey at the Bat
Thayer, Ernest Lawrence

Chester Nez and the Unbreakable Code: A Navajo Code Talker's Story

Chester Nez and the Unbreakable Code: A Navajo Code Talker's Story
Bruchac, Joseph

Esperanza Rising

Esperanza Rising
Ryan, Pam Muñoz

Florida

Florida
Orr, Tamra

Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America

Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America
Turner, Glennette Tilley

Halfway Down

Halfway Down
Milne, A.A.

Homer Price

Homer Price
McCloskey, Robert

Johnny Tremain

Johnny Tremain
Forbes, Esther

Little House on the Prairie

Little House on the Prairie
Wilder, Laura Ingalls

On the Wings of Heroes

On the Wings of Heroes
Peck, Richard

Promises to Keep: How Jackie Robinson Changed America

Promises to Keep: How Jackie Robinson Changed America
Robinson, Sharon

Reaching for the Moon

Reaching for the Moon
Aldrin, Buzz

Tales of the Odyssey (series)

Tales of the Odyssey (series)
Osborne, Mary Pope

The Castle in the Attic

The Castle in the Attic
Winthrop, Elizabeth

The Declaration of Independence

The Declaration of Independence
Landau, Elaine

The Lion, the Witch, and the Wardrobe

The Lion, the Witch, and the Wardrobe
Lewis, C.S.

The Story of Science: Aristotle Leads The Way

The Story of Science: Aristotle Leads The Way
Hakim, Joy

The Wolf's Story

The Wolf's Story
Forward, Toby

To Catch a Fish

To Catch a Fish
Greenfield, Eloise

Toliver's Secret

Toliver's Secret
Brady, Esther Wood

Where the Red Fern Grows

Where the Red Fern Grows
Rawls, Wilson

Where Was Patrick Henry on the 29th of May?

Where Was Patrick Henry on the 29th of May?
Fritz, Jean

Who Would Win? (series)

Who Would Win? (series)
Pallotta, Jerry

William Shakespeare and the Globe

William Shakespeare and the Globe
Aliki

Title

Title

Title
Author

“I, Too”

“I, Too”
Hughes, Langston

“If”

“If”
Kipling, Rudyard

“Paul Revere's Ride”

“Paul Revere's Ride”
Longfellow, Henry Wadsworth

“The Road Not Taken”

“The Road Not Taken”
Frost, Robert

Abuelita's Heart

Abuelita's Heart
Cordova, Amy

Anne of Green Gables

Anne of Green Gables
Montgomery, L.M.

Call it Courage

Call it Courage
Sperry, Armstrong

Call Me Maria

Call Me Maria
Cofer, Judith Ortiz

Chasing Vermeer

Chasing Vermeer
Balliett, Blue

City of Ember

City of Ember
DuPrau, Jeanne

Farewell to Manzanar

Farewell to Manzanar
Houston, Jeanne Wakatsuki and Houston, James D.

Five Children and It

Five Children and It
Nesbit, Edith

From the Mixed-Up Files of Mrs. Basil E. Frankweiler

From the Mixed-Up Files of Mrs. Basil E. Frankweiler
Konigsburg, E.L.

Hidden Figures

Hidden Figures
Shetterly, Margot

Hurricanes: Earth's Mightiest Storms

Hurricanes: Earth's Mightiest Storms
Lauber, Patricia

I am Malala

I am Malala
Yousafzai, Malala

Island of the Blue Dolphins

Island of the Blue Dolphins
O'Dell, Scott

My Librarian is a Camel: How Books Are Brought to Children Around the World

My Librarian is a Camel: How Books Are Brought to Children Around the World
Ruurs, Margriet

Shh! We’re Writing the Constitution

Shh! We’re Writing the Constitution
Fritz, Jean

The Secret Garden

The Secret Garden
Burnett, Frances Hodgson

The Shakespeare Stealer

The Shakespeare Stealer
Blackwood, Gary

The Trail of Tears

The Trail of Tears
Bruchac, Joseph

The Watsons Go to Birmingham

The Watsons Go to Birmingham
Curtis, Christopher Paul

They Called Her Molly Pitcher

They Called Her Molly Pitcher
Rockwell, Anne

Thurgood Marshall and the Supreme Court

Thurgood Marshall and the Supreme Court
Kent, Deborah

Volcano: Eruption and Healing of St. Helens

Volcano: Eruption and Healing of St. Helens
Lauber, Patrica

We the People: The Constitution of the United States of America

We the People: The Constitution of the United States of America
Spier, Peter

Written in Bone: Buried Lives of Jamestown and Colonial Maryland

Written in Bone: Buried Lives of Jamestown and Colonial Maryland
Walker, Sally

Title

Title

Title
Author

“Acquainted with the Night”

“Acquainted with the Night”
Frost, Robert

“Eulogy of the Dog”

“Eulogy of the Dog”
Vest, George G.

“Farewell Speech”

“Farewell Speech”
Gehrig, Lou

“Speech to National Council of Negro Women” (2001)

“Speech to National Council of Negro Women” (2001)
Rice, Condoleezza

“The House on the Hill”

“The House on the Hill”
Robinson, Edwin Arlington

“Two Viewpoints”

“Two Viewpoints”
Burr, Amelia Josephine

“Yet Do I Marvel”

“Yet Do I Marvel”
Cullen, Countee

A Long Walk to Water

A Long Walk to Water
Park, Linda Sue

Black Ships before Troy

Black Ships before Troy
Sutcliff, Rosemary

Bronze Bow

Bronze Bow
Speare, Elizabeth George

Down, Down, Down: A Journey to the Bottom of the Sea

Down, Down, Down: A Journey to the Bottom of the Sea
Jenkins, Steve

Harriet Tubman: Conductor on the Underground Railroad

Harriet Tubman: Conductor on the Underground Railroad
Petry, Ann

Hatchet

Hatchet
Paulsen, Gary

Incidents in the Life of a Slave Girl

Incidents in the Life of a Slave Girl
Jacobs, Harriet

Lincoln: A Photobiography

Lincoln: A Photobiography
Freedman, Russell

Little Britches

Little Britches
Moody, Ralph

Little Women

Little Women
Alcott, Louisa May

Miracle on Maple Hill

Miracle on Maple Hill
Sorensen, Virginia

The Adventures of Pinocchio

The Adventures of Pinocchio
Collodi, Carlo

The Book of Virtues for Young People: A Treasury of Great Moral Stories

The Book of Virtues for Young People: A Treasury of Great Moral Stories
Bennett, William

The Devil's Arithmetic

The Devil's Arithmetic
Yolen, Jane

The Hiding Place

The Hiding Place
ten Boom, Corrie

The Phantom Tollbooth

The Phantom Tollbooth
Juster, Norton

Tales of the Greek Heroes

Tales of the Greek Heroes
Green, Roger Lancelyn

Treasure Island

Treasure Island
Stevenson, Robert Louis

Title

Title

Title
Author

“Address Before a Joint Session of the Congress, November 27, 1963”

“Address Before a Joint Session of the Congress, November 27, 1963”
Johnson, Lyndon Baines

“An Occurrence at Owl Creek Bridge”

“An Occurrence at Owl Creek Bridge”
Bierce, Ambrose

"Citizenship and Leadership" from The Moral Compass: Stories for a Life’s Journey

"Citizenship and Leadership" from The Moral Compass: Stories for a Life’s Journey
Bennett, William

“Do Not Go Gentle into That Good Night”

“Do Not Go Gentle into That Good Night”
Thomas, Dylan

“Farewell Address”

“Farewell Address”
Eisenhower, Dwight

“Give Me Liberty or Give Me Death” Speech

“Give Me Liberty or Give Me Death” Speech
Henry, Patrick

“On First Looking Into Chapman's Homer”

“On First Looking Into Chapman's Homer”
Keats, John

“On Women's Right to Vote”

“On Women's Right to Vote”
Anthony, Susan B.

“Sonnet 18”

“Sonnet 18”
Shakespeare, William

“The Destructive Male”

“The Destructive Male”
Stanton, Elizabeth

“The Eyes Have It”

“The Eyes Have It”
Dick, Philip K.

“The New Colossus”

“The New Colossus”
Lazarus, Emma

“The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting”

“The Rights of the Colonists: The Report of the Committee of Correspondence to the Boston Town Meeting”
Adams, Samuel

“the sonnet-ballad”

“the sonnet-ballad”
Brooks, Gwendolyn

“The Tell-Tale Heart”

“The Tell-Tale Heart”
Poe, Edgar Allan

Book of Esther

Book of Esther
The Bible

Freedom Walkers

Freedom Walkers
Freedman, Russell

George vs. George: The American Revolution as Seen from Both Sides

George vs. George: The American Revolution as Seen from Both Sides
Schanzer, Rosalyn

Old Yeller

Old Yeller
Gibson, Fred

The Adventures of Tom Sawyer

The Adventures of Tom Sawyer
Twain, Mark

The Count of Monte Cristo

The Count of Monte Cristo
Dumas, Alexandre

The Kon-Tiki Expedition: By Raft Across the South Seas

The Kon-Tiki Expedition: By Raft Across the South Seas
Heyerdahl, Thor

The Long Road to Gettysburg

The Long Road to Gettysburg
Murphy, Jim

Narrative of the Life of Frederick Douglass

Narrative of the Life of Frederick Douglass
Douglass, Frederick

The Prince and the Pauper

The Prince and the Pauper
Twain, Mark

The Red Umbrella

The Red Umbrella
Gonzalez, Christina Diaz

The Twenty-One Balloons

The Twenty-One Balloons
Pène du Bois, William

The Yearling

The Yearling
Rawlings, Marjorie Kinnan

Title

Title

Title
Author

“9/11 Address to the Nation”

“9/11 Address to the Nation”
Bush, George W.

“A Day that Will Live in Infamy”

“A Day that Will Live in Infamy”
Roosevelt, Franklin

“Ain't I a Woman?”

“Ain't I a Woman?”
Truth, Sojourner

“Blessings of Liberty and Education”

“Blessings of Liberty and Education”
Douglass, Frederick

“Introduction to Poetry”

“Introduction to Poetry”
Collins, Billy

“Parsley”

“Parsley”
Dove, Rita

“The Bells”

“The Bells”
Poe, Edgar Allan

“The Cremation of Sam McGee”

“The Cremation of Sam McGee”
Service, Robert

“The Gift of the Magi”

“The Gift of the Magi”
Henry, O.

“The Raven”

“The Raven”
Poe, Edgar Allen

“The Yellow Wallpaper”

“The Yellow Wallpaper”
Gilman, Charlotte Perkins

“We Real Cool”

“We Real Cool”
Brooks, Gwendolyn

“What Does American Democracy Mean to Me?”

“What Does American Democracy Mean to Me?”
Bethune, Mary McLeod

Anne Frank: Diary of a Young Girl

Anne Frank: Diary of a Young Girl
Frank, Anne

Dr. Jekyll and Mr. Hyde

Dr. Jekyll and Mr. Hyde
Stevenson, Robert Louis

I Will Always Write Back

I Will Always Write Back
Alifirenka, Caitlin, Welch, Liz, Ganda, Martin

Long Walk to Freedom

Long Walk to Freedom
Mandela, Nelson

Rip Van Winkle

Rip Van Winkle
Irving, Washington

Shane

Shane
Schaefer, Jack

Sir Gawain and the Green Knight

Sir Gawain and the Green Knight
Gawain Poet (unknown)

Swiss Family Robinson

Swiss Family Robinson
Wyss, Johann David

Team Moon: How 400,000 People Landed Apollo 11 on the Moon

Team Moon: How 400,000 People Landed Apollo 11 on the Moon
Thimmesh, Catherine

The Call of the Wild

The Call of the Wild
London, Jack

The Chosen

The Chosen
Potok, Chaim

The Hobbit

The Hobbit
Tolkien, J.R.R.

The Princess and the Goblin

The Princess and the Goblin
MacDonald, George

The Wright Brothers: How They Invented the Airplane

The Wright Brothers: How They Invented the Airplane
Freedman, Russell

Things Fall Apart

Things Fall Apart
Achebe, Chinua

To Kill a Mockingbird

To Kill a Mockingbird
Lee, Harper

Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert

Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert
Aronson, Marc

Title

Title

Title
Author

“A Modest Proposal”

“A Modest Proposal”
Swift, Jonathan

"A Very Old Man with Enormous Wings"

"A Very Old Man with Enormous Wings"
Marquez, Gabriel Garcia

“A White Heron”

“A White Heron”
Jewett, Sarah Orne

“Bringing My Son to the Police Station to be Fingerprinted”

“Bringing My Son to the Police Station to be Fingerprinted”
Sky, Shoshauna

“Choice: A Tribute to Dr. Martin Luther King, Jr.”

“Choice: A Tribute to Dr. Martin Luther King, Jr.”
Walker, Alice

“Danger of a Single Story”

“Danger of a Single Story”
Adichie, Chimamanda Ngozi

“I Have a Dream”

“I Have a Dream”
King, Jr., Martin Luther

“Industrial Education for the Negro”

“Industrial Education for the Negro”
Washington, Booker T.

“Letter from Birmingham Jail”

“Letter from Birmingham Jail”
King, Jr., Martin Luther

“Letter to the Grand Duchess in 1615”

“Letter to the Grand Duchess in 1615”
Galilei, Galileo

“Nobel Prize Acceptance Speech 1950”

“Nobel Prize Acceptance Speech 1950”
Faulkner, William

“St Crispin's Day Speech,” Henry V, Act IV Scene iii 18–67

“St Crispin's Day Speech,” Henry V, Act IV Scene iii 18–67
Shakespeare, William

“Speech to the Troops” 1588

“Speech to the Troops” 1588
Elizabeth I

“The Love Song of J. Alfred Prufrock”

“The Love Song of J. Alfred Prufrock”
Eliot, T.S.

