KINDERGARTEN appear (e.g., what person, place, thing, or idea in the d. Distinguish between similarly spelled words by 2. Confirm understanding of a text read aloud or READING STANDARDS FOR LITERATURE text an illustration depicts). identifying the sounds of the letters that differ. information presented orally or through other media Key Ideas and Details 8. With prompting and support, identify the reasons an Fluency by asking and answering questions about key details 1. With prompting and support, ask and answer author gives to support points in a text. 4. Read emergent-reader texts with purpose and and requesting clarification if something is not questions about key details in a text. 9. With prompting and support, identify basic similarities understanding. understood. 2. With prompting and support, retell familiar stories, in and differences between two texts on the same 3. Ask and answer questions in order to seek help, get including key details. topic (e.g., in illustrations, descriptions, or WRITING STANDARDS information, or clarify something that is not 3. With prompting and support, identify characters, procedures). Text Types and Purposes understood. settings, and major events in a story. Range of Reading and Level of Text Complexity 1. Use a combination of drawing, dictating, and writing to Presentation of Knowledge and Ideas Craft and Structure 10. Actively engage in group reading activities with compose opinion pieces in which they tell a reader 4. Describe familiar people, places, things, and events 4. Ask and answer questions about unknown words in a purpose and understanding. the topic or the name of the book they are writing and, with prompting and support, provide additional text. about and state an opinion or preference about the detail. 5. Recognize common types of texts (e.g., storybooks, READING STANDARDS: FOUNDATIONAL SKILLS topic or book (e.g., My favorite book is . . .). 5. Add drawings or other visual displays to descriptions poems). Print Concepts 2. Use a combination of drawing, dictating, and writing to as desired to provide additional detail. 6. With prompting and support, name the author and 1. Demonstrate understanding of the organization and compose informative/explanatory texts in which they 6. Speak audibly and express thoughts, feelings, and illustrator of a story and define the role of each in basic features of print. name what they are writing about and supply some ideas clearly. telling the story. a. Follow words from left to right, top to bottom, and information about the topic. Integration of Knowledge and Ideas page by page. 3. Use a combination of drawing, dictating, and writing to 7. With prompting and support, describe the relationship b. Recognize that spoken words are represented in narrate a single event or several loosely linked LANGUAGE STANDARDS between illustrations and the story in which they written language by specific sequences of letters. events, tell about the events in the order in which Conventions of Standard English appear (e.g., what moment in a story an illustration c. Understand that words are separated by spaces in they occurred, and provide a reaction to what 1. Demonstrate command of the conventions of standard depicts). print. happened. English grammar and usage when writing or 8. (Not applicable to literature) d. Recognize and name all upper- and lowercase Production and Distribution of Writing speaking. 9. With prompting and support, compare and contrast letters of the alphabet. 4. (Begins in grade 3) a. Print many upper- and lowercase letters. the adventures and experiences of characters in Phonological Awareness 5. With guidance and support from adults, respond to b. Use frequently occurring nouns and verbs. familiar stories. 2. Demonstrate understanding of spoken words, questions and suggestions from peers and add c. Form regular plural nouns orally by adding /s/ or Range of Reading and Level of Text Complexity syllables, and sounds (phonemes). details to strengthen writing as needed. /es/ (e.g., dog, dogs; wish, wishes). 10. Actively engage in group reading activities with a. Recognize and produce rhyming words. 6. With guidance and support from adults, explore a d. Understand and use question words purpose and understanding. b. Count, pronounce, blend, and segment syllables in variety of digital tools to produce and publish writing, (interrogatives) (e.g., who, what, where, when, spoken words. including in collaboration with peers. why, how). READING STANDARDS FOR INFORMATIONAL TEXT c. Blend and segment onsets and rimes of single- Research to Build and Present Knowledge e. Use the most frequently occurring prepositions Key Ideas and Details syllable spoken words. 7. Participate in shared research and writing projects (e.g., to, from, in, out, on, off, for, of, by, with). 1. With prompting and support, ask and answer d. Isolate and pronounce the initial, medial vowel, (e.g., explore a number of books by a favorite author f. Produce and expand complete sentences in shared questions about key details in a text. and final sounds (phonemes) in three-phoneme and express opinions about them). language activities. 2. With prompting and support, identify the main topic (consonant-vowel-consonant, or CVC) words.* 8. With guidance and support from adults, recall 2. Demonstrate command of the conventions of standard and retell key details of a text. (This does not include CVCs ending with /l/, /r/, or information from experiences or gather information English capitalization, punctuation, and spelling when 3. With prompting and support, describe the connection /x/.) from provided sources to answer a question. writing. between two individuals, events, ideas, or pieces of e. Add or substitute individual sounds (phonemes) in 9. (Begins in grade 4) a. Capitalize the first word in a sentence and the information in a text. simple, one-syllable words to make new words. Range of Writing pronoun I. Craft and Structure Phonics and Word Recognition 10. (Begins in grade 3) b. Recognize and name end punctuation. 4. With prompting and support, ask and answer 3. Know and apply grade-level phonics and word analysis c. Write a letter or letters for most consonant and questions about unknown words in a text. skills in decoding words. SPEAKING AND LISTENING short-vowel sounds (phonemes). 5. Identify the front cover, back cover, and title page of a a. Demonstrate basic knowledge of one-to-one letter- Comprehension and Collaboration d. Spell simple words phonetically, drawing on book. sound correspondences by producing the primary 1. Participate in collaborative conversations with diverse knowledge of sound-letter relationships. 6. Name the author and illustrator of a text and define or many of the most frequent sound for each partners about kindergarten topics and texts with Knowledge of Language the role of each in presenting the ideas or consonant. peers and adults in small and larger groups. 3. (Begins in grade 2) information in a text. b. Associate the long and short sounds with common a. Follow agreed-upon rules for discussions (e.g., Vocabulary Acquisition and Use Integration of Knowledge and Ideas spellings (graphemes) for the five major vowels. listening to others and taking turns speaking 4. Determine or clarify the meaning of unknown and 7. With prompting and support, describe the relationship c. Read common high-frequency words by sight about the topics and texts under discussion). multiple-meaning words and phrases based on between illustrations and the text in which they (e.g., the, of, to, you, she, my, is, are, do, does). b. Continue a conversation through multiple kindergarten reading and content. exchanges. a. Identify new meanings for familiar words and 5. Explain major differences between books that tell a. Distinguish long from short vowel sounds in spoken 5. With guidance and support from adults, focus on a apply them accurately (e.g., knowing duck is a stories and books that give information, drawing on a single-syllable words. topic, respond to questions and suggestions from bird and learning the verb to duck). wide reading of a range of text types. b. Orally produce single-syllable words by blending peers, and add details to strengthen writing as b. Use the most frequently occurring inflections and 6. Identify who is telling the story at various points in a sounds (phonemes), including consonant blends. needed. affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a text. c. Isolate and pronounce initial, medial vowel, and 6. With guidance and support from adults, use a variety clue to the meaning of an unknown word. Integration of Knowledge and Ideas final sounds (phonemes) in spoken single-syllable of digital tools to produce and publish writing, 5. With guidance and support from adults, explore word 7. Use illustrations and details in a story to describe its words. including in collaboration with peers. relationships and nuances in word meanings. characters, setting, or events. d. Segment spoken single-syllable words into their Research to Build and Present Knowledge a. Sort common objects into categories (e.g., shapes, 8. (Not applicable to literature) complete sequence of individual sounds 7. Participate in shared research and writing projects foods) to gain a sense of the concepts the 9. Compare and contrast the adventures and (phonemes). (e.g., explore a number of “how-to” books on a given categories represent. experiences of characters in stories. Phonics and Word Recognition topic and use them to write a sequence of b. Demonstrate understanding of frequently Range of Reading and Level of Text Complexity 3. Know and apply grade-level phonics and word analysis instructions). occurring verbs and adjectives by relating them 10. With prompting and support, read prose and poetry skills in decoding words. 8. With guidance and support from adults, recall to their opposites (antonyms). of appropriate complexity for grade 1. a. Know the spelling-sound correspondences for information from experiences or gather information c. Identify real-life connections between words and READING STANDARDS FOR INFORMATIONAL TEXT common consonant digraphs. from provided sources to answer a question. their use (e.g., note places at school that are Key Ideas and Details b. Decode regularly spelled one-syllable words. 9. (Begins in grade 4) colorful). 1. Ask and answer questions about key details in a text. c. Know final -e and common vowel team conventions Range of Writing d. Distinguish shades of meaning among verbs 2. Identify the main topic and retell key details of a text. for representing long vowel sounds. 10. (Begins in grade 3) describing the same general action (e.g., walk, 3. Describe the connection between two individuals, d. Use knowledge that every syllable must have a SPEAKING AND LISTENING march, strut, prance) by acting out the events, ideas, or pieces of information in a text. vowel sound to determine the number of syllables Comprehension and Collaboration meanings. Craft and Structure in a printed word. 1. Participate in collaborative conversations with diverse 6. Use words and phrases acquired through 4. Ask and answer questions to help determine or clarify e. Decode two-syllable words following basic patterns partners about grade 1 topics and texts with peers conversations, reading and being read to, and the meaning of words and phrases in a text. by breaking the words into syllables. and adults in small and larger groups. responding to texts. 5. Know and use various text features (e.g., headings, f. Read words with inflectional endings. a. Follow agreed-upon rules for discussions (e.g., tables of contents, glossaries, electronic menus, g. Recognize and read grade-appropriate irregularly listening to others with care, speaking one at a icons) to locate key facts or information in a text. spelled words. time about the topics and texts under discussion). 6. Distinguish between information provided by pictures Fluency b. Build on others’ talk in conversations by responding or other illustrations and information provided by the 4. Read with sufficient accuracy and fluency to support to the comments of others through multiple words in a text. comprehension. exchanges. Integration of Knowledge and Ideas a. Read on-level text with purpose and understanding. c. Ask questions to clear up any confusion about the 7. Use the illustrations and details in a text to describe its b. Read on-level text orally with accuracy, appropriate topics and texts under discussion. key ideas. rate, and expression on successive readings. 2. Ask and answer questions about key details in a text 8. Identify the reasons an author gives to support points c. Use context to confirm or self-correct word read aloud or information presented orally or through in a text. recognition and understanding, rereading as other media. 9. Identify basic similarities in and differences between necessary. 3. Ask and answer questions about what a speaker says two texts on the same topic (e.g., in illustrations, WRITING STANDARDS in order to gather additional information or clarify Formatted by Jessamine County descriptions, or procedures). Text Types and Purposes something that is not understood. Range of Reading and Level of Text Complexity 1. Write opinion pieces in which they introduce the topic Presentation of Knowledge and Ideas 10. With prompting and support, read informational texts or name the book they are writing about, state an 4. Describe people, places, things, and events with appropriately complex for grade 1. opinion, supply a reason for the opinion, and provide relevant details, expressing ideas and feelings 1ST GRADE READING STANDARDS: FOUNDATIONAL SKILLS some sense of closure. clearly. READING STANDARDS FOR LITERATURE Print Concepts 2. Write informative/explanatory texts in which they 5. Add drawings or other visual displays to descriptions Key Ideas and Details 1. Demonstrate understanding of the organization and name a topic, supply some facts about the topic, and when appropriate to clarify ideas, thoughts, and 1. Ask and answer questions about key details in a text. basic features of print. provide some sense of closure. feelings. 2. Retell stories, including key details, and demonstrate a. Recognize the distinguishing features of a sentence 3. Write narratives in which they recount two or more 6. Produce complete sentences when appropriate to task understanding of their central message or lesson. (e.g., first word, capitalization, ending appropriately sequenced events, include some and situation. (See grade 1 Language standards 1 3. Describe characters, settings, and major events in a punctuation). details regarding what happened, use temporal and 3 on page 26 for specific expectations.) story, using key details. Phonological Awareness words to signal event order, and provide some sense LANGUAGE Craft and Structure 2. Demonstrate understanding of spoken words, of closure. Conventions of Standard English 4. Identify words and phrases in stories or poems that syllables, and sounds (phonemes). Production and Distribution of Writing suggest feelings or appeal to the senses. 