CCSC Frameworks for Braille – English

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Maryland Common Core State Curriculum Frameworks for Braille

English/Language Arts

Figure 1 Student Reading Braille Maryland State

Department of Education 2012

Contents

Acknowledgements to the Task Force Members ...... 2

Acknowledgements to the Reviewers ...... 3

Introduction ...... 4

References………………………………………………………………………………………………………………………………………………………..……..8

Maryland Common Core State Curriculum Frameworks for Braille: English/Language Arts………………………………….. 9

Reading Foundational Skills ...... 11

Language ...... 38

Writing………………………………………………………………………………………………………………………………………………………103

Reading Informational Text ...... 215

Reading: Literature ...... 279

Speaking and Listening ...... 340

Appendix A: Braille and Formatting for English/Language Arts Charts by Grade Level and Course ...... 385

Appendix B: Acronyms and Definitions ...... 396

Appendix C: Resources ...... 400

Appendix D: Instructional Materials ...... 402

Appendix E: Tactile Editing Marks………………………………………………………………………………………………………………………..403

Acknowledgements to the Task Force Members

The Maryland State Board of Education and the State Superintendent of Schools would like to thank the members of the Maryland Braille Task Force for English/Language Arts for their outstanding development and preparation of the Maryland Common Core State Curriculum Frameworks for Braille: English/Language Arts.

Susan Adams, Teacher of the Blind and Visually Impaired and Orientation and Mobility Specialist, Montgomery County Public Schools

Dr. Michael J. Bina, President, The Maryland School for the Blind

Eldre Boggs, Resource Teacher for Blind and Visually Impaired, Anne Arundel County Public Schools

Dr. Lea Ann Christenson, English/Language Arts Specialist, Maryland State Department of Education, Division of Instruction

Melinda Demaris, Teacher of the Blind and Visually Impaired, Orientation and Mobility Specialist, Wicomico County Public Schools

Karen Ehrhardt Lloyd, Program Head, Vision Services, Howard County Public Schools

Heather Johnson, Teacher, The Maryland School for the Blind

Dr. Allison Layland, Associate Director, Mid-South Regional Resource Center, University of Kentucky

Jacqueline Otwell, Teacher of the Blind and Visually Impaired, Carroll County Public Schools

Susan Polansky, Maryland Parents of Blind Children

Melissa Riccobono, President, Maryland Chapter of the National Federation of the Blind

Jill Richmond, Parent, Maryland Parents of Blind Children, National Federation of the Blind

Carol Seckington, Assistant Principal, The Maryland School for the Blind

Sally Shreck, Certified Braille Transcriber, Instructional Resource Center for Students with Visual Impairments, The Maryland School for the Blind

Linda Starner, Teacher of the Blind and Visually Impaired, Orientation and Mobility Specialist, Baltimore County Public Schools

Lisa Wright, Statewide Vision/Low Incidence Specialist, Maryland State Department of Education, Division of Special Education/Early Intervention Services and The Maryland School for the Blind.

Acknowledgements to the Reviewers of the Standards

Dr. Karen Blankenship, Professor, Vanderbilt University

Dr. Cay Holbrook, Professor, University of British Columbia

Dr. Ruby Ryles, Assistant Professor, Professional Development and Research Institute on Blindness, Louisiana Tech University

Introduction

Literacy, a basic requirement for full participation in social and economic life, includes the ability to read, write, and compute. Students who are blind or visually impaired must have the same access as sighted students to all standards, curriculum, and instruction in order to achieve essential literacy levels, attain high academic expectations, and become productive citizens.

During the 2010 Maryland Legislative Session, House Bill 413 and Senate Bill 230 were passed “to establish standards for mastery of braille for use in instruction in certain subjects for blind or visually impaired students” (Annotated Code of Maryland, Section §8-408, 2010). To achieve successful implementation of these standards for mastery of braille, House Bill 413 and Senate Bill

230 both require the Maryland State Board and the Professional Standards and Teacher Education

Board to “review and, as appropriate, modify certain certification and recertification requirements for certain teachers; and generally relating to the use of braille for instruction of blind or visually impaired students” (Annotated Code of Maryland, Section §8-408, 2010). As part of this implementation, the Maryland State Department of Education (MSDE) formed the Maryland

Braille Task Force to develop standards for the mastery and application of braille skills needed at each grade/course level.

Members of the Maryland Braille Task Force represent a broad range of stakeholder groups, including:

parents of students who are blind or visually impaired;

classroom teachers and administrators from the Maryland School for the Blind;

teachers of the blind and visually impaired;

braille transcribers;

orientation and mobility (O&M) specialists;

the Maryland Chapter of the National Federation of the Blind;

the Maryland’s Parents of Blind Children; and

the Maryland State Department of Education, the Division of Instruction and the

Division of Special Education.

The process used by the Task Force was just as important as the task of creating the Maryland

Common Core State Curriculum Frameworks for Braille: English/Language Arts. Decisions were made using consensus building, and meetings were facilitated by a trained facilitator from the Mid-South

Regional Resource Center to ensure fidelity to a process based on respectful discussions, effective resolution of any conflicts, and completion of the task.

The Task Force met seven times during the 2011-12 school year to develop braille standards for English/Language Arts. The members reviewed the Maryland Common Core State Curriculum

Frameworks, similar braille standards from other states, curriculum checklists, and other resources.

Standards for grades Pre-K through 5 were completed first, followed by middle school grades and high school courses.

The Task Force members shared common beliefs, which guided the development of this document:

The document should promote strong skills and high, measureable, academic expectations by

establishing grade level standards for students who read braille in grades Pre-K through 12.

The document must reflect the same expectations of meeting grade level standards for

braille readers as for their sighted peers.

The document needs to be useful and relevant to its intended audience, have a strong

connection to general education, and be a model of accessibility.

High expectations in the use of braille and tactile graphics to access core curriculum content

will lead to success on future state assessments in English/Language Arts, as well as the

current Maryland School Assessment, High School Assessment, Modified High School

Assessment, and Alternate Maryland School Assessment.

Students who read braille need early and frequent exposure to contracted braille in order to

become proficient readers and writers.

Students who read braille need early and frequent exposure to a variety of tactile graphics in

order to become proficient accessing all graphical content.

Students who read braille should be encouraged to demonstrate proficient braille reading

skills at an early age to become fluent readers.

High expectations in the use of braille tactile graphics to access core curriculum content will

help ensure that students who are blind and visually impaired are college or career ready.

The intent of the Maryland Common Core State Curriculum Frameworks for Braille:

English/Language Arts is to identify the specific braille skills needed to access the general education curriculum, not to dilute in any way the rigor of the Maryland Common Core State Curriculum

Frameworks. Thus, this document embeds the braille and tactile graphics necessary to: (1) access the

Maryland Common Core State Curriculum Frameworks at each specific grade/course level for ease of use; (2) encourage vertical and horizontal discussions regarding standards, curriculum, and instruction; and (3) provide guidance on grade-level expectations for students who read braille to the intended audience: teachers of the blind and visually impaired, general and special education teachers, related vision service providers (for example, O&M specialists, braille transcribers, paraprofessionals), and school-, district-, and state-level administrators, and parents.

This document is formatted to ensure accessibility and relevance for the intended audience.

Accessibility is incorporated by using style sheets, labeled and separate tables, and larger and clearer fonts. Braille skills added to the standards are underlined so they are visible to sighted users, auditorily distinct for users who are blind using screen reading software, or tactually distinct for users who are blind using braille devices. The document also includes several appendices: charts of braille and formatting/tactile graphics for English/Language Arts by grade levels and courses using simulated braille, a list of acronyms and definitions, and a list of resources and materials to assist in implementation. The document is available in both PDF and Microsoft Word formats. In order to view the simulated braille in the Word format, you must download free braille fonts and install them in your fonts’ folder. Fonts can be downloaded at: http://duxburysystems.com/product2.asp?product=The%20Braille%20TrueType%20Fonts&level=free

&action=pur

In addition to creating the Maryland Common Core State Curriculum Frameworks for Braille:

English Language Arts, the Task Force members reviewed current Maryland certification and recertification requirements for teachers of students who are blind and visually impaired, Moreover, the members suggested revisions to the MSDE based upon current higher education course offerings, best practices in the field, and the work of the Task Force.

To conclude, the Task Force members recommend that this document be disseminated to the intended audience of stakeholders noted above for awareness, professional development, and implementation. The Maryland Common Core State Curriculum Frameworks for Braille:

English/Language Arts provides the resources to help ensure that students who are blind or visually impaired can achieve equal access and high expectations with the same rigorous content as all students.

References

Maryland House Bill 413 and Senate Bill 230, (2010). Annotated Code of Maryland. Section §8-408.

Mauer, M. (2010, Summer). Equal standards for blind children. Future Reflections, 29(3), Retrieved from http://www.nfb.org/images/nfb/Publications/fr/fr29/3/fr2903tc.htm

Maryland Common Core State Curriculum Frameworks for Braille: English/Language Arts

Maryland Common Core State Curriculum Frameworks for Braille

How to Read the Maryland Common Core Curriculum Framework for Braille: English/Language Arts

In June 2010, the Maryland State Board of Education adopted the Common Core State Standards. During the summer and fall of 2010, Maryland educators examined the Common Core State Standards and the existing State Curriculum to determine which skills and content matched the Common Core State Standards. Based on this analysis, development of the new curriculum began. These Frameworks are the result of a yearlong effort by Maryland educators to unpack the Common Core State Standards and identify the essential skills and knowledge that a student would need in order to master the grade specific standards. Since the Common Core State Standards did not include Pre-K, Maryland educators created standards and developed the essential skills and knowledge to serve these students. The Frameworks are not intended to convey the order in which the standards should be taught nor the length of time to devote to a unit of study.

Key: Black print – Common Core State Standards Red print – The Essential Skills and Knowledge identified by Maryland Educators. These statements are intended to help teachers develop common understandings and valuable insights into what a student must know and be able to do to demonstrate proficiency with the standard. Purple print – The Common Core State Standard was judged as an excellent match with the existing State Curriculum during the gap analysis, such as SC, 6 (read “State Curriculum, Grade 6) Underlining – word/phrases/sentences that pertain to braille reading, writing, and tactile graphics. Strikethroughs - word/phrases that are visual in nature and not applicable to a student who reads braille.

The Maryland Common Core State Curriculum Frameworks in English Language Arts integrate standards from different strands. Throughout the Maryland Essential Skills and Knowledge, you will see references such as See CCSS 6 SL4 (read “See Common Core State Standards, Grade 6, Speaking & Listening, Standard 4”). The following list shows the abbreviations used when referencing standards from the ELA Common Core State Standards: RL – Reading Literature W - Writing RI – Reading Informational Text SL – Speaking and Listening RF – Reading Foundational Skills L – Language

The Maryland Common Core State Curriculum Frameworks also integrate standards from the Maryland School Library Media Curriculum and the Maryland Technology Literacy Standards. These standards are indicated by the abbreviations MD SLM 6-8 (read “Maryland School Library Media, grades 6-8, Standard, Indicator, Objective”) and TL (read “Technology Literacy Standards” followed by Standard, Indicator, Objective). 10

READING FOUNDATIONAL SKILLS

PRE-K

Cluster: Print Concepts

PK students:

RF1 Demonstrate understanding of basic features of print.braille.

RF1.a Demonstrate an awareness that words are read from left to right, top to bottom and page by page.

Essential Skills and Knowledge

With modeling and support, demonstrate interest/attention to print braille demonstrate proper orientation of book demonstrate proper handling

of a book recognize that a book has a front and back cover follow words from left to right using all fingers on both hands (and return sweep with left hand to locate the next line while the right hand completes tracking the current line), top to bottom, front to back and page by page

READING FOUNDATIONAL SKILLS

PK students:

RF1.b Recognize that spoken words can be written and read.

Essential Skills and Knowledge

With modeling and support, engage in a variety of literacy experiences (e.g. shared reading and writing, Interactive Read Alouds, language experience stories, etc.) using a wide selection of texts (e.g. a variety of structures and/or genres representing a wide variety of cultures) understand that speech can be written and read understand that print braille conveys meaning RF1.c Understand that words are separated by spaces in print braille.

Essential Skills and Knowledge

With modeling and support, engage in a variety of literacy experiences which focus on spaces in print braille (e.g. shared reading and writing, Interactive Read Alouds, language experience stories, etc.) using a wide selection of texts (e.g. a variety of structures and/or genres representing a wide variety of cultures).

READING FOUNDATIONAL SKILLS

PK students:

RF1.d Recognize and name some uppercase and lowercase letters of the alphabet in braille, with uppercase letters indicated by a capital sign preceding the letter.

Essential Skills and Knowledge

With modeling and support, apply visual tactile discrimination of shapes, dot number(s), and orientation differentiate between tactile graphics of pictures, tactile shapes, braille letters, and literary braille numerals attend to print braille in order to discriminate between letters and numbers in order to recognize that letters and numbers represent different concepts attend to print braille in order to learn letter names

READING FOUNDATIONAL SKILLS

Cluster: Phonological Awareness

PK students:

RF2 Demonstrate understanding of spoken words and sounds (phonemes).

RF2.a Recognize rhyming words in spoken language.

Essential Skills and Knowledge

With modeling and support, identify and differentiate environmental sounds begin to demonstrate auditory discrimination of rimes/same ending sounds identify rhyme in poems and stories read aloud RF2.b Identify and isolate individual words in a spoken sentence. Essential Skills and Knowledge

With modeling and support, identify and differentiate individual words in spoken language RF2.c Count, pronounce, blend, and segment syllables in spoken words.

Essential Skills and Knowledge

With modeling and support, identify and isolate spoken words in a sentence identify whether isolated sounds are same or different orally blend word parts (onsets and rimes) 14

READING FOUNDATIONAL SKILLS

PK students:

RF2d. Blend and segment onsets and rimes of single-syllable spoken words.

Essential Skills and Knowledge

With modeling and support, identify initial and final sounds in a word categorize words as same or different by initial or final sound orally blend word parts (e.g. onsets and rimes) RF2.e Isolate and pronounce the initial sound in spoken words.

Essential Skills and Knowledge

With modeling and support, recognize similarities and differences in the initial sound of words begin to demonstrate understanding the concept of first, middle and last RF2.f Orally blend and segment individual phonemes in two-to- three phoneme words.

Essential Skills and Knowledge

With modeling and support, orally blend individual phonemes to form words (e.g. /c/ /a/ /t/ = cat) orally segment a word into individual phonemes (e.g. cat= /c/ /a/ /t/)

READING FOUNDATIONAL SKILLS

Cluster: Phonics and Word Recognition

PK students:

RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF3.a Recognize that words are made up of letters and their sounds.

Essential Skills and Knowledge

With modeling and support, engage in language activities focusing on the alphabetic principle begin to associate names of braille letters with their shapes

and dot numbers begin to notice the beginning letter in familiar words begin to associate names of letters with their sounds RF3.b Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the most frequent sound for some consonants.

Essential Skills and Knowledge

With modeling and support, begin to match the name and sound of some upper and lower case consonant letters in the alphabet.

READING FOUNDATIONAL SKILLS

PK students:

RF3.c Recognize name in print braille as well as some school and classroom environmental print labels in braille (symbols/words).

Essential Skills and Knowledge

With modeling and support, recognize and read name in isolation with increased automaticity identify and name the letters in first name written in contracted

braille recognize a few words in school and classroom environmental labeled in braille print, i.e., desk, shelf, girl's bathroom, room numbers

READING FOUNDATIONAL SKILLS

Cluster: Fluency

PK students:

RF4 Engage with a variety of texts in braille (e.g., a variety of structures and/or genres) with purpose and understanding.

Essential Skills and Knowledge

With modeling and support, engage in a variety of literacy experiences (e.g., shared reading and writing, Interactive Read Alouds, language experience stories, etc.) using a wide

selection of texts (e.g. a variety of structures and/or genres representing a wide variety of cultures) use tactile graphics of illustrations, real objects, sounds, and verbal descriptions to support understanding of the text recite nursery rhymes, poems, and finger plays from a wide variety of genres with expression engage in imitative reading with prosody use strategies to prepare for reading (before, during and after reading)

READING FOUNDATIONAL SKILLS

Kindergarten, 1 and 2

Cluster: Print Concepts

Kindergartners: Grade 1 students: Grade 2 students:

RF1 Demonstrate understanding of RF1 Demonstrate understanding Ends at grade 1 the organization and basic features of the organization and basic of print braille. (SC, K) features of print braille. (SC, 1)

RF1.a Follow words from left to RF1.a Recognize the distinguishing right, top to bottom, and page by features of a sentence (e.g., first page. using all fingers on both word, capitalization, ending hands punctuation). (SC, 1)

Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Follow words from left to right, demonstrates interest/attention top to bottom, and page by page to print braille using all fingers on both hands follow words from left to right, (and return sweep with left hand top to bottom, front to back and to locate the next line while the page by page using all fingers on right hand completes tracking both hands (and return sweep the current line). with left hand to locate the next Recognize that spoken words are line while the right hand represented in written language completes tracking the current by specific sequences of braille line) letters or braille contractions. make return sweep to next line Understand that most words are of text with left hand to locate separated by spaces in print the next line while the right braille. hand completes tracking the Identify the components of a current line sentence (e.g., words, punctuation, etc.). Use the capital sign at the beginning of a sentence and period, question mark or exclamation point at the end of a sentence.

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF1.b Recognize that spoken words are represented in written language by specific sequences of braille letters/contractions. (SC, K)

Essential Skills and Knowledge

With prompting and support, engage in a variety of literacy experiences (e.g., shared reading and writing, Interactive Read Alouds, language experience stories, etc.) using a wide selection of texts (e.g., a variety of structures and/or genres representing a wide variety of cultures) recognize that spoken words can be written, spoken and read know the difference between braille letters and braille words identify the letter sign used to differentiate between a whole word braille contraction and individual letter recognize that letters go together to make words identifies words in text

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF1.c Understand that most words are separated by spaces in print braille. (SC, K)

Essential Skills and Knowledge

With prompting and support, engage in a wide variety of literacy experiences involving writing that focuses on spaces in print braille (e.g., Interactive Read Alouds, shared reading and writing, language experience stories, small group instruction, etc.) know the difference between a braille letter and a braille word identify the letter sign used to differentiate between a whole word braille contraction and individual letter recognize that letters build words and words build sentences recognize that most words written in braille are separated by spaces

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF1.d Recognize and name all upper and lowercase letters of the alphabet. (SC, K)

Essential Skills and Knowledge

With prompting and support, differentiate between numerals, letters and words engage in a wide variety of literacy experiences involving writing that focuses on upper and lower case letters in print braille (e.g., Interactive Read Alouds, shared reading and writing, language experience stories, small group instruction, etc.) attend to print braille in order to learn letter names identify and name upper and lower case letters written out of context and in isolation

READING FOUNDATIONAL SKILLS

Cluster: : Phonological Awareness

Kindergartners: Grade 1 students: Grade 2 students:

RF2 Demonstrate understanding RF2 Demonstrate understanding Ends at grade 1 of spoken words, syllables, and of spoken words, syllables, and sounds (phonemes). (SC, K) sounds (phonemes). (SC, 1)

RF2.a Recognize and produce RF2.a Distinguish long from short rhyming words. vowel sounds in single-syllable words. (SC, 1)

Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Demonstrate auditory identify and differentiate discrimination skills. environmental sounds Identify and produce short vowel recognize rhyming words in sounds. spoken language Identify and produce long vowel understand the relationship sounds. between onset/rime in creating rhyming words demonstrate auditory discrimination to match rime/same beginning and ending sound demonstrate auditory discrimination of rimes/same ending sounds identify rhyme in poems and stories read aloud repeat and produce rhyming words

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF2.b Count, pronounce, blend, RF2.b Orally produce single- and segment syllables in spoken syllable words by blending sounds words. (phonemes). (SC, 1)

Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Orally segment and count the identify and isolate individual syllables heard in given words. words in spoken language Identify initial, medial, and final identify letters, sounds and sounds (phonemes) in single- corresponding sounds syllable spoken words. orally blend word parts (e.g. Compare and identify the sounds onsets, rimes, and compound (phonemes) in single-syllable words) spoken words using initial, identify whether isolated medial, and final sounds. sounds are same or different Identify onsets and rimes of blend sounds and syllables to single-syllable spoken words. form words Orally blend 3-4 phonemes into a word.