“The Talented Tenth”

“The Talented Tenth”
DuBois, W.E.B

1984

1984
Orwell, George

Animal Farm

Animal Farm
Orwell, George

Antigone

Antigone
Anouilh, Jean

Antigone

Antigone
Sophocles

Beowulf

Beowulf
Unknown

Democracy in America

Democracy in America
de Tocqueville, Alexis

Electra

Electra
Sophocles

Finding Mañana: A Memoir of a Cuban Exodus

Finding Mañana: A Memoir of a Cuban Exodus
Ojito, Mirta

Medea

Medea
Euripides

Old Greek Stories

Old Greek Stories
Baldwin, James

Romeo and Juliet

Romeo and Juliet
Shakespeare, William

The Aeneid

The Aeneid
Virgil

The Death of Ivan Ilyich

The Death of Ivan Ilyich
Tolstoy, Leo

The Epic of Gilgamesh

The Epic of Gilgamesh
Unknown

The Hero with a Thousand Faces

The Hero with a Thousand Faces
Campbell, Joseph

The Iliad

The Iliad
Homer

The Lincoln-Douglas Debates 1st Debate

The Lincoln-Douglas Debates 1st Debate
Douglas, Stephen and Lincoln, Abraham

The Odyssey

The Odyssey
Homer

The Prince

The Prince
Machiavelli, Niccolai

Unbroken

Unbroken
Hillenbrand, Laura

●..
10th Grade

10th Grade

10th Grade
11th Grade

12th Grade

Title

Title

Title
Author

“Address to William Henry Harrison”

“Address to William Henry Harrison”
Chief Tecumseh

“Checkers” Speech

“Checkers” Speech
Nixon, Richard

“Constantly Risking Absurdity”

“Constantly Risking Absurdity”
Ferlinghetti, Lawrence

“Cross of Gold” Speech

“Cross of Gold” Speech
Bryan, William Jennings

“Farewell Address”

“Farewell Address”
Washington, George

“Farewell Speech”

“Farewell Speech”
MacArthur, Gen. Douglas

“For the Equal Rights Amendment”

“For the Equal Rights Amendment”
Chisholm, Shirley

“House Divided” Speech

“House Divided” Speech
Lincoln, Abraham

“I Am a Democrat and not a Revolutionist”

“I Am a Democrat and not a Revolutionist”
Hill, Sen. David Bennett

“Not Waving But Drowning”

“Not Waving But Drowning”
Smith, Stevie

“Ozymandias”

“Ozymandias”
Shelley, Percy Bysshe

“Sinners in the Hands of an Angry God”

“Sinners in the Hands of an Angry God”
Edwards, Jonathan

“Thanatopsis”

“Thanatopsis”
Bryant, William Cullen

“The Second Coming”

“The Second Coming”
Yeats, William Butler

“The Story of Pygmalion” from Metamorphoses

“The Story of Pygmalion” from Metamorphoses
Ovid

“What to the Slave Is the Fourth of July?”

“What to the Slave Is the Fourth of July?”
Douglass, Frederick

“What’s Wrong with ‘Equal Rights’ for Women?”

“What’s Wrong with ‘Equal Rights’ for Women?”
Schlafly, Phyllis

2 Samuel

2 Samuel
The Bible

A Raisin in the Sun

A Raisin in the Sun
Hansberry, Lorraine

A Tale of Two Cities

A Tale of Two Cities
Dickens, Charles

Common Sense

Common Sense
Paine, Thomas

Cry, The Beloved Country

Cry, The Beloved Country
Paton, Alan

Fahrenheit 451

Fahrenheit 451
Bradbury, Ray

Frankenstein

Frankenstein
Shelley, Mary

Galatea

Galatea
Miller, Madeline

Land of Hope: An Invitation to the Great American Story

Land of Hope: An Invitation to the Great American Story
McClay, Wilfred M.

Lord of the Flies

Lord of the Flies
Golding, William

Macbeth

Macbeth
Shakespeare, William

Midsummer Night’s Dream

Midsummer Night’s Dream
Shakespeare, William

Of Mice and Men

Of Mice and Men
Steinbeck, John

Prometheus Unbound

Prometheus Unbound
Shelley, Percy Bysshe

Pygmalion

Pygmalion
Shaw, George Bernard

The Autobiography of an Ex-Colored Man

The Autobiography of an Ex-Colored Man
Johnson, James Weldon

The Crucible

The Crucible
Miller, Arthur

The Piano Lesson

The Piano Lesson
Wilson, August

The Red Badge of Courage

The Red Badge of Courage
Crane, Stephen

The Scarlet Letter

The Scarlet Letter
Hawthorne, Nathaniel

The Souls of Black Folk

The Souls of Black Folk
DuBois, W.E.B.

Uncle Tom’s Cabin

Uncle Tom’s Cabin
Stowe, Harriet Beecher

Up from Slavery

Up from Slavery
Washington, Booker T.

Title

Title

Title
Author

“Book IV” of History of the Peloponnesian War

“Book IV” of History of the Peloponnesian War
Thucydides

“Book VII” of Histories

“Book VII” of Histories
Herodotus

“Depart!” from “Book VII” of The Anabasis of Alexander

“Depart!” from “Book VII” of The Anabasis of Alexander
Arrian

“Doctrine of Right” from The Metaphysics of Morals

“Doctrine of Right” from The Metaphysics of Morals
Kant, Immanuel

“Nature”

“Nature”
Emerson, Ralph Waldo

“O Captain, My Captain”

“O Captain, My Captain”
Whitman, Walt

“Pericles Funeral Oration” from “Book II” of History of the Peloponnesian War

“Pericles Funeral Oration” from “Book II” of History of the Peloponnesian War
Thucydides

“Socrates' Apology”

“Socrates' Apology”
Plato

“The Chimney Sweepers” poems from Songs of Innocence and Songs of Experience

“The Chimney Sweepers” poems from Songs of Innocence and Songs of Experience
Blake, William

“Third Philippic”

“Third Philippic”
Demosthenes

“To the Public”

“To the Public”
Garrison, William Lloyd

“We Wear the Mask”

“We Wear the Mask”
Dunbar, Paul

Are Women People?

Are Women People?
Miller, Alice

Billy Budd

Billy Budd
Melville, Herman

Book of Psalms

Book of Psalms
The Bible

Canterbury Tales (Prologue and selected tales)

Canterbury Tales (Prologue and selected tales)
Chaucer, Geoffrey

Confessions of St. Augustine

Confessions of St. Augustine
Augustine of Hippo

Dante's Inferno

Dante's Inferno
Alighieri, Dante

Discourse on Method

Discourse on Method
Descartes, René

Jane Eyre

Jane Eyre
Brontë, Charlotte

Julius Caesar

Julius Caesar
Shakespeare, William

Night

Night
Wiesel, Elie

On Duties

On Duties
Cicero

On the Social Contract

On the Social Contract
Rousseau, Jean-Jacques

One Day in the Life of Ivan Denisovich

One Day in the Life of Ivan Denisovich
Solzhenitsyn, Aleksandr

The Dreamer

The Dreamer
Ryan, Pam Muñoz

The Federalist Papers

The Federalist Papers
Hamilton, Alexander; Madison, James; and Jay, John

The First Philippics of Cicero against Marcus Antonius

The First Philippics of Cicero against Marcus Antonius
Cicero

The Spirit of Laws

The Spirit of Laws
Montesquieu

The Surrender Tree

The Surrender Tree
Engle, Margarita

Two Treatises of Government

Two Treatises of Government
Locke, John

Walden

Walden
Thoreau, Henry David

Title

Title

Title
Author

Crime and Punishment

Crime and Punishment
Dostoevsky, Fyodor

Don Quixote

Don Quixote
Cervantes, Miguel de

Flatland: A Romance of Many Dimensions

Flatland: A Romance of Many Dimensions
Abbott, Edwin A.

Hamlet

Hamlet
Shakespeare, William

Heart of Darkness

Heart of Darkness
Conrad, Joseph

King Lear

King Lear
Shakespeare, William

Life of Julius Caesar

Life of Julius Caesar
Plutarch

Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time

Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time
Sobel, Dava

Pride and Prejudice

Pride and Prejudice
Austen, Jane

Rosencrantz and Guildenstern Are Dead

Rosencrantz and Guildenstern Are Dead
Stoppard, Tom

The Republic

The Republic
Plato

The Twelve Caesars

The Twelve Caesars
Suetonius

Utopia

Utopia
More, Thomas

The poetry of Robert Burns

The poetry of Robert Burns
Burns, Robert

The poetry of Countee Cullen

The poetry of Countee Cullen
Cullen, Countee

The poetry of Emily Dickinson

The poetry of Emily Dickinson
Dickinson, Emily

The poetry of John Donne

The poetry of John Donne
Donne, John

The poetry of Robert Frost

The poetry of Robert Frost
Frost, Robert

The poetry of Langston Hughes

The poetry of Langston Hughes
Hughes, Langston

The poetry of Percy Bysshe Shelley

The poetry of Percy Bysshe Shelley
Shelley, Percy Bysshe

The poetry of Edna St. Vincent Millay

The poetry of Edna St. Vincent Millay
Millay, Edna St. Vincent

The poetry of Phillis Wheatley

The poetry of Phillis Wheatley
Wheatley, Phillis

Literary Periods..
(1200 BCE–455 CE) Classical

(1200 BCE–455 CE) Classical

(1200 BCE–455 CE) Classical
(455 CE–1485 CE) Medieval
(1300–1660) Renaissance

 Focus on Features

 Focus on Features
 Plato Authors
 Starts with a Features
 Author Authors
 New thinking, Features
 Ben Johnson Authors

balance and

balance and
 Socrates
continuation
Unknown

innovation
 Christopher

form  Emphasis on reason vs. irrationality/ chaos

form  Emphasis on reason vs. irrationality/ chaos
 Aristotle  Aesop  Euripides  Aeschylus
of the focus on the epic hero  “Epics” are written in
Beowulf  Author Unknown -Gawain poet
and philosophy  A "rebirth” returning to many of the
Marlowe  Edmund Spenser  John Donne

 Incorporation

 Incorporation
 Sophocles
the
 Author
ideas of the
 John Milton

of myth  Direct expression  Emergence of conventions such as the deus ex

of myth  Direct expression  Emergence of conventions such as the deus ex
 Homer  Sappho  Virgil  Ovid
vernacular and do not follow all of the features of classical epics  Later in the
Unknown - The Nibelungenlied  Dante Alighieri  Geoffrey Chaucer  Geoffrey of
Classical period  Focus on philosophy  Humanistic ideals  Greater
 Miguel de Cervantes  Moliere  Niccolo Machiavelli  Petrarch

machina and

machina and
period, a
Monmouth
reproduction
 Thomas

the chorus  Emphasis on the relationship of man to the gods

the chorus  Emphasis on the relationship of man to the gods
shift in focus to everyday, common people  Dictated memoirs
 Giovanni Boccaccio  Marco Polo  Margery Kempe  Omar Khayyam
and distribution of literature because of invention of the printing
More  William Shakespeare

 Thomas Malory
press ancient texts

 Recovery of

Restoration and 18th Century
Colonial and Early National
Romantic
(1660–1790)
(1600–1830)
(1790–1870)
Features
Authors
Features
Authors
Features
Authors
 A great age

 A great age

 A great age
 John Dryden
 Puritan

Alexander
 Emphasis on
 Alfred Lord

of satire in English literature, including a flowering of comic drama  Revival of

of satire in English literature, including a flowering of comic drama  Revival of
 William Congreve  John Gay  Daniel Defoe  Alexander Pope
influence strongest during first part of period  Largely marked by short prose
  
Hamilton Anne Bradstreet Benjamin Franklin Cotton
imaginative freedom and modern individualism  Experiments with form and style
Tennyson  Brontë Sisters  Charles Dickens  Edgar Allan Poe

classical models (Dryden did a famous translation of The Aeneid, Pope of The Odyssey)  Rise of the

classical models (Dryden did a famous translation of The Aeneid, Pope of The Odyssey)  Rise of the
 Jonathan Swift  Thomas Gray  Samuel Johnson
 Rooted in colonial and early national beliefs  Inspired by cultural, societal, and political forces
   
Mather James Madison Jonathan Edwards Olaudah Equiano Phillis
 Inspired by nature, emotion, and sensibility
 Emily Dickinson  Henry David Thoreau  Jane Austen  John Keats  Nathaniel Hawthorne

novel as a major literary form  Concern over the boundary between

novel as a major literary form  Concern over the boundary between
 Rhetorical devices and persuasive writing techniques  The rise of
 
Wheatley Thomas Paine Washington Irving
 Ralph Waldo Emerson  Walt Whitman  William

reason and

reason and
the short

William
Wordsworth

madness

madness
story as a
Cullen
 Samuel

form
Bryant
Taylor

Coleridge

Realism and Naturalism (1870–1910)

Realism and Naturalism (1870–1910)

Realism and Naturalism (1870–1910)
Modernist (1910–1945)
Contemporary (1945–Present)

Features

Features
Authors
Features
Authors
Features
Authors

 Focus on

 Focus on
 Abraham
 Strong
 e.e.
 Because of
 Adrienne

real life

real life
Lincoln
reactions to
cummings
globalization
Rich

experiences and human frailty  In American Realism,

experiences and human frailty  In American Realism,
 Booker T. Washington  Edith Wharton
established religious, political, and social views
 Ernest Hemingway  F. Scott Fitzgerald
and on-demand printing, the contemporary period is too
 Alice Walker  Anne Sexton  Elizabeth Bishop

focus on

focus on
 Jack London
 Thematic,
 John
broad in
 Eudora Welty

regional

regional
 James
formal and
Steinbeck
scope to be
 Flannery

culture  Emphasis on social commentary

culture  Emphasis on social commentary
Weldon Johnson  Mark Twain  Nelly Bly
stylistic innovation
 Langston Hughes  Richard Wright
defined by common features.
O'Connor  Gwendolyn Brooks  James

 Stephen Crane  Theodore Dreiser  W.E.B. DuBois  Willa Cather
 Robert Frost  Sinclair Lewis  William Faulkner  Zora Neale Hurston  T.S. Eliot
Baldwin  Lorraine Hansberry  Ray Bradbury  Tennessee Williams

Background Knowledge
Florida is committed to helping students build background knowledge, so much so that it is codified in statute. Giving students the opportunity to read nonfiction and literary texts that reinforce and scaffold what they are learning in their content areas will give them the schema to which they can tie new learning.
Civic Literacy Reading List
These civic-focused texts are the source of building background knowledge and vocabulary in the lower .grades and a rich study in rhetoric, reasoning, and argumentation in the upper grades. .They are designed to reinforce civics instruction by providing quality texts to which students can apply .their developing reading and reasoning skills. .
Kindergarten-1st Grade
Title

Title

Title
Author

A Picture Book of Benjamin Franklin

A Picture Book of Benjamin Franklin
Adler, David A.

D is for Democracy: A Citizen’s Alphabet

D is for Democracy: A Citizen’s Alphabet
Grodin, Elissa

George Washington

George Washington
Abraham, Philip

I Pledge Allegiance

I Pledge Allegiance
Martin, Bill Jr. and Sampson, Michael

Just a Few Words, Mr. Lincoln: The Story of the Gettysburg Address

Just a Few Words, Mr. Lincoln: The Story of the Gettysburg Address
Fritz, Jean

Liberty Rising

Liberty Rising
Shea, Pegi Deitz

Red, White, and Blue: The Story of the American Flag

Red, White, and Blue: The Story of the American Flag
Herman, John

Saving the Liberty Bell

Saving the Liberty Bell
McDonald, Megan

The Bald Eagle

The Bald Eagle
Pearl, Norman

The Camping Trip That Changed America: Theodore Roosevelt, John Muir, and our National Parks

The Camping Trip That Changed America: Theodore Roosevelt, John Muir, and our National Parks
Rosenstock, Barb

The Flag We Love

The Flag We Love
Ryan, Pam Munoz

The Liberty Bell

The Liberty Bell
Firestone, Mary

The Star-Spangled Banner

The Star-Spangled Banner
Spier, Peter

The Very First Americans

The Very First Americans
Ashrose, Cara

The White House

The White House
Douglas, Lloyd G.