4. (Begins in grade 3) 1. Demonstrate command of the conventions of standard 5. With guidance and support from adults, demonstrate English grammar and usage when writing or understanding of word relationships and nuances in speaking. word meanings. a. Print all upper- and lowercase letters. a. Sort words into categories (e.g., colors, clothing) to b. Use common, proper, and possessive nouns. gain a sense of the concepts the categories c. Use singular and plural nouns with matching verbs represent. in basic sentences (e.g., He hops; We hop). b. Define words by category and by one or more key d. Use personal, possessive, and indefinite pronouns attributes (e.g., a duck is a bird that swims; a tiger (e.g., I, me, my; they, them, their; anyone, is a large cat with stripes). everything). c. Identify real-life connections between words and e. Use verbs to convey a sense of past, present, and their use (e.g., note places at home that are future (e.g., Yesterday I walked home; Today I cozy). walk home; Tomorrow I will walk home). d. Distinguish shades of meaning among verbs f. Use frequently occurring adjectives. differing in manner (e.g., look, peek, glance, stare, g. Use frequently occurring conjunctions (e.g., and, glare, scowl) and adjectives differing in intensity but, or, so, because). (e.g., large, gigantic) by defining or choosing them h. Use determiners (e.g., articles, demonstratives). or by acting out the meanings. i. Use frequently occurring prepositions (e.g., during, 6. Use words and phrases acquired through beyond, toward). conversations, reading and being read to, and j. Produce and expand complete simple and responding to texts, including using frequently compound declarative, interrogative, imperative, occurring conjunctions to signal simple relationships and exclamatory sentences in response to (e.g., because). prompts. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. Formatted by Jessamine County c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Knowledge of Language 3. (Begins in grade 2) Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 2ND GRADE electronic menus, icons) to locate key facts or 2. Write informative/explanatory texts in which they 4. Tell a story or recount an experience with appropriate READING STANDARDS FOR LITERATURE information in a text efficiently. introduce a topic, use facts and definitions to develop facts and relevant, descriptive details, speaking Key Ideas and Details 6. Identify the main purpose of a text, including what the points, and provide a concluding statement or audibly in coherent sentences. 1. Ask and answer such questions as who, what, where, author wants to answer, explain, or describe. section. 5. Create audio recordings of stories or poems; add when, why, and how to demonstrate understanding Integration of Knowledge and Ideas 3. Write narratives in which they recount a well drawings or other visual displays to stories or of key details in a text. 7. Explain how specific images (e.g., a diagram showing elaborated event or short sequence of events, recounts of experiences when appropriate to clarify 2. Recount stories, including fables and folktales from how a machine works) contribute to and clarify a include details to describe actions, thoughts, and ideas, thoughts, and feelings. diverse cultures, and determine their central text. feelings, use temporal words to signal event order, 6. Produce complete sentences when appropriate to task message, lesson, or moral. 8. Describe how reasons support specific points the and provide a sense of closure. and situation in order to provide requested detail or 3. Describe how characters in a story respond to major author makes in a text. Production and Distribution of Writing clarification. (See grade 2 Language standards 1 and events and challenges. 9. Compare and contrast the most important points 4. (Begins in grade 3) 3 on pages 26 and 27 for specific expectations.) Craft and Structure presented by two texts on the same topic. 5. With guidance and support from adults and peers, LANGUAGE 4. Describe how words and phrases (e.g., regular beats, Range of Reading and Level of Text Complexity focus on a topic and strengthen writing as needed by Conventions of Standard English alliteration, rhymes, repeated lines) supply rhythm 10. By the end of year, read and comprehend revising and editing. 1. Demonstrate command of the conventions of standard and meaning in a story, poem, or song. informational texts, including history/social studies, 6. With guidance and support from adults, use a variety English grammar and usage when writing or 5. Describe the overall structure of a story, including science, and technical texts, in the grades 2–3 text of digital tools to produce and publish writing, speaking. describing how the beginning introduces the story complexity band proficiently, with scaffolding as including in collaboration with peers. a. Use collective nouns (e.g., group). and the ending concludes the action. needed at the high end of the range. b. Form and use frequently occurring irregular plural 6. Acknowledge differences in the points of view of READING STANDARDS: FOUNDATIONAL SKILLS nouns (e.g., feet, children, teeth, mice, fish). characters, including by speaking in a different voice Phonics and Word Recognition Research to Build and Present Knowledge c. Use reflexive pronouns (e.g., myself, ourselves). for each character when reading dialogue aloud. 3. Know and apply grade-level phonics and word analysis 7. Participate in shared research and writing projects d. Form and use the past tense of frequently occurring Integration of Knowledge and Ideas skills in decoding words. (e.g., read a number of books on a single topic to irregular verbs (e.g., sat, hid, told). 7. Use information gained from the illustrations and a. Distinguish long and short vowels when reading produce a report; record science observations). e. Use adjectives and adverbs, and choose between words in a print or digital text to demonstrate regularly spelled one-syllable words. 8. Recall information from experiences or gather them depending on what is to be modified. understanding of its characters, setting, or plot. b. Know spelling-sound correspondences for additional information from provided sources to answer a f. Produce, expand, and rearrange complete simple 8. (Not applicable to literature) common vowel teams. question. and compound sentences (e.g., The boy watched 9. Compare and contrast two or more versions of the c. Decode regularly spelled two-syllable words with 9. (Begins in grade 4) the movie; The little boy watched the movie; The same story (e.g., Cinderella stories) by different long vowels. Range of Writing action movie was watched by the little boy). authors or from different cultures. d. Decode words with common prefixes and suffixes. 10. (Begins in grade 3) 2. Demonstrate command of the conventions of standard Range of Reading and Level of Text Complexity e. Identify words with inconsistent but common SPEAKING AND LISTENING English capitalization, punctuation, and spelling when 10. By the end of the year, read and comprehend spelling-sound correspondences. Comprehension and Collaboration writing. literature, including stories and poetry, in the grades f. Recognize and read grade-appropriate irregularly 1. Participate in collaborative conversations with diverse a. Capitalize holidays, product names, and geographic 2–3 text complexity band proficiently, with spelled words. partners about grade 2 topics and texts with peers names. scaffolding as needed at the high end of the range. Fluency and adults in small and larger groups. b. Use commas in greetings and closings of letters. READING STANDARDS FOR INFORMATIONAL TEXT 4. Read with sufficient accuracy and fluency to support a. Follow agreed-upon rules for discussions (e.g., Key Ideas and Details comprehension. gaining the floor in respectful ways, listening to c. Use an apostrophe to form contractions and 1. Ask and answer such questions as who, what, where, a. Read on-level text with purpose and understanding. others with care, speaking one at a time about the frequently occurring possessives. when, why, and how to demonstrate understanding b. Read on-level text orally with accuracy, appropriate topics and texts under discussion). d. Generalize learned spelling patterns when writing of key details in a text. rate, and expression on successive readings. b. Build on others’ talk in conversations by linking words (e.g., cage →badge; boy →boil). 2. Identify the main topic of a multi-paragraph text as c. Use context to confirm or self-correct word their comments to the remarks of others. e. Consult reference materials, including beginning well as the focus of specific paragraphs within the recognition and understanding, rereading as c. Ask for clarification and further explanation as dictionaries, as needed to check and correct text. necessary. needed about the topics and texts under spellings. 3. Describe the connection between a series of historical WRITING STANDARD discussion. Knowledge of Language events, scientific ideas or concepts, or steps in Text Types and Purposes 2. Recount or describe key ideas or details from a text 3. Use knowledge of language and its conventions when technical procedures in a text. 1. Write opinion pieces in which they introduce the topic read aloud or information presented orally or through writing, speaking, reading, or listening. Craft and Structure or book they are writing about, state an opinion, other media. a. Compare formal and informal uses of English. 4. Determine the meaning of words and phrases in a text supply reasons that support the opinion, use linking 3. Ask and answer questions about what a speaker says Vocabulary Acquisition and Use relevant to a grade 2 topic or subject area. words (e.g., because, and, also) to connect opinion in order to clarify comprehension, gather additional 4. Determine or clarify the meaning of unknown and 5. Know and use various text features (e.g., captions, and reasons, and provide a concluding statement or information, or deepen understanding of a topic or multiple-meaning words and phrases based on grade bold print, subheadings, glossaries, indexes, section. issue. 2 reading and content, choosing flexibly from an Presentation of Knowledge and Ideas array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Formatted by Jessamine County 3RD GRADE 6. Distinguish their own point of view from that of the author of c. Use linking words and phrases (e.g., also, another, and, c. Ask questions to check understanding of information READING STANDARDS LITERATURE a text. more, but) to connect ideas within categories of presented, stay on topic, and link their comments to the Key Ideas and Details Integration of Knowledge and Ideas information. remarks of others. 1. Ask and answer questions to demonstrate understanding of a 7. Use information gained from illustrations (e.g., maps, d. Provide a concluding statement or section. d. Explain their own ideas and understanding in light of the text, referring explicitly to the text as the basis for the photographs) and the words in a text to demonstrate 3. Write narratives to develop real or imagined experiences or discussion. answers. understanding of the text (e.g., where, when, why, and events using effective technique, descriptive details, and 2. Determine the main ideas and supporting details of a text 2. Recount stories, including fables, folktales, and myths from how key events occur). clear event sequences. read aloud or information presented in diverse media and diverse cultures; determine the central message, lesson, or 8. Describe the logical connection between particular sentences a. Establish a situation and introduce a narrator and/or formats, including visually, quantitatively, and orally. moral and explain how it is conveyed through key details in and paragraphs in a text (e.g., comparison, cause/effect, characters; organize an event sequence that unfolds 3. Ask and answer questions about information from a speaker, the text. first/second/third in a sequence). naturally. offering appropriate elaboration and detail. 3. Describe characters in a story (e.g., their traits, motivations, 9. Compare and contrast the most important points and key b. Use dialogue and descriptions of actions, thoughts, and Presentation of Knowledge and Ideas or feelings) and explain how their actions contribute to the details presented in two texts on the same topic. feelings to develop experiences and events or show the 4. Report on a topic or text, tell a story, or recount an sequence of events. response of characters to situations. experience with appropriate facts and relevant, descriptive Craft and Structure c. Use temporal words and phrases to signal event order. details, speaking clearly at an understandable pace. 4. Determine the meaning of words and phrases as they are d. Provide a sense of closure. 5. Create engaging audio recordings of stories or poems that used in a text, distinguishing literal from nonliteral Range of Reading and Level of Text Complexity Production and Distribution of Writing demonstrate fluid reading at an understandable pace; add language. 10. By the end of the year, read and comprehend informational 4. With guidance and support from adults, produce writing in visual displays when appropriate to emphasize or enhance 5. Refer to parts of stories, dramas, and poems when writing or texts, including history/social studies, science, and which the development and organization are appropriate to certain facts or details. speaking about a text, using terms such as chapter, scene, technical texts, at the high end of the grades 2–3 text task and purpose. (Grade-specific expectations for writing 6. Speak in complete sentences when appropriate to task and and stanza; describe how each successive part builds on complexity band independently and proficiently. types are defined in standards 1–3 above.) situation in order to provide requested detail or earlier sections. READING STANDARDS: FOUNDATIONAL SKILLS 5. With guidance and support from peers and adults, develop clarification. (See grade 3 Language standards 1 and 3 on 6. Distinguish their own point of view from that of the narrator Phonics and Word Recognition and strengthen writing as needed by planning, revising, pages 28 and 29 for specific expectations.) or those of the characters. 3. Know and apply grade-level phonics and word analysis skills and editing. (Editing for conventions should demonstrate LANGUAGE STANDARDS Integration of Knowledge and Ideas in decoding words. command of Language standards 1–3 up to and including Conventions of Standard English 7. Explain how specific aspects of a text’s illustrations a. Identify and know the meaning of the most common grade 3 on pages 28 and 29.) 1. Demonstrate command of the conventions of standard contribute to what is conveyed by the words in a story prefixes and derivational suffixes. English grammar and usage when writing or speaking. (e.g., create mood, emphasize aspects of a character or b. Decode words with common Latin suffixes. 6. With guidance and support from adults, use technology to a. Explain the function of nouns, pronouns, verbs, setting). c. Decode multi-syllable words. produce and publish writing (using keyboarding skills) as adjectives, and adverbs in general and their functions in 8. (Not applicable to literature) d. Read grade-appropriate irregularly spelled words. well as to interact and collaborate with others. particular sentences. 