RF2.c Blend and segment onsets RF2.c Isolate and pronounce and rimes of single-syllable initial, medial vowel, and final spoken words. sounds (phonemes) in spoken single-syllable words. (SC, 1)

Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify the sounds (phonemes) identify initial and final heard in single-syllable spoken sounds in a word words. categorize words as same or Produce the sounds (phonemes) different by onset and rime heard in single-syllable spoken orally blend word parts (e.g. words. onsets, rimes) Orally add or delete a sound (phoneme) at the beginning or end of single-syllable words to make new words. Orally substitute initial, medial, and final sounds in single-syllable words to make new words.

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF2.d Isolate and pronounce the RF2.d Segment spoken single- initial, medial vowel, and final syllable words into their complete sounds (phonemes) in three- sequence of individual sounds phoneme (consonant-vowel- (phonemes). (SC, 1) consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) (SC, K)

Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify the number of sounds isolate and pronounce the (phonemes) heard in spoken initial, medial and final single-syllable words. sounds in spoken words Produce the sounds (phonemes) recognize similarities and heard in single-syllable words. differences in the initial, Orally add or delete a sound medial and final sounds of (phoneme) at the beginning or words end of single-syllable words to make new words. Orally substitute initial, medial, and final sounds in single-syllable words to make new words.

RF2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (SC, K)

Essential Skills and Knowledge

With prompting and support, orally blend and segment individual phonemes in three phoneme words orally add or delete a sound (phoneme) at the end of a simple, one-syllable word to make a new word

READING FOUNDATIONAL SKILLS

Cluster: Phonics and Word Recognition

Kindergartners: Grade 1 students: Grade 2 students:

RF3 Know and apply grade- level RF3 Know and apply grade-level RF3 Know and apply grade-level phonics and word analysis skills phonics and word analysis skills in phonics and word analysis skills in decoding words. (SC, K) decoding words. (SC, 1) in decoding words. (SC, 2)

RF3.a Demonstrate basic RF3.a Know the spelling-sound RF3.a Distinguish long and short knowledge of one-to-one letter- correspondence for common vowels when reading regularly sound correspondence by consonant digraphs. (SC, 1) spelled one-syllable words. (SC, producing the primary or many 2) of the most frequent sound for each consonant

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify the letters and braille Identify and apply vowel identify and name upper and contractions that represent patterns to read words such as lower case letters of the common digraphs. CVC, CVCE, CVVC. alphabet Recognize that certain letter Identify and apply vowel use pictures or symbols or combinations can make one pattern pronunciation rules to verbal description/cues, real sound. read words. objects, or tactile graphics to Associate a visual verbal, cue sound of the consonant tactile, or kinesthetic cue with letters the digraph. Decode words with letter combinations or braille contractions representing common consonant digraphs.

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF3.b Associate the long and RF3.b Decode regularly spelled RF3.b Know sound-spelling short sounds with common one-syllable words. (SC, 1) correspondences for additional spellings (graphemes) for the common vowel teams. five major vowels.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply the principles of sound- Understand that a combination identify the difference letter correspondence, including of vowels can represent a between consonants and exceptions. single vowel sound. vowels Produce letter-sound Identify and apply vowel team recognize that a single vowel correspondences rapidly. pronunciation rules. letter stands for a short or Blend isolated sounds into one- long vowel sound syllable words. Use known word/part/braille contractions to decode unknown words. RF3.c Read common high- RF3.c Know final-e and common RF3.c Decode regularly spelled frequency words by (sight vowel team conventions for two-syllable words with long words). (e.g., the, of, to, you, representing long vowel sounds. vowels. she, my, is, are, do, does). (SC, K)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Recognize that two letters can Explain and apply syllable recognize and read high represent a vowel sound. division rules. frequency words with Identify common vowel teams. Know and understand that increasing automaticity Apply vowel pronunciation rules every syllable has a vowel read name in isolation with to read words, such as CVCE, sound and be able to apply automaticity CVVC. knowledge of open and closed syllables to determine vowel sound. Identify and apply vowel pronunciation rules to read words, such as CVC, CVCE, CVVC.

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF3.d Distinguish between RF3.d Use knowledge that every RF3.d Decode words with similarly spelled words by syllable must have a vowel common prefixes and suffixes. identifying the sounds of the sound to determine the number (SC, 2) letter that differ. of syllables in a brailled printed word.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Count and segment syllables Recognize and define base identify sounds of words in orally. words. isolation. Identify the vowel sound in Identify and define common spoken and written one- prefixes and suffixes. syllable words. Blend parts to read words and Identify the number of vowels describe how the affix affects and syllables in brailled printed the word meaning. words. RF3.e Decode two-syllable words RF3.e Identify words with following basic patterns by inconsistent but common breaking the words into spelling-sound correspondences. syllables.

Essential Skills and Knowledge Essential Skills and Knowledge

Recognize open and closed Identify and apply the rules for syllables. sound-spelling Explain and apply syllable correspondences, including division rules. exceptions. Blend sounds in segmented syllables to read words. RF3.f Read words with RF3.f Recognize and read grade- inflectional endings. appropriate irregularly spelled words. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify inflectional endings. Apply a variety of strategies to Recognize and define base increase the number of grade words. appropriate sight words/high Read words and describe how frequency words that can be the inflectional ending affects read. the word meaning.

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF3.g Recognize and read grade- appropriate irregularly spelled words.

Essential Skills and Knowledge

Apply a variety of strategies to increase the number of grade appropriate high frequency words that can be read independently.

READING FOUNDATIONAL SKILLS

Cluster: Fluency

Kindergartners: Grade 1 students: Grade 2 students:

RF4 Read emergent-reader texts RF4 Read with sufficient accuracy RF4 Read with sufficient with purpose and and fluency to support accuracy and fluency to support understanding. comprehension. (SC, 1) comprehension. (SC, 2)

RF4.a Read on-level text with RF4.a Read on-level text with purpose and understanding.(SC, 1) purpose and understanding. (SC, 2) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply decoding skills to read on- Apply a variety of decoding listen to Interactive Read level text. strategies to read grade level Alouds of steadily increasing Read grade level sight words/high text. complexity (informational frequency words in isolation and Read on-level sight words/high and literary, across all in context with automaticity. frequency words in isolation structures and genres of text, Use context cues and text features and in context with representing a wide variety to determine and clarify the automaticity. of cultures) in order to meanings of an unknown word. Begin to self regulate observe models of fluent understanding of text by reading and apply skills to making and confirming their own reading predictions and rereading engage in opportunities for when necessary in order to daily independent reading of check for understanding. emergent reader text to

build fluency

engage in imitative reading at an appropriate rate

recite nursery rhymes, poems, and finger plays from

a wide variety of genres with expression use knowledge of end punctuation to signal expression in reading recognize that the pictures

help to explain the text use known high frequency words when reading the text

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students: use the first letter sound and the picture to determine the meaning of an unknown word

RF4.b Read on-level text orally with RF4.b Read on-level text orally accuracy, appropriate rate, and with accuracy, appropriate rate, expression on successive readings. and expression on successive (SC, 1) readings. (SC,2)

Essential Skills and Knowledge Essential Skills and Knowledge

Listen to Interactive Read Alouds Listen to Interactive Read of steadily increasing complexity Alouds of steadily increasing (informational and literary, across complexity (informational and all structures and genres of text, literary, across all structures representing a wide variety of and genres of text, cultures) in order to observe representing a wide variety of models of fluent reading and apply cultures) in order to observe skills to their own reading. models of fluent reading and Apply decoding skills to read on- apply skills to their own level text. reading. Read on-level sight words/high Apply decoding skills to read frequency words with on-level text. automaticity. Read on-level sight words/high Use punctuation as cues to frequency words with appropriate expression. automaticity in isolation and in Fluently read on-level text with context. accuracy and prosody. Use punctuation as cues to appropriate expression. Fluently read on-level text with accuracy and prosody.

READING FOUNDATIONAL SKILLS

Kindergartners: Grade 1 students: Grade 2 students:

RF4.c Use context to confirm or RF4.c Use context to confirm or self-correct word recognition and self-correct word recognition understanding, rereading as and understanding, rereading as necessary. (SC, 1) necessary. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge

Use prior knowledge and Use prior knowledge and experiences to confirm or self- experiences to confirm or correct word recognition and self-correct word recognition understanding. and understanding. Develop a conceptual Demonstrate a conceptual understanding of new words to understanding of new words, confirm or self-correct word e.g., classify and categorize recognition and understanding. into groups, identify Reread when something does antonyms, synonyms, not make sense in order to homophones. determine the meaning of a Reread at point of difficulty in known word. order to use structure and Use context cues and visual meaning to determine clues to guide self correction. unknown word. Use context cues, sentence structure, and visual clues to guide self correction.

Grades 3, 4, and 5

Cluster: Print Concepts

Grade 3 students: Grade 4 students: Grade 5 students: ends in 1st grade ends in 1st grade ends in 1st grade

READING FOUNDATIONAL SKILLS

Cluster: : Phonological Awareness

Grade 3 students: Grade 4 students: Grade 5 students: ends in 1st grade ends in 1st grade ends in 1st grade

Cluster: Phonics and Word Recognition

Grade 3 students: Grade 4 students: Grade 5 students:

RF3 Know and apply grade-level RF3 Know and apply grade-level RF3 Know and apply grade-level phonics and word analysis skills phonics and word analysis skills phonics and word analysis skills in in decoding words. (SC, 3) in decoding words. decoding words.

RF3.a Identify and know the RF3.a Use a combined knowledge RF3.a Use a combined knowledge meaning of the most common of all letter-sound of all letter-sound prefixes and derivational suffixes. correspondences, syllabication correspondences, syllabication (SC, 3) patterns, and morphology (e.g. patterns, and morphology (e.g. roots and affixes) to read roots and affixes) to read accurately unfamiliar accurately unfamiliar multisyllabic multisyllabic words in context words in context and out of and out of context context.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and know the meanings Generalize and apply phonics to Generalize and apply phonics to of the most common prefixes unfamiliar multisyllabic words. unfamiliar multisyllabic words. and derivational suffixes. (See Increase knowledge of roots Increase knowledge of roots and CCSS 3 L 4) and affixes. affixes. Understand the relationship Understand the relationship between words with common between words with common roots. roots. Understand that an affix may Understand that an affix may change the meaning or part of change the meaning or part of speech of a word. speech of a word.

READING FOUNDATIONAL SKILLS

Grade 3 students: Grade 4 students: Grade 5 students:

RF3.b Decode words with common Latin suffixes.

Essential Skills and Knowledge

Decode words with common Latin suffixes.

RF3.c Decode multisyllable words.

Essential Skills and Knowledge

Identify and apply vowel pronunciation rules to read multisyllabic words. Blend sounds and segmented syllables to read words. Confirm decoding efforts through word meanings and word order. RF3.d Read grade-appropriate irregularly spelled words.

Essential Skills and Knowledge

Increase the number of grade appropriate high frequency words that can be read.

READING FOUNDATIONAL SKILLS

Cluster: Fluency

Grade 3 students: Grade 4 students: Grade 5 students:

RF4 Read with sufficient accuracy RF4 Read with sufficient accuracy RF4 Read with sufficient accuracy and fluency to support and fluency to support and fluency to support comprehension. comprehension. comprehension.

RF4.a Read on-level text with RF4.a Read on-level text with RF4.a Read on-level text with purpose and understanding. purpose and understanding. purpose and understanding.

(SC, 3)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Listen to daily Interactive Read Listen to daily Interactive Read Listen to daily Interactive Read Alouds of complex text in a Alouds of complex text in a Alouds of complex text in a variety of text structures in order variety of text structures in variety of text structures in to attend to and apply models of order to attend to and apply order to attend to and apply fluent reading. models of fluent reading. models of fluent reading. Adjust reading rate to purpose Adjust reading rate to purpose Adjust reading rate to purpose for reading. for reading. for reading. Engage in opportunities for daily Engage in opportunities for Engage in opportunities for daily independent reading of grade daily independent reading of independent reading of grade level text in order to build grade level text in order to build level text in order to build fluency. fluency. fluency. Demonstrate fluent reading in Demonstrate fluent reading in Demonstrate fluent reading in order to fully comprehend text order to fully comprehend text order to fully comprehend text by responding accurately (e.g., by responding accurately (e.g., by responding accurately (e.g., discussion, written response). discussion, written response). discussion, written response).

READING FOUNDATIONAL SKILLS

Grade 3 students: Grade 4 students: Grade 5 students:

RF4.b Read on-level prose and RF4.b Read on-level prose and RF4.b Read on-level prose and poetry orally with accuracy, poetry orally with accuracy, poetry orally with accuracy, appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression on successive readings. on successive readings. (SC, 4) on successive readings.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Listen to interactive Read Alouds Listen to interactive Read Listen to interactive Read Alouds of steadily increasing complexity Alouds of steadily increasing of steadily increasing complexity (informational and literary, complexity (informational and (informational and literary, across all structures and genres literary, across all structures across all structures and genres of text, representing a wide and genres of text, representing of text, representing a wide variety of cultures) in order to a wide variety of cultures) in variety of cultures) in order to observe models of fluent reading order to observe models of observe models of fluent reading and apply skills to their own fluent reading and apply skills to and apply skills to their own reading. their own reading. reading. Practice multiple readings of Practice multiple readings of Practice multiple readings of familiar text. same text. same text. Use punctuation as cues to Use punctuation as cues to Use punctuation as cues to appropriate expression. appropriate expression. appropriate expression. Demonstrate appropriate use of Apply knowledge of word Apply knowledge of word phrasing. structures and patterns to read structures and patterns to read Apply knowledge of word with automaticity. with automaticity. structures and patterns to read Demonstrate appropriate use of Demonstrate appropriate use of with automaticity. phrasing by attending to phrasing by attending to Demonstrate appropriate use of sentence patterns and sentence patterns and structures phrasing by attending to structures and by adjusting to and by adjusting to intonation sentence patterns and structures intonation and pitch. and pitch. and by adjusting to intonation Read a variety of texts with Read a variety of texts with and pitch. expression and volume expression and volume Read a variety of texts with appropriate to the context in appropriate to the context in expression and volume which it is read. which it is read. appropriate to the context in which it is read.

READING FOUNDATIONAL SKILLS

Grade 3 students: Grade 4 students: Grade 5 students:

RF4.c Use context to confirm or RF4.c Use context to confirm or RF4.c Use context to confirm or self-correct word recognition and self-correct word recognition self-correct word recognition and understanding, rereading as and understanding, rereading as understanding, rereading as necessary. (SC, 3) necessary. necessary.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use prior knowledge and Use prior knowledge and Use prior knowledge and experiences to confirm or self- experiences to confirm or self- experiences to confirm or self- correct word recognition and correct word recognition and correct word recognition and understanding. understanding. understanding. Use context clues, sentence Use context clues, sentence Use context clues, sentence structure, and visual tactile clues structure, and visual tactile structure, and visual tactile clues to guide self-correction. clues to guide self-correction. to guide self-correction.

LANGUAGE

PRE-K

Cluster: Conventions of Standard English

L1 CCR Anchor Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

PK students:

L1 Demonstrate beginning understanding of the conventions of standard English grammar and usage when engaged in literacy activities (e.g. Interactive Read Alouds, shared reading, shared writing, developmentally appropriate writing, oral language activities, etc.).

L1.a Braille Print upper and lowercase letters in first name, using capital sign as appropriate.

Essential Skills and Knowledge

With modeling and support, explicitly and sequentially develop and strengthen fine motor skills, including finger isolation and strength which support letter formation in braille using a variety of activities recognize that names begin with a braille capital letter sign recognize that space is used to separate words correctly form upper and lowercase letters in first name in braille using the capital sign as appropriate practice writing name on various sizes and styles of braille paper, and other tactile mediums in a developmentally appropriate manner

LANGUAGE

PK students:

L1.b Use frequently occurring nouns and verbs.

Essential Skills and Knowledge

With modeling and support, demonstrate the use of frequently occurring nouns and verbs when speaking demonstrate subject/verb agreement when speaking demonstrate correct verb tense when speaking demonstrate noun/pronoun agreement when speaking

L1 CCR Anchor Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

PK students:

L1.c Develop understanding of singular and plural nouns (e.g., dog means one dog; dogs means more than one dog).

Essential Skills and Knowledge

With modeling and support, understand concept of singular and plural (e.g. multiple objects) apply understanding of singular and plural nouns when speaking

LANGUAGE

PK students:

L1.d Understand and begin to use question words (e.g., interrogatives such as who, what, where, when, why, how).

Essential Skills and Knowledge

With modeling and support, identify and define question words in texts presented in a variety of formats practice and apply the use of question words when speaking participate in oral language activities that foster questioning skills L1.e Gain exposure to the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Essential Skills and Knowledge

With modeling and support, demonstrate understanding of prepositions by using prepositions correctly when speaking. L1.f Produce complete sentences in shared language activities.

Essential Skills and Knowledge

With modeling and support, use standard English in language activities use complete sentences in conversations, in response to questions and during language experience activities

LANGUAGE

L2 CCR Anchor Standard

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

PK students:

L2 Gain exposure to conventions of standard English capitalization, punctuation, and spelling during shared reading and writing experiences.

L2.a Recognize that their name begins with a capital letter, indicated by a braille capital sign.

Essential Skills and Knowledge

With modeling and support, recognize that a space is usually used to separate words in braille recognize the difference between upper and lower case letters recognize names (proper nouns) begin with a capital letter, indicated by a braille capital sign.

L2.b Demonstrate awareness of name and function of end punctuation (e.g., period, question mark and exclamation point)

Essential Skills and Knowledge

With direct instruction and modeling, identify end punctuation presented in a variety of texts. With modeling and support, practice skill in developmentally appropriate writing.

LANGUAGE

PK students:

L2.c Use letter-like shapes, symbols, letters, and words to convey meaning.

Essential Skills and Knowledge

With modeling and support, demonstrate an awareness of the relationship between spoken words and written text understand the use of space between words in text presented in a variety of formats practice making letter-like shapes, symbols, letters, and words practice and apply use of space between words correctly in developmentally appropriate writing L2.d Develop fine motor skills necessary to control and sustain braille handwriting.

Essential Skills and Knowledge

With modeling and support, write with dominant both hands and using appropriate finger placement on keys of a braillewriter hold crayon/pencil efficiently during writing activities for fine motor development for marking answers, future signature/slate and stylus writing write first name with correctly conventionally formed braille letters

LANGUAGE

Cluster: Knowledge of Language

L3 CCR Anchor Standard

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.

PK students:

L3 (Begins in grade 2.)

Cluster: Vocabulary Acquisition and Use

L4 CCR Anchor Standard

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

PK students:

L4 Determine or clarify the meaning of unknown words and phrases based on pre-kindergarten reading and content.

Essential Skills and Knowledge

With modeling and support, access prior knowledge and experiences to determine the meaning of words and phrases discuss words and phrases and their meanings as they are encountered in texts, instruction and conversations

LANGUAGE

L5 CCR Anchor Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

PK students:

L5 With modeling and support from adults, explore word relationships and nuances in word meanings.

L5.a With modeling and support, sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Essential Skills and Knowledge

With modeling and support, identify and sort real objects, tactile representations of objects, or orally named and/or pictures of common words into basic categories discuss commonalities and differences among groups of words L5.b With modeling and support, demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

.Essential Skills and Knowledge

With modeling and support, discuss the meaning of frequently occurring verbs and adjectives and their opposites.

LANGUAGE

PK students:

L5.c Identify real-life connections between words and their use (e.g., note objects in classroom that are small).

Essential Skills and Knowledge

With modeling and support, access prior knowledge and experiences to identify connections between words and their application to real life develop prior knowledge and vocabulary through hands-on experiences and by exposure to a variety of literary and informational narrative and expository texts reflecting a wide range of cultures

LANGUAGE

L6 CCR Anchor Standard

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

PK students:

L6 Use words and phrases acquired through conversation, being read to, and responding to text.