Woodrow, the White House Mouse

Woodrow, the White House Mouse
Barnes, Peter

2nd-3rd Grade .
Title

Title

Title
Author

A More Perfect Union: The Story of Our Constitution

A More Perfect Union: The Story of Our Constitution
Maestro, Betsy

Eleanor

Eleanor
Cooney, Barbara

Father of the Constitution: A Story about James Madison

Father of the Constitution: A Story about James Madison
Tavoularis, Alex and Mitchell, Barbara

Revolutionary Friends: General George Washington and the Marquis de Lafayette

Revolutionary Friends: General George Washington and the Marquis de Lafayette
Castrovilla, Selene

Susan B. Anthony: Fighter for Freedom and Equality

Susan B. Anthony: Fighter for Freedom and Equality
Slade, Suzanne

The Congress of the United States

The Congress of the United States
Taylor-Butler, Christine

The Declaration of Independence from A to Z

The Declaration of Independence from A to Z
Osornio, Catherine

The Story of the Statue of Liberty

The Story of the Statue of Liberty
Maestro, Betsy and Giulio

The Tuttle Twins and the Miraculous Pencil

The Tuttle Twins and the Miraculous Pencil
Boyack, Connor

The Tuttle Twins Learn About the Law

The Tuttle Twins Learn About the Law
Boyack, Connor

Vote!

Vote!
Christelow, Eileen

We Live Here Too!: Kids Talk About Good Citizenship

We Live Here Too!: Kids Talk About Good Citizenship
Loewen, Nancy

We the Kids: The Preamble to the Constitution of the United States

We the Kids: The Preamble to the Constitution of the United States
Catrow, David

We the People

We the People
Cheney, Lynne

What are the Branches of Government?

What are the Branches of Government?
Matzke, Ann

What is a Government?

What is a Government?
Bedesky, Baron

4th-5th Grade .
Title

Title

Title
Author

Before Columbus: The Americas of 1491

Before Columbus: The Americas of 1491
Mann, Charles C.

Bill of Rights

Bill of Rights
Madison, James

Declaration of Independence

Declaration of Independence
Landau, Elaine

Florida

Florida
Orr, Tamra B.

James Madison: Champion of Liberty and Justice

James Madison: Champion of Liberty and Justice
Kaminski, John

Shh! We're Writing the Constitution

Shh! We're Writing the Constitution
Fritz, Jean

The Bill of Rights

The Bill of Rights
Burgan, Michael

The Constitution

The Constitution
Colman, Warren

The Emancipation Proclamation

The Emancipation Proclamation
Heinrichs, Ann

The Gettysburg Address (1863)

The Gettysburg Address (1863)
Lincoln, Abraham

The Great Seal of the United States

The Great Seal of the United States
DeGezelle, Terri

The Reconstruction Amendments

The Reconstruction Amendments
Burgan, Michael

The U.S. Constitution and You

The U.S. Constitution and You
Sobel, Syl

United States Constitution

United States Constitution
Founding Fathers

What Are the Parts of Government?

What Are the Parts of Government?
Thomas, William David

6th-8th Grade .
Title

Title

Title
Author

A Kids’ Guide to the Bill of Rights: Curfews, Censorship and the 100- Pound Giant

A Kids’ Guide to the Bill of Rights: Curfews, Censorship and the 100- Pound Giant
Krull, Kathleen

Alexander Hamilton: The Outsider

Alexander Hamilton: The Outsider
Fritz, Jean

Democracy

Democracy
Hurwitz, Sue

Explaining America: The Federalist

Explaining America: The Federalist
Wills, Garry

Government and Democracy

Government and Democracy
Ogden, Charlie

Letters from an American Farmer

Letters from an American Farmer
de Crèvecoeur, J. Hector St. John

Lincoln: A Photobiography

Lincoln: A Photobiography
Freedman, Russell

Miracle at Philadelphia: The Story of the Constitutional Convention May-September 1787

Miracle at Philadelphia: The Story of the Constitutional Convention May-September 1787
Bowen, Catherine Drinker

Narrative of the Life of Frederick Douglass

Narrative of the Life of Frederick Douglass
Douglass, Frederick

The Democratic Process

The Democratic Process
Friedman, Mark

The Rights of the Colonists

The Rights of the Colonists
Adams, Samuel

Words We Live By: Your Annotated Guide to the Constitution

Words We Live By: Your Annotated Guide to the Constitution
Monk, Linda R.

Supreme Court Cases..
Brown v. Board of Education (1954)

Brown v. Board of Education (1954)

Brown v. Board of Education (1954)
Marbury v. Madison (1803)

Citizens United v. Federal Election Commission (2010)

Citizens United v. Federal Election Commission (2010)
McCulloch v. Maryland (1819)

Dred Scott v. Sandford (1857)

Dred Scott v. Sandford (1857)
Miranda v. Arizona (1966)

Gideon v. Wainwright (1963)

Gideon v. Wainwright (1963)
Plessy v. Ferguson (1896)

Korematsu v. United States (1944)

Korematsu v. United States (1944)
Schenck v. United States (1919)

Loving v. Virginia (1967)

Loving v. Virginia (1967)

9th-12th Grade .
Title

Title

Title
Author

1838 Florida Constitution

1838 Florida Constitution

Autobiography of Benjamin Franklin

Autobiography of Benjamin Franklin
Franklin, Benjamin

Civil Disobedience

Civil Disobedience
Thoreau, Henry David

Commentaries on the Laws of England

Commentaries on the Laws of England
Blackstone, William

Common Sense

Common Sense
Paine, Thomas

Current Florida Constitution

Current Florida Constitution

Democracy in America

Democracy in America
de Tocqueville, Alexis

English Declaration of Rights

English Declaration of Rights
Parliament of England

Federalist Papers

Federalist Papers
Hamilton, Alexander; Madison, James; and Jay, John

For the Equal Rights Amendment (1969)

For the Equal Rights Amendment (1969)
Chisholm, Shirley

Land of Hope: An Invitation to the Great American Story

Land of Hope: An Invitation to the Great American Story
McClay, Wilfred M.

Letter from Birmingham Jail

Letter from Birmingham Jail
King, Martin Luther Jr.

Leviathan

Leviathan
Hobbes, Thomas

Title

Title

Title
Author

Magna Carta

Magna Carta
King John of England and Archbishop of Canterbury Langton, Stephen

Mayflower Compact

Mayflower Compact
Bradford, William

Notes on the Constitutional Convention

Notes on the Constitutional Convention
Madison, James

Out of Order: Stories from the History of the Supreme Court

Out of Order: Stories from the History of the Supreme Court
O'Connor, Sandra Day

Second Inaugural Address (1865)

Second Inaugural Address (1865)
Lincoln, Abraham

Second Treatise on Government

Second Treatise on Government
Locke, John

Speech to Congress on Voting Rights (1965)

Speech to Congress on Voting Rights (1965)
Johnson, Lyndon

The New Nationalism (1910)

The New Nationalism (1910)
Roosevelt, Theodore

The Republic

The Republic
Plato

The Spirit of the Laws

The Spirit of the Laws
Montesquieu

Virginia Declaration of Rights

Virginia Declaration of Rights
Mason, George

Text Features
Text Feature

Text Feature

Descriptor

Descriptor

Note or Example

Note or Example

Annotation A written note added to a text by way of comment or explanation.
Some texts have multiple appendices. additional content or information at the end of a text.
Appendix

Appendix
A section or table containing

Caption A title or brief explanation added to an article, cartoon, illustration, photograph, or other graphic.
The Florida panther (pictured above) has short, light brown fur.
Chart A visual representation of data or a visual depiction of information.
Footnote A note of reference, explanation, or comment printed at the bottom of a page.
172
Pie charts, like the one below, are often used to convey additional information related to a text’s topic.
Causes of Panther Mortality 1979‐97
7% 3% 12%
9% 5%
Text Feature

Text Feature

Text Feature
Descriptor
Note or Example

Glossary

Glossary
An alphabetized list of pertinent terms with corresponding definitions located at or near the end of a text.

Graph

Graph
A visual representation of data.
A line graph is used to convey additional information relevant to a text’s topic. Florida Panther Population 100 0 1981 1987 1993 1999 2005 Annual Count

Heading

Heading
The title of a section of text that introduces its topic. Headings are also used to divide a larger text into smaller, more focused sections.
Headings are often written in a larger print than other text on the page. Some headings are bold or are printed in a different color.

Illustration

Illustration
A drawing used to emphasize an aspect of the text or to add reader interest.

Photograph

Photograph
A picture taken with a camera that reflects actual objects, settings, or events, and is usually related to the topic of the text.
TD

Figure

Table of Contents

Table of Contents
An outline of chapters or section titles and their corresponding pages in a larger text.

Title

Title
The name of an article, book, or other literary work or document.
The title of a text often identifies or refers to its topic.

Text Structures
Text structure, also referred to as an organizational pattern, refers to how a text is organized. Below are .six common text structures used by authors of expository texts...Note: Some signal words/phrases appear in more than one text structure. .
Text Structure

Text Structure

Text Structure
Descriptor
Signal Words/Phrases
Example

Description

Description
Information is presented in sections that often begin with a central idea and are followed by an elaboration of the features, characteristics, or examples of the subject at hand.
Characteristics of; details; for example; for instance; includes; in particular; specifically; such as; to illustrate.
A story about panthers is organized into four sections, each section describing a different characteristic of a panther.

Problem and

Problem and
Information is conveyed as
An answer to; a
An author addresses the

Solution

Solution
an issue or a problem of concern and solution(s) are proposed or explained.
consequence of; a possible solution to; challenge of; dilemma; in order to solve; issue; problem; question; reason; resolution; resolved.
diminishing panther population by explaining the reasons for the decline, and offering suggestions for improving the species’ survival rate.

Chronological

Chronological
Facts, events, or details are presented in the order in which they occurred in time. * *(not to be confused with sequential)
On, at (date, time); before; earlier; eventually; following; next; not long after; now; presently; previously; prior to; then; recently; simultaneously; soon; until; when.
An author writes an article about the evolutionary history of the Florida panther and organizes significant historical events based on the corresponding year each occurred.

Compare and

Compare and
The similarities and/or
Alike; also; as opposed to;
An author explains how

Contrast

Contrast
differences of two or more people, things, concepts, or ideas are presented.
both; but; comparatively; conversely; different; however; in contrast; instead of; not only; on the other hand; opposite from; same; share; similarly;
to distinguish a panther from a bobcat by providing characteristics shared by each, and emphasizing their distinctive features.

Cause and

Cause and
Information reflects a
As a result; as such;
An article explains the

Effect

Effect
causal relationship. The description of what happened is the effect and the detail(s) related to why it happened is the cause.
because of; cause; consequently; due to; for this reason; led to; since; so; reason; result of; therefore; unless.
effects of increasing construction on the habitats of endangered species.

Sequence

Sequence
Information is presented as a series of instructions or steps in a process.
First; second; third; at once; after; before; during; finally; following; last; next.
An instructional guide provides a detailed explanation of how to assemble a model Florida panther, step- by-step.

Figurative Language
Elementary Figurative Language
Figurative Language

Figurative Language

Figurative Language
Description
Example

alliteration

alliteration
The repetition of usually initial consonant sounds in two or more neighboring words or syllables
Peter Piper picked peppers.

hyperbole

hyperbole
Exaggerated statements or claims not meant to be taken literally
This backpack weighs a ton.

idiom

idiom
An expression that cannot be understood from the meanings of its separate words but must be learned as a whole
Break a leg!

imagery

imagery
Writing about objects, actions, and ideas in such a way that it appeals to our five physical senses
The fresh and juicy orange is very cold and sweet.

metaphor

metaphor
A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar
They have a heart of gold.

onomatopoeia

onomatopoeia
The forming of a word (as “buzz” or “hiss”) in imitation of a natural sound
Bam, whirl, thump, boom

personification

personification
Representing a thing or idea as a person in art, literature
The cupcake is calling my name.

simile

simile
A comparison of two unlike things, often introduced by like or as
The explanation was clear as mud.

Secondary Figurative Language..
Figurative Language

Figurative Language

Figurative Language
Description
Example

alliteration

alliteration
The repetition of usually initial consonant sounds in two or more neighboring words or syllables
“Doubting, dreaming dreams no mortal ever dared to dream before” - "The Raven," Edgar Allan Poe

allusion

allusion
A brief and indirect reference to a person, place, thing, or idea of historical, cultural, literary, or political significance
“The morning wind forever blows, the poem of creation is uninterrupted; but few are the ears that hear it. Olympus is but the outside of the earth everywhere.” Walden, Henry David Thoreau

hyperbole

hyperbole
Exaggerated statements or claims not meant to be taken literally
“At that time Bogota was a remote, lugubrious city where an insomniac rain had been falling since the beginning of the 16th century." -Living to Tell the Tale, Gabriel García Márquez

idiom

idiom
An expression that cannot be understood from the meanings of its separate words but must be learned as a whole
“Old Marley was as dead as a door-nail.” -A Christmas Carol, Charles Dickens

imagery

imagery
Writing about objects, actions, and ideas in such a way that it appeals to our five physicalsenses
“Or sinking as the light wind lives or dies; And full-grown lambs loud bleat from hilly bourn; Hedge-crickets sing; and now with treble soft The redbreast whistles from a garden-croft, And gathering swallows twitter in the skies.” -“To Autumn,” John Keats

meiosis (understatement)

meiosis (understatement)
The presentation of a thing with underemphasis especially in order to achieve a greater effect; understatement
"Ay, ay, a scratch, a scratch.” -Mercutio after he is mortally wounded by Tybalt -Romeo and Juliet, Shakespeare

metaphor

metaphor
A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar
“Our words are but crumbs that fall down from the feast of the mind.” -Sand and Foam, Khalil Gibran

onomatopoeia

onomatopoeia
The forming of a word (as “buzz” or “hiss”) in imitation of a natural sound
“Keeping time, time, time, In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bells— From the jingling and the tinkling of the bells.” -“The Bells,” Edgar Allan Poe

personification

personification
Representing a thing or idea as a person in art, literature
“Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality.” - “Because I could not stop for Death,” Emily Dickinson

simile

simile
A comparison of two unlike things, often introduced by like or as
“In the eastern sky there was a yellow patch like a rug laid for the feet of the coming sun . . .” - “The Red Badge of Courage,” Stephen Crane

Rhetoric
Rhetorical Devices
Device

Device

Device
Description
Example

Antithesis

Antithesis
the rhetorical contrast of ideas
“It was the best of times, it was the worst of times, it was

an-ˈti-thә-sәs

an-ˈti-thә-sәs
by means of parallel arrangements of words, clauses, or sentences
the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way.” A Tale of Two Cities, Charles Dickens

Asyndeton ә-ˈsin-dә-ˌtän

Asyndeton ә-ˈsin-dә-ˌtän
omission of the conjunctions that ordinarily join coordinate words or clauses
“I came; I saw; I conquered.” Julius Caesar, William Shakespeare

Chiasmus

Chiasmus
an inverted relationship
“In his face

kī-ˈaz-mәs

kī-ˈaz-mәs
between the syntactic elements of parallel phrases
Divine compassion visibly appeerd Love without end, and without measure Grace” Paradise Lost, John Milton

Irony

Irony
the use of words to express something other than and especially the opposite of the literal meaning
“Go ask his name: if he be married. My grave is like to be my wedding bed.” Romeo and Juliet, William Shakespeare

Metonymy

Metonymy
a figure of speech consisting
“The pen is mightier than the sword.” Edward Bulwer

mә-ˈtä-nә-mē

mә-ˈtä-nә-mē
of the use of the name of one thing for that of another of which it is an attribute or with which it is associated
Lytton

Rhetorical

Rhetorical
a statement made in the form
“To be or not to be—that is the question.

question

question
of a question with no expectation of an answer
Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?” Hamlet, William Shakespeare

Synecdoche

Synecdoche
a figure of speech by which a
“I had not intended to love him; the reader knows I had

sә-ˈnek-dә-

sә-ˈnek-dә-
part is put for the whole
wrought hard to extirpate from my soul the germs of love

(ˌ)kē

(ˌ)kē
there detected; and now, at the first renewed view of him, they spontaneously arrived, green and strong! He made me love him without looking at me.” Jane Eyre, Charlotte Brontë -

Zeugma

Zeugma
the use of a word to modify or
“Miss Bolo…went home in a flood of tears and a sedan

ˈzüg-mә

ˈzüg-mә
govern two or more words usually in such a manner that it applies to each in a different sense or makes sense with only one
chair.” Pickwick Papers, Charles Dickens

Rhetorical Appeals .
Rhetoric

Rhetoric

Rhetoric
Descriptor
Example

Ethos

Ethos
An appeal to credibility, ethics, or moral principles
A text written to encourage support for the protection of the Florida panther features an interview with a renowned biologist who is an expert on endangered species.