9. Compare and contrast the themes, settings, and plots of Fluency Research to Build and Present Knowledge b. Form and use regular and irregular plural nouns. stories written by the same author about the same or 4. Read with sufficient accuracy and fluency to support 7. Conduct short research projects that build knowledge about c. Use abstract nouns (e.g., childhood). similar characters (e.g., in books from a series). comprehension. a topic. d. Form and use regular and irregular verbs. Range of Reading and Level of Text Complexity a. Read on-level text with purpose and understanding. 8. Recall information from experiences or gather information e. Form and use the simple (e.g., I walked; I walk; I will walk) 10. By the end of the year, read and comprehend literature, b. Read on-level prose and poetry orally with accuracy, from print and digital sources; take brief notes on sources verb tenses. including stories, dramas, and poetry, at the high end of appropriate rate, and expression on successive and sort evidence into provided categories. f. Ensure subject-verb and pronoun-antecedent agreement.* the grades 2–3 text complexity band independently and readings 9. (Begins in grade 4) g. Form and use comparative and superlative adjectives and proficiently. c. Use context to confirm or self-correct word recognition Range of Writing adverbs, and choose between them depending on what READING STANDARDS FOR INFORMATIONAL TEXT and understanding, rereading as necessary. 10. Write routinely over extended time frames (time for is to be modified. Key Ideas and Details WRITING STANDARDS research, reflection, and revision) and shorter time frames h. Use coordinating and subordinating conjunctions. 1. Ask and answer questions to demonstrate understanding of a Text Types and Purposes (a single sitting or a day or two) for a range of discipline- i. Produce simple, compound, and complex sentences. text, referring explicitly to the text as the basis for the 1. Write opinion pieces on topics or texts, supporting a point of specific tasks, purposes, and audiences. 2. Demonstrate command of the conventions of standard answers. view with reasons. SPEAKING AND LISTENING English capitalization, punctuation, and spelling when 2. Determine the main idea of a text; recount the key details a. Introduce the topic or text they are writing about, state Comprehension and Collaboration writing. and explain how they support the main idea. an opinion, and create an organizational structure that 1. Engage effectively in a range of collaborative discussions a. Capitalize appropriate words in titles. 3. Describe the relationship between a series of historical lists reasons. (one-on-one, in groups, and teacher led) with diverse b. Use commas in addresses. events, scientific ideas or concepts, or steps in technical b. Provide reasons that support the opinion. partners on grade 3 topics and texts, building on others’ c. Use commas and quotation marks in dialogue. procedures in a text, using language that pertains to time, c. Use linking words and phrases (e.g., because, therefore, ideas and expressing their own clearly. d. Form and use possessives. sequence, and cause/effect. since, for example) to connect opinion and reasons. a. Come to discussions prepared, having read or studied e. Use conventional spelling for high-frequency and other Craft and Structure d. Provide a concluding statement or section. required material; explicitly draw on that preparation studied words and for adding suffixes to base words 4. Determine the meaning of general academic and domain- 2. Write informative/explanatory texts to examine a topic and and other information known about the topic to explore (e.g., sitting, smiled, cries, happiness). specific words and phrases in a text relevant to a grade 3 convey ideas and information clearly. ideas under discussion. f. Use spelling patterns and generalizations (e.g., word topic or subject area. a. Introduce a topic and group related information together; b. Follow agreed-upon rules for discussions (e.g., gaining the families, position-based spellings, syllable patterns, 5. Use text features and search tools (e.g., key words, sidebars, include illustrations when useful to aiding floor in respectful ways, listening to others with care, ending rules, meaningful word parts) in writing words. hyperlinks) to locate information relevant to a given topic comprehension. speaking one at a time about the topics and texts under g. Consult reference materials, including beginning efficiently. b. Develop the topic with facts, definitions, and details. discussion). dictionaries, as needed to check and correct spellings. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple- meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g.,After dinner that night we went looking for them).

Formatted by Jessamine County 4TH GRADE 6. Compare and contrast a firsthand and secondhand account b. Develop the topic with facts, definitions, concrete details, 10. Write routinely over extended time frames (time for READING STANDARDS LITERATURE of the same event or topic; describe the differences in quotations, or other information and examples related research, reflection, and revision) and shorter time frames Key Ideas focus and the information provided. to the topic. (a single sitting or a day or two) for a range of discipline- 1. Refer to details and examples in a text when explaining what Integration of Knowledge and Ideas c. Link ideas within categories of information using words specific tasks, purposes, and audiences. the text says explicitly and when drawing inferences from 7. Interpret information presented visually, orally, or and phrases (e.g., another, for example, also, because). the text. quantitatively (e.g., in charts, graphs, diagrams, time lines, d. Use precise language and domain-specific vocabulary to SPEAKING AND LISTENING 2. Determine a theme of a story, drama, or poem from details animations, or interactive elements on Web pages) and inform about or explain the topic. Comprehension and Collaboration in the text; summarize the text. explain how the information contributes to an e. Provide a concluding statement or section related to the 1. Engage effectively in a range of collaborative discussions 3. Describe in depth a character, setting, or event in a story or understanding of the text in which it appears. information or explanation presented. (one-on-one, in groups, and teacher led) with diverse drama, drawing on specific details in the text (e.g., a 8. Explain how an author uses reasons and evidence to support 3. Write narratives to develop real or imagined experiences or partners on grade 4 topics and texts, building on others’ character’s thoughts, words, or actions). particular points in a text. events using effective technique, descriptive details, and ideas and expressing their own clearly. Craft and Structure 9. Integrate information from two texts on the same topic in clear event sequences. a. Come to discussions prepared, having read or studied 4. Determine the meaning of words and phrases as they are order to write or speak about the subject knowledgeably. a. Orient the reader by establishing a situation and required material; explicitly draw on that preparation used in a text, including those that allude to significant Range of Reading and Level of Text Complexity introducing a narrator and/or characters; organize an and other information known about the topic to explore characters found in mythology (e.g., Herculean). 10. By the end of year, read and comprehend informational event sequence that unfolds naturally. ideas under discussion. 5. Explain major differences between poems, drama, and prose, texts, including history/social studies, science, and b. Use dialogue and description to develop experiences and b. Follow agreed-upon rules for discussions and carry out and refer to the structural elements of poems (e.g., verse, technical texts, in the grades 4–5 text complexity band events or show the responses of characters to assigned roles. rhythm, meter) and drama (e.g., casts of characters, proficiently, with scaffolding as needed at the high end of situations. c. Pose and respond to specific questions to clarify or follow settings, descriptions, dialogue, stage directions) when the range. c. Use a variety of transitional words and phrases to manage up on information, and make comments that contribute writing or speaking about a text. READING STANDARDS: FOUNDATIONAL SKILLS the sequence of events. to the discussion and link to the remarks of others. 6. Compare and contrast the point of view from which different Phonics and Word Recognition d. Use concrete words and phrases and sensory details to d. Review the key ideas expressed and explain their own stories are narrated, including the difference between first- 3. Know and apply grade-level phonics and word analysis skills convey experiences and events precisely. ideas and understanding in light of the discussion. and third-person narrations. in decoding words. e. Provide a conclusion that follows from the narrated 2. Paraphrase portions of a text read aloud or information Integration of Knowledge and Ideas a. Use combined knowledge of all letter-sound experiences or events. presented in diverse media and formats, including visually, 7. Make connections between the text of a story or drama and correspondences, syllabication patterns, and Production and Distribution of Writing quantitatively, and orally. a visual or oral presentation of the text, identifying where morphology (e.g., roots and affixes) to read accurately 4. Produce clear and coherent writing in which the development 3. Identify the reasons and evidence a speaker provides to each version reflects specific descriptions and directions in unfamiliar multisyllabic words in context and out of and organization are appropriate to task, purpose, and support particular points. the text. context. audience. (Grade-specific expectations for writing types Presentation of Knowledge and Ideas 8. (Not applicable to literature) Fluency are defined in standards 1–3 above.) 4. Report on a topic or text, tell a story, or recount an 9. Compare and contrast the treatment of similar themes and 4. Read with sufficient accuracy and fluency to support 5. With guidance and support from peers and adults, develop experience in an organized manner, using appropriate topics (e.g., opposition of good and evil) and patterns of comprehension. and strengthen writing as needed by planning, revising, facts and relevant, descriptive details to support main events (e.g., the quest) in stories, myths, and traditional a. Read on-level text with purpose and understanding. and editing. (Editing for conventions should demonstrate ideas or themes; speak clearly at an understandable pace. literature from different cultures. b. Read on-level prose and poetry orally with accuracy, command of Language standards 1–3 up to and including 5. Add audio recordings and visual displays to presentations Range of Reading and Level of Text Complexity appropriate rate, and expression on successive grade 4 on pages 28 and 29.) when appropriate to enhance the development of main 10. By the end of the year, read and comprehend literature, readings. 6. With some guidance and support from adults, use ideas or themes. including stories, dramas, and poetry, in the grades 4–5 c. Use context to confirm or self-correct word recognition technology, including the Internet, to produce and publish 6. Differentiate between contexts that call for formal English text complexity band proficiently, with scaffolding as and understanding, rereading as necessary. writing as well as to interact and collaborate with others; (e.g., presenting ideas) and situations where informal needed at the high end of the range. demonstrate sufficient command of keyboarding skills to discourse is appropriate (e.g., small-group discussion); use WRITING STANDARDS type a minimum of one page in a single sitting. formal English when appropriate to task and situation. (See READING STANDARDS FOR INFORMATIONAL TEXT Text Types and Purposes Research to Build and Present Knowledge grade 4 Language standards 1 on pages 28 and 29 for Key Ideas and Details 1. Write opinion pieces on topics or texts, supporting apoint of 7. Conduct short research projects that build knowledge specific expectations.) 1. Refer to details and examples in a text when explaining what view with reasons and information. through investigation of different aspects of a topic. LANGUAGE the text says explicitly and when drawing inferences from a. Introduce a topic or text clearly, state an opinion, and 8. Recall relevant information from experiences or gather create an organizational structure in which related relevant information from print and digital sources; take Conventions of Standard English the text. 1. Demonstrate command of the conventions of standard English ideas are grouped to support the writer’s purpose. notes and categorize information, and provide a list of 2. Determine the main idea of a text and explain how it is grammar and usage when writing or speaking. b. Provide reasons that are supported by facts and details. sources. supported by key details; summarize the text. a. Use relative pronouns (who, whose, whom, which, that) and 3. Explain events, procedures, ideas, or concepts in a historical, c. Link opinion and reasons using words and phrases (e.g., 9. Draw evidence from literary or informational texts to support relative adverbs (where, when, why). scientific, or technical text, including what happened and for instance, in order to, in addition). analysis, reflection, and research. b. Form and use the progressive (e.g., I was walking; I am walking; I why, based on specific information in the text. d. Provide a concluding statement or section related to the a. Apply grade 4 Reading standards to literature (e.g., will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various Craft and Structure opinion presented. “Describe in depth a character, setting, or event in a conditions. 4. Determine the meaning of general academic and domain- 2. Write informative/explanatory texts to examine a topic and story or drama, drawing on specific details in the text convey ideas and information clearly. [e.g., a character’s thoughts, words, or actions].”). d. Order adjectives within sentences according to conventional specific words or phrases in a text relevant to a grade 4 patterns (e.g., a small red bag rather than a red small bag). a. Introduce a topic clearly and group related information in b. Apply grade 4 Reading standards to informational texts topic or subject area. e. Form and use prepositional phrases. 5. Describe the overall structure (e.g., chronology, comparison, paragraphs and sections; include formatting (e.g., (e.g., “Explain how an author uses reasons and f. Produce complete sentences, recognizing and correcting cause/effect, problem/solution) of events, ideas, concepts, headings), illustrations, and multimedia when useful to evidence to support particular points in a text”). inappropriate fragments and run-ons.* or information in a text or part of a text. aiding comprehension. Range of Writing g. Correctly use frequently confused words (e.g., to, too, two; there, their).* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Formatted by Jessamine County 5TH GRADE 7. Draw on information from multiple print or digital sources, c. Link ideas within and across categories of information support particular points in a text, identifying which READING STANDARDS LITERATURE demonstrating the ability to locate an answer to a question using words, phrases, and clauses (e.g., in contrast, reasons and evidence support which point[s]”). Key Ideas and Details quickly or to solve a problem efficiently. especially). Range of Writing 1. Quote accurately from a text when explaining what the text 8. Explain how an author uses reasons and evidence to support d. Use precise language and domain-specific vocabulary to 10. Write routinely over extended time frames (time for says explicitly and when drawing inferences from the text. particular points in a text, identifying which reasons and inform about or explain the topic. research, reflection, and revision) and shorter time frames 2. Determine a theme of a story, drama, or poem from details evidence support which point(s). e. Provide a concluding statement or section related to the (a single sitting or a day or two) for a range of discipline- in the text, including how characters in a story or drama 9. Integrate information from several texts on the same topic in information or explanation presented. specific tasks, purposes, and audiences. respond to challenges or how the speaker in a poem order to write or speak about the subject knowledgeably. 3. Write narratives to develop real or imagined experiences or SPEAKING AND LISTENING reflects upon a topic; summarize the text. events using effective technique, descriptive details, and Comprehension and Collaboration 3. Compare and contrast two or more characters, settings, or clear event sequences. 1. Engage effectively in a range of collaborative discussions events in a story or drama, drawing on specific details in Range of Reading and Level of Text Complexity a. Orient the reader by establishing a situation and (one-on-one, in groups, and teacher led) with diverse the text (e.g., how characters interact). 10. By the end of the year, read and comprehend informational introducing a narrator and/or characters; organize an partners on grade 5 topics and texts, building on others’ Craft and Structure texts, including history/social studies, science, and event sequence that unfolds naturally. ideas and expressing their own clearly. 4. Determine the meaning of words and phrases as they are technical texts, at the high end of the grades 4–5 text b. Use narrative techniques, such as dialogue, description, a. Come to discussions prepared, having read or studied used in a text, including figurative language such as complexity band independently and proficiently. and pacing, to develop experiences and events or show required material; explicitly draw on that preparation metaphors and similes. READING STANDARDS: FOUNDATIONAL SKILLS the responses of characters to situations. and other information known about the topic to explore 5. Explain how a series of chapters, scenes, or stanzas fits Phonics and Word Recognition c. Use a variety of transitional words, phrases, and clauses ideas under discussion. together to provide the overall structure of a particular 3. Know and apply grade-level phonics and word analysis skills to manage the sequence of events. b. Follow agreed-upon rules for discussions and carry out story, drama, or poem. in decoding words. d. Use concrete words and phrases and sensory details to assigned roles. 6. Describe how a narrator’s or speaker’s point of view a. Use combined knowledge of all letter-sound convey experiences and events precisely. c. Pose and respond to specific questions by making influences how events are described. correspondences, syllabication patterns, and e. Provide a conclusion that follows from the narrated comments that contribute to the discussion and Integration of Knowledge and Ideas morphology (e.g., roots and affixes) to read accurately experiences or events. elaborate on the remarks of others. 7. Analyze how visual and multimedia elements contribute to unfamiliar multisyllabic words in context and out of d. Review the key ideas expressed and draw conclusions in the meaning, tone, or beauty of a text (e.g., graphic novel, context. light of information and knowledge gained from the multimedia presentation of fiction, folktale, myth, poem). Fluency Production and Distribution of Writing discussions. 8. (Not applicable to literature) 4. Read with sufficient accuracy and fluency to support 4. Produce clear and coherent writing in which the development 2. Summarize a written text read aloud or information 9. Compare and contrast stories in the same genre (e.g., comprehension. and organization are appropriate to task, purpose, and presented in diverse media and formats, including visually, mysteries and adventure stories) on their approaches to a. Read on-level text with purpose and understanding. audience. (Grade-specific expectations for writing types quantitatively, and orally. similar themes and topics. b. Read on-level prose and poetry orally with accuracy, are defined in standards 1–3 above.) 3. Summarize the points a speaker makes and explain how Range of Reading and Level of Text Complexity appropriate rate, and expression on successive 5. With guidance and support from peers and adults, develop each claim is supported by reasons and evidence. 10. By the end of the year, read and comprehend literature, readings. and strengthen writing as needed by planning, revising, Presentation of Knowledge and Ideas including stories, dramas, and poetry, at the high end of c. Use context to confirm or self-correct word recognition editing, rewriting, or trying a new approach. (Editing for 4. Report on a topic or text or present an opinion, sequencing the grades 4–5 text complexity band independently and and understanding, rereading as necessary. conventions should demonstrate command of Language ideas logically and using appropriate facts and relevant, proficiently. WRITING STANDARDS standards 1–3 up to and including grade 5 on pages 28 and descriptive details to support main ideas or themes; speak READING STANDARDS FOR INFORMATIONAL TEXT Text Types and Purposes 29.) clearly at an understandable pace. Key Ideas and Details 1. Write opinion pieces on topics or texts, supporting a point of 6. With some guidance and support from adults, use 5. Include multimedia components (e.g., graphics, sound) and 1. Quote accurately from a text when explaining what the text view with reasons and information. technology, including the Internet, to produce and publish visual displays in presentations when appropriate to says explicitly and when drawing inferences from the text. a. Introduce a topic or text clearly, state an opinion, and writing as well as to interact and collaborate with others; enhance the development of main ideas or themes. 2. Determine two or more main ideas of a text and explain how create an organizational structure in which ideas are demonstrate sufficient command of keyboarding skills to 6. Adapt speech to a variety of contexts and tasks, using formal they are supported by key details; summarize the text. logically grouped to support the writer’s purpose. type a minimum of two pages in a single sitting. English when appropriate to task and situation. (See grade 3. Explain the relationships or interactions between two or b. Provide logically ordered reasons that are supported by Research to Build and Present Knowledge 5 Language standards 1 and 3 on pages 28 and 29 for more individuals, events, ideas, or concepts in a historical, facts and details. 7. Conduct short research projects that use several sources to specific expectations.) scientific, or technical text based on specific information in c. Link opinion and reasons using words, phrases, and build knowledge through investigation of different aspects Conventions of Standard English the text. clauses (e.g., consequently, specifically). of a topic. 1. Demonstrate command of the conventions of standard Craft and Structure d. Provide a concluding statement or section related to the 8. Recall relevant information from experiences or gather English grammar and usage when writing or speaking. 4. Determine the meaning of general academic and domain- opinion presented. relevant information from print and digital sources; a. Explain the function of conjunctions, prepositions, and specific words and phrases in a text relevant to a grade 5 2. Write informative/explanatory texts to examine a topic and summarize or paraphrase information in notes and finished interjections in general and their function in particular topic or subject area. convey ideas and information clearly. work, and provide a list of sources. sentences. 5. Compare and contrast the overall structure (e.g., chronology, a. Introduce a topic clearly, provide a general observation 9. Draw evidence from literary or informational texts to support b. Form and use the perfect (e.g., I had walked; I have comparison, cause/effect, problem/solution) of events, and focus, and group related information logically; analysis, reflection, and research. walked; I will have walked) verb tenses. ideas, concepts, or information in two or more texts. include formatting (e.g., headings), illustrations, and a. Apply grade 5 Reading standards to literature (e.g., c. Use verb tense to convey various times, sequences, 6. Analyze multiple accounts of the same event or topic, noting multimedia when useful to aiding comprehension. “Compare and contrast two or more characters, settings, states, and conditions. important similarities and differences in the point of view b. Develop the topic with facts, definitions, concrete details, or events in a story or adrama, drawing on specific details d. Recognize and correct inappropriate shifts in verb tense.* they represent. quotations, or other information and examples related in the text [e.g., how characters interact]”). e. Use correlative conjunctions (e.g., either/or, neither/nor). Integration of Knowledge and Ideas to the topic. b. Apply grade 5 Reading standards to informational texts (e.g., 2. Demonstrate command of the conventions of standard “Explain how an author uses reasons and evidence to English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* 2. Determine a theme or central idea of a text and how it is 8. Trace and evaluate the argument and specific claims in a d. Use precise words and phrases, relevant descriptive details, b. Use a comma to separate an introductory element from conveyed through particular details; provide a summary of text, distinguishing claims that are supported by reasons and sensory language to convey experiences and events. the rest of the sentence. the text distinct from personal opinions or judgments. and evidence from claims that are not. e. Provide a conclusion that follows from the narrated c. Use a comma to set off the words yes and no (e.g., Yes, 3. Describe how a particular story’s or drama’s plot unfolds in a 9. Compare and contrast one author’s presentation of events experiences or events. thank you), to set off a tag question from the rest of the series of episodes as well as how the characters respond or with that of another (e.g., a memoir written by and a Production and Distribution of Writing sentence (e.g., It’s true, isn’t it?), and to indicate direct change as the plot moves toward a resolution. biography on the same person). 4. Produce clear and coherent writing in which the address (e.g., Is that you, Steve?). Craft and Structure Range of Reading and Level of Text Complexity development, organization, and style are appropriate to d. Use underlining, quotation marks, or italics to indicate 4. Determine the meaning of words and phrases as they are 10. By the end of the year, read and comprehend literary task, purpose, and audience. (Grade-specific expectations titles of works. used in a text, including figurative and connotative nonfiction in the grades 6–8 text complexity band for writing types are defined in standards 1–3 above.) e. Spell grade-appropriate words correctly, consulting meanings; analyze the impact of a specific word choice on proficiently, with scaffolding as needed at the high end of 5. With some guidance and support from peers and adults, references as needed. meaning and tone. the range. develop and strengthen writing as needed by planning, Knowledge of Language 5. Analyze how a particular sentence, chapter, scene, or stanza revising, editing, rewriting, or trying a new approach. 3. Use knowledge of language and its conventions when fits into the overall structure of a text and contributes to WRITING STANDARDS (Editing for conventions should demonstrate command of writing, speaking, reading, or listening. the development of the theme, setting, or plot. Text Types and Purposes Language standards 1–3 up to and including grade 6 on a. Expand, combine, and reduce sentences for meaning, 6. Explain how an author develops the point of view of the 1. Write arguments to support claims with clear reasons and page 52.) reader/listener interest, and style. narrator or speaker in a text. relevant evidence. 6. Use technology, including the Internet, to produce and b. Compare and contrast the varieties of English (e.g., Integration of Knowledge and Ideas a. Introduce claim(s) and organize the reasons and evidence publish writing as well as to interact and collaborate with dialects, registers) used in stories, dramas, or poems. 7. Compare and contrast the experience of reading a story, clearly. others; demonstrate sufficient command of keyboarding Vocabulary Acquisition and Use drama, or poem to listening to or viewing an audio, video, b. Support claim(s) with clear reasons and relevant evidence, skills to type a minimum of three pages in a single sitting. 4. Determine or clarify the meaning of unknown and multiple- or live version of the text, including contrasting what they using credible sources and demonstrating an Research to Build and Present Knowledge meaning words and phrases based on grade 5 reading and “see” and “hear” when reading the text to what they understanding of the topic 7. Conduct short research projects to answer a question, content, choosing flexibly from a range of strategies. perceive when they listen or watch. or text. drawing on several sources and refocusing the inquiry a. Use context (e.g., cause/effect relationships and 8. (Not applicable to literature) c. Use words, phrases, and clauses to clarify the relationships when appropriate. comparisons in text) as a clue to the meaning of a word 9. Compare and contrast texts in different forms or genres among claim(s) and reasons. 8. Gather relevant information from multiple print and digital or phrase. (e.g., stories and poems; historical novels and fantasy d. Establish and maintain a formal style. sources; assess the credibility of each source; and quote or b. Use common, grade-appropriate Greek and Latin affixes stories) in terms of their approaches to similar themes and e. Provide a concluding statement or section that follows from paraphrase the data and conclusions of others while and roots as clues to the meaning of a word (e.g., topics. the argument presented. avoiding plagiarism and providing basic bibliographic photograph, photosynthesis). Range of Reading and Level of Text Complexity 2. Write informative/explanatory texts to examine a topic and information for sources. c. Consult reference materials (e.g., dictionaries, glossaries, 10. By the end of the year, read and comprehend literature, convey ideas, concepts, and information through the 9. Draw evidence from literary or informational texts to support thesauruses), both print and digital, to find the including stories, dramas, and poems, in the grades 6–8 selection, organization, and analysis of relevant content. analysis, reflection, and research. pronunciation and determine or clarify the precise text complexity band proficiently, with scaffolding as a. Introduce a topic; organize ideas, concepts, and information, a. Apply grade 6 Reading standards to literature (e.g., meaning of key words and phrases. needed at the high end of the range. using strategies such as definition, classification, “Compare and contrast texts in different forms or genres 5. Demonstrate understanding of figurative language, word comparison/contrast, and cause/effect; include formatting [e.g., stories and poems; historical novels and fantasy relationships, and nuances in word meanings. READING STANDARDS: INFORMATIONAL TEXT (e.g., headings), graphics (e.g., charts, tables), and stories] in terms of their approaches to similar themes and a. Interpret figurative language, including similes and Key Ideas and Details multimedia when useful to aiding comprehension. topics”). metaphors, in context. 