Essential Skills and Knowledge

With modeling and support, develop rich oral language through exposure to a wide variety of texts and hands-on experiences participate in collaborative conversations with diverse peers about topics and text read aloud, written, or presented in other multimedia formats

LANGUAGE

K-2

Cluster: Conventions of Standard English

L1 CCR Anchor Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Kindergartners: Grade 1 students: Grade 2 students:

L1 Demonstrate command of the L1 Demonstrate command of the L1 Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when writing grammar and usage when writing grammar and usage when writing or speaking or speaking. or speaking. L1.a Print Write many upper and L1.a Print Write all upper and L1.a Use collective nouns (e.g., lowercase letters in braille, using lowercase letters in braille, using group). the capital sign to indicate the the capital sign to indicate the uppercase letters. uppercase letters. (SC, 1) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Develop and strengthen fine Identify and define collective o explicitly and sequentially motor skills including finger nouns presented in a variety of strengthen fine motor isolation and strength using a braille texts. skills, including finger variety of activities. Distinguish between common, isolation and strength Correctly form all upper and proper, and possessive, and which support letter lowercase letters in braille using collective nouns. formation in braille using a capital sign as appropriate. Demonstrate the use of variety of activities Practice forming upper and collective nouns in oral and o via direct instruction of lowercase braille letters, using written language. letter formation correctly the capital sign to indicate upper form many upper and case letters on various sizes and lowercase braille letters, styles of braille paper, and other using the capital sign to tactile mediums. indicate uppercase letters on various sizes and styles of braille paper, and other tactile mediums in a developmentally appropriate manner. o correctly form upper and lowercase letters in first and last name in braille using the capital sign as appropriate 47

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L1.b Use frequently occurring L1.b Use common, proper, and L1.b Form and use frequently nouns and verbs. (SC, K) possessive nouns. occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Define and identify nouns in Identify and define frequently demonstrate the use of nouns text presented in a variety of occurring irregular plural nouns as naming words when formats. in text presented in a variety of speaking and writing Distinguish between common, formats. demonstrate the use of verbs proper, and possessive nouns. Form the plurals of frequently as action words when speaking Demonstrate the use of nouns occurring singular irregular and writing when speaking and writing. nouns. demonstrate subject/verb Read and write possessive nouns Demonstrate the use of plural agreement when speaking and in braille using the sign for irregular nouns in oral and writing apostrophe. written language. use correct verb tense when speaking and writing demonstrate noun/pronoun agreement when speaking and writing use commonly confused words

correctly, such as get/got, have/has when writing and speaking L1.c Form regular plural nouns L1.c Use singular and plural nouns L1.c Use reflexive pronouns (e.g., orally by adding /s/ or /es/ (e.g., with matching verbs in basic myself, ourselves). dog, dogs; wish, wishes). sentences (e.g., He hops, We hop).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, use Identify the plural form of given Identify and define reflexive regular plural nouns when nouns. pronouns in text presented in a speaking and writing. Identify and define verbs variety of formats. presented in a variety of texts. Demonstrate the use of Identify the components of a reflexive pronouns in oral and sentence. written language. Match singular and plural nouns with correct verbs in oral and written language.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L1.d Understand and use question L1.d Use personal, possessive, and L1.d Form and use the past tense words (interrogatives) (e.g., who, indefinite pronouns (e.g., I, me, of frequently occurring irregular what where, when, why, how). my; they them their; anyone, verbs (e.g., sat, hid, told). everything).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify and define pronouns Identify and define past tense of participate in oral language presented in a variety of texts. frequently occurring irregular activities that foster Distinguish between personal, verbs in text presented in a questioning skills possessive, and indefinite variety of formats. identify and define question pronouns. Form the past tense of words presented in a variety of Demonstrate the use of frequently occurring irregular texts pronouns in oral and written verbs. practice and apply skill when language. Demonstrate the correct use of speaking and writing past tense verbs in oral and written language. Analyze writing models for correct use of irregular verbs. L1.e Use the most frequently L1.e Use verbs to convey a sense L1.e Use adjectives and adverbs, occurring prepositions (e.g., to, of past, present, and future (e.g., and choose between them from, in, out, on, off, for, of, by, Yesterday I walked home; Today I depending on what is to be with). walk home; Tomorrow I will walk modified. home).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support Identify verbs presented in a Identify and define adjectives demonstrate the use of variety of formats. and adverbs in text presented in prepositions when speaking and Form verbs in past, present, and a variety of formats. writing. future tenses Distinguish between adjectives Demonstrate the correct use of and adverbs. verb tenses in oral and written Demonstrate the correct use of language. adjectives and adverbs in oral Analyze writing models for and written language. correct use of verbs. Strengthen writing by using adjectives and adverbs correctly to expand sentences.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L1.f Produce and expand complete L1.f Use frequently occurring L1.f Produce, expand, and sentences in shared language adjectives. rearrange complete simple and activities. (SC, K) compound sentences using

contracted braille. (e.g., The boy

watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify and define adjectives in Distinguish between a sentence using standard English, text presented in a variety of and a fragment. effectively communicate ideas formats. Distinguish between in complete sentences in Classify adjectives into declarative, interrogative, conversation, to respond to categories such as size, color. imperative, and exclamatory questions orally, and in Demonstrate the correct use of sentences. developmentally appropriate adjectives in oral and written Produce simple and compound writing. language. sentences independently or in use modifiers (i.e. adjectives, response to prompts. adverbs, pronouns, etc.) to Strengthen writing by using expound on ideas in order to learned parts of speech to expand complete sentences expand sentences. when speaking and writing. use and expand complete sentences in conversation, in response to questions and during language experience activities attend to CCSS K 1a-f while engaged in literacy activities (e.g., Interactive Read Alouds, shared reading, shared writing, developmental appropriate writing , oral language activities, etc.)

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L1.g Use frequently occurring conjunctions (e.g., and, but, or, so because).

Essential Skills and Knowledge

Identify and define conjunctions presented in a variety of formats. Demonstrate the correct use of conjunctions in oral and written language. L1.h Use determiners (e.g., articles, demonstratives).

Essential Skills and Knowledge

Identify and define articles and demonstratives presented in a variety of formats. Demonstrate the correct use of articles and demonstratives in oral and written language. L1.i Use frequently occurring prepositions (e.g., during, beyond, toward).

Essential Skills and Knowledge

Identify and define prepositions presented in a variety of formats. Demonstrate the correct use of prepositions in oral and written language.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Essential Skills and Knowledge

Identify the components of a sentence in text presented in a variety of formats. Distinguish between a sentence and a fragment. Distinguish between declarative, interrogative, imperative, and exclamatory sentences. Use learned parts of speech to expand sentences orally and in writing.

LANGUAGE

L2 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

L2 Demonstrate command of the L2 Demonstrate command of the L2 Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English capitalization, punctuation, and capitalization, punctuation, and capitalization, punctuation, and spelling when writing.(SC, K) spelling when writing.(SC, 1) spelling when writing.(SC, 2)

L2.a Capitalize the first word in a L2.a Capitalize dates and names of L2.a Capitalize holidays, product sentence and the pronoun using people using the braille capital names, and geographic names the braille capital sign. sign. using the braille capital sign. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Distinguish between names and Distinguish between common distinguish between names and other nouns. and proper nouns. other nouns Identify months of the year. Demonstrate correct use capital letters for first Demonstrate correct capitalization of holidays, letter of names (proper nouns), capitalization of names and product names, and geographic at the beginning of a sentence dates when writing. names in writing. and the pronoun Analyze writing models for Analyze writing models for correct capitalization. correct capitalization. L2.b Recognize and name end L2.b Use end punctuation for L2.b Use commas in greetings punctuation in braille. sentences in braille. (SC, 1) and closings of letters in braille. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify the components of a Identify the components of a use braille symbols for period, sentence. letter. question mark or exclamation Identify different types of Demonstrate the correct use of point appropriately at the end sentences and their end commas when writing letters of sentences punctuation. (correspondence). practice and apply skill in Use end punctuation correctly in writing writing. Analyze writing models for correct punctuation.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L2.c Write a letter or letters for L2.c Use commas in dates and to L2.c Use an apostrophe to form most consonant and short-vowel separate single words in a series. contractions and frequently sounds (phonemes). (SC,K) (SC, 1) occurring possessives. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify and define purpose of Identify and explain the identify letter or letters for commas in text that contains purpose and formation of most consonant and short dates or a series. contractions and possessives. vowel sounds presented in a Demonstrate the correct use of Demonstrate correct formation variety of texts commas in writing. and use of contractions and demonstrate an understanding possessives. of the relationship between Analyze writing models for sounds and letters correct use and formation of write letters for most contractions and possessives. consonant and short vowel sounds in writing L2.d Spell simple words L2.d Use conventional spelling L2.d Generalize learned spelling phonetically in uncontracted and contracted braille for words patterns when writing words braille, drawing on knowledge of with common spelling patterns cage badge; boy boil). (SC, 2) sound-letter relationships. (SC, K) and for frequently occurring irregular words (SC,1)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify common spelling Identify common spelling recognize that space is used to patterns. patterns. separate words. Identify the spellings for Demonstrate use of learned apply conventional spelling frequently occurring irregular spelling patterns when writing. and contracted braille for words. grade appropriate words in Practice and apply the correct writing spelling of words with common use letters to represent spelling patterns and frequently phonemes in words occurring irregular words.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L2.e Produce handwriting in L2.e Spell untaught words L2.e Consult reference materials, braille that is legible to the phonetically in braille, drawing on including beginning dictionaries, audience. phonemic awareness, known as needed to check and correct contractions, and spelling spellings. (SC, 2)

conventions. (SC, 1)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Develop fine motor skills, Identify the letter(s) for Apply alphabet knowledge to including finger isolation and consonant and vowel sounds. use beginning braille/accessible strength, necessary to control Use sound-spelling dictionaries to check and and sustain handwriting in correspondences to approximate correct spelling. braille. the spelling of unknown words in Strengthen writing by using With direct instruction, writing. braille/accessible reference prompting and support write materials when drafting and most upper and lower case editing. letters.

LANGUAGE

Cluster: Knowledge of Language

L3 CCR Anchor Standard

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.

Kindergartners: Grade 1 students: Grade 2 students:

L3 (Begins in grade 2) L3 (Begins in grade 2) L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L3.a Compare formal and informal uses of English.

Essential Skills and Knowledge

Identify and distinguish between formal and informal English. Identify purposes, audiences, and environments that require formal and informal English. Adjust use of formal and informal English for purpose, audience, and environment.

LANGUAGE

Cluster: Vocabulary Acquisition and Use

L4 CCR Anchor Standard

Kindergartners: Grade 1 students: Grade 2 students:

L4 Determine or clarify the L4 Determine or clarify the L4 Determine or clarify the meaning of unknown and multiple meaning of unknown and meaning of unknown and meaning words and phrases based multiple-meaning words and multiple-meaning words and on kindergarten reading and phrases based on grade 1 reading phrases based on grade 2 reading content. and context, choosing flexibly and content, choosing flexibly from an array of strategies. (SC, from an array of strategies. (SC, 2)

L4.a Identify new meanings for L4.a Use sentence-level context L4.a Use sentence-level context as familiar words and apply them as a clue to the meaning of a a clue to the meaning of a word or accurately (e.g., knowing duck is a word or phrase. (SC,1) phrase. (SC, 2) verb and learning the verb to duck). (SC, K)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify sentence clues that Identify sentence clues that help access prior knowledge and help determine or clarify the determine or clarify the meaning experiences to determine the meaning of a word or phrase. of a word or phrase. meaning of words and phrases Access prior knowledge to help Access prior knowledge to help discuss words and word determine or clarify the determine or clarify the meaning meanings as they are meaning of a word or phrase. of a word or phrase. encountered in texts, Discuss words and word Discuss words and word instruction and conversations meanings daily as they are meanings as they are encountered in texts, encountered. instruction, and conversation.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L4.b Use the most frequently L4.b Use frequently occurring L4.b Determine the meaning of occurring inflections and affixes affixes as a clue to the meaning the new word formed when a (e.g., -ed, -s, re-, un-, pre-, -ful, - of a word. known prefix is added to a known less) as a clue to the meaning of word (e.g., happy/unhappy, an unknown word. tell/retell). (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support use Identify common prefixes and Identify common prefixes and inflections and affixes to their meanings. their meaning. determine meaning of words. Identify common suffixes and Use meaning of known words their meanings. and prefixes to explain the Explain the meaning of words meaning of new words. with common prefixes and suffixes. L4.c Identify frequently occurring L4.c Use a known root word as a root words (e.g., look) and their clue to the meaning of an inflectional forms (e.g., looks, unknown word with the same root looked, looking) using braille (e.g., addition, additional). (SC, 2) contractions for ed and ing. (SC,1)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify and define root words. Identify and define the root Identify inflectional endings word in unknown words. (e.g., s, es, ing) and their effect Identify common suffixes and on word meaning. their meanings. Use root words and their Use meaning of prefixes and inflectional endings correctly suffixes to explain the meaning when speaking and writing. of known root words.

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)

Essential Skills and Knowledge

Identify compound words presented orally and in a variety of texts. Combine meanings of individual words together to determine meaning of new compound words. Use compound words orally and in writing. L4.e Use glossaries and beginning dictionaries, both print braille and accessible digital, to determine or clarify the meaning of words and phrases. (SC, 2)

Essential Skills and Knowledge

Apply alphabet knowledge to use glossaries and dictionaries. Use keywords, which are different from print and are located at the bottom of the braille page, and text features (italic sign, boldface indicator, termination sign, hyphen, parentheses, diacritics), to help find information within a specific source. (MD SLM.2-3 3A1.a) Strengthen writing by using glossaries and beginning dictionaries to determine word choice.

LANGUAGE

L5 CCR Anchor Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Kindergartners: Grade 1 students: Grade 2 students:

L5 With guidance and support L5 With guidance and support L5 Demonstrate understanding of from adults, explore word from adults, demonstrate word relationships and nuances in relationships and nuances in word understanding of word word meanings. (SC, 2) meanings. relationships and nuances in word

meanings.

L5.a Sort common objects into L5.a Sort words into categories L5.a Identify real-life connections categories (e.g., shapes, foods) to (e.g., colors, clothing) to gain a between words and their use gain a sense of the concepts the sense of the concepts the (e.g., describe foods that are spicy categories represent. (SC, K) categories represent. (SC, 1) or juicy).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify commonalities and Access and connect to prior discuss commonalities among underlining concepts among knowledge and experiences to groups of words. groups of words. make connections to words for Sort and categorize objects. meaning and application in real life. L5.b Demonstrate understanding L5.b Define words by category L5.b Distinguish shades of of frequently occurring verbs and and by one or more key attributes meaning among closely related adjectives by relating them to (e.g., a duck is a bird that swims; a verbs (e.g., toss, throw, hurl) and their opposites (antonyms). tiger is a large cat with stripes). closely related adjectives (e.g., thin, slender, skinny, scrawny).

(SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Discuss key attributes of words Identify synonyms for given discuss the meaning of known to identify a category. verbs and adjectives. words to identify the opposite Use common attributes to Use context clues to distinguish word (antonym). determine the meaning of intensity (nuances) of meaning words. among synonyms. Use glossaries and beginning dictionaries, both print braille and accessible digital, to determine or clarify the meanings of words and phrases. (CCSS 2 L4.e) 60

LANGUAGE

Kindergartners: Grade 1 students: Grade 2 students:

L5.c Identify real-life connections L5.c Identify real-life connections between words and their use (e.g., between words and their use note places at school that are (e.g., note places at home that colorful). are cozy).

Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Access and connect to prior access prior knowledge and knowledge and experiences to experiences to identify make connections to words for connections between words meaning and application in real and their application to real life life. develop prior knowledge and vocabulary through exposure to a variety of literary and informational text (narrative and expository) reflecting a wide range of cultures) L5.d Distinguish shades of L5.d Distinguish shades of meaning among verbs describing meaning among verbs differing in the same general action (e.g., manner (e.g., look, peek, glance, walk, strut, prance) by acting out stare, glare, scowl) and adjectives meanings. differing in intensity (e.g., large, gigantic) by defining or choosing

them or by acting out the meanings

Essential Skills and Knowledge Essential Skills and Knowledge

With direct instruction and Discuss and act out a variety of prompting, verbs that have similar discuss and act out a variety of meanings. verbs that mean the same basic Identify synonyms for verbs and concept adjectives. use real objects, tactile Use context clues to distinguish graphics, or descriptions of intensity (nuances) of meaning pictures and other multimedia among synonyms. formats to identify differences in meaning between related verbs and adjectives

LANGUAGE

L6 CCR Anchor Standard

Kindergartners: Grade 1 students: Grade 2 students:

L6 Use words and phrases L6 Use words and phrases L6 Use words and phrases acquired through conversation, acquired through conversations, acquired through conversations, reading and being read to, and reading and being read to, and reading and being read to, and responding to text. responding to texts, including responding to texts, including using frequently occurring using adjectives and adverbs to conjunctions to signal simple describe (e.g., When other kids relationships (e.g., because). are happy that makes me happy).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With modeling and exposure to a Develop rich oral language and Develop rich oral language and variety of texts, develop rich oral strengthen writing through strengthen writing through language and writing. modeling and exposure to a modeling and exposure to a With prompting and support: variety of texts. variety of texts. participate in collaborative Participate in collaborative Participate in collaborative conversations with diverse peers conversations with diverse conversations with diverse about Kindergarten topics and partners about grade 1 topics partners about grade 2 topics text read aloud, written, or and texts with peers and adults and texts with peers and adults presented in other multimedia in small and larger groups. (See in small and larger groups. (See formats. (CCSS K SL 1) CCSS 1 SL1.) CCSS 2 SL1.) Demonstrate the correct use of Use adjectives and adverbs, and conjunctions in oral and written choose between them language. (See CCSS 1 L1.g.) depending on what is to be modified. (CCSS 2 L1.e.)

LANGUAGE

Grades 3-5

Cluster: Conventions of Standard English

L1 CCR Anchor Standard

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grade 3 students: Grade 4 students: Grade 5 students:

L1.a Explain the function of L1.a Use relative pronouns (who, L1.a Explain the function of nouns, pronouns, verbs, whose, whom, which, that) and conjunctions, prepositions, and adjectives, and adverbs in general relative adverbs (where, when, interjections in general and their and their functions in particular why). function in particular sentences. sentences.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Recognize and name parts of Identify relative pronouns and Differentiate between a speech in text presented in a relative adverbs in text sentence, a phrase, and a variety of formats. presented in a variety of formats. clause. Identify and explain the Identify the antecedents for Recognize conjunctions, differences between parts of relative pronouns. prepositions, and interjections speech and their functions. Demonstrate the appropriate in text presented in a variety of Demonstrate correct use of use of relative adverbs to expand formats. parts of speech in oral and sentences. Combine sentences using written language. Apply the use of relative appositives, adjectives, adverbs, Analyze writing models for pronouns and relative adverbs in and prepositional phrases correct use of parts of speech. oral and written language. Explain and apply rules for using Analyze writing models for conjunctions, prepositions, and correct use of relative pronouns interjections in simple, and relative adverbs. compound, and complex sentences. Analyze writing models for correct use of conjunctions, prepositions, and interjections.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L1.b Form and use regular and L1.b Form and use the progressive L1.b Form and use the perfect irregular plural nouns. (e.g., I was walking; I am walking; (e.g., I had walked; I have walked; I will be walking) verb tenses. (SC, I will have walked) verb tenses. 4)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and define regular and Differentiate between past, Identify and form the past irregular plural nouns in text present, and future tenses. participles of verbs. presented in a variety of Explain the role of auxiliary Form the perfect tenses of verbs formats. verbs. using appropriate tense of to Distinguish between regular Identify progressive verb tenses have and past participles. and irregular plural nouns. in text presented in a variety of Differentiate between present Apply the correct form and use formats. perfect, past perfect, and of regular and irregular plural Demonstrate the use of future perfect tenses. nouns in oral and written progressive verb tenses in oral Demonstrate correct use of language. and written language. perfect verb tenses in oral and Analyze writing models for Analyze writing models for written language. correct use of regular and correct use of verb tenses. Analyze writing models to irregular plural nouns. determine the effect of verb tenses on meaning. L1.c Use abstract nouns (e.g., L1.c Use modal auxiliaries (e.g., L1.c Use verb tense to convey childhood). can, may, must) to convey various various times, sequences, states, conditions. and conditions.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and define abstract Recognize modal auxiliaries and Explain the difference between nouns in text presented in a explain their purpose. past, present, and future tenses variety of formats. Identify rules for using modal including perfect tenses. Distinguish between types of auxiliaries. Recognize verb tense as an nouns, e.g., abstract, common. Demonstrate use of modal organizational aid to Demonstrate the use of abstract auxiliaries in oral and written understanding text. nouns in oral and written language. Analyze writing models for language. Analyze writing models for correct use of verb tenses. Analyze writing models for correct use of modal auxiliaries. correct use of abstract nouns.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L1.d Form and use regular and L1.d Order adjectives within L1.d Recognize and correct irregular verbs. (SC, 3) sentences according to inappropriate shifts in verb conventional patterns (e.g., a tense.* small red bag rather than a red

small bag).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and define regular and Identify correct placement of Identify the time frame and irregular verbs in text presented adjectives in sentences. correlating verb tense in text in a variety of formats. Revise and strengthen writing to presented in a variety of formats. Demonstrate consistent and include correctly ordered Recognize and edit mismatches appropriate use of verb tenses, adjectives. between time frame and verb such as past, present, and future Analyze writing models for tense in writing. in oral and written language. correct use and ordering of Analyze writing models for Analyze writing models for adjectives. effective use of verb tense. correct use of verb tenses. L1.e Form and use the simple L1.e Form and use prepositional L1.e Use correlative conjunctions (e.g., I walked; I walk; I will walk) phrases. (e.g., either/or, neither/nor). verb tenses. (SC, 3)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and define verb tenses Identify and explain the purpose Identify and explain the purpose in text presented in a variety of of prepositional phrases. of correlative conjunctions formats. Compose sentences using Demonstrate the correct use of Apply the correct use of past, prepositional phrases to modify correlative conjunctions in present, and future tenses of nouns and verbs. sentences. verbs in speaking and writing. Strengthen writing by revising to Analyze writing models for the Analyze writing models for include prepositional phrases. effective use of correlative correct use of verb tenses. Analyze writing models for the conjunctions. effective use of prepositional phrases.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L1.f Ensure subject-verb and L1.f Produce complete sentences, pronoun-antecedent agreement.* recognizing and correcting (SC, 3) inappropriate fragments and run- ons.*

Essential Skills and Knowledge Essential Skills and Knowledge

Identify subjects and verbs in Differentiate between sentences. grammatically complete Recognize connection between sentences, sentence fragments, subjects/verbs, i.e., singular and run-on sentences. subjects with singular verbs and Identify coordinating plural subjects with plural verbs. conjunctions and explain their Recognize agreement between role in sentences. pronouns and antecedents. Compose simple and compound Apply correct subject-verb and sentences using coordinating pronoun-antecedent agreement conjunctions. in speaking and writing. Revise incomplete, fragments, Analyze writing models for run-ons by combining sentences correct subject-verb and and using coordinating pronoun-antecedent agreement. conjunctions. Analyze writing models for complete sentences.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L1.g Form and use comparative L1.g Correctly use frequently and superlative adjectives and confused words (e.g., to, too, two; adverbs, and choose between there, their).* (SC, 4) them depending on what is to be modified.