Kairos

Kairos
An appeal to time or place
A text written to evoke haste in responding to the declining Florida panther population discusses the implication of panther mortality rates.

Logos

Logos
An appeal to logic or reason
A text incorporates sound reasoning supported by the citation of relevant statistics in order to attract monetary support for legislation proposed to protect endangered species.

Pathos

Pathos
An appeal to emotion
A text includes the use of vivid, emotive language, intended to incite intense feeling in a reader regarding the destruction of the Florida panther’s natural habitat.

Archetypes
Character Archetypes
Archetype

Archetype

Archetype
Motivation
Descriptors
Example

The Everyman

The Everyman
Connect with others
The good old boy, regular guy/girl, the person next door, the working stiff, the solid citizen, the good neighbor, the silent majority
Dr. John Watson from The Adventures of Sherlock Holmes

The Jester

The Jester
The fool, trickster, joker, practical joker, comedian
Tigger from The House at Pooh Corner

The Lover

The Lover
The partner, friend, intimate, enthusiast, sensualist, spouse, team-builder
Romeo from Romeo and Juliet

The Hero

The Hero
Leave a mark on the world
The warrior, crusader, rescuer, superhero, the soldier, dragon slayer, the winner, the team player
Aragorn from Lord of the Rings

The Magician

The Magician
The visionary, catalyst, inventor, charismatic leader, shaman, healer, medicine man
Merlin from The Sword and the Stone

The Rebel

The Rebel
The rebel, revolutionary, wild man, the misfit, iconoclast
Viktor Frankenstein in Frankenstein

The Caregiver

The Caregiver
Provide structure to the world
The saint, altruist, parent, helper, supporter
"Marmee" March from Little Women

The Creator/Artist

The Creator/Artist
The artist, inventor, innovator, musician, writer, dreamer
Pippi Longstocking from Pippi Longstocking

The Ruler

The Ruler
The boss, leader, aristocrat, king, queen, politician, role model, manager, administrator
Macbeth from Macbeth

The Explorer

The Explorer
Yearn for paradise
The seeker, iconoclast, wanderer, individualist, pilgrim
James from James and the Giant Peach

The Innocent

The Innocent
He or she is inexperienced, with manyweaknesses, and seeks safety with others
Dorothy from The Wonderful Wizard of Oz

The Sage

The Sage
The expert, scholar, detective, advisor, thinker, philosopher, academic, researcher, thinker, planner, professional, mentor, teacher, contemplative
Mary Poppins from Mary Poppins

Setting/Situation Archetypes .
Archetype Setting/Situation

Archetype Setting/Situation

Archetype Setting/Situation
Description

The Garden

The Garden
A place of purity; cultivation

The Forest

The Forest
Represents fertility, home of the Great Mother, symbolically primitive

A Tree

A Tree
Represents life and knowledge

A Cave

A Cave
Turning inward; deep down where a character delves into himself, becomes invisible

A Mountain

A Mountain
The highest peak; place to gain greatest insight

A River

A River
A place of reflection or rebirth; crossing borders or new territory

The Sea

The Sea
Vast, alien, chaotic, dangerous; waves may symbolize measures of time and represent eternity or infinity

An Island

An Island
A place of isolation; a small world unto itself; microcosm

Battle of Good and Evil

Battle of Good and Evil
Good ultimately triumphs

Death and Rebirth

Death and Rebirth
Shows the circle of life

Innate Wisdom vs. Educated Stupidity

Innate Wisdom vs. Educated Stupidity
A character will have intuition and knowledge that is better than those in charge

The Initiation

The Initiation
A character matures and takes responsibility

The Journey

The Journey
The hero confronts trials along the way

The Quest

The Quest
The search for someone or something

The Task

The Task
Something that must be done

The Small Town

The Small Town
This is where everyone knows everyone and judges them, so it represents intolerance

Symbol Archetypes..
Archetype Symbol

Archetype Symbol

Archetype Symbol
Description

River

River
Life, flow of time

Wheel

Wheel
A complete cycle

Water

Water
Purification

Rising Sun

Rising Sun
Birth, beginning

Setting Sun

Setting Sun
Death, ending

Circle

Circle
Unity

Snake

Snake
Evil

Light

Light
Hope, renewal

Dark

Dark
Despair, ignorance

Fire

Fire
Knowledge, rebirth

Types of Logical Reasoning .
Deductive

Deductive

Deductive
Inductive
Abductive

Characteristics:

 Begins with a premise  Uses a given fact or set of facts to deduce other facts  Does not provide new information  Follows a pattern, “if this is true, then this is also true”  Begins with the general and moves to the specific

 Begins with a premise  Uses a given fact or set of facts to deduce other facts  Does not provide new information  Follows a pattern, “if this is true, then this is also true”  Begins with the general and moves to the specific
 Begins with a specific observation and applies to a broad conclusion
 Begins with a pattern or a trend  Uses a pattern to extrapolate information consistent with the given pattern  Begins with the specific and moves to generalize

Examples:

Premise: Whales are mammals. Fact: A beluga is a type of whale. Conclusion: A beluga is a mammal.

Premise: Whales are mammals. Fact: A beluga is a type of whale. Conclusion: A beluga is a mammal.
Observation: The bakery across the street always has a line out the door. Conclusion: The bakery sells delicious treats.
Pattern: My grandparents all have grey hair. Conclusion: All elderly people have grey hair.

Fallacies in Reasoning (Informal) Logical fallacies are errors found in the reasoning of an argument. The errors are often in the form of invalid arguments or are irrelevant or flawed points that undermine or weaken the argument. The table below contains descriptions and examples of several common logical fallacies.
Type

Type

Type
Description
Example in Literature

Ad hominem

Ad hominem
An attack on or criticism of someone’s character rather than the logic or content of the argument
“Excessive pride and envy have destroyed Jean-Jacques, my illustrious philosopher. That monster dares speak of education!” -Voltaire to d’Alembert, June 17, 1762.

Ad populum

Ad populum
Also referred to as the “bandwagon fallacy;” appeals to the popularity of a practice or concept as a method of persuasion
“Do you not consider yourself already refuted, Socrates, when you put forward views that nobody would accept? Why, ask anyone present!” -Gorgias, Plato, 380 BC

Hasty

Hasty
A general statement or conclusion that is
“Danforth, finishing the reading: ‘…You

Generalization

Generalization
made without sufficient evidence
have no legal training, Mr. Corey?’ Giles, very pleased: ‘I have the best, sir - I am thirty-three time in court in my life. And always plaintiff, too.’ Danforth: ‘Oh, then you’re much put-upon.’ -Act III, The Crucible, Arthur Miller

Red Herring

Red Herring
A tactic that is used to distract from an argument by avoiding key issues or ignoring opposing views
“I have found that there are so many deserving stenographers and secretaries in Washington that needed the work that I just didn't feel it was right to put my wife on the pay roll. My wife sitting over there. She is a wonderful stenographer. She used to teach stenography and she used to teach shorthand in high school. That was when I met her. And I can tell you folks that she has worked many hours on Saturdays and Sundays in my office, and she has done a fine job, and I am proud to say tonight that in the s

Slippery Slope

Slippery Slope
A conclusion based on the premise, “if this, then that” Often, the assembly of a causal chain of events that result in an unlikely or extreme outcome
“What we see in El Salvador is an attempt to destabilize the entire region and eventually move chaos and anarchy toward the American border.” “Address to the Nation on United States Policy in Central America,” Ronald Reagan, May 9, 1984.

Type

Type

Type
Description
Example in Literature

Strawman

Strawman
The oversimplification of and subsequent attack on the viewpoint of another or the misrepresentation of the viewpoint of another
“It was a little cocker spaniel dog in a crate that he’d sent all the way from Texas. Black and white spotted. And our little girl—Tricia, the 6-year-old—named it Checkers. And you know, the kids, like all kids, love the dog and I just want to say this right now, that regardless of what they say about it, we’re gonna keep it.” “Checker’s Speech,” Richard Nixon, September 23, 1952.

False Analogy

False Analogy
An analogy that incorrectly connects two things based on other shared characteristics
“I must frame the argument like this: if his position is furthered, his character will fulfill these predictions. And therefore we should liken him to a serpent’s egg—once it has hatched, it becomes dangerous, like all serpents. Thus we must kill him while he’s still in the shell.” Julius Caesar, William Shakespeare, 1599.

Circular Reasoning

Circular Reasoning
The use of an argument’s conclusion as a premise for proving the argument (assuming what it is attempting to prove)
“There’s ne’er a villain dwelling in all Denmark / But he’s an arrant knave.” Hamlet, William Shakespeare, 1600.

Non sequitur

Non sequitur
A conclusion or reply that does not follow the previous statement in a logical manner
“Comrades!' he cried. 'You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers. The whole management and organisation of this farm depend on us. Day and night we are watching over you

Appendix C: Communication
Communicating through Writing
Writing Types Narrative Writing is a type of composition that tells a story, the elements of which may be fiction or nonfiction. Narration of the story may take various forms (first, second, third person, etc.). The story events may be presented sequentially or in an order that stimulates reader interest. Narrative writing includes the writer’s use of genre-specific elements, including but not limited to: characterization through dialogue, vivid description, sensory details, foreshadowing, and flashback.
Note: Narrative elements as described above are introduced to students within the grade-appropriate .narrative writing standards...Non-Exhaustive List of Examples: Autobiography/Biography including Memoir; Epic; Folktale; .Historical Account; Myth; Novel; Play; Short Story; Speech. .
Argumentative Writing is a type of composition in which the author presents a reasoned, logical argument .supported by evidence, often with the intention of changing the reader’s perspective, or appealing to the..reader to accept the writer’s belief about an issue, problem, or concept. In literary argumentation, the writer..may support claims that evaluate the value or meaning of a literary work. In any form of argumentation, the..writer defends a position with evidence from sources relative to the text(s)
Note: In grades K-5, the term “opinion” refers to the evolving form of argument...Non-Exhaustive List of Examples: Appeals; Editorials; Essays; Letters; Literary Analyses; Proposals; .Speeches...
Expository Writing is a type of composition in which the writer seeks to present or report on information .accurately for the purpose of improving the reader’s understanding of an issue, problem, or concept. In .expository writing, the writer uses a variety of techniques to convey information, including the use of an..organizational structure appropriate to the subject. The writer may compare and/or contrast concepts, list, .name, describe, or define different parts for the reader, or incorporate relevant a
Note: Students’ proficient use of organizational structures in expository writing is introduced beginning in .Grade 4, in alignment with the progression of Reading Informational Text Standards (R.2.1⎯2.4)...Non-Exhaustive List of Examples: Comparative Analyses; Historical Reports; Manuals; Magazine and/or..
Newspaper Articles; Memorandums; Research and/or Scientific Reports...
Narrative Techniques Narrative techniques refer to the methods writers use to tell a story, deliver content, or convey a message. Narrative techniques are distinguished from literary elements as they are not all specific to literary text.
Technique

Technique

Technique
Descriptor
Note

Description

Description
The details a writer uses to convey a message or develop literary elements
Description includes (but is not limited to) sensory details, literal and figurative language.

Dialogue

Dialogue
A conversation between two or more characters
Dialogue can be used for multiple purposes including the advancement a plot or development a character.

Flashback

Flashback
A writing technique used to alter time in order to convey a past event or significant occurrence
While many instances of flashback are incorporated overtly, some uses are more subtle, requiring inferential readership.

Foreshadowing

Foreshadowing
A writing technique used to subtly suggest or indicate something ahead of time in a text
Foreshadowing is commonly used to create suspense and/or advance the plot of a story.

Juxtaposition

Juxtaposition
A writer’s side by side placement of two descriptions, ideas, characters, actions, or events in a text
Authors use juxtaposition to compare and/or contrast elements within a text.

Narration

Narration
The method(s) used to tell a story
The provided descriptor is only one function of narration. Narration can serve multiple purposes, including the advancement of a plot or development of a character.

Pacing

Pacing
The methods or strategies a writer uses to advance a plot or create tension, mood, and/or tone in a text
Pacing techniques cut across genres and therefore serve varying purposes, for example: a speech writer may utilize pacing by incorporating intentional breaks and emphatic phrasing.

Perspective

Perspective
The view of a text and/or its elements, as created by a writer
Perspective is to be distinguished from narrator point of view.

Stream of Consciousness

Stream of Consciousness
A method of narration in which writing is organized around the internal thoughts of the narrator
Stream of consciousness is less structured than interior monologue. Stream of consciousness can be written from various points of view (first person, third person, etc.).

Elaborative Techniques .Sample detail: Pythons are an invasive species causing many problems...
Type of Elaboration

Type of Elaboration

Type of Elaboration
Example

Example - provide more specific information about the detail to illustrate the detail

Example - provide more specific information about the detail to illustrate the detail
For instance, pythons have reduced several populations of small mammals like the raccoon and eradicated animals like the marsh rabbit.

Definition – provide meaning of an unfamiliar word or concept

Definition – provide meaning of an unfamiliar word or concept
An invasive species is an organism that causes ecological or economic harm in a new environment where it is not native.

Statistic & Data – the numbers or data that support the detail

Statistic & Data – the numbers or data that support the detail
According to “How Have Invasive Pythons Impacted Florida’s Ecosystem,” a study in 2012 showed an 87.5% drop in the population of bobcats since 1997 as a result of pythons inhabiting Everglades National Park.

Quote or Citation – using the exact words of a text

Quote or Citation – using the exact words of a text
In the text “How Have Invasive Pythons Impacted Florida’s Ecosystem,” “Non-native Burmese pythons have established a breeding population in South Florida and are one of the most concerning invasive species in Everglades National Park.”