1. Cite textual evidence to support analysis of what the text b. Develop the topic with relevant facts, definitions, concrete b. Apply grade 6 Reading standards to literary nonfiction (e.g., b. Recognize and explain the meaning of common idioms, says explicitly as well as inferences drawn from the text. details, quotations, or other information and examples. “Trace and evaluate the argument and specific claims in a adages, and proverbs. 2. Determine a central idea of a text and how it is conveyed c. Use appropriate transitions to clarify the relationships among text, distinguishing claims that are supported by reasons c. Use the relationship between particular words (e.g., through particular details; provide a summary of the text ideas and concepts. and evidence from claims that are not”). synonyms, antonyms, homographs) to better distinct from personal opinions or judgments. d. Use precise language and domain-specific vocabulary to Range of Writing understand each of the words. 3. Analyze in detail how a key individual, event, or idea is inform about or explain the topic. 10. Write routinely over extended time frames (time for 6. Acquire and use accurately grade-appropriate general introduced, illustrated, and elaborated in a text (e.g., e. Establish and maintain a formal style. research, reflection, and revision) and shorter time frames academic and domain-specific words and phrases, through examples or anecdotes). f. Provide a concluding statement or section that follows from (a single sitting or a day or two) for a range of discipline- including those that signal contrast, addition, and other Craft and Structure the information or explanation presented. specific tasks, purposes, and audiences. logical relationships (e.g., however, although, nevertheless, 4. Determine the meaning of words and phrases as they are 3. Write narratives to develop real or imagined experiences or similarly, moreover, in addition). used in a text, including figurative, connotative, and events using effective technique, relevant descriptive SPEAKING AND LISTENING STANDARDS technical meanings. details, and well-structured event sequences. Comprehension and Collaboration 5. Analyze how a particular sentence, paragraph, chapter, or a. Engage and orient the reader by establishing a context and 1. Engage effectively in a range of collaborative discussions Formatted by Jessamine County section fits into the overall structure of a text and introducing a narrator and/or characters; organize an event (one-on-one, in groups, and teacher led) with diverse contributes to the development of the ideas. sequence that unfolds naturally and logically. partners on grade 6 topics, texts, and issues, building on GRADE 6 6. Determine an author’s point of view or purpose in a text and b. Use narrative techniques, such as dialogue, pacing, and others’ ideas and expressing their own clearly. READING STANDARDS FOR LITERATURE explain how it is conveyed in the text. description, to develop experiences, events, and/or a. Come to discussions prepared, having read or studied Key Ideas and Details Integration of Knowledge and Ideas characters. required material; explicitly draw on that preparation by 1. Cite textual evidence to support analysis of what the text 7. Integrate information presented in different media or formats c. Use a variety of transition words, phrases, and clauses to referring to evidence on the topic, text, or issue to probe says explicitly as well as inferences drawn from the text. (e.g., visually, quantitatively) as well as in words to convey sequence and signal shifts from one time frame or and reflect on ideas under discussion. develop a coherent understanding of a topic or issue. setting to another. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and a. Use context (e.g., the overall meaning of a sentence or detail by making comments that contribute to the topic, paragraph; a word’s position or function in a sentence) as a text, or issue under discussion. clue to the meaning of a word or phrase. d. Review the key ideas expressed and demonstrate b. Use common, grade-appropriate Greek or Latin affixes and understanding of multiple perspectives through reflection roots as clues to the meaning of a word (e.g., audience, and paraphrasing. auditory, audible). 2. Interpret information presented in diverse media and formats c. Consult reference materials (e.g., dictionaries, glossaries, (e.g., visually, quantitatively, orally) and explain how it thesauruses), both print and digital, to find the contributes to a topic, text, or issue under study. pronunciation of a word or determine or clarify its precise 3. Delineate a speaker’s argument and specific claims, meaning or its part of speech. distinguishing claims that are supported by reasons and d. Verify the preliminary determination of the meaning of a evidence from claims that are not. word or phrase (e.g., by checking the inferred meaning in Presentation of Knowledge and Ideas context or in a dictionary). 4. Present claims and findings, sequencing ideas logically and 5. Demonstrate understanding of figurative language, word using pertinent descriptions, facts, and details to relationships, and nuances in word meanings. accentuate main ideas or themes; use appropriate eye a. Interpret figures of speech (e.g., personification) in context. contact, adequate volume, and clear pronunciation. b. Use the relationship between particular words (e.g., 5. Include multimedia components (e.g., graphics, images, cause/effect, part/whole, item/category) to better music, sound) and visual displays in presentations to clarify understand each of the words. information. c. Distinguish among the connotations (associations) of words 6. Adapt speech to a variety of contexts and tasks, with similar denotations (definitions) (e.g., stingy, demonstrating command of formal English when indicated scrimping, economical, unwasteful, thrifty). or appropriate. (See grade 6 Language standards 1 and 3 6. Acquire and use accurately grade-appropriate general on page 52 for specific expectations.) academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase LANGUAGE STANDARDS important to comprehension or expression. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use Formatted by Jessamine County strategies to improve expression in conventional language.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/ listener interest, and style.* b. Maintain consistency in style and tone.* Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. GRADE 7 5. Analyze the structure an author uses to organize a text, d. Use precise language and domain-specific vocabulary to period as a means of understanding how authors of READING STANDARDS FOR LITERATURE including how the major sections contribute to the whole inform about or explain the topic. fiction use or alter history”). Key Ideas and Details and to the development of the ideas. e. Establish and maintain a formal style. b. Apply grade 7 Reading standards to literary nonfiction 1. Cite several pieces of textual evidence to support analysis of 6. Determine an author’s point of view or purpose in a text and f. Provide a concluding statement or section that follows (e.g. “Trace and evaluate the argument and specific what the text says explicitly as well as inferences drawn analyze how the author distinguishes his or her position from and supports the information or explanation claims in a text, assessing whether the reasoning is from the text. from that of others. presented. sound and the evidence is relevant and sufficient to 2. Determine a theme or central idea of a text and analyze its Integration of Knowledge and Ideas 3. Write narratives to develop real or imagined experiences or support the claims”). development over the course of the text; provide an 7. Compare and contrast a text to an audio, video, or events using effective technique, relevant descriptive Range of Writing objective summary of the text. multimedia version of the text, analyzing each medium’s details, and well-structured event sequences. 10. Write routinely over extended time frames (time for 3. Analyze how particular elements of a story or drama interact portrayal of the subject (e.g., how the delivery of a speech a. Engage and orient the reader by establishing a context research, reflection, and revision) and shorter time frames (e.g., how setting shapes the characters or plot). affects the impact of the words). and point of view and introducing a narrator and/or (a single sitting or a day or two) for a range of discipline- Craft and Structure 8. Trace and evaluate the argument and specific claims in a characters; organize an event sequence that unfolds specific tasks, purposes, and audiences. 4. Determine the meaning of words and phrases as they are text, assessing whether the reasoning is sound and the naturally and logically. used in a text, including figurative and connotative evidence is relevant and sufficient to support the claims. b. Use narrative techniques, such as dialogue, pacing, and SPEAKING AND LISTENING STANDARDS meanings; analyze the impact of rhymes and other 9. Analyze how two or more authors writing about the same description, to develop experiences, events, and/or Comprehension and Collaboration repetitions of sounds (e.g., alliteration) on a specific verse topic shape their presentations of key information by characters. 1. Engage effectively in a range of collaborative discussions or stanza of a poem or section of a story or drama. emphasizing different evidence or advancing different c. Use a variety of transition words, phrases, and clauses to (one-on-one, in groups, and teacher led) with diverse 5. Analyze how a drama’s or poem’s form or structure (e.g., interpretations of facts. convey sequence and signal shifts from one time frame partners on grade 7 topics, texts, and issues, building on soliloquy, sonnet) contributes to its meaning. Range of Reading and Level of Text Complexity or setting to another. others’ ideas and expressing their own clearly. 6. Analyze how an author develops and contrasts the points of 10. By the end of the year, read and comprehend literary d. Use precise words and phrases, relevant descriptive a. Come to discussions prepared, having read or researched view of different characters or narrators in a text. nonfiction in the grades 6–8 text complexity band details, and sensory language to capture the action and material under study; explicitly draw on that preparation Integration of Knowledge and Ideas proficiently, with scaffolding as needed at the high end of convey experiences and events. by referring to evidence on the topic, text, or issue to 7. Compare and contrast a written story, drama, or poem to its the range. e. Provide a conclusion that follows from and reflects on the probe and reflect on ideas under discussion. audio, filmed, staged, or multimedia version, analyzing the narrated experiences or events. b. Follow rules for collegial discussions, track progress toward effects of techniques unique to each medium (e.g., WRITING STANDARDS Production and Distribution of Writing specific goals and deadlines, and define individual roles lighting, sound, color, or camera focus and angles in a Text Types and Purposes 4. Produce clear and coherent writing in which the as needed. film). 1. Write arguments to support claims with clear reasons and development, organization, and style are appropriate to c. Pose questions that elicit elaboration and respond to 8. (Not applicable to literature) relevant evidence. task, purpose, and audience. (Grade-specific expectations others’ questions and comments with relevant 9. Compare and contrast a fictional portrayal of a time, place, a. Introduce claim(s), acknowledge alternate or opposing for writing types are defined in standards 1–3 above.) observations and ideas that bring the discussion back on or character and a historical account of the same period as claims, and organize the reasons and evidence 5. With some guidance and support from peers and adults, topic as needed. a means of understanding how authors of fiction use or logically. develop and strengthen writing as needed by planning, d. Acknowledge new information expressed by others and, alter history. b. Support claim(s) with logical reasoning and relevant revising, editing, rewriting, or trying a new approach, when warranted, modify their own views. Range of Reading and Level of Text Complexity evidence, using accurate, credible sources and focusing on how well purpose and audience have been 2. Analyze the main ideas and supporting details presented in 10. By the end of the year, read and comprehend literature, demonstrating an understanding addressed. (Editing for conventions should demonstrate diverse media and formats (e.g., visually, quantitatively, including stories, dramas, and poems, in the grades 6–8 of the topic or text. command of Language standards 1–3 up to and including orally) and explain how the ideas clarify a topic, text, or text complexity band proficiently, with scaffolding as c. Use words, phrases, and clauses to create cohesion and grade 7 on page 52.) issue under study. needed at the high end of the range. clarify the relationships among claim(s), reasons, and 6. Use technology, including the Internet, to produce and 3. Delineate a speaker’s argument and specific claims, evidence. publish writing and link to and cite sources as well as to evaluating the soundness of the reasoning and the READING STANDARDS: INFORMATIONAL TEXT d. Establish and maintain a formal style. interact and collaborate with others, including linking to relevance and sufficiency of the evidence. Key Ideas and Details e. Provide a concluding statement or section that follows and citing sources. Presentation of Knowledge and Ideas 1. Cite several pieces of textual evidence to support analysis of from and supports the argument presented. Research to Build and Present Knowledge 4. Present claims and findings, emphasizing salient points in a what the text says explicitly as well as inferences drawn 2. Write informative/explanatory texts to examine a topic and 7. Conduct short research projects to answer a question, focused, coherent manner with pertinent descriptions, from the text. convey ideas, concepts, and information through the drawing on several sources and generating additional facts, details, and examples; use appropriate eye contact, 2. Determine two or more central ideas in a text and analyze selection, organization, and analysis of relevant content. related, focused questions for further research and adequate volume, and clear pronunciation. their development over the course of the text; provide an a. Introduce a topic clearly, previewing what is to follow; investigation. 