Essential Skills and Knowledge Essential Skills and Knowledge

Identify and explain the Identify and distinguish between difference between comparative the multiple meanings, spellings, and superlative. and pronunciations of Identify the correct modifier for homophones and homographs. given sentences. Identify the different meanings Demonstrate the correct use of for given homophones. comparative and superlative Demonstrate and explain correct adjectives and adverbs in oral use of frequently confused and written language. words in writing. Analyze writing models for Analyze writing models for the correct use of comparatives and effective use of frequently superlatives. confused words.

LANGUAGE

Cluster: Conventions of Standard English

L1 CCR Anchor Standard

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grade 3 students: Grade 4 students: Grade 5 students:

L1.h Use coordinating and subordinating conjunctions. (SC, 3)

Essential Skills and Knowledge

Distinguish between coordinating and subordinating conjunctions. Use conjunctions correctly in combining sentences. Strengthen writing by revising to combine sentences correctly when appropriate. L1.i Produce simple, compound, and complex sentences.

Essential Skills and Knowledge

Distinguish between a sentence and a fragment. Distinguish between simple, compound, and complex sentences. Strengthen writing by revising to use a variety of sentence types.

LANGUAGE

SL2 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

L2 Demonstrate command of the L2 Demonstrate command of the L2 Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English capitalization, punctuation, and capitalization, punctuation, and capitalization, punctuation, and spelling when writing. (SC, 3) spelling when writing. (SC, 4) spelling when writing.

L2.a Capitalize appropriate words L2.a Use correct capitalization. L2.a Use commas and quotation in titles. (SC, 3) (SC, 4) marks to mark direct speech and quotations from a text. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Explain the rules for capitalization Explain the rules for Distinguish between direct and of titles. capitalization in sentences and indirect dialogue in text. Identify appropriate words to with proper nouns. Identify capitalization rules for capitalize in given titles. Use capital letters correctly in dialogue. Analyze writing models for correct titles and the first word in direct Demonstrate correct placement capitalization. quotations. of commas and quotation marks Analyze writing models for in dialogue. correct capitalization. Analyze writing models for correct capitalization. L2.b Use commas in addresses. L2.b Use commas and quotation L2.b Use a comma to separate an (SC, 3) marks to mark direct speech and introductory element from the quotations from a text. (SC, 4) rest of the sentence. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and demonstrate rules for Distinguish between direct and Identify introductory elements placement of commas in indirect dialogue in text. in sentence. addresses. Identify capitalization rules for Explain and demonstrate rules Analyze and edit writing for the dialogue. for using commas to separate correct use of commas. Demonstrate correct placement an introductory element from of commas and quotation marks the rest of a sentence. in dialogue. Analyze writing models to Analyze and edit writing for determine the effect of correct punctuation of direct punctuation on meaning. speech and quotations.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L2.c Use commas and quotation L2.c Use a comma before a L2.c Use a comma to set off the marks in dialogue. coordinating conjunction in a words yes and no (e.g., Yes, thank compound sentence. (SC, 4) you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). (SC, 5) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Recognize and explain the Identify independent and Analyze writing models to purpose of direct dialogue in text. dependent clauses in determine the effect of Identify capitalization rules for compound sentences. punctuation on meaning. dialogue. Demonstrate use of comma Strengthen writing by editing for Demonstrate correct placement correctly before a coordinating the correct use of commas after of commas and quotation marks conjunction in a compound introductory elements. in dialogue. sentence. Analyze writing models for the Strengthen writing by revising correct use of punctuation in to include compound dialogue. sentences. Analyze writing models for the use of compound sentences. L2.d Form and use possessives. L2.d Spell grade-appropriate L2.d Use underlining, quotation (SC, 3) words correctly, consulting marks, or italics to indicate titles references as needed. (SC, 4) of works. (SC, 5) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Recognize and distinguish Apply learned spelling patterns Identify and distinguish rules for between contractions and and generalizations to spell punctuating different types of possessives. grade-appropriate words titles (e.g. books, articles, plays). Strengthen writing by revising to correctly. Demonstrate use of underlining, include appropriate use of Use knowledge of word quotation marks, or italics to possessives. structure and word origins to identify titles. spell grade-appropriate words. Analyze writing models for the Use braille/accessible electronic correct notation of titles. reference materials to correct Strengthen writing by editing for or confirm spelling of grade- the correct notation of titles. appropriate words (e.g., dictionaries, thesauruses, including use of the Internet).

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

Use accessible word processing technology when appropriate to demonstrate correct spelling of grade- appropriate words. Analyze writing models for correct spelling

L2.e Use conventional spelling for L2.e Spell grade-appropriate high-frequency and other studied words correctly, consulting words and for adding suffixes to references as needed. (SC, 5) base words (e.g., sitting, smiled, cries, happiness). (SC, 3)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify the correct spellings for Apply learned spelling patterns grade-level frequently occurring and generalizations to spell irregular words. grade-appropriate words Modify spelling of base words as correctly. needed when adding inflectional Use knowledge of word endings and suffixes. structure and word origins to Use word processing prompts spell grade-appropriate words. when appropriate to correct Use braille/accessible electronic spelling of grade-appropriate reference materials to correct or words. confirm spelling of grade- Analyze writing models for correct appropriate words (e.g., spelling of high-frequency words. dictionaries, thesauruses, including use of the Internet). Use accessible word processing prompts when appropriate to correct spelling of grade- appropriate words. Analyze writing models for correct spelling.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Essential Skills and Knowledge

Apply previously learned spelling patterns and generalizations to spell grade-appropriate words correctly. Apply knowledge of syllable types to spell multisyllabic words. Use accessible word processing prompts when appropriate to demonstrate correct spelling of grade-appropriate words. Analyze writing models for correct spelling. L2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (SC, 3) Essential Skills and Knowledge

Identify the purpose of a variety of reference materials both print braille and accessible digital. Demonstrate use of print braille and accessible digital reference materials correctly to check and correct spellings. Use reference materials, including beginning braille/accessible dictionaries, independently when drafting and editing. Use accessible word processing prompts when appropriate to correct spelling. Analyze writing models for correct spelling.

LANGUAGE

Cluster: Knowledge of Language

L3 CCR Anchor Standard

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.

Grade 3 students: Grade 4 students: Grade 5 students:

L3 Use knowledge of language L3 Use knowledge of language L3 Use knowledge of language and its conventions when writing, and its conventions when writing, and its conventions when writing, speaking, reading, or listening. speaking, reading, or listening. speaking, reading, or listening. (SC, 3) (SC, 4) (SC, 5)

L3.a Choose words and phrases L3.a Choose words and phrases L3.a Expand, combine, and reduce for effect.* (SC, 3) to convey ideas precisely.* (SC, 4) sentences for meaning, reader/listener interest, and style.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Recognize and use figurative Distinguish between literal and Demonstrate command of language. nonliteral meanings of words conventions of standard English Choose appropriate words to and phrases. grammar and usage. (See CCSS 5 convey feelings or mood in Use braille/accessible electronic L1.) writing. dictionaries, glossaries, Strengthen writing by revising Use specific rather than vague thesauruses, and multimedia to expand, combine, and reduce language. resources to identify and use sentences. Strengthen writing by revising synonyms for words. Analyze writing models or sentences for attention to Strengthen writing by revising speech for affect of sentence reader/listener interest. sentences for clarity. types on meaning, Analyze writing models or Analyze writing models or reader/listener interest, and speech for affect of words and speech for affect of words and style. phrases on feeling or mood. phrases on meaning.

LANGUAGE

L3.b Recognize and observe L3.b Choose punctuation for L3.b Compare and contrast the differences between the effect.* varieties of English (e.g. dialects, conventions of spoken and registers) used in stories, dramas, written standard English. or poems.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify the differences and Recognize and explain the Listen to, read, and discuss a similarities between spoken and purpose of various punctuation variety of texts representing written language. marks. diverse cultures, perspectives, Demonstrate conventions of Demonstrate command of ethnicities, and time periods. spoken and written English in conventions of standard English Describe the difference between conversations and writing. punctuation. (See CCSS 4 L2.) dialects and registers in the Strengthen writing by revising to English language. use punctuation to indicate Analyze writing models or feelings and mood. speech to determine the effect of varieties of English on meaning and interest. L3.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)

Essential Skills and Knowledge

Recognize situations as requiring formal or informal English. Adjust language to a variety of situations. Demonstrate command of conventions of standard English grammar and usage when speaking. (See CCSS 4 L1.)

LANGUAGE

Cluster: Vocabulary Acquisition and Use

L4 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

L4 Determine or clarify the L4 Determine or clarify the L4 Determine or clarify the meaning of meaning of unknown and meaning of unknown and unknown and multiple-meaning words multiple-meaning word and multiple-meaning words and and phrases based on grade 5 reading and phrases based on grade 3 phrases based on grade 4 content, choosing flexibly from a range of reading and content, choosing reading and content, choosing strategies. (SC, 5) flexibly from a range of flexibly from a range of strategies. strategies.

L4.a Use sentence-level context L4.a Use context (e.g., L4.a Use context (e.g., cause/effect as a clue to the meaning of a definitions, examples, or relationships and comparisons in text) as a word or phrase. restatements in text) as a clue clue to the meaning of a word or phrase. to the meaning of a word or (SC, 5) phrase. (SC, 4)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify clues within a sentence Identify clues in the text that Use relationship of ideas in the text to that help determine or clarify help determine or clarify the determine meaning of a word or phrase. the meaning of a word or meaning of a word or phrase. Connect prior knowledge and phrase. Connect prior knowledge and experiences to determine the meaning Access and connect prior experiences to determine the of a word or phrase. knowledge and experiences to meaning of a word or phrase. Discuss words and word meanings daily determine the meaning of Discuss words and word as they are encountered in text, words and phrases. meanings daily as they are instruction, and conversation. Discuss words and word encountered in text, meanings daily as they are instruction, and conversation. encountered in text, instruction, and conversation.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L4.b Determine the meaning of L4.b Use common, grade- L4.b Use common, grade-appropriate the new word formed when a appropriate Greek and Latin Greek and Latin affixes and roots as clues known affix is added to a known affixes and roots as clues to to the meaning of a word (e.g., word (e.g., the meaning of a word (e.g., photograph, photosynthesis). agreeable/disagreeable, telegraph, photograph, comfortable/uncomfortable, autograph). (SC, 4) care/careless, heat/preheat).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify the root word in Identify Greek and Latin word Identify Greek and Latin word roots. multisyllabic words. roots. Use meaning of Greek and Latin Identify meaning of common Use meaning of Greek and roots/affixes to explain the meaning of prefixes and suffixes. Latin roots/affixes to explain new words. Use meaning of prefixes and the meaning of new words. Identify relationships between and suffixes to explain the meaning Identify relationships among words with common Greek and of new words. between and among words Latin roots. Identify relationships between with common Greek and and among words with the Latin roots. same prefixes and suffixes. L4.c Use a known root word as a L4.c Consult reference L4.c Consult reference materials (e.g., clue to the meaning of an materials (e.g., dictionaries, dictionaries, glossaries, thesauruses), both unknown word with the same glossaries, thesauruses), both print braille and accessible digital, to find root (e.g., company, print braille and accessible the pronunciation and determine or clarify companion). (SC, 3) digital, to find the the precise meaning of key words and pronunciation and determine phrases. or clarify the precise meaning of key words and phrases. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and define the root Distinguish between a Identify the sections of the media center word in unknown words. dictionary and thesaurus. and the attributes of the sources located Use meaning of prefixes and Identify safe and unsafe within each section. (See MD SLM 4-5 2 suffixes to explain the meaning online practices. (See MD B1.a.) of words with known roots. SLM 4-5 2 A2.b.) Identify safe and unsafe online practices. Use the context in which (See MD SLM 4-5 2 A2.b.) words are used to choose Use the context in which words are used among possible meanings. to choose among possible meanings. Strengthen writing by using Strengthen writing by using reference reference materials to revise materials to revise for precise word for precise word choice. choice.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L4.d Use glossaries or beginning dictionaries, both print braille and accessible digital, to determine or clarify the precise meaning of key words and phrases. (SC, 3)

Essential Skills and Knowledge

Identify and explain purpose of glossaries and beginning dictionaries, both print braille and accessible digital. Use key words and text features to help find information within a specific source. (See MD SLM 2-3 3 A1.a.) Identify safe and unsafe online practices. (See MD SLM 2-3 2 A2.b.) Use the context in which words are used to choose among possible meanings. Strengthen writing by using braille/accessible electronic reference material to revise for precise word choice.

LANGUAGE

L5 CCR Anchor Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Grade 3 students: Grade 4 students: Grade 5 students:

L5 Demonstrate understanding of L5 Demonstrate understanding of L5 Demonstrate understanding of word relationships and nuances in figurative language, word figurative language, word word meanings. relationships, and nuances in relationships, and nuances in word meanings. (SC, 4) word meanings. (SC, 5)

L5.a Distinguish the literal and L5.a Explain the meaning of L5.a Interpret figurative language, nonliteral meanings of words and simple similes and metaphors including similes and metaphors, phrases in context (e.g., take (e.g., as pretty as a picture) in in context. (SC, 5) steps) context. (SC, 4)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Differentiate between the Identify figurative language in Identify and explain similes and concepts of literal and nonliteral. text presented in a variety of metaphors in text. Recognize that word formats. Use context to determine the combinations have different Distinguish between similes and meaning of figurative language. meanings in different contexts. metaphors. Explain how figurative language Apply knowledge of literal and Interpret the meaning of simple contributes to constructing nonliteral meaning to similes and metaphors in text meaning in a text. understand text. presented in a variety of formats. L5.b Identify real-life connections L5.b Recognize and explain the L5.b Recognize and explain the between words and their use meaning of common idioms, meaning of common idioms, (e.g., describe people who are adages, and proverbs. adages, and proverbs. friendly or helpful).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Access prior knowledge and Define and identify the purpose Define and identify the purpose experiences to identify of idioms, adages, proverbs. of idioms, adages, proverbs. connections between words and Interpret the meaning of idioms, Interpret the meaning of idioms, their application to real life. adages, and proverbs adages, and proverbs encountered in text. encountered in text.

LANGUAGE

Grade 3 students: Grade 4 students: Grade 5 students:

L5.c Distinguish shades of L5.c Demonstrate understanding L5.c Use the relationship between meaning among related words of words by relating them to their particular words (e.g., synonyms, that describe states of mind or opposites (antonyms) and to antonyms, homographs) to better degrees of certainty (e.g., knew, words with similar but not understand each of the words. believed, suspected, heard, identical meanings (synonyms). (SC, 5) wondered). (SC, 4)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Access prior knowledge, as well Consult reference materials Consult reference materials as reference materials both including braille/accessible including braille/accessible print braille and accessible electronic dictionaries, electronic dictionaries, digital to identify synonyms for glossaries, thesauruses, and glossaries, thesauruses, and given words. online resources to identify online resources to identify the words with similar or opposite relationship between words. meanings. Use knowledge of nuances to Use knowledge of nuances to determine precise words as determine precise words as needed for speaking and writing. needed for speaking and writing.

LANGUAGE

L6 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

L6 Acquire and use accurately L6 Acquire and use accurately L6 Acquire and use accurately grade-appropriateconversational, grade-appropriate general grade-appropriate general general academic, and domain- academic and domain-specific academic and domain-specific specific words and phrases, words and phrases, including words and phrases, including including those that signal spatial those that signal precise actions, those that signal contrast, and temporal relationships (e.g., emotions, or states of being (e.g., addition, and other logical After dinner that night we went quizzed, whined, stammered) and relationships (e.g., however, looking for them). that are basic to a particular topic although, nevertheless, similarly, (e.g., wildlife, conservation, and moreover, in addition). endangered when discussing animal preservation).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Through modeling and exposure Through modeling and exposure Through modeling and exposure to a variety of texts, develop rich to a variety of grade appropriate to a variety of grade appropriate oral language and writing, texts, develop and enhance rich texts, develop and enhance rich including general academic and oral language and writing, oral language and writing, domain-specific words. including general academic and including general specific and Participate in collaborative domain-specific words. domain-specific words. conversations with diverse peers Participate in collaborative Participate in collaborative about grade 3 topics and text, conversations with diverse peers conversations with diverse peers building on other’s ideas and about grade 4 topics and text, about grade 5 topics and text, expressing their own clearly. building on other’s ideas and building on other’s ideas and (See CCSS 3 SL1.) expressing their own clearly. expressing their own clearly. (See CCSS 4 SL1.) (See CCSS 5 SL1.)

LANGUAGE

Cluster: Conventions of Standard English

L1 CCR Anchor Standard

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grade 6 students: Grade 7 students: Grade 8 students:

L1 Demonstrate command of the L1 Demonstrate command of L1 Demonstrate command of the conventions of standard English the conventions of standard conventions of standard English grammar and usage when writing or English grammar and usage grammar and usage when writing speaking. when writing or speaking. (SC, or speaking. (SC, 8) 7)

L1.a Ensure that pronouns are in the L1.a Explain the function of L1.a Explain the function of proper case (subjective, objective, phrases and clauses in general verbals (gerunds, participles, possessive). (SC, 6) and their function in specific infinitives) in general and their sentences. function in particular sentences.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the Apply an understanding of the Apply an understanding of the relationship between the use and formation and the function of formation and function of form of personal pronouns i.e., phrases and clauses i.e., verbals and verbal phrases. subjective pronouns as subjects verb, prepositional, and Use precise words, relevant and predicate nominatives appositive phrases descriptive details and sensory objective pronouns as objects of independent versus language to convey prepositions, direct, and indirect dependent (noun, adjective, experiences. (See CCSS 8 W3.d.) objects and adverb) clauses Analyze the use of verbals and possessive pronouns as Describe the use of a phrase or verbal phrases in professional, adjectives clause in a specific sentence. peer, and their own writing. Analyze professional, peer, and Analyze professional, peer, and their own writing for correct use of their own writing for their use pronoun case. of phrases and clauses. Demonstrate command of formal English when indicated or appropriate. (See CCSS 6 S/L6.) Spell correctly. (CCSS 6 L2b)

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L1.b Use intensive pronouns (e.g., L1.b Choose among simple, L1.b Form and use verbs in the myself, ourselves) compound, complex, and active and passive voice. compound-complex sentences to signal differing relationships among ideas.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the Apply an understanding of how Apply an understanding of the difference in purpose and function clauses create relationships difference in formation and between a reflexive and an between and among ideas in a function of active and passive intensive pronoun. sentence. voice verbs. Analyze the effect of intensive Apply an understanding of how Use precise words to capture pronouns on meaning or tone in sentence types create action when writing. (See CCSS professional, peer, and their own relationships between and 8 W3.d.) writing. (See CCSS 6 RL4.) among ideas. Use verbs in the active and Demonstrate command of Use clauses to clarify the passive voice to achieve standard English by using intensive relationships among claims, particular effects. (See CCSS 8 pronouns correctly, e.g., himself v. reason, and evidence. (See L3.a.) hisself, themselves v. theirselves CCSS 7 W1.c.) Analyze the effect of active and (See CCSS 6 S/L6.) Use a variety of clauses to passive voice verbs in convey sequence. (See CCSS 7 professional, peer, and their W3.c.) own writing. Analyze the use of simple, compound, complex, and compound-complex sentences in professional, peer, and their own writing.