Paraphrase – use your own words to summarize a portion of a text

Paraphrase – use your own words to summarize a portion of a text
The USGS presented a study in 2012 showing an 87.5% drop in the population of bobcats since 1997 as a result of pythons inhabiting the Everglades National Park.

Facts - give specific information that can be proven

Facts - give specific information that can be proven
As an invasive species in the United States, Burmese pythons are widely distributed in Everglades National Park.

Description – a way to create vivid images for the reader

Description – a way to create vivid images for the reader
An apex predator, Burmese pythons are wreaking havoc on the ecosystem with their ability to consume prey larger than themselves due to their unhinged jaw.

Explanation - explain the detail by thinking about who, what, where, how, why

Explanation - explain the detail by thinking about who, what, where, how, why
Pythons have shown the ability to adapt to cooler climates, causing some scientists to fear that they might spread to regions north of the Everglades even making it as far as Georgia.

Personal Anecdote – a short story that makes a point

Personal Anecdote – a short story that makes a point
When visiting Everglades National Park last summer, I viewed a film showing a python eating even an alligator. The park ranger said that the python is an eating machine leaving few animals off its menu, including bobcat, deer, and alligator.

Oral Communication .Elementary Oral Communication Rubric .
Standard

Standard

Standard
Emergent
Approaching Student presents information orally with occasional attempts at appropriate posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation is inconsistent. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents with occasional use of appropriate pacing; pausing occasionally for punctuation and speaking at an inconsistent rate that best facilitates comprehension by the audience.
Proficient
Mastery

ELA.5.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

ELA.5.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Student presents information orally without appropriate posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation lacks clear enunciation. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents without use of appropriate pacing; without pausing for punctuation and speaking at a rate that inhibits comprehension by the audience.
Student presents information orally with inconsistent posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation is clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents with inconsistent use of appropriate pacing; pausing inconsistently for punctuation and speaking at a consistent rate that best facilitates comprehension by the audience.
Student presents information orally employing appropriate posture, tone, expressive delivery, focus on the audience, and facial expressions. Student's pronunciation is clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation. Student presents with appropriate pacing; pausing for punctuation and speaking at a rate that best facilitates comprehension by the audience.

Standard

Standard

Standard
Emergent
Approaching Student presents
Proficient
Mastery

ELA.4.C.2.1

ELA.4.C.2.1
Student presents
Student presents
Student presents

Present

Present
information
information orally
information orally
information

information

information
without
with occasional
with inconsistent
orally employing

orally, in a

orally, in a
appropriate
attempts at
posture, tone,
appropriate

logical

logical
posture, tone,
appropriate
expressive delivery,
posture, tone,

sequence,

sequence,
expressive
posture, tone,
focus on the
expressive

using

using
delivery, focus on
expressive
audience, and facial
delivery, focus on

nonverbal

nonverbal
the audience, and
delivery, focus on
expressions.
the audience, and

cues,

cues,
facial expressions.
the audience, and
Student's
facial

appropriate

appropriate
Student's
facial expressions.
pronunciation is
expressions.

volume, and

volume, and
pronunciation
Student's
inconsistently
Student's

clear

clear
lacks clear
pronunciation is
enunciated. A
pronunciation is

pronunciation.

pronunciation.
enunciation. A student’s speech impediment should not be considered as impeding clear pronunciation.
inconsistent. A student’s speech impediment should not be considered as impeding clear pronunciation.
student’s speech impediment should not be considered as impeding clear pronunciation.
clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation.

ELA.3.C.2.1

ELA.3.C.2.1
Student presents
Student presents
Student presents
Student presents

Present

Present
information
information with
information orally
information

information

information
without
occasional attempts
with inconsistent
orally employing

orally, in a

orally, in a
appropriate
at appropriate
posture, tone and
appropriate

logical

logical
posture, tone and
posture, tone and
expressions
posture, tone and

sequence,

sequence,
expressions.
expressions.
appropriate to the
expressions.

using

using
Student's
Student's
content. Student's
Student's

nonverbal

nonverbal
pronunciation
pronunciation is
pronunciation is
pronunciation is

cues,

cues,
lacks clear
unclear or
inconsistently
clearly

appropriate

appropriate
enunciation. A
inconsistent. A
enunciated. A
understood and

volume, and

volume, and
student’s speech
student’s speech
student’s speech
enunciated. A

clear

clear
impediment
impediment should
impediment should
student’s speech

pronunciation.

pronunciation.
should not be considered as impeding clear pronunciation.
not be considered as impeding clear pronunciation.
not be considered as impeding clear pronunciation.
impediment should not be considered as impeding clear pronunciation.

Standard

Standard

Standard
Emergent
Approaching Student presents
Proficient
Mastery

ELA.2.C.2.1

ELA.2.C.2.1
Student presents
Student presents
Student presents

Present

Present
information orally
information orally
information orally
information

information

information
without complete
with occasional
with inconsistent use
orally using

orally using

orally using
sentences and a
attempts at
of complete
complete

complete

complete
volume
complete sentences
sentences and a
sentences and a

sentences,

sentences,
inappropriate to
and a volume
volume appropriate
volume

appropriate

appropriate
content and
appropriate to
to content and
appropriate to

volume, and

volume, and
audience.
content and
audience. Student's
content and

clear

clear
Student's
audience. Student's
pronunciation is
audience.

pronunciation.

pronunciation.
pronunciation lacks clear enunciation. A student’s speech impediment should not be considered as impeding clear pronunciation.
pronunciation is inconsistent. A student’s speech impediment should not be considered as impeding clear pronunciation.
inconsistently enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation.
Student's pronunciation is clearly understood and enunciated. A student’s speech impediment should not be considered as impeding clear pronunciation.

ELA.1.C.2.1

ELA.1.C.2.1
Student presents
Student presents
Student presents
Student presents

Present

Present
information orally
information orally
information orally
information

information

information
without complete
with occasional
with inconsistent use
orally using

orally using

orally using
sentences and a
attempts at
of complete
complete

complete

complete
volume
complete sentences
sentences and a
sentences and a

sentences and

sentences and
appropriate to
and a volume
volume appropriate
volume

appropriate

appropriate
content and
appropriate to
to content and
appropriate to

volume.

volume.
audience.
content and audience.
audience.
content and audience.

ELA.K.C.2.1

ELA.K.C.2.1
Student presents
Student presents
Student presents
Student presents

Present

Present
information orally
information orally
information orally
information

information

information
without complete
with occasional
with inconsistent use
orally using

orally using

orally using
sentences.
attempts at
of complete
complete

complete

complete
complete
sentences.
sentences.

sentences.

sentences.
sentences.

Secondary Oral Communication Rubric .
Standard

Standard

Standard
Emergent
Approaching Student
Proficient
Mastery

ELA.12.C.2.1

ELA.12.C.2.1
Student
Student
Student

Present

Present
demonstrates a
demonstrates a
demonstrates
demonstrates

information

information
below basic level
basic level of
beyond a basic
expertise on the

orally, with a

orally, with a
of knowledge
knowledge
level of
subject matter,

logical

logical
relative to subject
relative to subject
knowledge
elaborating to

organization,

organization,
matter. Delivery
matter. An
relative to the
advance the

coherent focus,

coherent focus,
of content is
organizational
subject matter,
audience's

and credible

and credible
difficult to follow
structure is
elaborating when
understanding of

evidence, while

evidence, while
and/or lacks an
evident but may
necessary.
the content

employing

employing
organizational
not be focused or
Student employs
presented.

effective

effective
structure.
appropriately
a logical
Organization of

rhetorical

rhetorical
Evidence is
suited to the task.
organization,
subject matter and

devices where

devices where
absent, minimal,
Evidence
coherent focus,
content delivery

appropriate.

appropriate.
or irrelevant to the task. Rhetorical devices are absent or weaken the audience's understanding of the subject matter.
incorporated lacks credibility and/or may not be sufficient in supporting the task. Rhetorical devices are evident but lack effectiveness or are inconsistently incorporated.
and adapts content delivery methods to be relevant to the audience. Credible evidence is incorporated adequately to support the task and student employs effective rhetorical devices where appropriate.
methods are strategically focused, and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Rhetorical devices are smoothly integrated and enhance the audience's understanding of the subject matter.

Standard

Standard

Standard
Emergent
Approaching Student
Proficient
Mastery

ELA.11.C.2.1

ELA.11.C.2.1
Student
Student
Student

Present

Present
demonstrates a
demonstrates a
demonstrates
demonstrates

information

information
below basic level
basic level of
beyond a basic
expertise on the

orally, with a

orally, with a
of knowledge
knowledge
level of
subject matter,

logical

logical
relative to subject
relative to subject
knowledge
elaborating to

organization,

organization,
matter. Delivery
matter. An
relative to the
advance the

coherent focus,

coherent focus,
of content is
organizational
subject matter,
audience's

and credible

and credible
difficult to follow
structure is
elaborating when
understanding of

evidence, while

evidence, while
and/or lacks an
evident but may
necessary.
the content

employing

employing
organizational
not be focused or
Student employs
presented.

effective

effective
structure.
appropriately
a logical
Organization of

rhetorical

rhetorical
Evidence is
suited to the task.
organization,
subject matter and

devices where

devices where
absent, minimal,
Evidence
coherent focus,
content delivery

appropriate.

appropriate.
or irrelevant to the task. Rhetorical devices are absent or weaken the audience's understanding of the subject matter.
incorporated lacks credibility and/or may not be sufficient in supporting the task. Rhetorical devices are evident but lack effectiveness or are inconsistently incorporated.
and adapts content delivery methods to be relevant to the audience. Credible evidence is incorporated adequately to support the task and student employs effective rhetorical devices where appropriate.
methods are strategically focused and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Rhetorical devices are smoothly integrated and enhance the audience's understanding of the subject matter.

Standard

Standard

Standard
Emergent
Approaching Student
Proficient
Mastery

ELA.10.C.2.1

ELA.10.C.2.1
Student
Student
Student

Present

Present
demonstrates a
demonstrates a
demonstrates
demonstrates

information

information
below basic level
basic level of
beyond a basic
expertise on the

orally, with a

orally, with a
of knowledge
knowledge
level of
subject matter,

logical

logical
relative to subject
relative to subject
knowledge
elaborating to

organization

organization
matter. Delivery
matter. An
relative to subject
advance the

and coherent

and coherent
of content is
organizational
matter,
audience's

focus, with

focus, with
difficult to follow
structure is
elaborating when
understanding of

credible

credible
and/or lacks an
evident but may
necessary.
the content

evidence,

evidence,
organizational
not be focused or
Student employs
presented.

creating a clear

creating a clear
structure.
appropriately
a logical
Organization of

perspective.

perspective.
Evidence is absent, minimal, or irrelevant to the task. Oral presentation techniques are ineffective or weaken the audience's understanding of the content.
suited to the task. Evidence incorporated lacks credibility and/or may not be sufficient in supporting the task. Oral presentation techniques offer an incomplete or uneven understanding of the content.
organization, coherent focus, and adapts content delivery methods to be relevant to the audience. Credible evidence is incorporated adequately to support the task. Oral presentation techniques provide a clear understanding of the content.
subject matter and content delivery methods are strategically focused and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Oral presentation techniques provoke insight and provide a clear understanding of the content.

Standard

Standard

Standard
Emergent
Approaching Student
Proficient
Mastery

ELA.9.C.2.1

ELA.9.C.2.1
Student
Student
Student

Present

Present
demonstrates a
demonstrates a
demonstrates
demonstrates

information

information
below basic level
basic level of
beyond a basic
expertise on the

orally, with a

orally, with a
of knowledge
knowledge
level of
subject matter,

logical

logical
relative to subject
relative to subject
knowledge
elaborating to

organization

organization
matter. Delivery
matter. An
relative to subject
advance the

and coherent

and coherent
of content is
organizational
matter,
audience's

focus, with

focus, with
difficult to follow
structure is
elaborating when
understanding of

credible

credible
and/or lacks an
evident but may
necessary.
the content

evidence,

evidence,
organizational
not be focused or
Student employs
presented.

creating a clear

creating a clear
structure.
appropriately
a logical
Organization of

perspective.

perspective.
Evidence is absent, minimal, or irrelevant to the task. Oral presentation techniques are ineffective or weaken the audience's understanding of the content.
suited to the task. Evidence incorporated lacks credibility and/or may not be sufficient in supporting the task. Oral presentation techniques offer an incomplete or uneven understanding of the content.
organization, coherent focus, and adapts content delivery methods to be relevant to the audience. Credible evidence is incorporated adequately to support the task. Oral presentation techniques provide a clear understanding of the content.
subject matter and content delivery methods are strategically focused and responsive to address the needs of the audience. Effective selection and thorough integration of credible evidence strongly supports the task. Oral presentation techniques provoke insight and provide a clear understanding of the content.

Standard

Standard

Standard
Emergent
Approaching
Proficient
Mastery

ELA.8.C.2.1

ELA.8.C.2.1
Student
Student
Student
Student

Present

Present
demonstrates a
demonstrates a
demonstrates
demonstrates

information

information
below basic level
basic level of
beyond a basic
expertise on the

orally, in a

orally, in a
of knowledge
knowledge
level of
subject matter,

logical

logical
relative to subject
relative to subject
knowledge
elaborating to

sequence,

sequence,
matter. Student
matter. Student
relative to subject
advance the

supporting the

supporting the
employment of
employment of
matter,
audience's

central idea with

central idea with
nonverbal cues is
nonverbal cues is
elaborating when
understanding of

credible

credible
below grade level.
approaching grade
necessary.
the content

evidence.

evidence.
Content is not delivered in an identifiable sequence. The central idea may be evident but supporting evidence is absent, incredible, or integrated arbitrarily.
level. Content is delivered in an identifiable sequence that may not be appropriately suited to the task. The central idea is identifiable and supporting evidence is credible but may be uneven or insufficient in achieving a purpose.
Student demonstrates adequate command of nonverbal cues. Content is delivered in a recognizable sequence that is appropriate to the purpose and task. The central idea is easily identifiable and adequately supported by sufficient evidence from credible source(s).
presented. Student demonstrates exceptional command of nonverbal cues. Content is delivered in a recognizable sequence that is exceptionally aligned to the purpose and task. The central idea, implicit or explicit, is thoroughly supported by smoothly integrated, sufficient evidence from credible source(s).