5. Include multimedia components and visual displays in objective summary of the text. organize ideas, concepts, and information, using 8. Gather relevant information from multiple print and digital presentations to clarify claims and findings and emphasize 3. Analyze the interactions between individuals, events, and strategies such as definition, classification, sources, using search terms effectively; assess the salient points. ideas in a text (e.g., how ideas influence individuals or comparison/contrast, and cause/ effect; include credibility and accuracy of each source; and quote or 6. Adapt speech to a variety of contexts and tasks, events, or how individuals influence ideas or events). formatting (e.g., headings), graphics (e.g., charts, paraphrase the data and conclusions of others while demonstrating command of formal English when indicated Craft and Structure tables), and multimedia when useful to aiding avoiding plagiarism and following a standard format for or appropriate. (See grade 7 Language standards 1 and 3 4. Determine the meaning of words and phrases as they are comprehension. citation. on page 52 for specific expectations.) used in a text, including figurative, connotative, and b. Develop the topic with relevant facts, definitions, 9. Draw evidence from literary or informational texts to support technical meanings; analyze the impact of a specific word concrete details, quotations, or other information and analysis, reflection, and research. LANGUAGE STANDARDS choice on meaning and tone. examples. a. Apply grade 7 Reading standards to literature (e.g., Conventions of Standard English c. Use appropriate transitions to create cohesion and clarify “Compare and contrast a fictional portrayal of a time, 1. Demonstrate command of the conventions of standard the relationships among ideas and concepts. place, or character and a historical account of the same English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and GRADE 8 technical meanings; analyze the impact of specific word f. Provide a concluding statement or section that follows their function in specific sentences. READING STANDARDS FOR LITERATURE choices on meaning and tone, including analogies or from and supports the information or explanation b. Choose among simple, compound, complex, and Key Ideas and Details allusions to other texts. presented. compound-complex sentences to signal differing 1. Cite the textual evidence that most strongly supports an 5. Analyze in detail the structure of a specific paragraph in a 3. Write narratives to develop real or imagined experiences or relationships among ideas. analysis of what the text says explicitly as well as text, including the role of particular sentences in events using effective technique, relevant descriptive c. Place phrases and clauses within a sentence, recognizing inferences drawn from the text. developing and refining a key concept. details, and well-structured event sequences. and correcting misplaced and dangling modifiers.* 2. Determine a theme or central idea of a text and analyze its 6. Determine an author’s point of view or purpose in a text and a. Engage and orient the reader by establishing a context 2. Demonstrate command of the conventions of standard development over the course of the text, including its analyze how the author acknowledges and responds to and point of view and introducing a narrator and/or English capitalization, punctuation, and spelling when relationship to the characters, setting, and plot; provide an conflicting evidence or viewpoints. characters; organize an event sequence that unfolds writing. objective summary of the text. Integration of Knowledge and Ideas naturally and logically. a. Use a comma to separate coordinate adjectives (e.g., It 3. Analyze how particular lines of dialogue or incidents in a 7. Evaluate the advantages and disadvantages of using b. Use narrative techniques, such as dialogue, pacing, was a fascinating, enjoyable movie but not He wore an story or drama propel the action, reveal aspects of a different mediums (e.g., print or digital text, video, description, and reflection, to develop experiences, old[,] green shirt). character, or provoke a decision. multimedia) to present a particular topic or idea. events, and/or characters. b. Spell correctly. Craft and Structure 8. Delineate and evaluate the argument and specific claims in a c. Use a variety of transition words, phrases, and clauses to Knowledge of Language 4. Determine the meaning of words and phrases as they are text, assessing whether the reasoning is sound and the convey sequence, signal shifts from one time frame or 3. Use knowledge of language and its conventions when used in a text, including figurative and connotative evidence is relevant and sufficient; recognize when setting to another, and show the relationships among writing, speaking, reading, or listening. meanings; analyze the impact of specific word choices on irrelevant evidence is introduced. experiences and events. a. Choose language that expresses ideas precisely and meaning and tone, including analogies or allusions to other 9. Analyze a case in which two or more texts provide conflicting d. Use precise words and phrases, relevant descriptive concisely, recognizing and eliminating wordiness and texts. information on the same topic and identify where the texts details, and sensory language to capture the action and redundancy.* 5. Compare and contrast the structure of two or more texts and disagree on matters of fact or interpretation. convey experiences and events. Vocabulary Acquisition and Use analyze how the differing structure of each text contributes Range of Reading and Level of Text Complexity e. Provide a conclusion that follows from and reflects on the 4. Determine or clarify the meaning of unknown and multiple- to its meaning and style. 10. By the end of the year, read and comprehend literary narrated experiences or events. meaning words and phrases based on grade 7 reading and 6. Analyze how differences in the points of view of the nonfiction at the high end of the grades 6–8 text Production and Distribution of Writing content, choosing flexibly from a range of strategies. characters and the audience or reader (e.g., created complexity band independently and proficiently. 4. Produce clear and coherent writing in which the a. Use context (e.g., the overall meaning of a sentence or through the use of dramatic irony) create such effects as WRITING STANDARDS development, organization, and style are appropriate to paragraph; a word’s position or function in a sentence) suspense or humor. Text Types and Purposes task, purpose, and audience. (Grade-specific expectations as a clue to the meaning of a word or phrase. Integration of Knowledge and Ideas 1. Write arguments to support claims with clear reasons and for writing types are defined in standards 1–3 above.) b. Use common, grade-appropriate Greek or Latin affixes 7. Analyze the extent to which a filmed or live production of a relevant evidence. and roots as clues to the meaning of a word (e.g., story or drama stays faithful to or departs from the text or a. Introduce claim(s), acknowledge and distinguish the 5. With some guidance and support from peers and adults, belligerent, bellicose, rebel). script, evaluating the choices made by the director or claim(s) from alternate or opposing claims, and develop and strengthen writing as needed by planning, c. Consult general and specialized reference materials (e.g., actors. organize the reasons and evidence logically. revising, editing, rewriting, or trying a new approach, dictionaries, glossaries, thesauruses), both print and 8. (Not applicable to literature) b. Support claim(s) with logical reasoning and relevant focusing on how well purpose and audience have been digital, to find the pronunciation of a word or determine 9. Analyze how a modern work of fiction draws on themes, evidence, using accurate, credible sources and addressed. (Editing for conventions should demonstrate or clarify its precise meaning or its part of speech. patterns of events, or character types from myths, demonstrating an understanding of the topic or text. command of Language standards 1–3 up to and including d. Verify the preliminary determination of the meaning of a traditional stories, or religious works such as the Bible, c. Use words, phrases, and clauses to create cohesion and grade 8 on page 52.) word or phrase (e.g., by checking the inferred meaning including describing how the material is rendered new. clarify the relationships among claim(s), counterclaims, 6. Use technology, including the Internet, to produce and in context or in a dictionary). Range of Reading and Level of Text Complexity reasons, and evidence. publish writing and present the relationships between 5. Demonstrate understanding of figurative language, word 10. By the end of the year, read and comprehend literature, d. Establish and maintain a formal style. information and ideas efficiently as well as to interact and relationships, and nuances in word meanings. including stories, dramas, and poems, at the high end of e. Provide a concluding statement or section that follows collaborate with others. a. Interpret figures of speech (e.g., literary, biblical, and grades 6–8 text complexity band independently and from and supports the argument presented. Research to Build and Present Knowledge mythological allusions) in context. proficiently 2. Write informative/explanatory texts to examine a topic and 7. Conduct short research projects to answer a question b. Use the relationship between particular words (e.g., READING STANDARDS: INFORMATIONAL TEXT convey ideas, concepts, and information through the (including a self-generated question), drawing on several synonym/antonym, analogy) to better understand each Key Ideas and Details selection, organization, and analysis of relevant content. sources and generating additional related, focused of the words. 1. Cite the textual evidence that most strongly supports an a. Introduce a topic clearly, previewing what is to follow; questions that allow for multiple avenues of exploration. c. Distinguish among the connotations (associations) of analysis of what the text says explicitly as well as organize ideas, concepts, and information into broader 8. Gather relevant information from multiple print and digital words with similar denotations (definitions) (e.g., inferences drawn from the text. categories; include formatting (e.g., headings), graphics sources, using search terms effectively; assess the refined, respectful, polite, diplomatic, condescending). 2. Determine a central idea of a text and analyze its (e.g., charts, tables), and multimedia when useful to credibility and accuracy of each source; and quote or 6. Acquire and use accurately grade-appropriate general development over the course of the text, including its aiding comprehension. paraphrase the data and conclusions of others while academic and domain-specific words and phrases; gather relationship to supporting ideas; provide an objective b. Develop the topic with relevant, well-chosen avoiding plagiarism and following a standard format for vocabulary knowledge when considering a word or phrase summary of the text. facts, definitions, concrete details, quotations, or other citation. important to comprehension or expression. 3. Analyze how a text makes connections among and information and examples. 9. Draw evidence from literary or informational texts to support distinctions between individuals, ideas, or events (e.g., c. Use appropriate and varied transitions to create cohesion analysis, reflection, and research. through comparisons, analogies, or categories). and clarify the relationships among ideas and concepts. a. Apply grade 8 Reading standards to literature (e.g., Craft and Structure d. Use precise language and domain-specific vocabulary to “Analyze how a modern work of fiction draws on Formatted by Jessamine County 4. Determine the meaning of words and phrases as they are inform about or explain the topic. themes, patterns of events, or character types from used in a text, including figurative, connotative, and e. Establish and maintain a formal style. myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered a. Explain the function of verbals (gerunds, participles, GRADES 9-10 5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a new”). infinitives) in general and their function in particular READING STANDARDS FOR LITERATURE text (e.g., a section or chapter). b. Apply grade 8 Reading standards to literary nonfiction sentences. Key Ideas and Details 6. Determine an author’s point of view or purpose in a text and analyze (e.g., “Delineate and evaluate the argument and b. Form and use verbs in the active and passive voice. 1. Cite strong and thorough textual evidence to support analysis of how an author uses rhetoric to advance that point of view or specific claims in a text, assessing whether the c. Form and use verbs in the indicative, imperative, what the text says explicitly as well as inferences drawn from the purpose. text. reasoning is sound and the evidence is relevant and interrogative, conditional, and subjunctive mood. Integration of Knowledge and Ideas 2. Determine a theme or central idea of a text and analyze in detail its sufficient; recognize when irrelevant evidence is d. Recognize and correct inappropriate shifts in verb voice 7. Analyze various accounts of a subject told in different mediums (e.g., development over the course of the text, including how it emerges introduced”). and mood.* a person’s life story in both print and multimedia), determining and is shaped and refined by specific details; provide an objective Range of Writing 2. Demonstrate command of the conventions of standard which details are emphasized in each account. summary of the text. 8. Delineate and evaluate the argument and specific claims in a text, 10. Write routinely over extended time frames (time for English capitalization, punctuation, and spelling when 3. Analyze how complex characters (e.g., those with multiple or assessing whether the reasoning is valid and the evidence is research, reflection, and revision) and shorter time frames writing. conflicting motivations) develop over the course of a text, interact relevant and sufficient; identify false statements and fallacious (a single sitting or a day or two) for a range of discipline- a. Use punctuation (comma, ellipsis, dash) to indicate a with other characters, and advance the plot or develop the theme. reasoning. Craft and Structure specific tasks, purposes, and audiences. pause or break. 9. Analyze seminal U.S. documents of historical and literary significance 4. Determine the meaning of words and phrases as they are used in the SPEAKING AND LISTENING STANDARDS b. Use an ellipsis to indicate an omission. (e.g., Washington’s Farewell Address, the Gettysburg Address, text, including figurative and connotative meanings; analyze the Comprehension and Collaboration c. Spell correctly. Roosevelt’s Four Freedoms speech, King’s “Letter from cumulative impact of specific word choices on meaning and tone 1. Engage effectively in a range of collaborative discussions Knowledge of Language Birmingham Jail”), including how they address related themes and (e.g., how the language evokes a sense of time and place; how it concepts. (one-on-one, in groups, and teacher led) with diverse 3. Use knowledge of language and its conventions when sets a formal or informal tone). Range of Reading and Level of Text Complexity partners on grade 8 topics, texts, and issues, building on writing, speaking, reading, or listening. 