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L1.c Recognize and correct L1.c Place phrases and clauses L1.c Form and use verbs in the inappropriate shifts in pronoun within a sentence, recognizing indicative, imperative, number and person.* (SC, 6) and correcting misplaced and interrogative, conditional, and dangling modifiers.* (SC, 7) subjunctive mood.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the Apply an understanding of the Apply an understanding of the relationship of a pronoun to its relationship between the formation and function of verbs antecedent. placement of phrases and in various moods. Use precise language to inform or clauses and clarity of meaning. Apply an understanding of the explain. (See CCSS 6 W2.d.) Produce clear and coherent relationship between the mood Develop and strengthen writing by writing through revision. (See of a verb and the purpose of a editing for clarity. (See CCSS 6 W5.) CCSS 7 W4.) sentence. Analyze the effect of pronouns and Analyze the effect of Use verbs in the conditional and their antecedents on meaning in placement of phrases and subjunctive mood to achieve professional, peer, and their own clauses on meaning in particular effects. (See CCSS 8 writing. professional, peer, and their L3.a.) own writing. Analyze the effect of verb mood Strengthen writing by editing on meaning in professional, to correct misplaced and peer, and their own writing. dangling modifiers. (See CCSS Strengthen writing by editing for 7 W5.) correct mood of verbs. (See CCSS 8 W5.)

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L1.d Recognize and correct vague L1.d Recognize and correct pronouns (i.e., ones with unclear or inappropriate shifts in verb voice ambiguous antecedents).* (SC, 6) and mood.* Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of how an Apply an understanding of how unclear relationship of a pronoun an inappropriate use of verb to its antecedent affects meaning, voice and mood affects e.g., more than one possible meaning. (See CCSS 8 L1.b, L1.c.) antecedent, antecedent too far Analyze the effect of verb voice away from what it modifies, and mood on meaning in antecedent only implied. professional, peer, and their Use precise language to inform or own writing. explain (See CCSS 6 W2.d.) Strengthen writing by editing to Strengthen writing by editing to correct inappropriate shifts in correct vague pronouns. (See CCSS verb voice and mood. (See CCSS 6 W5.) 8 W5.) Analyze the effect of precise v. ambiguous pronouns on meaning in professional, peer, and their own writing. L1.e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* (SC, 6)

Essential Skills and Knowledge

Apply skills from L1.a-d to analyze the effect on meaning in professional writing, the writing of peers, and their own writing. Revise to develop and strengthen writing (See CCSS 6 W5.) Edit for clarity to develop and strengthen writing (See CCSS 6 W5.)

LANGUAGE

Cluster: Conventions of Standard English

SL2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

L2 Demonstrate command of the L2 Demonstrate command of L2 Demonstrate command of conventions of standard English the conventions of standard the conventions of standard capitalization, punctuation, and English capitalization, English capitalization, spelling when writing. punctuation, and spelling when punctuation, and spelling when writing. (SC, 7) writing. (SC, 8)

L2.a Use punctuation (commas, L2.a Use a comma to separate L2.a Use punctuation (comma, parentheses, dashes) to set off coordinate adjectives (e.g., It ellipsis, dash) to indicate a nonrestrictive/parenthetical was a fascinating, enjoyable pause or break. elements.* movie but not He wore an old {,} green shirt).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the Apply an understanding of the Apply an understanding of the choices and functions among difference between coordinate choices and functions among punctuation to set off nonrestrictive adjectives and adjectives in a punctuation to show a pause. elements. series. Determine from context the Analyze professional, peer, and their Apply an understanding of purpose for a pause or break in own writing to determine the effect punctuation to produce clear speech or writing. of punctuation upon meaning. writing. Analyze professional, peer, and Strengthen writing by editing for Analyze professional, peer, and their own writing to determine correct punctuation to set off their own writing to determine the effect of punctuation upon nonrestrictive/parenthetical the effect of punctuation upon meaning. elements. (See CCSS 6 W5.) meaning. Strengthen writing by editing Strengthen writing by editing for correction punctuation to for correct punctuation to indicate a pause or break. (See separate coordinate adjectives. CCSS 8 W5.) (See CCSS 7 W5.)

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L2.b Spell correctly. (SC, 6) L2.b Spell correctly. (SC, 7) L2.b Use an ellipsis to indicate an omission.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Spell correctly grade-appropriate Spell correctly grade- Apply an understanding of general academic and domain- appropriate general academic punctuation to show an specific words. (See CCSS 6 L6.) and domain-specific words. omission. Use print braille, accessible digital (See CCSS 7 L6.) Analyze professional, peer, and resources, and internalized Use print braille, accessible their own writing to determine knowledge to support correct digital, and internalized the effect of punctuation upon spelling. knowledge resources to meaning. support correct spelling. Strengthen writing by editing for correct punctuation to indicate an omission. (See CCSS 8 W5. L2.c Spell correctly. (SC, 8)

Essential Skills and Knowledge

Spell correctly grade- appropriate general academic and domain-specific words. (See CCSS 8 L6.) Use print braille, accessible digital, and internalized knowledge resources to support correct spelling.

LANGUAGE

Cluster: Knowledge of Language

L3 CCR Anchor Standard

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.

Grade 6 students: Grade 7 students: Grade 8 students:

L3 Use knowledge of language and L3 Use knowledge of language L3 Use knowledge of language its conventions when writing, and its conventions when writing, and its conventions when writing, speaking, reading, or listening. speaking, reading, or listening. speaking, reading, or listening.

L3.a Vary sentence patterns for L3.a Choose language that L3.a Use verbs in the active and meaning, reader/listener interest, expresses ideas precisely and passive voice and in the and style.* concisely, recognizing and conditional and subjective mood eliminating wordiness and to achieve particular effects (e.g., redundancy.* emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of Apply an understanding of how Apply an understanding of voice audience and the purpose of inexact or repetitive language and mood of verbs to affect the speech or writing and their affects meaning in speech and meaning of speech or writing. effect upon its meaning. writing. Strengthen speech or writing by Apply understanding of various Apply an understanding of revising to achieve particular sentence patterns i.e., denotation and connotation and effects. (See CCSS 8 W5.) reordering words their effect upon meaning in Analyze professional, peer, and adjusting length of sentences speech or writing. their own writing or speech to adding words, phrases or Strengthen speech or writing by determine the effect of voice clauses revising sentences for precision and mood of verbs upon Analyze professional, peer, and and conciseness. (See CCSS 7 meaning. their own writing or speech to W5.) determine the effect various Analyze professional, peer, and sentence patterns have upon their own writing or speech to meaning, interest, and style. determine the effect of word Strengthen writing by revising choice upon meaning. sentence patterns for interest and style. (See CCSS 6 W5.)

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L3.b Maintain consistency in style and tone.*

Essential Skills and Knowledge

Apply an understanding of audience, purpose, and format to determine style and tone. Establish and maintain a formal style. (CCSS 6 W1.d, W2.d) Adapt speech to a variety of contexts and tasks. (See CCSS 6 S/L6.) Use precise word choice to establish and maintain tone. Strengthen writing by revising sentences for style and tone. (See CCSS 6 W5.)

LANGUAGE

Cluster: Vocabulary Acquisition and Use

L4 CCR Anchor Standard

Grade 6 students: Grade 7 students: Grade 8 students:

L4 Determine or clarify the L4 Determine or clarify the L4 Determine or clarify the meaning of unknown and meaning of unknown and meaning of unknown and multiple-meaning words and multiple-meaning words and multiple-meaning words and phrases based on grade 6 reading phrases based on grade 7 reading phrases based on grade 8 reading and content, choosing flexibly and content, choosing flexibly and content, choosing flexibly from a range of strategies. from a range of strategies. from a range of strategies. (SC, 8)

L4.a Use context (e.g., the overall L4.a Use context (e.g., the overall L4.a Use context (e.g., the overall meaning of a sentence or meaning of a sentence or meaning of a sentence or paragraph; a word’s position or paragraph; a word’s position or paragraph; a word’s position or function in a sentence) as a clue function in a sentence) as a clue function in a sentence) as a clue to the meaning of a word or to the meaning of a word or to the meaning of a word or phrase. (SC, 6) phrase. (SC, 7) phrase. (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the Apply an understanding of the Apply an understanding of the various types of context clues to various types of context clues to various types of context clues determine word or phrase determine word or phrase to determine word or phrase meaning. meaning. meaning. Apply an understanding of Apply an understanding of Apply an understanding of inference and drawing inference and drawing inference and drawing conclusions to determine word conclusions to determine word conclusions to determine word or phrase meaning. or phrase meaning. or phrase meaning.

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L4.b Use common, grade- L4.b Use common, grade- L4.b Use common, grade- appropriate Greek or Latin affixes appropriate Greek and Latin appropriate Greek and Latin and roots as clues to the meaning affixes and roots as clues to the affixes and roots as clues to the of a word (e.g., audience, meaning of a word (e.g., meaning of a word (e.g., precede, auditory, audible) belligerent, bellicose, rebel). recede, secede).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of basic Apply an understanding of basic Apply an understanding of basic word parts as clues to word word parts as clues to word word parts as clues to word meaning. meaning. meaning. Apply an understanding of root Apply an understanding of root Apply an understanding of root word families to determine the word families to determine the word families to determine the meaning of a word. meaning of a word. meaning of a word.

L4.c Consult reference materials L4.c Consult general and L4.c Consult general and (e.g., dictionaries, glossaries, specialized reference materials specialized reference materials thesauruses), both print braille (e.g., dictionaries, glossaries, (e.g., dictionaries, glossaries, and accessible digital, to find the thesauruses), both print braille thesauruses), both print braille pronunciation of a word or and accessible digital, to find the and accessible digital, to find the determine or clarify its precise pronunciation of a word or pronunciation of a word or meaning or its part of speech. determine or clarify its precise determine or clarify its precise meaning or its part of speech. meaning or its part of speech. (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Strengthen writing by using Strengthen writing by using Strengthen writing by using reference materials both print reference materials both print reference materials both print braille and accessible digital to braille and accessible digital to braille and accessible digital to refine word choices. (See CCSS 6 refine word choices. (See CCSS 7 refine word choices. (See CCSS 8 W5.) W5.) W5.)

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L4.d Verify the preliminary L4.d Verify the preliminary L4.d Verify the preliminary determination of the meaning of determination of the meaning of a determination of the meaning of a a word or phrase (e.g., by word or phrase (e.g., by checking word or phrase (e.g., by checking checking the inferred meaning in the inferred meaning in context or the inferred meaning in context or context or in a dictionary). (SC, 6) in a dictionary). in a dictionary). (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the Apply an understanding of the Apply an understanding of the skills in L4 a-c to verify word skills in L4 a-c to verify word skills in L4 a-c to verify word meaning. meaning. meaning.

LANGUAGE

Cluster: Vocabulary Acquisition and Use

L5 CCR Anchor Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Grade 6 students: Grade 7 students: Grade 8 students:

L5 Demonstrate understanding of L5 Demonstrate understanding of L5 Demonstrate understanding figurative language, word figurative language, word of figurative language, word relationships, and nuances in relationships, and nuances in word relationships, and nuances in word meanings. (SC, 6) meanings. word meanings.

L5.a Interpret figures of speech L5.a Interpret figures of speech L5.a Interpret figures of speech (e.g., personification) in context. (e.g., literary, biblical, and (e.g., verbal irony, puns) in (SC, 6) mythological allusions) in context. context.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply knowledge of figurative Apply knowledge of figurative Apply knowledge of figurative language including language including literary, language including verbal irony personification to a critical biblical, and mythological and puns to a critical reading of reading of a text. allusions to a critical reading of a a text. Use sensory language to convey text. Use sensory language to experiences and events. (See Use sensory language to capture capture the action and convey CCSS 6 W3.d.) the action and convey experiences and events. (See Determine the meaning of experiences and events. (See CCSS 8 W3.d.) words and phrases as they are CCSS 7 W3.d.) Determine the meaning of used in a text including Determine the meaning of words words and phrases as they are figurative language. (See CCSS 6 and phrases as they are used in a used in a text including RL4 and RI4.) text including figurative language. figurative language. (See CCSS 8 Analyze professional, peer, and (See CCSS 7 RL4 and RI4.) RL4 and RI4.) their own writing to determine Analyze professional, peer, and Analyze professional, peer, and how figurative language their own writing to determine their own writing to determine contributes to meaning. how figurative language how figurative language contributes to meaning. contributes to meaning.

LANGUAGE

Grade 6 students: Grade 7 students: Grade 8 students:

L5.b Use the relationship L5.b Use the relationship between L5.b Use the relationship between particular words (e.g., particular words (e.g., between particular words to cause/effect, part/whole, synonym/antonym, analogy) to better understand each of the item/category) to better better understand each of the words. (SC, 8) understand each of the words. words. (SC, 6)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of Apply an understanding of Apply an understanding of connections between words connections between words connections between words to including cause/effect, including synonym/antonym and a critical reading of a text. part/whole, and item/category analogy to a critical reading of a Analyze professional, peer, and to a critical reading of a text. text. their own writing to determine Analyze professional, peer, and Analyze professional, peer, and how word relationships their own writing to determine their own writing to determine contribute to meaning. how word relationships how word relationships contribute to meaning. contribute to meaning. L5.c Distinguish among the L5.c Distinguish among the L5.c Distinguish among the connotations (associations) of connotations (associations) of connotations (associations) of words with similar denotations words with similar denotations words with similar denotations (definitions) (e.g., stingy, (definitions) (e.g., refined, (definitions) (e.g., bullheaded, scrimping, economical, respectful, polite, diplomatic, willful, firm, persistent, resolute). unwasteful, thrifty). (SC, 6) condescending). (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of Apply an understanding of Apply an understanding of connotation to judge word connotation to judge word choice. connotation to judge word choice. Use precise words to capture the choice. Use precise words to convey action and convey experiences Use precise words to capture experiences and events. (See and events. (See CCSS 7 W3.d.) the action and convey CCSS 6 W3.d.) Analyze professional, peer, and experiences and events. (See Analyze professional, peer, and their own writing to determine CCSS 8 W3.d.) their own writing to determine how word choice contributes to Analyze professional, peer, and how word choice contributes to meaning. their own writing to determine meaning. how word choice contributes to meaning.

LANGUAGE

Cluster: Vocabulary Acquisition and Use

SL6 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

SL6 Acquire and use accurately SL6 Acquire and use accurately SL6 Acquire and use accurately grade-appropriate general grade-appropriate general grade-appropriate general academic and domain-specific academic and domain-specific academic and domain-specific words and phrases; garner words and phrases; garner words and phrases; garner vocabulary knowledge when vocabulary knowledge when vocabulary knowledge when considering a word or phrase considering a word or phrase considering a word or phrase important to comprehension or important to comprehension or important to comprehension or expression. expression. expression. (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply skills identified in CCSS 6 Apply skills identified in CCSS 7 Apply skills identified in CCSS 8 L4a, L4b, L4c, L4d and L5a, L5b, L4a, L4b, L4c, L4d and L5a, L5b, L4a, L4b, L4c, L4d and L5a, L5b, L5c to increase vocabulary and L5c to increase vocabulary and L5c to increase vocabulary and differentiate between word differentiate between word differentiate between word choices to improve writing and choices to improve writing and choices to improve writing and speaking. speaking. speaking.

LANGUAGE

Cluster: Conventions of Standard English*

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

Grade 9-10 students: Grade 11-12 students:

L.1 Demonstrate command of the conventions of L.1 Demonstrate command of the conventions of standard English grammar and usage when standard English grammar and usage when writing or speaking.* (SC, 9-10) writing or speaking. (SC, 11-12)

L.1a Use parallel structure (SC, 9-10) L.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Strengthen oral and written language by Compare and contrast changes in usage revising and editing for parallel structure over time. when appropriate and effective. Apply language usage to writing and Analyze and evaluate the effect of parallel speaking as appropriate for audience and structure in professional, peer, and purpose personal writing. L.1b Use various types of phrases (noun, verb, L.1b Resolve issues of complex or contested adjectival, adverbial, participial, prepositional, usage, consulting references (e.g., Merriam- absolute) and clauses (independent, dependent; Webster’s Dictionary of English Usage, Garner’s noun, relative, adverbial) to convey specific modern American Usage) as needed. meanings and add variety and interest to writing (SC, 11-12) or presentations. (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate understanding of the Demonstrate knowledge and use of print absolute phrase. braille and accessible digital reference Strengthen oral and written language by material to correct and/or confirm revising and editing for a variety of phrases language usage. and clauses when appropriate and effective. Analyze and evaluate the effect of a variety of phrases and clauses on creating interest and adding meaning to professional, peer, and personal writing.

LANGUAGE

Cluster: Conventions of Standard English*

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

Grade 9-10 students: Grade 11-12 students:

L.2 Demonstrate command of the conventions of L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and standard English capitalization, punctuation, and spelling when writing. (SC, 9-10) spelling when writing. (SC, 11-12)

L.2a Use a semicolon (and perhaps a conjunctive L.2a Observe hyphenation conventions. (SC, 11- adverb) to link two or more closely related 12) independent clauses. (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze relationships between Demonstrate knowledge of the function independent clauses to determine when a and use of hyphenation. semi-colon is appropriate. Strengthen written language through the Strengthen writing by linking related use of a hyphens, when appropriate and independent clauses when appropriate effective. and effective. Strengthen writing by revising and editing Analyze and evaluate professional, peer, for the use of hyphenation. and personal writing for the effect of Analyze and evaluate professional, peer, varying sentence types in creating and and personal writing for the effect of sustaining interest. varying sentence types in creating and sustaining interest. L.2b Use a colon to introduce a list or quotation. L.2b Spell correctly. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate knowledge of the function Spell correctly grade-appropriate general and use of a colon. academic and domain-specific words. Apply the use of a colon appropriately to (See CCSS10-11 L6) writing. Use print braille and accessible digital, and internalized knowledge resources to support correct spelling. (See MD TL 5.0)

LANGUAGE

Grade 9-10 students: Grade 11-12 students:

L.2c Spell correctly (SC, 9-10) L.2c Not applicable to the grades 11-12 band.

Essential Skills and Knowledge Essential Skills and Knowledge

Spell correctly grade-appropriate general L.2c is not applicable to grades 11-12. academic and domain-specific words. (See CCSS10-11 L6) Use print braille and accessible digital and internalized knowledge resources to support correct spelling. (See MD TL 5.0)

LANGUAGE

Cluster: Knowledge of Language

L.3 CCR Anchor Standard 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.