Standard

Standard

Standard
Emergent
Approaching
Proficient
Mastery

ELA.7.C.2.1

ELA.7.C.2.1
Student
Student
Student
Student

Present

Present
demonstrates a
demonstrates a
demonstrates
demonstrates

information

information
below basic level
basic level of
beyond a basic
expertise on the

orally, in a

orally, in a
of knowledge
knowledge
level of
subject matter,

logical

logical
relative to subject
relative to subject
knowledge
elaborating to

sequence,

sequence,
matter. Student
matter. Student
relative to subject
advance the

emphasizing

emphasizing
employment of
employment of
matter,
audience's

key points that

key points that
nonverbal cues is
nonverbal cues is
elaborating when
understanding of

support the

support the
below grade level.
approaching grade
necessary.
the content

central idea.

central idea.
Content is not delivered in an identifiable sequence. The central idea may be evident but key points are absent or minimally emphasized.
level. Content is delivered in an identifiable sequence that may not be appropriately suited to the task. The central idea is identifiable but key points are uneven or inconsistently emphasized.
Student demonstrates adequate command of nonverbal cues. Content is delivered in a recognizable sequence that is appropriate to the purpose and task. The central idea is identifiable and key points are emphasized to adequately support it.
presented. Student demonstrates exceptional command of nonverbal cues. Content is delivered in a recognizable sequence that is exceptionally aligned to the purpose and task. The central idea, implicit or explicit, is thoroughly supported by the effective selection and consistent emphasis of key points.

Standard

Standard

Standard
Emergent
Approaching Content is
Proficient
Mastery

ELA.6.C.2.1

ELA.6.C.2.1
Content is not
Content is
Content is delivered

Present

Present
delivered in an
delivered in an
delivered in a
in a recognizable

information

information
identifiable
identifiable
recognizable
sequence that is

orally, in a

orally, in a
sequence.
sequence that may
sequence that is
exceptionally

logical

logical
Nonverbal cues
not be
appropriate to the
aligned to the

sequence, using

sequence, using
employed are
appropriately
purpose and task.
purpose and task.

nonverbal cues,

nonverbal cues,
below grade level,
suited to the task.
Student
Student

appropriate

appropriate
voice projection is
Student
demonstrates
demonstrates

volume, clear

volume, clear
ineffective,
employment of
adequate
exceptional

pronunciation,

pronunciation,
pronunciation may
nonverbal cues is
command of
command of

and appropriate

and appropriate
indicate a
approaching grade
nonverbal cues.
nonverbal cues.

pacing.

pacing.
deficiency in the understanding of phonics rules. Pacing, either too fast or too slow, inhibits the audience's attention and/or understanding.
level. Voice projection and/or pronunciation may be insufficient in conveying information. Minor adjustments to pacing would improve the audience's attention and/or understanding of content.
Voice projection and/or pronunciation is sufficient in adequately conveying information. Pacing is appropriate to the task and audience.
Voice projection is effective in conveying information and clear pronunciation reflects a mastery of phonics rules and sight words. Pacing is appropriate to the task and is adjusted when necessary to best facilitate the audience's comprehension.

Conventions Progression by Grade Level .
Standard Introduction Level

Standard Introduction Level

Standard Introduction Level
Symbol

The skill has not been introduced.

The skill has not been introduced.

The skill is introduced.

The skill is introduced.
I

The skill is mastered.

The skill is mastered.
M

The skill should be reviewed as students encounter and create more complex text.

The skill should be reviewed as students encounter and create more complex text.
R

Skill

Skill

Skill
K
1
2
3
4
5
6
7
8
9
10
11
12

Begin each sentence with a capital letter and use ending punctuation.

Begin each sentence with a capital letter and use ending punctuation.
I, M
R
R
R
R
R
R
R
R
R
R
R
R

Capitalize the days of the week, the months of the year, and the pronoun I.

Capitalize the days of the week, the months of the year, and the pronoun I.
I, M
R
R
R
R
R
R
R
R
R
R
R
R

Form regular plural nouns orally by adding /s/ or /es/.

Form regular plural nouns orally by adding /s/ or /es/.
I, M
R
R
R
R
R
R
R
R
R
R
R
R

Use interrogatives to ask questions.

Use interrogatives to ask questions.
I, M
R
R
R
R
R
R
R
R
R
R
R
R

Capitalize proper nouns.

Capitalize proper nouns.
I
M
R
R
R
R
R
R
R
R
R
R
R

Form and use simple verb tenses for regular verbs by adding the affix -ed.

Form and use simple verb tenses for regular verbs by adding the affix -ed.
I
M
R
R
R
R
R
R
R
R
R
R
R

Form plurals -y to -ies.

Form plurals -y to -ies.
TD

Part

Form and use complete simple sentences.

Form and use complete simple sentences.
I
M
R
R
R
R
R
R
R
R
R
R
R

Use possessives.

Use possessives.
I
M
R
R
R
R
R
R
R
R
R
R
R

Use subject-verb agreement in simple sentences.

Use subject-verb agreement in simple sentences.
I
M
R
R
R
R
R
R
R
R
R
R
R

Conjugate regular and irregular verb tenses.

Conjugate regular and irregular verb tenses.
TD

Part

Form and use regular and frequently occurring irregular plural nouns.

Form and use regular and frequently occurring irregular plural nouns.
TD

Part

Form and use the past tense of frequently occurring irregular verbs.

Form and use the past tense of frequently occurring irregular verbs.
TD

Quote

Use apostrophes to form contractions.

Use apostrophes to form contractions.
TD

Part

Use interjections.

Use interjections.
TD

Part

Appropriately use pronouns.

Appropriately use pronouns.
TD

Part

Use commas in a series.

Use commas in a series.
TD

Part

Use plural possessives.

Use plural possessives.
TD

Part

Maintain consistent verb tense across paragraphs.

Maintain consistent verb tense across paragraphs.
TD

Part

Part

Form and use irregular plural nouns.

Form and use irregular plural nouns.
TD

Part

Part

Form and use the progressive and perfect verb tenses.

Form and use the progressive and perfect verb tenses.
TD

Part

Part

Use simple modifiers.

Use simple modifiers.
TD

Part

Part

Use prepositions and prepositional phrases.

Use prepositions and prepositional phrases.
TD

Part

Part

Form and use compound sentences.

Form and use compound sentences.
TD

Part

Part

Use quotation marks with dialogue and direct quotations.

Use quotation marks with dialogue and direct quotations.
TD

Part

Part

Use commas to indicate direct address.

Use commas to indicate direct address.
TD

Part

Part

Use subject-verb agreement with intervening clauses and phrases.

Use subject-verb agreement with intervening clauses and phrases.
TD

Part

Part

Part

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
TD

Part

Part

Skill

Skill

Skill
K
1
2
3
4
5
6
7
8
9
10
11
12

Use conjunctions.

Use conjunctions.
TD

Part

Part

Use principal modals to indicate the mood of a verb.

Use principal modals to indicate the mood of a verb.
TD

Part

Part

Part

Use appositives, main clauses, and subordinate clauses.

Use appositives, main clauses, and subordinate clauses.
TD

Part

Part

Part

Recognize and correct inappropriate shifts in tense and number.

Recognize and correct inappropriate shifts in tense and number.
TD

Part

Part

Part

Part

Use conjunctions correctly to join words and phrases in a sentence.

Use conjunctions correctly to join words and phrases in a sentence.
TD

Part

Part

Part

Part

Use verbals including gerunds, infinitives, and participial phrases.

Use verbals including gerunds, infinitives, and participial phrases.
TD

Part

Part

Part

Part

Use comparative and superlative forms of adjectives

Use comparative and superlative forms of adjectives
TD

Part

Part

Part

Part

Part

Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.

Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.
TD

Part

Part

Part

Part

Appropriately use colons.

Appropriately use colons.
TD

Part

Part

Part

Part

Part

Part

Appropriately use ellipses.

Appropriately use ellipses.
TD

Part

Part

Part

Part

Part

Part

Appropriately use hyphens.

Appropriately use hyphens.
TD

Part

Part

Part

Part

Part

Part

Vary sentence structure.

Vary sentence structure.
TD

Quote

Part

Part

Part

Part

Appropriately use passive and active voice.

Appropriately use passive and active voice.
TD

Part

Part

Part

Part

Part

Part

Part

Use semicolons to form sentences.

Use semicolons to form sentences.
TD

Part

Part

Part

Part

Part

Part

Part

Use verbs with attention to voice and mood.

Use verbs with attention to voice and mood.
TD

Part

Part

Part

Part

Part

Part

Part

Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.
TD

Part

Part

Part

Part

Part

Part

Part

Use knowledge of usage rules to create flow in writing and presenting.

Use knowledge of usage rules to create flow in writing and presenting.
TD

Part

Part

Part

Part

Part

Part

Part

Part

Part

An important element of academic vocabulary instruction is determining which words require direct instruction and which words students can determine for themselves using context clues or morphology as appropriate. This flowchart is designed to help teachers in the selection process.
Appendix D: Vocabulary .Selecting Academic Vocabulary for Direct Instruction..

Appendix D: Vocabulary .Selecting Academic Vocabulary for Direct Instruction..

Appendix D: Vocabulary .Selecting Academic Vocabulary for Direct Instruction..

Morphology .Base Words .
Frequently occurring base words for 1st grade

Frequently occurring base words for 1st grade

Frequently occurring base words for 1st grade
Base words for 2nd grade

close
answer

do
break

give

give
button

happy

happy
connect

help

help
equal

jump

jump
fair

kind

kind
follow

like
hand

open

open
know

pack

pack
learn

play

play
obey

ride

ride
point

talk

talk
see

teach

teach
thought

walk

walk
try

Greek and Latin Roots
3rd – 5th Grade Sample List
Root

Root

Root
Meaning
Examples
Origin

ant, anti

ant, anti
against, opposed to, preventative
antagonist, antibiotic
Greek

aqua

aqua
water
aquarium, aquatic
Latin

aud
to hear
audiobook, audience
Latin

auto

auto
self
autobiography, autograph
Greek

bio
life
biology, biography
Greek

cent

cent
one hundred
century, percent
Latin

chron

chron
time
chronological, chronic
Greek

cir/circum

cir/circum
around
circumference, circumstance, circular
Latin

duc/duct

duc/duct
lead, make
deduce, produce, educate
Latin

form

form
shape
formation, format
Latin

geo
earth
geography, geology
Greek

graph

graph
write
autograph, graphic
Greek

hetero

hetero
different
heteronym, heterogeneous
Greek

homo

homo
same
homonym, homogenous
Greek

logy

logy
study of
biology, zoology
Greek

mal
bad
malfunction, malpractice, maleficence
Latin

meter/metr

meter/metr
measure
thermometer, perimeter
Greek

micro

micro
small
microscope, microphone
Greek

mono

mono
one
monologue, monotonous
Greek

multi

multi
many
multimedia, multitask
Latin

photo

photo
light
photograph, photosynthesis
Greek

port

port
to carry
import, transportation
Latin

scope

scope
viewing instrument
microscope, telescope
Greek

spect

spect
to look
inspection, spectator
Latin

tele

tele
far off
television, telephone
Greek

vid/vis

vid/vis
to see
visual, video
Latin

6th - 8th Grade Sample List .
Root

Root

Root
Meaning
Examples
Origin

ast/aster/astro

ast/aster/astro
star
astrology, astronomy, astronaut
Greek

bene

bene
good
beneficial, benefactor
Latin

contra/counter

contra/counter
against, opposite
contraindicated, counterintuitive
Latin

ante, anti

ante, anti
before, prior to
antecedent, anticipate
Latin

dys
bad, difficult
dysfunction, dyslexia
Greek

fac
to do, to make
factory, manufacture
Latin

hydr

hydr
water
hydration, dehydrate
Greek

hypo

hypo
under, beneath
hypothermia, hypodermic
Greek

ject

ject
throw
projector, object
Latin

jud
judge
judgment, misjudge
Latin

morph

morph
form, shape
morpheme, metamorphosis
Greek

mis/miso

mis/miso
hate
misanthrope, misogyny
Greek

nym
name
synonym, antonym
Greek

phob

phob
fear
agoraphobia, claustrophobic
Greek

psych

psych
mind
psychology, psychedelic
Greek

scrib/scribe

scrib/scribe
to write
scribble, script
Latin

therm

therm
heat
thermal, thermometer
Greek

Common Prefixes..
Prefix

Prefix

Prefix
Definition
Examples

anti-

anti-
against
antibiotic, anticlimax

auto-

auto-
self
autograph, autobiography

bi-
two
bicycle, binocular

de-
opposite
devalue, dehumidify

dis-

dis-
not, opposite of
detach, deploy

en-, em-

en-, em-
cause to
empower, entangle

fore-

fore-
before, front of
forecast, foresee

in-, im-, il-, ir-

in-, im-, il-, ir-
not
impossible, innocent

inter-

inter-
between, among
international, interject

micro-

micro-
small
microscope, microwave

mid-

mid-
middle
midway, midday

mis-

mis-
wrongly
misunderstand, misconduct

multi-

multi-
many, much
multicolor, multipurpose

non-

non-
not
nonsense, nondescript

oct-

oct-
eight
octopus, octagon

over-

over-
over, too much
overall, overworked

poly-

poly-
many, much
polygon, polymer

pre-

pre-
before
prevent, preview

quad-

quad-
four
quadrilateral, quadrant

re-
again
rebuild, recall

semi-

semi-
half, partly, not fully
semicircle, semiformal

sub-

sub-
under
submarine, subconscious

tele

tele
far, distant
telephone, television

trans-

trans-
across, change, through
transfer, transportation

super-

super-
above, beyond
superhuman, superficial

trans-

trans-
across
transcontinental, translucent

tri
three
tripod, triangle

un-
not, opposite of
unable, unhappy

uni-

uni-
one
unicycle, unicorn

under-

under-
under, too little
underground, undercurrent

Common Suffixes..
Suffix

Suffix

Suffix
Part of Speech
Definition/Meaning
Examples

-able, -ible

-able, -ible
adjective
is; can be
collectable, gullible

-age

-age
noun
result of an action; collection
manage, acreage

-al, -ial

-al, -ial
adjective
having characteristics of
circumstantial, seasonal

-an
noun
one having a certain skill; relating/belonging to
American, electrician

-ate

-ate
verb
to make, have, become
differentiate, duplicate

-ed
verb/adjective
past tense verbs; adjectives
accomplished, accepted

-en
noun/adjective
made of
hydrogen, mistaken

-ence, -ance

-ence, -ance
noun
act; condition of
excellence, importance

-ent, -ant

-ent, -ant
noun
an action; condition; causing a specific action
student, contestant