5. Analyze how an author’s choices concerning how to structure a text, 10. By the end of grade 9, read and comprehend literary nonfiction in others’ ideas and expressing their own clearly. a. Use verbs in the active and passive voice and in the order events within it (e.g., parallel plots), and manipulate time the grades 9–10 text complexity band proficiently, with scaffolding a. Come to discussions prepared, having read or researched conditional and subjunctive mood to achieve particular (e.g., pacing, flashbacks) create such effects as mystery, tension, as needed at the high end of the range. By the end of grade 10, or surprise. material under study; explicitly draw on that effects (e.g., emphasizing the actor or the action; read and comprehend literary nonfiction at the high end of the 6. Analyze a particular point of view or cultural experience reflected in preparation by referring to evidence on the topic, text, expressing uncertainty or describing a state contrary to grades 9–10 text complexity band independently and proficiently. a work of literature from outside the United States, drawing on a or issue to probe and reflect on ideas under discussion. fact). wide reading of world literature. b. Follow rules for collegial discussions and decision-making, Vocabulary Acquisition and Use WRITING STANDARDS Integration of Knowledge and Ideas Text Types and Purposes track progress toward specific goals and deadlines, and 4. Determine or clarify the meaning of unknown and multiple- 7. Analyze the representation of a subject or a key scene in two 1. Write arguments to support claims in an analysis of substantive define individual roles as needed. meaning words or phrases based on grade 8 reading and different artistic mediums, including what is emphasized or absent topics or texts, using valid reasoning and relevant and sufficient c. Pose questions that connect the ideas of several speakers content, choosing flexibly from a range of strategies. in each treatment (e.g., Auden’s “Musée des Beaux Arts” and evidence. and respond to others’ questions and comments with a. Use context (e.g., the overall meaning of a sentence or Breughel’s Landscape with the Fall of Icarus). a. Introduce precise claim(s), distinguish the claim(s) from alternate 8. (Not applicable to literature) relevant evidence, observations, and ideas. paragraph; a word’s position or function in a sentence) or opposing claims, and create an organization that establishes 9. Analyze how an author draws on and transforms source material in a d. Acknowledge new information expressed by others, and, as a clue to the meaning of a word or phrase. clear relationships among claim(s), counterclaims, reasons, and specific work (e.g., how Shakespeare treats a theme or topic from when warranted, qualify or justify their own views in b. Use common, grade-appropriate Greek or Latin affixes evidence. Ovid or the Bible or how a later author draws on a play by light of the evidence presented. and roots as clues to the meaning of a word (e.g., b. Develop claim(s) and counterclaims fairly, supplying evidence for Shakespeare). each while pointing out the strengths and limitations of both in 2. Analyze the purpose of information presented in diverse precede, recede, secede). Range of Reading and Level of Text Complexity a manner that anticipates the audience’s knowledge level and media and formats (e.g., visually, quantitatively, orally) c. Consult general and specialized reference materials (e.g., 10. By the end of grade 9, read and comprehend literature, including concerns. and evaluate the motives (e.g., social, commercial, dictionaries, glossaries, thesauruses), both print and stories, dramas, and poems, in the grades 9–10 text complexity c. Use words, phrases, and clauses to link the major sections of the band proficiently, with scaffolding as needed at the high end of the political) behind its presentation. digital, to find the pronunciation of a word or determine text, create cohesion, and clarify the relationships between range. By the end of grade 10, read and comprehend literature, 3. Delineate a speaker’s argument and specific claims, or clarify its precise meaning or its part of speech. claim(s) and reasons, between reasons and evidence, and including stories, dramas, and poems, at the high end of the evaluating the soundness of the reasoning and relevance d. Verify the preliminary determination of the meaning of a between claim(s) and counterclaims. grades 9–10 text complexity band independently and proficiently. and sufficiency of the evidence and identifying when word or phrase (e.g., by checking the inferred meaning d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in irrelevant evidence is introduced. in context or in a dictionary). READING STANDARDS: INFORMATIONAL TEXT which they are writing. Presentation of Knowledge and Ideas 5. Demonstrate understanding of figurative language, word Key Ideas and Details e. Provide a concluding statement or section that follows from and 4. Present claims and findings, emphasizing salient points in a relationships, and nuances in word meanings. 1. Cite strong and thorough textual evidence to support analysis of supports the argument presented. focused, coherent manner with relevant evidence, sound a. Interpret figures of speech (e.g. verbal irony, puns) in what the text says explicitly as well as inferences drawn from the 2. Write informative/explanatory texts to examine and convey complex text. valid reasoning, and well-chosen details; use appropriate context. ideas, concepts, and information clearly and accurately through 2. Determine a central idea of a text and analyze its development over eye contact, adequate volume, and clear pronunciation. b. Use the relationship between particular words to better the effective selection, organization, and analysis of content. the course of the text, including how it emerges and is shaped and 5. Integrate multimedia and visual displays into presentations understand each of the words. a. Introduce a topic; organize complex ideas, concepts, and refined by specific details; provide an objective summary of the to clarify information, strengthen claims and evidence, and c. Distinguish among the connotations (associations) of information to make important connections and distinctions; text. include formatting (e.g., headings), graphics (e.g., figures, add interest. words with similar denotations (definitions) (e.g., 3. Analyze how the author unfolds an analysis or series of ideas or tables), and multimedia when useful to aiding comprehension. 6. Adapt speech to a variety of contexts and tasks, bullheaded, willful, firm, persistent, resolute). events, including the order in which the points are made, how they b. Develop the topic with well-chosen, relevant, and sufficient facts, demonstrating command of formal English when indicated 6. Acquire and use accurately grade-appropriate general are introduced and developed, and the connections that are drawn extended definitions, concrete details, quotations, or other or appropriate. (See grade 8 Language standards 1 and 3 academic and domain-specific words and phrases; gather between them. information and examples appropriate to the audience’s Craft and Structure on page 52 for specific expectations.) vocabulary knowledge when considering a word or phrase knowledge of the topic. 4. Determine the meaning of words and phrases as they are used in a LANGUAGE STANDARDS important to comprehension or expression. c. Use appropriate and varied transitions to link the major sections text, including figurative, connotative, and technical meanings; Conventions of Standard English of the text, create cohesion, and clarify the relationships among analyze the cumulative impact of specific word choices on 1. Demonstrate command of the conventions of standard complex ideas and concepts. meaning and tone (e.g., how the language of a court opinion Formatted by Jessamine County d. Use precise language and domain-specific vocabulary to manage English grammar and usage when writing or speaking. differs from that of a newspaper). the complexity of the topic. e. Establish and maintain a formal style and objective tone while 10. Write routinely over extended time frames (time for research, Knowledge of Language attending to the norms and conventions of the discipline in reflection, and revision) and shorter time frames (a single sitting 3. Apply knowledge of language to understand how language functions which they are writing. or a day or two) for a range of tasks, purposes, and audiences. in different contexts, to make effective choices for meaning or f. Provide a concluding statement or section that follows from and style, and to comprehend more fully when reading or listening. supports the information or explanation presented (e.g., SPEAKING AND LISTENING STANDARDS a. Write and edit work so that it conforms to the guidelines in a articulating implications or the significance of the topic). Comprehension and Collaboration style manual (e.g., MLA Handbook, Turabian’s Manual for 3. Write narratives to develop real or imagined experiences or events 1. Initiate and participate effectively in a range of collaborative Writers) appropriate for the discipline and writing type. using effective technique, well-chosen details, and well-structured discussions (one-on-one, in groups, and teacher-led) with diverse Vocabulary Acquisition and Use event sequences. partners on grades 9–10 topics, texts, and issues, building on 4. Determine or clarify the meaning of unknown and multiple-meaning a. Engage and orient the reader by setting out a problem, situation, others’ ideas and expressing their own clearly and persuasively. words and phrases based on grades 9–10 reading and content, or observation, establishing one or multiple point(s) of view, and a. Come to discussions prepared, having read and researched choosing flexibly from a range of strategies. introducing a narrator and/or characters; create a smooth material under study; explicitly draw on that preparation by a. Use context (e.g., the overall meaning of a sentence, paragraph, progression of experiences or events. referring to evidence from texts and other research on the topic or text; a word’s position or function in a sentence) as a clue to b. Use narrative techniques, such as dialogue, pacing, description, or issue to stimulate a thoughtful, well-reasoned exchange of the meaning of a word or phrase. reflection, and multiple plot lines, to develop experiences, ideas. b. Identify and correctly use patterns of word changes that indicate events, and/or characters. b. Work with peers to set rules for collegial discussions and different meanings or parts of speech (e.g., analyze, analysis, c. Use a variety of techniques to sequence events so that they build decision-making (e.g., informal consensus, taking votes on key analytical; advocate, advocacy). on one another to create a coherent whole. issues, presentation of alternate views), clear goals and c. Consult general and specialized reference materials (e.g., d. Use precise words and phrases, telling details, and sensory deadlines, and individual roles as needed. dictionaries, glossaries, thesauruses), both print and digital, to language to convey a vivid picture of the experiences, events, c. Propel conversations by posing and responding to questions that find the pronunciation of a word or determine or clarify its setting, and/or characters. relate the current discussion to broader themes or larger ideas; precise meaning, its part of speech, or its etymology. e. Provide a conclusion that follows from and reflects on what is actively incorporate others into the discussion; and clarify, d. Verify the preliminary determination of the meaning of a word or experienced, observed, or resolved over the course of the verify, or challenge ideas and conclusions. phrase (e.g., by checking the inferred meaning in context or in a narrative. d. Respond thoughtfully to diverse perspectives, summarize points dictionary). Production and Distribution of Writing of agreement and disagreement, and, when warranted, qualify 5. Demonstrate understanding of figurative language, word 4. Produce clear and coherent writing in which the development, or justify their own views and understanding and make new relationships, and nuances in word meanings. organization, and style are appropriate to task, purpose, and connections in light of the evidence and reasoning presented. a. Interpret figures of speech (e.g., hyperbole, paradox) in context audience. (Grade-specific expectations for writing types are 2. Integrate multiple sources of information presented in diverse media and analyze their role in the text. defined in standards 1–3 above.) or formats (e.g., visually, quantitatively, orally) evaluating the b. Analyze nuances in the meaning of words with similar 5. Develop and strengthen writing as needed by planning, revising, credibility and accuracy of each source. denotations. editing, rewriting, or trying a new approach, focusing on 3. Evaluate a speaker’s point of view, reasoning, and use of evidence 6. Acquire and use accurately general academic and domain-specific addressing what is most significant for a specific purpose and and rhetoric, identifying any fallacious reasoning or exaggerated words and phrases, sufficient for reading, writing, speaking, and audience. (Editing for conventions should demonstrate command or distorted evidence. listening at the college and career readiness level; demonstrate of Language standards 1–3 up to and including grades 9–10 on Presentation of Knowledge and Ideas independence in gathering vocabulary knowledge when page 54.) 4. Present information, findings, and supporting evidence clearly, considering a word or phrase important to comprehension or 6. Use technology, including the Internet, to produce, publish, and concisely, and logically such that listeners can follow the line of expression. update individual or shared writing products, taking advantage of reasoning and the organization, development, substance, and technology’s capacity to link to other information and to display style are appropriate to purpose, audience, and task. information flexibly and dynamically. 5. Make strategic use of digital media (e.g., textual, graphical, audio, Research to Build and Present Knowledge visual, and interactive elements) in presentations to enhance 7. Conduct short as well as more sustained research projects to answer understanding of findings, reasoning, and evidence and to add a question (including a self-generated question) or solve a interest. problem; narrow or broaden the inquiry when appropriate; 6. Adapt speech to a variety of contexts and tasks, demonstrating synthesize multiple sources on the subject, demonstrating command of formal English when indicated or appropriate. (See understanding of the subject under investigation. grades 9–10 Language standards 1 and 3 on pages 54 for specific 8. Gather relevant information from multiple authoritative print and expectations.) digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow LANGUAGE STANDARDS of ideas, avoiding plagiarism and following a standard format for Conventions of Standard English citation. 