Grade 9-10 students: Grade 11-12 students:

L.3 Apply Knowledge of language to understand how L.3 Apply Knowledge of language to language functions in different contexts, to make understand how language functions in effective choices for meaning or style, and to different contexts, to make effective choices comprehend more fully when reading or listening. for meaning or style, and to comprehend (SC, 9-10) more fully when reading or listening. (SC, 11- 12)

L.3a Write and edit work so that it conforms to the L.3a Vary syntax for effect, consulting guidelines in a style manual (e.g., MLA Handbook, references (e.g., Tufte’s Artful Sentences) for Turabian’s Manual for Writers) appropriate for the guidance as needed; apply an understanding discipline and writing type. (SC, 9-10) of syntax to the study of complex texts when reading. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Use print braille and accessible digital style Analyze an author’s syntax to manuals appropriately to improve writing and determine its effect on meaning speaking. (See also MD SLM 2.0, SLM 3.0, TL and/or style. 5.0) Manipulate syntax to create interest o Demonstrate understanding of the and effect when writing. purpose and importance of style Select and use print braille and manuals. accessible digital references o Apply the conventions and guidelines appropriately in order to improve of a specific style manual. syntax. Arrange words and sentences to address audience needs, situations, and/or purposes. Use grammar concepts and skills to strengthen control of oral and written language. Demonstrate understanding of the nature and structure of language. See also MD standards SLM 2.0, SLM 3.0, TL 5.0

LANGUAGE

Cluster: Vocabulary Acquisition and Use

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

Grade 9-10 students: Grade 11-12 students:

L.4 Determine or clarify the meaning of unknown L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing on grades 11-12 reading and content, choosing flexibly from a range of strategies.(SC, 9-10) flexibly from a range of strategies. (SC, 11-12)

L.4a Use context (e.g., the overall meaning of a L.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of function in a sentence) as a clue to the meaning a word or phrase. (SC, 9-10) of a word or phrase. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Use inferences and draw conclusions while Use inferences and draw conclusions while applying knowledge of various types of applying knowledge of various types of context clues to determine word or phrase context clues to determine word or phrase meaning. meaning. Analyze a word’s position, form, and/or Analyze a word’s position, form, and/or function to determine meaning. function to determine meaning. Revisit key words used throughout a text Revisit key words used throughout a text to determine effect and meaning. to determine effect and meaning. L.4b Identify and correctly use patterns of word L.4b Identify and correctly use patterns of word changes that indicate different meanings or parts changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; of speech (e.g., conceive, conception, advocate, advocacy). (SC, 9-10) conceivable). (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the relationship Apply an understanding of the relationship between the form and meaning of a word. between the form and meaning of a word. Recognize patterns of word changes that Recognize patterns of word changes that affect meaning or parts of speech. affect meaning or parts of speech.

LANGUAGE

Grade 9-10 students: Grade 11-12 students:

L.4c Consult general and specialized reference L.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, materials (e.g., dictionaries, glossaries, thesauruses) both print braille and accessible thesauruses) both print braille and accessible digital, to find the pronunciation of a word or digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of determine or clarify its precise meaning, its part speech, or its etymology. (SC, 9-10) of speech, its etymology or its standard usage. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Strengthen writing and speaking by Strengthen writing and speaking by consulting reference materials, both print consulting reference materials, both print and digital, to confirm and refine word and digital, to confirm and refine word choice. (See MD standards SLM 3.0, TL 5.0) choice. (See MD standards SLM 3.0, TL 5.0) Demonstrate understanding of the history, Demonstrate understanding of the history, development, and dynamic nature of the development, and dynamic nature of the English language. English language. Demonstrate understanding of the nature Demonstrate understanding of the nature and structure of language. and structure of language. L.4d Verify the preliminary determination of the L.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the meaning of a word or phrase (e.g., by checking inferred meaning in context or in a dictionary). the inferred meaning in context or in a (SC, 9-10) dictionary). (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the frequent and appropriate Demonstrate the frequent and use of print braille and accessible digital appropriate use of print braille and reference materials in order to improve accessible digital reference materials in comprehension of written and spoken text. order to improve comprehension of Strengthen writing and speaking by written and spoken text. consulting reference materials, both print Strengthen writing and speaking by and digital, to confirm revisions and/or consulting reference materials, both print editorial choices. and digital, to confirm revisions and/or editorial choices.

100

LANGUAGE

Cluster: Vocabulary Acquisition and Use

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

Grade 9-10 students: Grade 11-12 students:

L.5 Demonstrate understanding of figurative L.5 Demonstrate understanding of figurative language, word relationships, and nuances in language, word relationships, and nuances in word meanings. (SC, 9-10) word meanings. (SC, 11-12)

L.5a Interpret figures of speech (e.g., euphemism, L.5a Interpret figures of speech (e.g., hyperbole, oxymoron) in context and analyze their role in the paradox) in context and analyze their role in the text. (SC, 9-10) text. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Recognize and interpret figurative Recognize and interpret figurative language in spoken and written language. language, word relationships, and Analyze and evaluate the effect of nuances in writing and in speech. figurative language on theme, style, and Analyze the role of figurative language, meaning. word relationships, and nuances in Use figurative language appropriately and professional, peer, and personal writing effectively in speaking and writing. and speech. Use figurative language, word relationships, and nuances appropriately and effectively in speaking and writing. L.5b Analyze nuances in the meanings of words L.5b Analyze nuances in the meanings of words with similar denotations. with similar denotations.

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze professional, peer, and personal Analyze professional, peer, and personal oral and written language for oral and written language for connotations, word relationships, nuances, connotations, word relationships, and differences in denotative shades of nuances, and differences in denotative meaning. shades of meaning. Manipulate written and spoken language Manipulate written and spoken language by using words with connotations and by using words with connotations and nuances of meaning appropriately and nuances of meaning appropriately and effectively. effectively.

101

LANGUAGE

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

Grade 9-10 students: Grade 11-12 students:

L.6 Acquire and use accurately a range of general L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases academic and domain-specific words and phrases sufficient for reading, writing, speaking, and sufficient for reading, writing, speaking, and listening at the college and career readiness level; listening at the college and career readiness demonstrate independence in gathering level; demonstrate independence in gathering vocabulary knowledge when considering a word vocabulary knowledge when considering a word or phrase important to comprehension or or phrase important to comprehension or expression. (SC, 9-10) expression. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a strategic Demonstrate the behaviors of a strategic reader. reader. Choose and employ vocabulary and diction Choose and employ vocabulary and appropriately for different purposes. diction appropriately for different Demonstrate frequent and appropriate purposes. use of print braille and accessible digital Demonstrate frequent and appropriate reference materials. (See MD standards use of print braille and accessible digital SLM 2.0, SLM 3.0, TL 5.0) reference materials. (See MD standards Demonstrate independence in the analysis SLM 2.0, SLM 3.0, TL 5.0) of vocabulary when encountered in Demonstrate independence in the content based text, speech, and across analysis of vocabulary when encountered disciplines. in content based text, speech, and across disciplines.

102

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

PK students:

With modeling and support and using a braille writing device, insert paper use proper finger placement, isolation of fingers, and adequate pressure on keys to form dot combinations advance lines operate other keys (e.g., backspace, space bar, carriage return) remove paper

W1 With modeling and support, use a combination of tactile drawing, dictating, and developmentally appropriate writing to share opinion about an experience or book.

Share the topic or name the book.

Essential Skills and Knowledge

With modeling and support, º establish and build upon a personal schema related to a topic or book via attending to a learning experience (e.g., reading of text and hands on experience) in order to gain a deeper level of knowledge about a topic or book º recognize that thoughts and ideas can be represented in tactile drawing and writing º recognize that writing conveys meaning º after discussion apply the prewriting and planning stages of the writing process to an opinion piece

103

WRITING

PK students:

º identify the topic or book º develop and represent a simple sentence that states the topic or names the book through discussion, tactile drawing, dictation or developmentally appropriate writing Share an opinion on a topic or book.

Essential Skills and Knowledge

With modeling and support, º participate in a discussion about the learning experience that stimulates and guides thinking to express an opinion º generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using tactile drawings to represent ideas º after discussion, express an opinion by completing a cloze sentence orally, with a tactile drawing, dictation or developmentally appropriate writing

104

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

PK students:

W2 Use a combination of tactile drawing, dictating, or developmentally appropriate writing to state information on a topic.

Name a topic.

Essential Skills and Knowledge

With modeling and support, º recognize that writing conveys meaning º after discussion apply the prewriting and planning stages of the writing process to an informative piece º establish and build upon a personal schema related to a topic or book via attending to a learning experience (e.g. reading of informational/expository text, and hands on experience) in order to gain a deeper level of knowledge about a topic or book º after discussion name the topic

105

WRITING

PK students:

Supply some facts about the topic.

Essential Skills and Knowledge

With modeling and support, º participate in discussion to gather and communicate information related to the topic/text (MD SLM PK-1 2A1.a) º express orally or via tactile drawing, dictation or developmentally appropriate writing several facts that are all related to the topic º generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using tactile drawings to represent ideas

106

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

PK students:

W3 With modeling and support, use a combination of tactile drawing, dictating, or developmentally appropriate writing to communicate a personal story about a single event and tell about the event in a meaningful sequence.

Tell a single event.

Essential Skills and Knowledge

With modeling and support, º recognize that writing conveys meaning º after discussion apply the prewriting and planning stages of the writing process to a narrative piece º listen to and discuss a wide variety of narrative text (a variety of genres, fiction and non-fiction) to use as models to generate personal oral narratives º express an opening sentence that sets up the telling of the event orally or through tactile drawings, dictation or developmentally appropriate writing

107

WRITING

PK students:

Tell about the details of the event in a meaningful sequence.

Essential Skills and Knowledge

With modeling and support, º demonstrate an understanding of story structure (e.g., beginning, middle, end) º represent events in a meaningful sequence orally or via tactile drawing, dictation or developmentally appropriate writing º compose oral and visual presentations that express personal ideas contribute orally to a shared writing experience or topic of interest use tactile drawings, letters, or symbols to express personal ideas

108

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

PK students:

Tell about the details of the event in a meaningful sequence.

Essential Skills and Knowledge

º identify how language choices in speaking and writing affect thoughts and feelings acquire and use new vocabulary identify and use words to communicate feelings

Cluster: Text Types and Purposes

W3 CCR Anchor Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

PK students:

Tell about the details of the event in a meaningful sequence.

Essential Skills and Knowledge

º identify how language choices in speaking and writing affect thoughts and feelings acquire and use new vocabulary identify and use words to communicate feelings

109

WRITING

Cluster: Production and Distribution of Writing

W4 CCR Anchor Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience.

PK students:

(Begins in grade 3.)

Cluster: Production and Distribution of Writing

W5 CCR Anchor Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

PK students:

W5 With modeling, guidance, and support from adults, review tactile drawing, dictation or developmentally appropriate writing.

Essential Skills and Knowledge

See W1, W2, W3, and W7 of CCSC Framework for specific application. With modeling and support after tactile drawing, dictation or developmentally appropriate writing, º demonstrate an ability to listen and discuss tactile drawing, dictation or developmentally appropriate writing º respond appropriately to others and answer questions about tactile drawing, dictation and/or writing º start to produce writing that is legible, including the conventional formation of some upper and lower case manuscript braille letters (indicating uppercase by the use of the capital sign preceding the letter)

110

WRITING

Cluster: Production and Distribution of Writing

W6 CCR Anchor Standard Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

PK students:

W6 With prompting and support from adults, explore a variety of accessible digital tools to express ideas.

Essential Skills and Knowledge

See W1, W2, W3, and W7 in CCSC Framework for specific application. With modeling and support, explore braille, print, accessible online, or accessible multimedia sources in order to experience and interact with digital tools to express ideas.

Cluster: Research to Build and Present Knowledge

W7 CCR Anchor Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

PK students:

W7 Participate in shared research and shared writing projects.

Essential Skills and Knowledge

With modeling and support, identify an assigned or personal information need (MD SLM PK-1 1B1.3) select print braille, and accessible online, and accessible multimedia sources (MD SLM PK-1 1B1.d) contribute to a learning community (MD SLM PK-1 6B1.d)

111

WRITING

Cluster: Research to Build and Present Knowledge

W8 CCR Anchor Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

PK students:

W8 With modeling and support from adult, recall information from experiences or information from provided sources to answer a question.

Essential Skills and Knowledge

With modeling and support via discussion, use prior knowledge or information from provided sources to answer a question.

Cluster: Research to Build and Present Knowledge

W9 CCR Anchor Standard Draws evidence from literary or informational texts to support analysis, reflection, and research.

PK students:

(Begins in grade 4)

Cluster: Research to Build and Present Knowledge

W10 CCR Anchor Standard Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. PK students:

(Begins in grade 3)

112

WRITING

Cluster: Text Types and Purposes W1 CCR Anchor Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Kindergartners: Grade 1 students: Grade 2 students: W1 Use a combination of tactile W1 Write opinion pieces in which W1 Write opinion pieces in which drawing, dictating, and writing to they introduce the topic or name they introduce the topic or book compose opinion pieces in which the book they are writing about, they are writing about, state an they tell a reader the topic or the state an opinion, supply a reason opinion, supply reasons that name of the book they are writing for the opinion, and provide support the opinion, use linking about and state an opinion or some sense of closure. (SC, 1) words (e.g., because, and, also) preference about the topic or book to connect opinion and reasons, (e.g., My favorite book is……….) and provide a concluding statement or section. Introduce the topic or name the Introduce the topic or name the Introduce the topic or book they book they are writing about. book they are writing about and are writing about and state an state an opinion. opinion. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With modeling and support, apply Apply the prewriting and Apply the prewriting and the prewriting and planning planning stages of the writing planning stages of the writing stages of the writing process: process: process:

identify the topic or book identify the topic or book identify the topic or book

establish or build upon a establish or build upon a establish or build upon a personal schema of a topic or personal schema of a topic or personal schema of a topic book via attending to a learning book or book experience (e.g., reading of text gather information on a gather information on a or hands on experience) to gain specific topic (See MD SLM specific topic (See MD SLM knowledge about a topic or PK-1 2A1.) 2-3 2A1.) story use common form an opinion based on develop and represent a simple characteristics/attributes to prior knowledge and sentence that states the topic or begin to understand information provided names the book through relationships discussion, tactile drawing, Develop a clear, focused topic dictation or developmentally form an opinion based on sentence that states a point of appropriate writing prior knowledge and view or opinion. information provided Develop a simple sentence that states the topic and gives an opinion.

113

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Kindergartners: Grade 1 students: Grade 2 students: W1 Use a combination of tactile W1 Write opinion pieces in which W1 Write opinion pieces in drawing, dictating, and writing to they introduce the topic or name which they introduce the topic compose opinion pieces in which the book they are writing about, or book they are writing about, they tell a reader the topic or the state an opinion, supply a reason state an opinion, supply reasons name of the book they are writing for the opinion, and provide some that support the opinion, use about and state an opinion or sense of closure. (SC, 1) linking words (e.g., because, preference about the topic or book and, also) to connect opinion (e.g., My favorite book is……….) and reasons, and provide a concluding statement or section. State an opinion on a topic or book. Supply a reason that supports the Supply reasons that support the opinion. opinion. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge With promoting and support, Identify facts and opinions. Distinguish between facts and form an opinion and express a Provide a reason to support an opinions. preference. opinion. Generate reasons to support express an opinion orally or Draft a simple sentence or an opinion using facts, details using tactile drawing, sentences to express an opinion or text references. dictation, or writing to and reason. Draft a paragraph or multiple respond to a prompt (See Use common, proper, and paragraphs to support an CCSS K SL1.) possessive nouns (CCSS1 L1.b) opinion. produce writing that is legible, Use personal, possessive, and º Use reflexive pronouns including the conventional indefinite pronouns (e.g., I, (e.g., myself, ourselves) formation of some upper and me, my). ( CCSS 1 L1.d) (CCSS 2 L1.c) lower case manuscript braille Use frequently occurring º Produce complete simple letters (indicating uppercase conjunctions (e.g., and, but, and compound sentences. by the use of a capital sign or, so, because) (CCSS 1 L1.g) (See CCSS 2 L1.f) preceding the letter) Use end punctuation for º Use knowledge of language sentences (CCSS 1 L2.b) conventions when writing. Spell untaught words (See CCSS 2 L3) phonetically, drawing on phonemic awareness and Produce writing that is spelling conventions (CCSS 1 legible, including the correct L2.e) formation of some relevant Produce writing that is legible, manuscript and cursive letters including correct formation of (e.g. initials in name, U for U- manuscript braille letters. turn, T for T-intersection).

114

WRITING

Draft a simple sentence that Identify and explain restates the opinion. relationships between ideas, Apply the revising and editing (e.g., cause/effect, examples). stages of the writing process. Use appropriate vocabulary to (See CCSS 1 W5.) connect opinion and reasons. º Revise to verify a statement of an opinion and a reason. º Expand simple complete sentences. (CCSS 1 L1.j) º Edit to correct errors in capitalization, punctuation, and spelling. (CCSS 1 L2) Prepare the final product for presentation and/or publication in a variety of formats. (See CCSS 1 L6; CCSS 1 SL5. 6; and MD SLM PK-1 5A.) Produce writing that is legible, including the correct formation of manuscript braille letters. Rehearse oral performance of a written product with appropriate fluency.

115

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Kindergartners: Grade 1 students: Grade 2 students:

W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Provide a concluding statement or section. Essential Skills and Knowledge

Draft a concluding sentence that restates the opinion. Apply the revising and editing stages of the writing process. (See CCSS 2 W5.) º Revise to verify a clear statement of opinion supported by a list of reasons. º Add relevant details to strengthen writing. º Expand and rearrange complete simple and compound sentences. (See CCSS 2 L1.f.) º Edit to correct errors in capitalization, punctuation, and spelling. (See CCSS 2 L2.)

116

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

Consult reference materials, including beginning braille/accessible electronic dictionaries, as needed to check and correct spellings. (See CCSS 2 L2.e.) Prepare the final product for presentation and/or publication in a variety of formats. (See CCSS2 L6; CCSS 2 SL4, 5, 6; and MD SLM 2-3 5A1.d.) Produce writing that is legible, including correct formation of cursive braille letters.

117

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W2 Use a combination of tactile W2 Write informative/explanatory W2 Write drawing, dictating, and writing to texts in which they name a topic, informative/explanatory texts in compose supply some facts about the topic, which they introduce a topic, use informative/explanatory texts in and provide some sense of facts and definitions to develop which they name what they are closure. points, and provide a concluding writing about and supply some statement or section. information about the topic.

Name a topic. Name a topic. Introduce a topic.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply the prewriting stages of Apply the prewriting stage of the apply the prewriting stages of the writing process: writing process: the writing process: º identify the topic º identify the topic o identify the topic or book º establish or build upon a º establish or build upon a o establish or build upon a personal schema of a topic personal schema of the topic personal schema of a topic º gather facts from braille basic º gather facts and definitions by attending to a learning print, accessible online, and from braille basic print, experience (e.g. reading of accessible multimedia accessible online, or accessible text or hands on experience) resources. (See CCSS 2 W7; multimedia resources (See to gain knowledge about a CCSS 2 W8; and MD SLM PK-1 CCSS 2 W7; CCSS 2 W8; and topic or text 2A1.a.) MD SLM PK-1 2A1.a.) o develop and represent a Develop and write a simple Develop and write a clear and simple sentence that states introductory sentence that focused introductory sentence the topic or names the book states the topic. that identifies the topic. through discussion, tactile drawing, dictation or developmentally appropriate writing

118

WRITING

Kindergartners: Grade 1 students: Grade 2 students: Supply some facts about the Supply some facts about the topic. Use facts and definitions to topic. develop points.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify facts and opinions within Differentiate between facts and identify facts and opinions a specific source. (See MD SLM opinions within a specific within a specific source. (MD PK-1 3A2.a.) source. (See MD SLM 2-3 3A2.a.) SLM K-1 3A2.a) Gather facts and definitions from Gather facts and definitions With prompting and support, basic print braille and accessible from basic print braille and gather and communicate multimedia resources in an accessible multimedia resources information related to the ethical and appropriate manner. in an ethical and appropriate topic/text. (See CCSS K W7, (See CCSS 2 W6, and MD SLM PK- manner. (See CCSS 2 W6 and CCSS K W8, and MD SLM K-1 1 2B1.d.) MD SLM 2-3 2B1.d.) 2A1.a.) Participate in shared research on Participate in shared research on With prompting and support, a topic. (See CCSS 2 W7.) a topic. (See CCSS 2 W7) participate in shared research Write several sentences using Organize facts and definitions to on a topic. (See CCSS K W7.) the facts that are all related to write a paragraph or multiple With prompting and support, the topic. paragraphs related to a topic. express orally or via Produce complete simple and Produce complete simple and developmentally appropriate compound sentences. (CCSS 2 compound sentences. (See writing several sentences using L1.f) CCSS 2 L1.f) the facts that are all related to Use conventional spelling for Use knowledge of language the topic. words with common spelling and its conventions when Use frequently occurring patterns and for frequently writing. (See CCSS 2 L3) nouns and verbs (CCSS.K.L.1b) occurring irregular words. Produce writing that is legible, Form regular plural nouns (CCSS 1 L2.d) including the correct formation orally by adding /s/ or /es/. Produce writing that is legible, of cursive braille letters. (CCSS.K.1c) including the correct formation Produce writing that is legible, of manuscript braille letters. including the conventional formation of some upper and lower case manuscript braille letters.