-er, -or

-er, -or
noun
one who; action or process; more
teacher, boxer

-est

-est
adjective
the most
coldest, largest

-ful

-ful
adjective
full of
beautiful, hateful

-ic
adjective
having characteristics of
historic, asymmetric

-ies

-ies
noun
plural, more than one
parties, babies

-ify

-ify
verb
to make, have, become
amplify, justify

-ing

-ing
verb
verb forms; present participles
helping, running

-ion, -tion, -ation,

-ion, -tion, -ation,
noun
act; process
confusion, inspection

-ish

-ish
adjective
like; similar
childish, bookish

-ist

-ist
noun
the person who is
loyalist, nutritionist

-ity, -ty

-ity, -ty
noun
state of
responsibility, specialty

-ive, -ative, -itive

-ive, -ative, -itive
adjective
adjective form of noun
active, comparative

-ize

-ize
verb
to make; to cause to become
criticize, apologize

-less

-less
adjective
without
helpless, effortless

-logy, -ology

-logy, -ology
noun
science of; study of
biology, archeology

-ly
adverb
how something is
fluently, briefly

-ment

-ment
noun
state of being; act of
payment, employment

-ness

-ness
noun
state of; condition of
sickness, wilderness

-ous, -eous, -ious

-ous, -eous, -ious
adjective
having qualities of
courageous, gracious

-s, -es

-s, -es
noun
more than one
books, boxes

-ship

-ship
noun
the state of being something
friendship, leadership

-y

-y
adjective
characterized by
cloudy, thirsty

Foreign Words and Phrases .
Latin Phrase

Latin Phrase

Latin Phrase
English Meaning
French Phrase
English Meaning

ad hoc ad ˈhäk

ad hoc ad ˈhäk
concerned with a particular purpose; improvised
au revoir o rәvˈwär
goodbye, until we see each other again

bona fides bō-nә-ˈfī-ˌdēz

bona fides bō-nә-ˈfī-ˌdēz
good faith; sincere, involving no deceit or fraud
avant garde aväntˈɡärd
unorthodox, experimental

carpe diem kärpā ˈdēˌem

carpe diem kärpā ˈdēˌem
seize the day
bon mot bän ˈmō
a witty remark

caveat emptor kavēˌät ˈem(p)ˌtôr

caveat emptor kavēˌät ˈem(p)ˌtôr
let the buyer beware
carte blanche kärt ˈblänSH
unlimited authority

de facto dā ˈfaktō

de facto dā ˈfaktō
in reality, actually existing
c’est la vie seɪ lә ˈviː
that’s life, that’s how things happen

in extremis in ikˈstrāmis

in extremis in ikˈstrāmis
in extreme circumstances
coup de grâce kü-dә-ˈgräs
a decisive finishing blow

in medias res in ˈmēdēәs ˈres

in medias res in ˈmēdēәs ˈres
in the midst of things
coup d’état kü-(ˌ)dā-ˈtä
overthrow of a government by a group

in toto in ˈtōdō

in toto in ˈtōdō
altogether
de rigueur dә-(ˌ)rē-ˈgәr
proper

modus operandi mōdәs ˌäpәˈrandē

modus operandi mōdәs ˌäpәˈrandē
a method of procedure
déjà vu dā-ˌzhä-ˈvü
something overly familiar

modus vivendi mōdәs viˈvendē

modus vivendi mōdәs viˈvendē
a way of living, getting along
fait accompli ˈfā-tә-ˌkäm-ˈplē
an accomplished fact, presumably irreversible

persona non grata pәrˌsōnә ˌnän ˈɡrädә

persona non grata pәrˌsōnә ˌnän ˈɡrädә
an unacceptable or unwelcome person
faux pas ˈfō-ˌpä
a social blunder

prima facie prīmә ˈfāSHē

prima facie prīmә ˈfāSHē
at first view, apparently; self- evident
je ne sais quoi zhә-nә-ˌsā-ˈkwä
an admirable quality that cannot be adequately described

pro bono prō-ˌbȯ-nō

pro bono prō-ˌbȯ-nō
for the good
merci mәrˈsi
thank you

pro forma prō ˈfôrmә

pro forma prō ˈfôrmә
for the sake of form, carried out as a matter of formality
pièce de résistance pēˌes dә rәˌziˈstäns
showpiece

quid pro quo kwid ˌprō ˈkwō

quid pro quo kwid ˌprō ˈkwō
something given or received in exchange for something else
raison d'être rāzôn ˈdetrә
reason for being

requiescat in pace re.kʷiˈeːs.kat in ˈpaː.ke

requiescat in pace re.kʷiˈeːs.kat in ˈpaː.ke
may he or she rest in peace
tête-à-tête tādәˈtāt
private conversation between two people

sub rosa sәb ˈrōzә

sub rosa sәb ˈrōzә
secretly
vis-à-vis vēzәˈvē
in relation to

Context Clues .
Type

Type

Type
Definition
Example

Definition

Definition
The definition of the word is incorporated into the text.
Carey was lethargic; she did not have enough energy to get out of bed and go to swim practice.

Synonyms

Synonyms
The author uses a word having the same or similar meaning to other words in a sentence.
Rebecca, my best friend, has been a companion to me for many years.

Antonyms

Antonyms
The author hints at the meaning by providing a non-example or opposite.
Kim was anxious about the test, but Christy was not worried at all.

Examples

Examples
The definition of the word is given in the form of an example.
Krystle will serve cold beverages, such as soda, tea, and juice, to the guests.

Inference

Inference
The reader is able to make an educated guess, use reasoning or background knowledge to determine the meaning of an unknown word.
You can speak candidly to Mrs. Dodd. She is an affable guidance counselor.

Word Relationships .
Relationship

Relationship

Relationship
Definition
Examples

Synonym

Synonym
Two words having the same or nearly the same meaning
strong : powerful tired : lethargic stroll : amble

Antonym

Antonym
Two words having opposite meanings
hot : cold punctual : tardy gorgeous : grotesque

Homonym

Homonym
Two words having the same pronunciation and spelling, but having different meanings
lie (untruth) : lie (prone) address (location) : address (speak to)

Homophone

Homophone
Two words having the same pronunciation, but having different spellings and meanings
there : their to : too here : hear

Appendix E: Reading Foundations
Introduction
English is an alphabetic language. It has 26 letters and 44 sounds. The alphabetic principle is that students need to know there is a sound/symbol relationship before they can learn to read. It is important to teach phonological awareness, phonics, morphology and etymology (history of origin), syntax, text reading fluency, vocabulary, semantics, and written expression in an explicit, sequential, systematic, and cumulative manner. Explicit means that the initial introduction of a sound/symbol relationship sh
Phonological awareness, alphabetic skills, and language skills are the best predictors of early reading success. Phonological awareness is the ability to segment sounds in speech at the syllable, onset-rime, and phoneme level. Alphabetic skills are knowledge of letter names and sounds, the ability to identify and recognize words as well as spell them correctly. Words vary in the consistency of their sound-spelling patterns, with some words being highly inconsistent or irregular. Learning to automatically re
When readers who are not fluent attend to each letter of a word instead of reading with automaticity, valuable working memory is being used. With reduced working memory bandwidth, comprehension is negatively impacted. Because this link is so strong, any work with fluency should also include a comprehension component.
When older readers who are not fluent learn how to decode words, their fluency rate and comprehension are paradoxically reduced. This is because instead of skipping unknown words, they are using their newly acquired skill of decoding, which slows them down initially until they decode with automaticity. Increased time on text with independent level materials as well as engaging in repeated readings help develop automaticity and fluency.
Students who are not proficient in reading should be assessed and progress monitored for their foundational skill strengths and weaknesses in the components of reading (phonological awareness, phonics/morphology, syntactic knowledge, fluency, vocabulary, and comprehension). Secondary teachers should use the assessment data to determine which of the Reading Foundational benchmarks must be addressed and select appropriate interventions.
Fluency .Dolch Word Lists .
Dolch Pre-Primer Word List .
a and away big blue

a and away big blue
can come down find for

Dolch Primer Word List .
all

all
black eat
into on
ride
that
want
who

am
brown four
like our
saw
there
was
will

are
but get
must out
say
they
well
with

at
came good
new please
she
this
went
yes

ate
did have
no pretty
so
too
what

be
do he
now ran
soon
under
white

Dolch 1st Grade Word List .
after

after

after
by going how
of round
then

again

again
could had just
old some
think

an
every has k
now once stop
walk

any
fly her
let open take
were

ask
from him live
over thank
when

as
give his
them

Dolch 2nd Grade Word List .
always around because been before best

always around because been before best

always around because been before best
both buy call cold does don’t

funny go help here I

fast first five found gave goes
in..is..it..jump..
little..
may..
green its made many off or

green its made many off or
look make me my not

pull read right sing sit sleep
put..
one

play

play
the
we

red
three
where

run
to
yellow

said

said
two
you

tell their these those upon us
use
work very
would wash
write which
your why wish
Fry Word Lists .
1st hundred words .
1.

9.
that

17.
with

19.
they

2nd hundred words .
101.

101.

101.
over

102.

102.
new

103.

103.
sound

104.

104.
take

105.

105.
only

106.

106.
little

107.

107.
work

108.

108.
know

109.

109.
place

110.

110.
year

111.

111.
live

112.

112.
me

113.

113.
back

114.

114.
give

115.

115.
most

116.

116.
very

117.

117.
after

118.

118.
thing

119.

119.
our

120.

120.
just

21.at
22.

23.
this

24.
have

25.
from

30.
word

33.
what

35.
were

37.
when

38.
your

40.
said

121.

121.

121.
name

122.

122.
good

123.

123.
sentence

124.

124.
man

125.

125.
think

126.

126.
say

127.

127.
great

128.

128.
where

129.

129.
help

130.

130.
through

131.

131.
much

132.

132.
before

133.

133.
line

134.

134.
right

135.

135.
too

136.

136.
mean

137.

137.
old

138.

138.
any

139.

139.
same

140.

140.
tell

41.
there

44.
each

45.
which

49.
their

51.
will

53.
other

54.
about

56.
many

57.
then

58.
them

59.
these

141.

141.

141.
boy

142.

142.
follow

143.

143.
came

144.

144.
want

145.

145.
show

146.

146.
also

147.

147.
around

148.

148.
farm

149.

149.
three

150.

150.
small

151.

151.
set

152.

152.
put

153.

153.
end

154.

154.
does

155.

155.
another

156.

156.
well

157.

157.
large

158.

158.
must

159.

159.
big

160.

160.
even

61.
some

63.
would

64.
make

67.
into

68.
time

70.
look

73.
write

76.
number

79.
could

80.
people

161.

161.

161.
such

162.

162.
because

163.

163.
turn

164.

164.
here

165.

165.
why

166.

166.
ask

167.

167.
went

168.

168.
men

169.

169.
read

170.

170.
need

171.

171.
land

172.

172.
different

173.

173.
home

174.

174.
us

175.

175.
move

176.

176.
try

177.

177.
kind

178.

178.
hand

179.

179.
picture

180.

180.
again

82.
than

83.
first

84.
water

85.
been

86.
call

91.
find

92.
long

93.
down

97.
come

98.
made

100.

100.
part

181.

181.

181.
change

182.

182.
off

183.

183.
play

184.

184.
spell

185.

185.
air

186.

186.
away

187.

187.
animal

188.

188.
house

189.

189.
point

190.

190.
page

191.

191.
letter

192.

192.
mother

193.

193.
answer

194.

194.
found

195.

195.
study

196.

196.
still

197.

197.
learn

198.

198.
should

199.

199.
America

200.

200.
world

Measures of Fluency
Fluency Norms
The Hasbrouck-Tindal Norms Chart indicates words correct per minute by grade level, time of year, and percentile rank. Fluency measures should always be combined with comprehension checks such as a retelling of the passage or comprehension questions to strengthen the link between fluency and comprehension. Oral reading fluency rubrics that consider other factors of fluency should also be considered.
From Hasbrouck, J. & Tindal, G. (2017). An update on compiled ORF norms (Technical Report No. 1702). Eugene, OR. Behavioral Research and Teaching. University of Oregon.
Grade

Grade

Grade
Percentile
Fall WCPM
Winter WCPM
Spring WCPM

Grade

Grade

Grade
Percentile
Fall WCPM
Winter WCPM
Spring WCPM

Sample Oral Reading Fluency Rubrics
NAEP Fluency Scale
Fluent

Fluent

Fluent
Level 4
Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation.

Level 3
Reads primarily in three- or four-word phrase groups. Some small groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.

Non-fluent

Non-fluent
Level 2
Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.

Level 1

Level 1
Reads primarily word-by-word. Occasional two-word or three-word phrases may occur — but these are infrequent and/or they do not preserve meaningful syntax.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Oral Reading Study.
Multidimensional Fluency Scale
Table

EXPRESSION & VOLUME

EXPRESSION & VOLUME
Reads words as if simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice.
Begins to use voice to make text sound like natural language in some areas of the text but not in others. Focus remains largely on pronouncing the word. Still reads in a quiet voice.
Make text sound like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text.
Reads with good expression and enthusiasm throughout the text. Varies expression and volume to match his or her interpretation of the passage.

PHRASING

PHRASING
Reads in a monotone with little sense of boundaries; frequently reads word-by-word.
Frequently reads in two- and three-word phrases, giving the impression of choppy reading; improper stress and intonation fail to mark ends of sentences and clauses.
Reads with a mixture of run-ons, mid-sentence pauses for breath, and some choppiness, reasonable stress and intonation.
Generally reads with good phrasing, mostly in clause and sentence units, with adequate attention to expression.

SMOOTHNESS

SMOOTHNESS
Makes frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts.
Experiences several “rough spots” in text where extended pauses or hesitations are more frequent and disruptive.
Occasionally breaks smooth rhythm because of difficulties with specific words and/or structures.
Generally reads smoothly with some breaks, but resolves word and structure difficulties quickly, usually through self- correction.

PACE

PACE
Reads slowly and laboriously.
Reads moderately slowly.
Reads with an uneven mixture of fast and slow pace.
Consistently reads at conversational pace; appropriate rate throughout reading.

Source: Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading fluency. Theory Into Practice, 30, 211–217.
210
Interventions for Secondary Students
Reading Intervention must target the area(s) of need as determined by diagnostic assessment data on the components of reading and progress monitored with an appropriate assessment tool that measures growth in the target area(s) until the student becomes proficient.
Learner Profiles
There are three common profiles of non-proficient decoders in the secondary grades. Some students may fit more than one profile. Educators should conduct regular collaborative problem-solving meetings to consider additional factors such as vision, hearing, attention, memory, health concerns, years in an English language program, and home life.
Profile 1 consists of students who have irregular gaps in their foundational reading skills sometimes due to interrupted schooling. This might mean a gap in knowledge of vowel sounds for one student, blends for another, and decoding multisyllabic words for another. Once the specific gap(s) is/are identified and addressed, these students often quickly catch up to their peers.
Profile 2 consists of students who are English Language Learners. These students can further be divided: Profile 2A: Students who have a strong background in literacy in their home language and can apply that knowledge to English with the support of ESOL strategies in the general curriculum. Profile 2B: Students without a strong background in literacy in any language and may need support beyond ESOL strategies and could have an unidentified learning disability.
Profile 3 consists of students with persistent reading difficulties and may include students with phonological processing deficiencies or those with learning disabilities.
Students with Profile 1, 2, or 3 require systematic, explicit, differentiated, and multisensory instruction in order to become proficient readers regardless of age or grade level.
Learning Environment Considerations
1...

1...

1...
Non-proficient readers are given opportunities to practice foundational skills in reading of independent-level text and instructional-level text.

2...

2...
The teacher preserves the dignity of adolescent, non-proficient readers by using .developmentally appropriate materials, instruction, and assessment. .

3...

3...
The teacher has a growth mindset toward adolescent, non-proficient readers and develops a growth mindset in the students by providing appropriate scaffolding.

4...

4...
Strategies and supports are removed as students become proficient in decoding and fluently reading grade level text.