1. Demonstrate command of the conventions of standard English 9. Draw evidence from literary or informational texts to support grammar and usage when writing or speaking. Formatted by Jessamine County analysis, reflection, and research. a. Use parallel structure.* a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze b. Use various types of phrases (noun, verb, adjectival, adverbial, how an author draws on and transforms source material in a participial, prepositional, absolute) and clauses (independent, specific work [e.g., how Shakespeare treats a theme or topic dependent; noun, relative, adverbial) to convey specific from Ovid or the Bible or how a later author draws on a play by meanings and add variety and interest to writing or Shakespeare]”). presentations. b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., 2. Demonstrate command of the conventions of standard English “Delineate and evaluate the argument and specific claims in a capitalization, punctuation, and spelling when writing. text, assessing whether the reasoning is valid and the evidence a. Use a semicolon (and perhaps a conjunctive adverb) to link two is relevant and sufficient; identify false statements and or more closely related independent clauses. fallacious reasoning”). b. Use a colon to introduce a list or quotation. Range of Writing c. Spell correctly. GRADES 11-12 analyze how an author uses and refines the meaning of a key term quotations, or other information and examples appropriate to a. Apply grades 11–12 Reading standards to literature (e.g., or terms over the course of a text (e.g., how Madison defines the audience’s knowledge of the topic. “Demonstrate knowledge of eighteenth-, nineteenth- and early- READING STANDARDS FOR LITERATURE faction in Federalist No. 10). c. Use appropriate and varied transitions and syntax to link the twentieth-century foundational works of American literature, Key Ideas and Details 5. Analyze and evaluate the effectiveness of the structure an author major sections of the text, create cohesion, and clarify the including how two or more texts from the same period treat 1. Cite strong and thorough textual evidence to support analysis of uses in his or her exposition or argument, including whether the relationships among complex ideas and concepts. similar themes or topics”). what the text says explicitly as well as inferences drawn from the structure makes points clear, convincing, and engaging. d. Use precise language, domain-specific vocabulary, and b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., text, including determining where the text leaves matters 6. Determine an author’s point of view or purpose in a text in which the techniques such as metaphor, simile, and analogy to manage “Delineate and evaluate the reasoning in seminal U.S. texts, uncertain. rhetoric is particularly effective, analyzing how style and content the complexity of the topic. including the application of constitutional principles and use of 2. Determine two or more themes or central ideas of a text and analyze contribute to the power, persuasiveness, or beauty of the text. e. Establish and maintain a formal style and objective tone while legal reasoning [e.g., in U.S. Supreme Court Case majority their development over the course of the text, including how they Integration of Knowledge and Ideas attending to the norms and conventions of the discipline in opinions and dissents] and the premises, purposes, and interact and build on one another to produce a complex account; 7. Integrate and evaluate multiple sources of information presented in which they are writing. arguments in works of public advocacy [e.g., The Federalist, provide an objective summary of the text. different media or formats (e.g., visually, quantitatively) as well as f. Provide a concluding statement or section that follows from and presidential addresses]”). 3. Analyze the impact of the author’s choices regarding how to develop in words in order to address a question or solve a problem. supports the information or explanation presented (e.g., Range of Writing and relate elements of a story or drama (e.g., where a story is set, 8. Delineate and evaluate the reasoning in seminal U.S. texts, including articulating implications or the significance of the topic). 10. Write routinely over extended time frames (time for research, how the action is ordered, how the characters are introduced and the application of constitutional principles and use of legal 3. Write narratives to develop real or imagined experiences or events reflection, and revision) and shorter time frames (a single sitting developed). reasoning (e.g., in U.S. Supreme Court majority opinions and using effective technique, well-chosen details, and well-structured or a day or two) for a range of tasks, purposes, and audiences. Craft and Structure dissents) and the premises, purposes, and arguments in works of event sequences. SPEAKING AND LISTENING STANDARDS 4. Determine the meaning of words and phrases as they are used in the public advocacy (e.g., The Federalist, presidential addresses). a. Engage and orient the reader by setting out a problem, situation, Comprehension and Collaboration text, including figurative and connotative meanings; analyze the 9. Analyze seventeenth-, eighteenth-, and nineteenth-century or observation and its significance, establishing one or multiple 1. Initiate and participate effectively in a range of collaborative impact of specific word choices on meaning and tone, including foundational U.S. documents of historical and literary significance point(s) of view, and introducing a narrator and/or characters; discussions (one- on- one, in groups, and teacher-led) with diverse words with multiple meanings or language that is particularly (including The Declaration of Independence, the Preamble to the create a smooth progression of experiences or events. partners on grades 11–12 topics, texts, and issues, building on fresh, engaging, or beautiful. (Include Shakespeare as well as Constitution, the Bill of Rights, and Lincoln’s Second Inaugural b. Use narrative techniques, such as dialogue, pacing, description, others’ ideas and expressing their own clearly and persuasively. other authors.) Address) for their themes, purposes, and rhetorical features. reflection, and multiple plot lines, to develop experiences, a. Come to discussions prepared, having read and researched 5. Analyze how an author’s choices concerning how to structure specific Range of Reading and Level of Text Complexity events, and/or characters. material under study; explicitly draw on that preparation by parts of a text (e.g., the choice of where to begin or end a story, 10. By the end of grade 11, read and comprehend literary nonfiction in c. Use a variety of techniques to sequence events so that they build referring to evidence from texts and other research on the topic the choice to provide a comedic or tragic resolution) contribute to the grades 11–CCR text complexity band proficiently, with on one another to create a coherent whole and build toward a or issue to stimulate a thoughtful, well reasoned exchange of its overall structure and meaning as well as its aesthetic impact. scaffolding as needed at the high end of the range. By the end of particular tone and outcome (e.g., a sense of mystery, ideas. 6. Analyze a case in which grasping point of view requires grade 12, read and comprehend literary nonfiction at the high end suspense, growth, or resolution). b. Work with peers to promote civil, democratic discussions and distinguishing what is directly stated in a text from what is really of the grades 11–CCR text complexity band independently and d. Use precise words and phrases, telling details, and sensory decision making, set clear goals and deadlines, and establish meant (e.g., satire, sarcasm, irony, or understatement). proficiently. language to convey a vivid picture of the experiences, events, individual roles as needed. Integration of Knowledge and Ideas WRITING STANDARDS setting, and/or characters. c. Propel conversations by posing and responding to questions that 7. Analyze multiple interpretations of a story, drama, or poem (e.g., Text Types and Purposes e. Provide a conclusion that follows from and reflects on what is probe reasoning and evidence; ensure a hearing for a full range recorded or live production of a play or recorded novel or poetry), 1. Write arguments to support claims in an analysis of substantive experienced, observed, or resolved over the course of the of positions on a topic or issue; clarify, verify, or challenge ideas evaluating how each version interprets the source text. (Include at topics or texts, using valid reasoning and relevant and sufficient narrative. and conclusions; and promote divergent and creative least one play by Shakespeare and one play by an American evidence. Production and Distribution of Writing perspectives. dramatist.) a. Introduce precise, knowledgeable claim(s), establish the 4. Produce clear and coherent writing in which the development, d. Respond thoughtfully to diverse perspectives; synthesize 8. (Not applicable to literature) significance of the claim(s), distinguish the claim(s) from organization, and style are appropriate to task, purpose, and comments, claims, and evidence made on all sides of an issue; 9. Demonstrate knowledge of eighteenth-, nineteenth- and early- alternate or opposing claims, and create an organization that audience. (Grade-specific expectations for writing types are resolve contradictions when possible; and determine what twentieth-century foundational works of American literature, logically sequences claim(s), counterclaims, reasons, and defined in standards 1–3 above.) additional information or research is required to deepen the including how two or more texts from the same period treat similar evidence. 5. Develop and strengthen writing as needed by planning, revising, investigation or complete the task. themes or topics. b. Develop claim(s) and counterclaims fairly and thoroughly, editing, rewriting, or trying a new approach, focusing on 2. Integrate multiple sources of information presented in diverse Range of Reading and Level of Text Complexity supplying the most relevant evidence for each while pointing addressing what is most significant for a specific purpose and formats and media (e.g., visually, quantitatively, orally) in order to 10. By the end of grade 11, read and comprehend literature, including out the strengths and limitations of both in a manner that audience. (Editing for conventions should demonstrate command make informed decisions and solve problems, evaluating the stories, dramas, and poems, in the grades 11–CCR text complexity anticipates the audience’s knowledge level, concerns, values, of Language standards 1–3 up to and including grades 11–12 on credibility and accuracy of each source and noting any band proficiently, with scaffolding as needed at the high end of the and possible biases. page 54.) discrepancies among the data. range. By the end of grade 12, read and comprehend literature, c. Use words, phrases, and clauses as well as varied syntax to link 6. Use technology, including the Internet, to produce, publish, and 3. Evaluate a speaker’s point of view, reasoning, and use of evidence including stories, dramas, and poems, at the high end of the the major sections of the text, create cohesion, and clarify the update individual or shared writing products in response to and rhetoric, assessing the stance, premises, links among ideas, grades 11–CCR text complexity band independently and relationships between claim(s) and reasons, between reasons ongoing feedback, including new arguments or information. word choice, points of emphasis, and tone used. proficiently. and evidence, and between claim(s) and counterclaims. Research to Build and Present Knowledge Presentation of Knowledge and Ideas READING STANDARDS: INFORMATIONAL TEXT d. Establish and maintain a formal style and objective tone while 7. Conduct short as well as more sustained research projects to answer 4. Present information, findings, and supporting evidence, conveying a Key Ideas and Details attending to the norms and conventions of the discipline in a question (including a self-generated question) or solve a clear and distinct perspective, such that listeners can follow the 1. Cite strong and thorough textual evidence to support analysis of which they are writing. problem; narrow or broaden the inquiry when appropriate; line of reasoning, alternative or opposing perspectives are what the text says explicitly as well as inferences drawn from the e. Provide a concluding statement or section that follows from and synthesize multiple sources on the subject, demonstrating addressed, and the organization, development, substance, and text, including determining where the text leaves matters supports the argument presented. understanding of the subject under investigation. style are appropriate to purpose, audience, and a range of formal uncertain. 2. Write informative/explanatory texts to examine and convey complex 8. Gather relevant information from multiple authoritative print and and informal tasks. 2. Determine two or more central ideas of a text and analyze their ideas, concepts, and information clearly and accurately through digital sources, using advanced searches effectively; assess the 5. Make strategic use of digital media (e.g., textual, graphical, audio, development over the course of the text, including how they the effective selection, organization, and analysis of content. strengths and limitations of each source in terms of the task, visual, and interactive elements) in presentations to enhance interact and build on one another to provide a complex analysis; a. Introduce a topic; organize complex ideas, concepts, and purpose, and audience; integrate information into the text understanding of findings, reasoning, and evidence and to add provide an objective summary of the text. information so that each new element builds on that which selectively to maintain the flow of ideas, avoiding plagiarism and interest. 3. Analyze a complex set of ideas or sequence of events and explain precedes it to create a unified whole; include formatting (e.g., overreliance on any one source and following a standard format 6. Adapt speech to a variety of contexts and tasks, demonstrating a how specific individuals, ideas, or events interact and develop over headings), graphics (e.g., figures, tables), and multimedia when for citation. command of formal English when indicated or appropriate. (See the course of the text. useful to aiding comprehension. 9. Draw evidence from literary or informational texts to support grades 11–12 Language standards 1 and 3 on page 54 for specific Craft and Structure b. Develop the topic thoroughly by selecting the most significant analysis, reflection, and research. expectations.) 4. Determine the meaning of words and phrases as they are used in a and relevant facts, extended definitions, concrete details, LANGUAGE STANDARDS text, including figurative, connotative, and technical meanings; Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Formatted by Jessamine County