119

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W2 Write informative/explanatory W2 Write informative/explanatory texts in which they name a topic, texts in which they introduce a supply some facts about the topic, topic, use facts and definitions to and provide some sense of closure. develop points, and provide a concluding statement or section.

Provide some sense of closure. Provide a concluding statement or section.

Essential Skills and Knowledge Essential Skills and Knowledge

Draft a concluding simple Use information presented and sentence. gathered to write an effective Apply the revising and editing conclusion. stages of the writing process. (See Apply the revision and editing CCSS 1 W5.) stages of the writing process. º Revise to ensure a topic (See CCSS 2 W5.) sentence and facts related to º Revise to verify a clear the topic. statement of topic and points º Expand complete simple developed by related facts and sentences. (CCSS 1 L1.j) definitions. º Edit to correct errors in º Expand and rearrange complete capitalization, punctuation, and simple and compound spelling. (See CCSS 1 L2.) sentences. (CCSS 2 L1.f) Prepare the final product for º Edit to correct errors in presentation and/or publication capitalization, punctuation, and in a variety of formats. (See CCSS spelling. (See CCSS 2 L2.) 1 L6; CCSS 1 SL5, 6; and MD SLM Consult reference materials, PK-1 5A1.d.) including beginning Produce writing that is legible, braille/accessible electronic including the correct formation of dictionaries, as needed to check manuscript braille letters. and correct spellings. (CCSS 2 Rehearse oral performance of a L2.e) written product with appropriate fluency.

120

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

Prepare the final product for presentation and/or publication in a variety of formats. (See CCSS2 L6; CCSS 2 SL4, 5, 6, and MD SLM 2-3 5A1.d.) Produce writing that is legible, including the correct formation of cursive braille letters. Rehearse oral performance of a written product with appropriate fluency.

121

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W3 Use combination of tactile W3 Write narratives in which they W3 Write narratives in which drawing, dictating, or writing to recount two or more they recount a well-elaborated narrate a single event or several appropriately sequenced events, event or short sequence of loosely linked events, tell about the include some details regarding events, include details to events in the order in which they what happened, use temporal describe actions, thoughts, and occurred, and provide a reaction to words to signal event order, and feelings, use temporal words to what happened. provide some sense of closure. signal event order, and provide a sense of closure.

Recount a single event or several Recount two or more Recount a well-elaborated loosely linked events. appropriately sequenced events. event or short sequence of events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply the prewriting stage of Apply the prewriting and apply the prewriting stage of the the writing process: planning stages of the writing writing process: º identify elements of a process: º identify a single event or several narrative º identify an event or situation loosely linked events (See CCSS K º identify two or more events, º identify characters and the RL3.) characters, and settings (See problem º understand the purpose of story CCSS 1 RL3.) º sequence the events in a structure (e.g., beginning, º tell about a series of events in logical order middle, and end) a logical sequence (See CCSS 1 Draft an opening sentence º express through tactile drawing, RL 2, CCSS 1 SL4.) that introduces the narrative. dictating, and/or legible writing Draft an opening sentence that an opening sentence that sets up introduces the narrative. the story

122

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

Include some details regarding what Include some details regarding Include details to describe happened. what happened. actions, thoughts, and feelings.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply knowledge of story Apply knowledge of story experience narrative text to use structure. structure. as model to generate personal º Produce complete simple Include details that narratives. sentences. (CCSS 1 L1.j) personalize the experience With prompting and support, º Use verbs to convey a sense of (thoughts, actions, and apply knowledge of story past, present, and future. feelings). (See CCSS 2 W8.) structure. (CCSS 1 L1.e) º Produce complete simple º Produce complete simple º Use frequently occurring and compound sentences. sentences. (CCSS K L1.f) adjectives. (CCSS 1 L1.f) (CCSS2 L1.f) º Use frequently occurring º Use determiners (e.g., articles º Use adjectives and adverbs, nouns and verbs. (CCSS K L1.b) demonstratives). (CCSS 1 L1.h) and choose between them With prompting and support, º Spell untaught words depending on what is to be listen to, discuss and use phonetically, drawing on modified. (CCSS 2 L1.e) elaborative/descriptive phonemic awareness and º Form and use frequently language; rich language (i.e., spelling conventions. (CCSS 1 occurring irregular plural multiple words for same noun L2.e) nouns. (CCSS 2 L1.b) and/or verb, adjectives, Produce writing that is legible, º Use knowledge of language adverbs). including the correct formation conventions when writing. of manuscript braille letters. (CCSS 2 L3) Produce writing that is legible, including the correct formation of cursive braille letters.

123

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W3 Use combination of tactile W3 Write narratives in which they W3 Write narratives in which drawing, dictating, or writing to recount two or more appropriately they recount a well-elaborated narrate a single event or several sequenced events, include some event or short sequence of loosely linked events, tell about the details regarding what happened, events, include details to events in the order in which they use temporal words to signal event describe actions, thoughts, and occurred, and provide a reaction to order, and provide some sense of feelings, use temporal words to what happened. closure. signal event order, and provide a sense of closure.

Tell about the events in the order in Use temporal words to signal event Use temporal words to signal which they occurred. order. event order.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, With guidance and support, Define and identify temporal demonstrate an understanding of define and identify temporal words. the purpose and importance of words. Use words and phrases story structure (Beginning, Middle, Use words and phrases acquired acquired through End) through conversations and being conversations, reading and With prompting and support read to. (CCSS 1 L6) being read to. (See CCSS 2 L6) students will tell/represent events Write sentences in a meaningful Write sentences in a in a meaningful sequence (See order using temporal words to meaningful order using CCSS K RL2, CCSS K SL4.) identify the sequence. temporal words to signal the sequence.

124

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

Provide a reaction. Provide some sense of closure. Provide a sense of closure.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Draft a concluding sentence that Draft a conclusion that reflect on personal experiences to brings resolution to the story. resolves the narrative. contribute to personal reactions. Apply the revising and editing Apply the revision and editing Dictate, tactually draw, or stages of the writing process. (See stages of the writing process. developmentally appropriately CCSS 1 W5.) (See CCSS 2 W5.) write response to text such as º Revise to ensure that elements º Revise to ensure that the response logs and journals. of a narrative are present and elements of a narrative are Produce writing that is legible, events are sequenced. incorporated. including the conventional º Edit to correct errors in º Edit to correct errors in formation of some upper and capitalization, punctuation, and capitalization, punctuation, lower case manuscript braille spelling. (See CCSS 1 L2) and spelling. (See CCSS 2 L1, letters. Prepare the final product for 2.) presentation and/or publication Consult reference materials, in a variety of formats. (See CCSS including beginning 1 L6; CCSS 1 SL5, 6, and MD SLM braille/accessible electronic PK-1 5 A1.d.) dictionaries, as needed to check and correct spellings. (CCSS 2 L2.e) Prepare the final product for presentation and/or publication. (See CCSS 2 L6; CCSS 2 SL4, 5, 6, and MD SLM 2-3 5A1.d.) Produce writing that is legible, including the correct formation of cursive braille letters. Rehearse oral performance of a written product with appropriate fluency.

125

WRITING

Cluster: Production and Distribution of Writing

W4 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W4 (Begins in grade 3) W4 (Begins in grade 3) W4 (Begins in grade 3)

126

WRITING

Cluster: Production and Distribution of Writing

W5 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W5 With guidance and support W5 With guidance and support W5 With guidance and support from adults, respond to questions from adults, focus on a topic, from adults and peers, focus on a and suggestions from peers and respond to questions and topic and strengthen writing as add details to strengthen writing suggestions from peers, and add needed. as needed. details to strengthen writing as needed.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See W1, W2, W3, and W7 of CCSC See W1, W2, W3, and W7 of CCSC See W1, W2, W3, and W7 of CCSC Framework for specific Framework for specific Framework for specific application. application. application.

With prompting and support, Follow agreed upon rules for Follow agreed upon rules for follow agreed upon rules for discussions, (e.g., listening to discussions, (e.g., listening to discussions, (e.g., listening to others with care, speaking one others with care, speaking one at others with care, speaking one at a time about topics and texts a time about topics and texts at a time about topics and texts under discussion). (See CCSS 1 under discussion). (See CCSS 2 under discussion). (See CCSS K SL1.a.) SL1.a.) SL1.a.) Ask and answer questions about Ask and answer questions about Ask and answer questions about key details in a text read aloud key details in a text read aloud or key details in a text read aloud or information presented orally information presented orally or or information presented orally or through other media. (See through other media. (See CCSS or through other media. (See CCSS 1 SL2.) 2 SL2.) CCSS K SL2.) With prompting and support, identify how language choices in writing and speaking affect thoughts and feelings: use sensory details to expand ideas identify and use new words to communicate feelings acquire and use new vocabulary

127

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

With prompting and support, use effective details, words, and figurative language in the student’s own composing. º use descriptive words to expand and improve student’s own writing

128

WRITING

Cluster: Production and Distribution of Writing

W6 CCR Anchor Standard

Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Kindergartners: Grade 1 students: Grade 2 students:

W6 With guidance and support W6 With guidance and support W6 With guidance and support from adults, explore a variety of from adults, use a variety of from adults, use a variety of digital digital tools to produce and digital tools to produce and tools to produce and publish publish writing including publish writing, including in writing, including in collaboration collaboration with peers. collaboration with peers. with peers.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See W1, W2, W3, and W7 in See W1, W2, W3, and W7 in See W1, W2, W3, and W7 in CCSC Framework for specific CCSC Framework for specific CCSC Framework for specific application. application. application.

With guidance, select print, With guidance, select braille, With guidance, select print, braille, accessible online, and accessible online, and braille, accessible online, and accessible multimedia sources. accessible multimedia sources. accessible multimedia sources. (MD SLM K-1 2B1.d) (MD SLM PK-1 2B1.d) (MD SLM 2-3 2B1.d)

With guidance, use accessible With guidance, use accessible Use accessible technology to technology to record and technology to record and record and organize organize data/information. (See organize data/information. (See data/information. (See MD SLM MD SLM K-1 3C1.f, MD TL 1 1A.) MD SLM PK-1 3C1.f, MD TL 1 2-3 3 C1.f, MD TL 2 1A.) 1A.) With guidance, use accessible With guidance, use accessible technology to present With guidance, use accessible technology to present findings/conclusions in a variety technology to present findings/conclusions in a variety of formats. (See MD SLM K-1 findings/conclusions in a variety of formats. (See MD SLM 2-3 5A1.d, MD TL 1 4B1.) of formats. (See MD SLM PK-1 5A1.d.) 5A1.d, MD TL 1 4B1.) With prompting and support, Contribute to a learning contribute to a shared writing Contribute to a learning community using accessible experience. community using accessible technology. (MD SLM 2-3 5A1.d) technology. (MD SLM PK-1 Produce writing that is legible, including the conventional 5A1.d)

formation of some upper and lower case manuscript braille

letters.

129

WRITING

Cluster: Research to Build and Present Knowledge

W7 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W7 Participate in shared research W7 Participate in shared research W7 Participate in shared research and writing projects (e.g., explore and writing projects (e.g., explore and writing projects (e.g., read a a number of books by a favorite a number of “how-to” books on a number of books on a single topic author and express opinions about given topic and use them to write to produce a report; record them). a sequence of instructions. science observations). (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With guidance and support from With guidance, identify an With guidance, identify an adults, identify an assigned or assigned or personal assigned or personal personal information need (topic information need. (MD SLM PK- information need. (MD SLM 2-3 to research) (See MD SLM 1B1) 1 1B1) 1B1)

With guidance and support from Formulate and refine questions Formulate and refine questions adults, formulate and refine to meet an information need. to meet an information need. questions to meet an information need (MD SLM 1B3) With guidance, explore and With guidance, explore and With guidance, explore and identify human, print, braille, identify human, print, braille, identify human, print, braille, accessible online, and accessible online, and accessible accessible online, and accessible accessible multimedia multimedia resources. (MD SLM multimedia resources. (MD SLM resources. (MD SLM PK-1 21.a) 2-3 21.a) PK-1 21.a) With guidance, use accessible With guidance, use accessible With guidance, use accessible technology tools to find technology tools to find technology tools to find data/information within a data/information within a data/information within a specific source. (MD SLM PK-1 specific source. (MD SLM 2-3 specific source. (MD SLM PK-1 3A1.c) 3A1.c) 3A1.c) With guidance and support With guidance and support from With guidance and support from from adults, formulate and adults, formulate and refine adults, use a variety of formats to refine questions to meet an questions to meet an prepare the findings/conclusions information need (MD SLM PK-1 information need (MD SLM 2-3 of the information need (topic to 1B3) 1B3). research). (See MD SLM PK-1 5A1.)

130

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

With prompting and support, Prepare the final product for Prepare the final product for contribute to a learning presentation and/or publication presentation and/or publication community using accessible in a variety of formats. (See in a variety of formats. (See technology. (See MD SLM PK-1 CCSS 1 L6; CCSS 1 SL5, 6, and CCSS 2 L6; CCSS 2 SL5, 6, and MD 5A1.d) MD SLM PK-1 5 A1.d.) SLM 2-3 5A1.d.)

Produce writing that is legible, Produce writing that is legible, including the correct formation including the correct formation

of manuscript braille letters. of cursive braille letters.

Contribute to a learning Contribute to a learning community using accessible community using accessible technology. (MD SLM PK-1 technology.. (MD SLM 2-3 5A1.d) 5A1.d)

131

WRITING

Cluster: Research to Build and Present Knowledge

W8 CCR Anchor Standard

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Kindergartners: Grade 1 Grade 2

W8 With guidance and support W8 With guidance and support W8 Recall information from from adults, recall information from adults, recall information experiences or gather information from experiences or gather from experiences or gather from provided sources to answer a information from provided information from provided question. sources to answer a question. sources to answer a question.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With guidance and support from Access prior knowledge to Access prior knowledge to adults, use prior knowledge to formulate and refine questions formulate and refine questions formulate questions to meet an to meet an information need. to meet an information need. information need. (See MD SLM (See MD SLM PK-1 B3.a) (See MD SLM 2-3 B3.a) PK-1 2B.d.) With guidance, select print, With guidance, select print, With guidance, select print, braille, accessible online, and braille, accessible online, and braille, accessible online, and accessible online, and accessible online, and accessible multimedia multimedia sources. (MD SLM multimedia sources. (MD SLM 2- resources(MD SLM PK-1 2B.d) PK-1 2B.d) 3 2B.d)

With guidance and support from With guidance, use accessible With guidance, use accessible adults, record data/information technology tools to find technology tools to find in a variety of formats. data/information within a data/information within a specific source. (MD SLM PK-1 specific source. (MD SLM 2-3 With guidance and support from adults, draw conclusions from 3A1.c) 3A1.c) the recorded data/information Record data/information in a Record data/information in a to create new understandings. variety of formats. variety of formats. (MD SLM PK-1 4B1.b) With guidance and support, With guidance ad support, draw With guidance, explain the idea draw conclusions from the conclusions from the recorded of giving credit to sources of recorded data/information to data/information to create new information. (MD SLM PK-1 create new understandings. understandings. (MD SLM 2-3 3C2.a) (MD SLM PK-1 4B1.b) 4B1.b)

132

WRITING

Kindergartners: Grade 1 students: Grade 2 students:

With prompting and support, With guidance and support, With guidance and support, compose text using revising and practice responsible and practice responsible and editing strategies of effective appropriate use of technology appropriate use of technology writers and speakers systems, software, and systems, software, and information. (MD TL 1 2B1.) information. (MD TL 2 2B1.) prepare writing for display by revising and editing using rules, such as capital letters With guidance, explain the idea With guidance, explain the idea and periods of giving credit to sources of of giving credit to sources of Produce writing that is legible, information. (MD SLM PK-1 information. (MD SLM 2-3 including the conventional 3C2.a) 3C2.a) formation of some upper and With guidance, avoid plagiarism With guidance, avoid plagiarism lower case manuscript braille by correctly recording by correctly recording letters. information word for word and information word for word and keeping track of the source. keeping track of the source. (MD (MD SLM 1 3C1.e) SLM 2 3C1.e)

Cluster: Research to Build and Present Knowledge

W9 CCR Anchor Standard

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Kindergartners: Grade 1 students: Grade 2 students:

W9 (Begins in grade 4) W9 (Begins in grade 4) W9 (Begins in grade 4)

Cluster: Range of Writing

W10 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

W10 (Begins in grade 3) W10 (Begins in grade 3) W10 (Begins in grade 3)

133

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 3 students: Grade 4 students: Grade 5 students:

W1 Write opinion pieces on W1 Write opinion pieces on topics W1 Write opinion pieces on topics topics or texts, supporting a point or texts, supporting a point of or texts, supporting a point of of view with reasons. view with reasons and view with reasons and information. information.

W1.a Introduce the topic or text W1.a Introduce a topic or text W1.a Introduce a topic or text they are writing about, state an clearly, state an opinion, and clearly, state an opinion, and opinion, and create an create an organizational structure create an organizational structure organizational structure that lists in which related ideas are grouped in which ideas are logically reasons. (SC, 3) to support the writer’s purpose. grouped to support the writer’s (SC, 4) purpose. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply the prewriting and Apply the prewriting and Apply the prewriting and planning stages of the writing planning stages of the writing planning stages of the writing process: process, including process, including gather information on a formulating an opinion formulating an opinion specific topic (See MD SLM 2-3 generating support that generating support that 2A1, as needed.) includes facts and details (See includes facts and details (See paraphrase when taking notes MD SLM 4-5 2A1, as needed.) MD SLM 4-5 2A1, as needed.) from sources (See MD SLM 2-3 paraphrasing when taking paraphrasing when taking 4A.) notes from sources (See MD notes from sources (See MD generate a point of view or SLM 2-3 4A.) SLM 2-3 4A.) opinion grouping support by categories grouping support logically by brainstorm reasons that or ideas categories or ideas support the point of view or linking the support to the linking the support to the opinion (See CCSS 3 W4, W5, writing purpose (See CCSS 4 writing purpose (See CCSS 5 W6.) W4, W5, W6.) W4, W5, W6.)

134

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Draft an introduction that Draft an introduction that Draft an introduction that establishes the focus with a orients the reader to the topic orients the reader to the topic topic sentence or text or text orients the reader to the topic states the point of view or states the point of view or or text opinion opinion states a point of view or addresses an audience and the addresses audience needs and opinion writing purpose the writing purpose anticipates an organizational anticipates an organizational anticipates an organizational structure (e.g., one or more structure (e.g., several structure (e.g., several paragraphs, paragraphs, as appropriate). (See paragraphs, as appropriate). (See as appropriate). (See CCSS 5 W4, CCSS 3 W4, W6.) CCSS 4 W4, W6.) W6.)

W1.b Provide reasons that W1.b Provide reasons that are W1.b Provide logically ordered support the opinion. (SC, 3) supported by facts and details. reasons that are supported by (SC, 4) facts and details. (SC, 4)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Differentiate among reasons, Differentiate facts or reasons Differentiate facts or reasons opinion(s), and facts. from opinion(s) and select facts from opinion(s) and select facts Organize reasons to best and/or details that support and/or details that support support an opinion (e.g., least to reasons. reasons. most important, most to least Establish categories of support Establish a hierarchy of support important). organized by ideas and their organized by ideas and then Draft the body to support an supporting facts, details, or other supporting facts, details, or opinion or point of view through information. other information. effective organization of Draft the body to argue an Draft the body to argue an reasons. (See CCSS 3 W4, W6.) opinion or point of view through opinion or point of view through effective organization of effective organization of support. (See CCSS 4 W4, W6.) support. (See CCSS 5 W4, W6.)

135

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 3 students: Grade 4 students: Grade 5 students:

W1 Write opinion pieces on topics W1 Write opinion pieces on topics W1 Write opinion pieces on topics or texts, supporting a point of or texts, supporting a point of or texts, supporting a point of view with reasons. view with reasons and view with reasons and information. information.