Glossary of Terms..
Key Word

Key Word

Key Word
Definition
Synonyms

accuracy

accuracy
freedom from mistake or error conformity to truth or to a standard or model
correctness, exactness, precision, veracity

affix

affix
a letter or group of letters added to the beginning or end of a word to change its meaning : a prefix or suffix
prefix, suffix

allegory

allegory
the expression by means of symbolic fictional figures and actions of truths or generalizations about human existence a symbolic representation
apologue, fable, parable

alliterative

alliterative
repetition of initial consonant sounds in two or more words

allusion

allusion
an implied or indirect reference especially in literature the act of making an indirect reference to something : the act of alluding to something

alphabetic principle

alphabetic principle
the concept that letters and letter combinations represent individual phonemes in written words

ambiguity

ambiguity
the quality or state of being understood in two or more possible ways a word or expression that can be understood in two or more possible ways

analyze

analyze
to study or examine something in detail, in order to discover more about it
breakdown, deconstruct, dissect

archetype

archetype
the original pattern or model of which all things of the same type are representations or copies

argument

argument
a coherent series of reasons, statements, or facts intended to support or establish a point of view
claim, dispute, assertion

audience

audience
the people who watch, read, or listen to something
readers, public, following, listenership, readership, viewership, followers

author’s perspective

author’s perspective
in informational text, the author’s attitude toward a topic or subject in literary text, a character’s attitude

Key Word

Key Word

Key Word
Definition
Synonyms

author's purpose

author's purpose
Persuade: argument/opinion texts present information in a reasoned, logical way demonstrating that the writer’s opinion or claim is valid. Inform: expository texts convey information accurately and serve one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Entertain: texts intended to engage readers emphasize writing that is interesting, amusing, and capt
writer’s purpose, author’s intent

automaticity

automaticity
in reading, fast, accurate word recognition

base word

base word
the part of the word that cannot be broken down
root

bias

bias
cause to feel or show inclination or prejudice for or against someone or something
favor, subjectivity, one-sidedness, partiality, partisanship, prejudice, preference

blending

blending
reading a word systematically from left to right by combining the sounds of each successive letter or combination of letters

cause and effect

cause and effect
noting a relationship between actions or events such that one or more are the result of the other or others.

central idea

central idea
the most important or central thoughts unifying elements of a text

character

character
one of the individuals in a work of fiction
role, part, person, individual

character’s perspective

character’s perspective
a particular attitude toward or way of regarding something

cite

cite
to speak or write words taken from a particular writer or written work, giving credit to the original source to refer specifically to a source
quote, reference, attribution, credit

claim

claim
to say that something is true or is a fact, although you cannot prove it and other people might not believe it a statement that something is true or is a fact, although other people might not believe it
assertion, argument

clarify

clarify
to make or become more easily understood
clear up, construe, explain, explicate, expound, get across, illuminate, simplify

coherent

coherent
logical and well-organized easy to understand able to talk or express yourself in a clear way that can be easily understood
logical, rational, reasonable, sensible, sound, valid, well-founded, well- grounded, clear, understandable

Key Word

Key Word

Key Word
Definition
Synonyms

cohesive

cohesive
naturally or logically connected holding together
connected, close-knit, united

compare and contrast

compare and contrast
to note what is similar and different about two or more things

complex

complex
consisting of many different and connected parts
complicated, detailed, involved, elaborate

comprehend

comprehend
to understand fully
apprehend, catch on (to), decipher, get, grasp, perceive, understand

conclusion

conclusion
to end something such as a speech, conversation, or piece of writing to have a particular opinion about something after thinking carefully about it
closure, completion, consequence, denouement, development, ending, outcome, result

conflation

conflation
the merging of two or more ideas or sets of information into one

connotation/ connotative language

connotation/ connotative language
language that communicates a feeling or idea that is suggested by a word in addition to its basic meaning, or something suggested by an object or situation
overtone, significance, undertone, association, essence, hint, nuance, suggestion

consonant blend

consonant blend
two or more consecutive consonants that retain their individual sounds (e.g., /bl/ in block or /str/ in string)

contemporaneous

contemporaneous
existing, occurring, or originating during the same time
contemporary

context

context
the situation within which something exists or happens, and that can help explain it the text or speech that comes immediately before and after a particular phrase or piece of text and helps to explain its meaning
background, situation, text, frame of reference

conventions

conventions
commonly accepted rules of written English, e.g., spelling, usage, punctuation, capitalization, and sentence formation
custom, rule, tradition, norm

counterclaim

counterclaim
an opposing claim; a claim made in reply to another claim and different from it
rebuttal, reply, counterargument

credible

credible
capable of being believed
believable

decoding

decoding
translating a word from print to speech, usually by employing knowledge of letter sound relationships; also, the act of deciphering a new word by sounding it out

demonstrate

demonstrate
to show or make something clear to show something and explain how it works
establish, prove, show, substantiate, validate

denotation

denotation
the meaning of a word or phrase, usually as defined by a dictionary
meaning, name, definition

develop

develop
to bring out the possibilities of to begin to exist or be present gradually to create over time to grow or cause to grow more mature, or more advanced
elaborate, evolve, unfold, open, evolve, progress, expand upon

Key Word

Key Word

Key Word
Definition
Synonyms

digraph

digraph
a group of two consecutive letters that are read as a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing)

diphthong

diphthong
a vowel produced by the tongue shifting position during articulation Note: The vowel feels as if it has two parts, as the sound begins with one vowel and gradually changes to another vowel within the same syllable (e.g., ow, oy, ou, oi)

distinguish

distinguish
to notice or recognize a difference between people or things to know the difference to make someone or something different or special in some way to see or hear someone or something clearly
differentiate, discern, discriminate, separate

encoding

encoding
determining the spelling of a word based on the sounds in the word

epic

epic
a long narrative poem in elevated style recounting the deeds of a legendary or historical hero extending beyond the usual or ordinary especially in size or scope
legend, narrative, tale, saga, heroic poem

evaluate

evaluate
to judge or calculate the quality, importance, amount, or value of something
appraise, assess, rate, value

evidence

evidence
source-based information including facts, figures, and details used to support the writer or speaker’s central idea or claim
indication, proof,substantiation

explain

explain
to make clear to give the reasons for or cause of
clear up, demonstrate, explicate, expound, get across, simplify

explicit

explicit
so clearly expressed as to leave no doubt about the meaning
clear-cut, definite, definitive, specific, unambiguous, unequivocal

export

export
publish

expository

expository
of, relating to, or containing exposition; explaining or describing something
explanatory, explicatory

figurative language

figurative language
language expressing one thing in terms normally denoting another with which it may be regarded as analogous language characterized by figures of speech
metaphor, allegory, emblem, symbolism, euphemism, nonliteral language

formal

formal
following established form, custom, or rule suitable for a proper occasion
accepted, decorous, genteel, polite, proper, respectable, conventional, orthodox

grapheme

grapheme
smallest written unit corresponding to a sound or phoneme

identify

identify
to recognize or be able to name someone or something, or to prove who or what someone or something is
distinguish, pinpoint, single out, determine

illustration

illustration
a picture or diagram that explains or decorates an example or instance used to make something clear
diagram, figure, graphic, visual, drawing, illumination, image, pictogram, pictograph, picture

important details

important details
information in a text that supports the central idea

Key Word

Key Word

Key Word
Definition
Synonyms

infer

infer
to form an opinion from evidence to reach a conclusion based on known facts
decide, deduce, derive, extrapolate, gather, judge

integrate

integrate
to combine two or more things in order to become more effective to combine ideas from sources with one’s own ideas
amalgamate, blend, combine, conflate, fuse, incorporate, meld, merge, mingle, mix

interpretation

interpretation
an explanation or opinion of what something means
meaning, understanding

introduce

introduce
to bring forward for discussion or consideration to put in
begin, establish, initiate, institute, launch, set up, start

irregular words

irregular words
words that have exceptions to the typical sound–spelling patterns Note: Irregular words are difficult to decode because the sounds of the letters in the word do not add up to the correct pronunciation.

juxtaposition

juxtaposition
the technique of putting two or more elements side by side to invite comparison or contrast

LAN
a Local Area Network such as home router

legible

legible
handwriting clear enough to read

lexicon

lexicon
all words known to an individual

logical

logical
according to a proper or reasonable way of thinking according to what is reasonably expected
rational, reasonable, sensible, sound, valid, well-founded, well-grounded

mood

mood
the atmosphere of a piece of writing; it’s the emotions a selection arouses in a reader through diction, figurative language, and other choices Note: Although both mood and tone are developed through diction, they are not synonymous.

morpheme

morpheme
smallest meaningful unit in a writing system

morphology

morphology
the system of word-forming elements and processes in a language

morphology

morphology
the knowledge of meaningful word parts in a language (typically the knowledge of prefixes, suffixes, and/or base words)

multimedia

multimedia
using, involving, or encompassing several media such as text, image, audio, video, and/or animation
mixed media

narrative

narrative
something (as a story) that is told in full detail
account, chronicle, chronology, commentary, history, record, report, story

onset-rime pairs

onset-rime pairs
two parts of a syllable: the onset consists of the initial consonant(s), and the rime consists of the vowel and any consonants that follow it. (For example, in the word sat, the onset is s and the rime is at. In the word flip, the onset is fl and the rime is ip.)

opposing

opposing
disagreeing or disapproving
conflicting, contending, rival

Key Word

Key Word

Key Word
Definition
Synonyms

organize

organize
to put things into a particular arrangement, order, or structure
arrange, array, classify, draw up, lay out, order, systematize

orthography

orthography
system of written language

paraphrase

paraphrase
to say something that someone else has said or written using different words
rephrasing, restatement, restating, rewording, translation

perspective

perspective
a particular attitude toward or way of regarding something
outlook, perspective, position, standpoint, view

phoneme

phoneme
the smallest unit of sound within a language system Note: A phoneme may be a word by itself, or it may be combined with other phonemes to make a word.

phonemic awareness

phonemic awareness
a subcategory of phonological awareness essential for reading, including the awareness of individual sounds/phonemes in spoken words

phonological awareness

phonological awareness
awareness of all levels of the speech sound system

phonology

phonology
system of rules dealing with the sounds in a language

phrase

phrase
a group of two or more words that express a single idea but do not usually form a complete sentence a brief expression that is commonly used
expression, idiom, motto, remark, saying, wording

plagiarism

plagiarism
an act of copying the ideas or words of another person without giving credit to that person
copying, falsification, literary theft, fraud, appropriation

plot

plot
the plan of main story (as of a dramatic or literary work)
scheme, plan, framework, story structure

point of view

point of view
in literary texts, the type of narration used (as in first-, second-, or third-person narration); a way of looking at or thinking about something
outlook, position, standpoint

position

position
an arguable opinion that can be defended by evidence

primary source

primary source
Sources, such as diaries, speeches, interviews, letters, official records, that provide first-hand testimony or direct evidence witnessed or recorded by someone who experienced the event(s) or condition(s) being documented

prosody

prosody
the rhythmic and intentional aspect of language

reasoning

reasoning
the process of thinking about something in a logical way in order to form a conclusion or judgment
interpretation, thinking, rationale, proposition, premise

relationship

relationship
the way in which two or more people or things are connected
link, connection, affiliation, tie, correlation

relevant

relevant
related to a subject or to something happening or being discussed
applicable, germane, pertinent, related, suited

reliable

reliable
of a source, trustworthy without any biases or conflict of interest related to the topic
trustworthy

Key Word

Key Word

Key Word
Definition
Synonyms

research

research
careful study that is done to find and report new knowledge about something the activity of getting information about a subject
exploration, inquiry, investigation, probe

revise

revise
dealing with the text as a whole, addressing strengths and weaknesses, arguments, focus, support, evidence, voice, and mechanical issues Note: Revise does not mean to rewrite the entire piece of writing.
alter, improve, modify, overhaul, rework, rewrite, revamp

rhetoric

rhetoric
the art or skill of speaking or writing formally and effectively especially as a way to persuade or influence people
oratory, oration, eloquence, elocution, flowery language

root

root
a word or part of a word from which other words are obtained by adding a prefix or suffix
base, base word

secondary source

secondary source
sources created by someone who did not experience firsthand or participate in the event(s) Examples: textbooks, journal articles, criticisms

semantics

semantics
study of word and phrase meanings

sequence

sequence
a series of related things or events, or the order in which things or events follow each other
progression, procession, succession, cycle

setting

setting
the time, place, and circumstances in which something occurs or develops the time and place of the action of a literary, dramatic, or cinematic work the scenery used in a theatrical or film production
background, environment, environs, milieu, context

sight word vocabulary

sight word vocabulary
words that can be recognized efficiently at a glance. Note: The goal is that all words eventually become sight words.

source

source
a person, text, document, or primary reference work that provides information
author, origin, text

structure

structure
to plan, organize, or arrange the parts of something the way that something is arranged or organized
format, framework, organization

style

style
the writer’s way of writing using various techniques the way in which a writer creates voice

summarize

summarize
to express or cover the main points briefly
abstract, boil down, brief, digest, encapsulate, outline, recap, recapitulate, sum up, wrap up

support

support
information and evidence used to prove or corroborate something using information or evidence to show or seem to prove something to be true
uphold, back, corroborate, help

syllable

syllable
any one of the parts into which a word is naturally divided when it is pronounced a unit of spoken language that consists of one or more vowel sounds alone or with one or more consonant sounds coming before or following

syntax

syntax
the formation of sentences and the associated grammatical rules.

synthesize

synthesize
to make something by combining different things to combine things in order to make something new
incorporate, amalgamate, blend, unify

Key Word

Key Word

Key Word
Definition
Synonyms

technique

technique
a way of performing a skillful activity, or the skill needed to do it
approach, means, tactic, procedure, facility

text features

text features
the components of a story or article that are not the main body of text, including the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams

text structures

text structures
structures used to organize information in a text Examples: chronology, comparison, and cause and effect

theme

theme
the underlying message or big idea of a talk, book, film, or other work
message, purpose, essence, lesson

tone

tone
the author or speaker’s attitude toward a subject, evident through diction or the viewpoint of an author or speaker on a particular subject. Tone can be formal, informal, serious, comic, sarcastic, pedantic, sad, cheerful, or any other attitude. Note: Although both mood and tone are developed through diction, they are not synonymous.
manner, style, character, nature, vein, mode

topic

topic
someone or something that people talk or write about
subject, matter, subject matter, content

track

track
to follow something that moves or changes by noticing elements it leaves behind
trace, follow

transition

transition
to shift from one thing to another smoothly and without interruption words, phrases, clauses, or sentences used to connect ideas and move the reader or listener through a response
change, segue, shift, pivot, continuation, juncture

trigraph

trigraph
group of three consecutive letters that are read as a single sound (e.g., -tch in catch; -igh in night; -ure in closure)

universal theme

universal theme
an idea that applies to anyone, anywhere, regardless of cultural differences
common theme, global theme

valid

valid
of a source, truthful in respect to the information presented
truthful

visual element

visual element
visual aid that assist the reader with pictures, colors, and imagery

voice

voice
Literature: the individual style in which a certain author writes his or her works Grammar: the relationship between the action/state of being expressed by the verb and the participants related to that action (subject, direct object, indirect object.)

vowel team

vowel team
two or more vowels that make one sound (e.g., ea, ou, ie, oo)

word analysis

word analysis
analyzing morphemic units in words

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