W1.b Provide reasons that W1.b Provide reasons that are W1.b Provide logically ordered support the opinion. supported by facts and details. reasons that are supported by facts and details.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Establish the focus of the Establish the focus of each Establish the focus of each paragraph/ each paragraph paragraph with a topic paragraph with a topic with a topic sentence. sentence. sentence. Organize paragraph(s) Organize paragraphs Organize paragraphs effectively (e.g., list, effectively (e.g., list, effectively (e.g., list, cause/effect, order of cause/effect, order of cause/effect, order of importance). importance). importance). Use coordinating and Use relative pronouns (who, Ensure subject-verb and subordinating conjunctions. whose, whom, which, that) pronoun-antecedent (CCSS 3 L1.h) and relative adverbs (where, agreement.* (CCSS 3 L1.f) Produce simple, compound, when, why.) (CCSS 4 L1.a) Correctly use frequently- and complex sentences. (CCSS Form and use prepositional confused words.* (CCSS 4 3 L1.i.) phrases. (CCSS 4 L1.e) L1.g) Use commas in addresses. Use correlative conjunctions (CCSS 3 L2.b) (e.g., either/or, neither/nor). Recognize and observe Differentiate between contexts (CCSS 5 L1.e) differences between the that call for formal English (e.g., conventions of spoken and presenting ideas) and situations written standard English. (CCSS 3 where informal discourse is L3.b) appropriate (e.g., small-group discussion). (CCSS 4 L3.c)

136

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

W1.c Use linking words and W1.c Link opinion and reasons W1.c Link opinion and reasons phrases (e.g., because, therefore, using words and phrases (e.g., for using words, phrases, and clauses since, for example) to connect instance, in order to, in addition). (e.g., consequently, specifically). opinion and reasons. (SC, 3) (SC, 4) (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and explain Apply an understanding of the Apply an understanding of the relationships, including relationship between opinion relationship between opinion cause/effect, example. and reasons. and reasons. Apply academic vocabulary to Apply academic vocabulary to Apply academic vocabulary to express relationships correctly. express relationships correctly express relationships correctly (See CCSS 3 L6.) and precisely. (See CCSS 4 L6.) and precisely. (See CCSS 5 L6.) Apply domain-specific Apply domain-specific Apply domain-specific vocabulary to clarify ideas. vocabulary to clarify ideas. vocabulary to clarify ideas.

W1.d Provide a concluding W1.d Provide a concluding W1.d Provide a concluding statement or section. (SC, 3) statement or section related to statement or section related to the opinion presented. (SC, 4) the opinion presented. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draft a conclusion that Draft a conclusion that Draft a conclusion that paraphrases the opinion or point paraphrases the opinion or point paraphrases the opinion or point of view. (See CCSS 3 W4, W6.) of view. (See CCSS 3 W4, W6.) of view. (See CCSS 3 W4, W6.)

137

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 3 students: Grade 4 students: Grade 5 students:

W1 Write opinion pieces on topics W1 Write opinion pieces on topics W1 Write opinion pieces on or texts, supporting a point of view or texts, supporting a point of view topics or texts, supporting a with reasons. with reasons and information. point of view with reasons and information. W1.d Provide a concluding W1.d Provide a concluding W1.d Provide a concluding statement or section. statement or section related to the statement or section related to opinion presented. the opinion presented. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply the revision and editing Apply the revision and editing Apply the revision and editing stages of the writing process. stages of the writing process. stages of the writing process. (See CCSS 3 W5, W6.) (See CCSS 4 W5, W6.) (See CCSS 5 W5, W6.) Revise to Revise to Revise to ensure a clear statement of ensure a clear statement of ensure a clear statement of opinion supported by a list of opinion supported by an opinion supported by ideas reasons organized list of related ideas and reasons presented choose words and phrases and reasons logically for effect (See CCSS 3 L3.a.) choose words and phrases for choose words and phrases Edit to correct errors in effect and to convey ideas for effect and to convey the use of linking words and precisely* (See CCSS 3 L3.a; ideas precisely* (See CCSS 3 phrases (See CCSS 3 W1.c.) CCSS 4 L3.a.) L3.a; CCSS 4 L3.a.) regular and irregular plural Edit to correct errors in expand, combine, and nouns and regular and subject-verb and pronoun- reduce sentences for irregular verbs (See CCSS 3 antecedent agreement* (See meaning, interest, and L1.b, d.) CCSS 3 L1.f.) style* (See CCSS 5 L3.a.) subject-verb and pronoun- inappropriate fragments and Edit to correct errors in antecedent agreement* (See run-ons* (See CCSS 4 L1.f.) sentence fragments and CCSS 3 L1.f.) capitalization (See CCSS 4 run-ons* (See CCSS 4 L1.f.) capitalization in titles (See L2.a.) use of a comma to set off CCSS 3 L2.a.) frequently confused words* an introductory element conventional spelling of high- (See CCSS 4 L1.g.) (See CCSS 5 L2.b.) frequency words (See CCSS 3 punctuation of compound shifts in verb tense* (See L2.e.) sentences joined by a CCSS 5 L1.d.) coordinating conjunction (See CCSS 4 L2.c.) 138

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Consult reference materials spelling of grade-appropriate spelling of grade- and spelling patterns and words, consulting references appropriate words, generalizations to check and as needed (See CCSS 4 L2.d.) consulting references as correct spellings. (CCSS 3 needed (See CCSS 5 L2.e.) L2.f, g) Prepare the final product for Prepare the final product for Prepare the final product for presentation and/or publication, presentation and/or publication, presentation and/or including including publication, including using accessible word using accessible word using accessible word processing technology processing technology processing technology applying cursivehand braille applying cursivehand braille applying cursivehand braille writing skills neatly and legibly writine skills neatly and legibly writing skills neatly and when handbraille writing is when handbraille writing is legibly when handbraille preferable or technology is preferable or technology is writing is preferable or unavailable unavailable technology is unavailable delivering oral presentations (See delivering oral presentations (See delivering oral presentations CCSS 3 W6; CCSS 3 SL4, 5, 6; MD CCSS 4 W6; CCSS 4 SL4, 5, 6; MD (See CCSS 5 W6; CCSS 5 SL4, 5, SLM 2-3 5A1.) SLM 4-5 5A1.) 6; MD SLM 4-5 5A1.)

139

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 3 students: Grade 4 students: Grade 5 students:

W1.d Provide a concluding W1.d Provide a concluding W1.d Provide a concluding statement or section. statement or section related to the statement or section related to opinion presented. the opinion presented.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

140

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Consult reference materials coordinating conjunction (See spelling of grade- and spelling patterns and CCSS 4 L2.c.) appropriate words, generalizations to check and spelling of grade-appropriate consulting references as correct spellings. words, consulting references needed (See CCSS 5 L2.e.) (CCSS 3 L2.f, g) as needed (See CCSS 4 L2.d.) Prepare the final product for Prepare the final product for Prepare the final product for presentation and/or presentation and/or publication, presentation and/or publication, publication, including including including using accessible word using accessible word using accessible word processing technology processing technology processing technology applying cursivehand braille applying cursivehand braille applying cursivehand braille writing skills neatly and writing skills neatly and legibly writing skills neatly and legibly legibly when handbraille when handbraille writing is when handbraille writing is writing is preferable or preferable or technology is preferable or technology is technology is unavailable unavailable unavailable delivering oral presentations delivering oral presentations (See delivering oral presentations (See (See CCSS 5 W6; CCSS 5 SL4, 5, CCSS 3 W6; CCSS 3 SL4, 5, 6; MD CCSS 4 W6; CCSS 4 SL4, 5, 6; MD 6; MD SLM 4-5 5A1.) SLM 2-3 5A1.) SLM 4-5 5A1.)

141

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W2 Write W2 Write W2 Write informative/explanatory texts to informative/explanatory texts to informative/explanatory texts to examine a topic and convey ideas examine a topic and convey ideas examine a topic and convey ideas and information clearly. and information clearly. and information clearly

W2.b Develop the topic with W2.b Develop the topic with W2.b Develop the topic with facts, definitions, and details. facts, definitions, concrete details, facts, definitions, concrete details, quotations, or other information quotations, or other information

and examples related to the topic. and examples related to the topic.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draft the body to examine a Draft the body to examine a Draft the body by applying a topic with well- organized facts, topic and convey ideas with logical organizational pattern of definitions, and details. (See effectively organized facts, reasons supported by facts and CCSS 3 W4, W6.) definitions, concrete details, and details. (See CCSS 5 W4, W6.) Use coordinating and other information. (See CCSS 4 Select appropriate subordinating conjunctions. W4, W6.) organizational patterns for (CCSS 3 L1.h) Select appropriate paragraphs or sections (e.g., Produce simple, compound, organizational patterns for list, cause/effect, and complex sentences. (CCSS paragraphs or sections (e.g., comparison/contrast, time 3 L1.i.) list, cause/effect, order). Recognize and observe comparison/contrast, time Ensure subject-verb and differences between the order). pronoun-antecedent conventions of spoken and Use relative pronouns (who, agreement.* (CCSS 3 L1.f) written standard English. (CCSS whose, whom, which, that) Use correlative conjunctions 3 L3.b) and relative adverbs (where, (e.g., either/or, neither/nor). when, why.) (CCSS 4 L1.a) (CCSS 5 L1.e) Form and use prepositional Correctly use frequently- phrases. (CCSS 4 L1.e) confused words.* (CCSS 4 Use commas and quotation L1.g) marks to punctuate quotations from a text. (See CCSS 4 L2.b.)

142

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS 4 L3.c)

W2.c Use linking words and W2.c Link ideas within categories W2.c Link ideas within and across phrases (e.g., also, another, and, of information using words and categories of information using more, but) to connect ideas within phrases (e.g., another, for words, phrases, and clauses (e.g., categories of information. (SC, 3) example, also, because). (SC, 4) in contrast, especially). (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Organize information by Apply an understanding that Categorized information in a categories and correctly link information can be categorized variety of different ways to ideas within each category. in a variety of different ways. accomplish different purposes. Apply academic vocabulary to Apply academic vocabulary to Apply academic vocabulary to express relationships correctly. express relationships correctly. express relationships correctly. (See CCSS 3 L6.) (See CCSS 4 L6.) (See CCSS 4 L6.) Apply domain-specific Apply domain-specific Apply domain-specific vocabulary to clarify vocabulary to clarify vocabulary to clarify information. information. information.

143

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

See W2.d below. W2.d Use precise language and W2.d Use precise language and domain-specific vocabulary to domain-specific vocabulary to inform about or explain the topic. inform about or explain the topic. (SC, 4) (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

(See CCSS 4 L3.a, L6.) (See CCSS 4 L3.a, L6.)

W2.d Provide a concluding W2.e Provide a concluding W2.e Provide a concluding statement or section. (SC, 3) statement or section related to statement or section related to the information or explanation the information or explanation presented. (SC, 4) presented. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draft a conclusion that draws Draft a conclusion that draws Draft a conclusion that draws inferences or conclusions from inferences or conclusions or inferences or conclusions or the information presented. (See makes generalizations from the makes generalizations from the CCSS 3 W4, W6.) information presented. (See information presented. (See Apply the revision and editing CCSS 4 W4, W6.) CCSS 5 W4, W6.) stages of the writing process. Apply the revision and editing Apply the revision and editing (See CCSS 3 W5, W6.) stages of the writing process. stages of the writing process. (See CCSS 4 W5, W6.) (See CCSS 5 W5, W6.)

144

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Revise to Revise to Revise to ensure a clear statement of ensure a clear statement of ensure a clear statement of the topic and clearly the topic and clearly the topic and clearly conveyed ideas and conveyed and organized conveyed and organized information ideas and information ideas and information choose words and phrases choose words and phrases choose words and phrases for effect* (CCSS 3 L3.a) for effect and to convey for effect and to convey Edit to correct errors in ideas precisely* (See CCSS 3 ideas precisely* (See CCSS 3 the use of linking words and L3.a; CCSS 4 L3.a.) L3.a; CCSS 4 L3.a.) phrases (See CCSS 3 W1.c.) Edit to correct errors in expand, combine, and regular and irregular plural subject-verb and pronoun- reduce sentences for nouns and regular and antecedent agreement* (See meaning, interest, and style* irregular verbs (See CCSS 3 CCSS 3 L1.f.) (See CCSS 5 L3.a.) L1.b, d.) inappropriate fragments and Edit to correct errors in subject-verb and pronoun- run-ons* (See CCSS 4 L1.f.) sentence fragments and run- antecedent agreement* (See capitalization (See CCSS 4 ons* (See CCSS 4 L1.f.) CCSS 3 L1.f.) L2.a.) use of a comma to set off an conventional spelling of high- frequently confused words* introductory element (See frequency words (See CCSS 3 (See CCSS 4 L1.g.) CCSS 5 L2.b.) L2.e.) punctuation of compound shifts in verb tense* (See Consult reference materials and sentences joined by a CCSS 5 L1.d.) spelling patterns and coordinating conjunction spelling of grade-appropriate generalizations to check and (See CCSS 4 L2.c.) words, consulting references as correct spellings. (See CCSS 3 spelling of grade-appropriate needed (See CCSS 5 L2.e.) L2.f, g.) words, consulting references as needed (See CCSS 4 L2.d.)

145

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Prepare the final product for Prepare the final product for Prepare the final product for presentation and/or publication, presentation and/or publication, presentation and/or publication, including including including using accessible word using accessible word using accessible word processing technology processing technology processing technology applying cursivehand braille applying cursivehand braille applying cursivehand braille writing skills neatly and legibly writing skills neatly and legibly writing skills neatly and legibly when handbraille writing is when handbraille writing is when handbraille writing is preferable or technology is preferable or technology is preferable or technology is unavailable unavailable unavailable delivering oral presentations delivering oral presentations delivering oral presentations (See CCSS 3 W6; CCSS 3 SL4, 5, (See CCSS 4 W6; CCSS 4 SL4, 5, (See CCSS 5 W6; CCSS 5 SL4, 5, 6; MD SLM 2-3 5A1.) 6; MD SLM 4-5 5A1.) 6; MD SLM 4-5 5A1.)

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WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W3.a Establish a situation and W3.a Orient the reader by W3.a Orient the reader by introduce a narrator and/or establishing a situation and establishing a situation and characters; organize an event introducing a narrator and/or introducing a narrator and/or sequence that unfolds naturally. characters; organize an event characters; organize an event sequence that unfolds naturally. sequence that unfolds naturally.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply the prewriting stage of the Apply the prewriting stage of the Apply the prewriting stage of writing process, e.g., writing process: the writing process: select and narrow an event or select and narrow an event or select and narrow an event or situation situation situation identify the characters and the identify the narrator and/or identify the narrator and/or problem the characters the characters order the events by sequence explain the problem explain the problem (See CCSS 3 W4, W5, W6.) organize a plausible sequence organize a plausible sequence Draft an introduction that of events (See CCSS 4 W4, W5, of events (See CCSS W4, W5, orients the reader to the W6.) W6.) narrator and/or the characters Draft an introduction that Draft an introduction that establishes the situation or establishes the narrator establishes the narrator problem (See CCSS 3 W4, W6.) and/or the characters and/or the characters Apply knowledge of orients the reader to the orients the reader to the characterization. (See CCSS 3 situation or problem setting RL 3.) anticipates a logical sequence explains the situation or Apply knowledge of story of events (See CCSS 4 W4, problem structure (e.g., problem and W6.) anticipates a logical sequence solution). (See CCSS 3 RL 5.) of events (See CCSS 5 W4, W6.)

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Grade 3 students: Grade 4 students: Grade 5 students:

W3.b Use dialogue and W3.b Use dialogue and W3.b Use narrative techniques, descriptions of actions, thoughts, description to develop such as dialogue, description, and and feelings to develop experiences and events or show pacing, to develop experiences experiences and events or show the responses of characters to and events or show the the response of characters to situations. responses of characters to situations. situations.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draft the body using a plausible Draft the body using a plausible Draft the body using a plausible sequence of events and effective sequence of events and effective sequence of events and descriptions of characters. (See descriptions of characters and effective descriptions of CCSS 3 W4, W6.) setting. (See CCSS 4 W4, W6.) characters, setting, and events. Apply knowledge of Apply knowledge of (See CCSS 5 W4, W6.) characterization. (See CCSS 3 characterization and setting. Apply knowledge of narrative RL3.) (See CCSS 4 RL3.) elements (e.g., point of view, characters, conflict, plot, setting, rising action, climax, falling action, resolution). (See CCSS 5 RL3, RL 5, RL6.)

148

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W3.b Use dialogue and W3.b Use dialogue and W3.b Use narrative techniques, descriptions of actions, thoughts, description to develop such as dialogue, description, and and feelings to develop experiences and events or show pacing, to develop experiences experiences and events or show the responses of characters to and events or show the responses the response of characters to situations. cont’d of characters to situations. cont’d situations.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply knowledge of story Apply knowledge of story Form and use the perfect verb structure (e.g., problem and structure (e.g., problem and tenses. (See CCSS 5 L1.b.) solution, rise and fall of action, solution, rise and fall of action, Use verb tenses to convey etc.). (See CCSS 3 RL 5.) resolution, etc.). various times, sequences, Form and use the simple verb Form and use the progressive states, and conditions. (CCSS 5 tenses. (See CCSS 3 L1.e.) verb tenses. (CCSS 4 L1.b.) L1.c.) Form and use comparative and Use commas and quotation Use punctuation to separate superlative adjectives and marks to indicate direct items in a series.* (CCSS 5 adverbs. (See CCSS 3 L1.g.) speech. (See CCSS 4 L2.b) L2.a) Use commas and quotation marks in dialogue. (CCSS 3 L2.c) Form and use possessives. (CCSS 3 L2.d)

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WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

W3.c Use temporal words and W3.c Use a variety of transitional W3.c Use a variety of transitional phrases to signal event order. words and phrases to manage the words, phrases, and clauses to sequence of events. manage the sequence of events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply academic vocabulary to Apply academic vocabulary to Apply academic vocabulary in express chronological and express chronological and order to express and control a sequential relationships sequential relationships narrative sequence. (See CCSS 5 correctly. (See CCSS 3 L6.) correctly and control the L6.) sequence of events. (See CCSS 4 L6.) (See W3.d below.) W3.d Use concrete words and W3.d Use concrete words and phrases and sensory details to phrases and sensory details to convey experiences and events convey experiences and events precisely. precisely.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Differentiate between specific (See CCSS 5 RL4.) and concrete, vague and general, and literal and nonliteral language. (See CCSS 3 RL4.) Recognize and use words and phrases that appeal to the senses. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). CCSS 4 L1.d)

150

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W3.d Provide a sense of closure. W3.e Provide a conclusion that W3.e Provide a conclusion that follows from the narrated follows from the narrated

experiences or events. experiences or events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draft a conclusion that provides Draft a plausible conclusion that Draft a plausible conclusion that an ending to the narrative. (See follows naturally from the follows naturally from the CCSS 3 W4, W6.) sequence of events in the sequence of events in the Apply the revision and editing narrative. (See CCSS 4 W4, W6.) narrative. (See CCSS 5 W4, W6.) stages of the writing process to Apply the revision and editing Apply the revision and editing the narrative piece. (See CCSS 3 stages of the writing process to stages of the writing process to W4, W6.) the narrative piece. (See CCSS 4 the narrative piece. (See CCSS 5 Revise to W4, W6.) W4, W6.) ensure that characters and Revise to Revise to events are clearly described ensure that characters and ensure that the narrative (See CCSS 3 RL3.) events are effectively demonstrates full ensure that the narrative is described development, logical organized chronologically ensure that the narrative is organization and effective and has a clear beginning, fully developed and logically use of language middle, and end (See CCSS 3 organized choose words and phrases to RL5.) choose words and phrases to convey ideas precisely* choose words and phrases convey ideas precisely* (CCSS 4 L3.a) for effect and for precision* (CCSS 4 L3.a) expand, combine, and (See CCSS 3 L1.c, L3.a, L5.c) choose punctuation for reduce sentences for effect* (CCSS 4 L3.b) meaning, interest, and style* (See CCSS 5 L3.a.)

151

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Edit to correct errors in Edit to correct errors in Edit to correct errors in temporal words and phrases transitional words and transitional words and (See CCSS 3 W3.c) phrases (See CCSS 4 W3.c) phrases (See CCSS 5 W3.c.) formation and use of simple subject-verb and pronoun- subject-verb and pronoun- verb tenses (See CCSS 3 antecedent agreement* (See antecedent agreement* (See L1.e.) CCSS 3 L1.f.) CCSS 3 L1.f.) subject-verb and pronoun- inappropriate fragments and inappropriate fragments and antecedent agreement* (See run-ons* (See CCSS 4 L1.f.) run-ons* (See CCSS 4 L1.f.) CCSS 3 L1.f.) frequently confused words* frequently confused words* punctuation of dialogue (See (See CCSS 4 L1.g.) (See CCSS 4 L1.g.) CCSS 3 L2.c.) commas and quotation spelling of grade-appropriate formation and use marks in direct speech (See words, consulting references as possessives (CCSS 3 L2.d) CCSS 4 L2.b) needed (See CCSS 4 L2.d.) conventional spelling of punctuation of compound high-frequency words (See sentences joined by a CCSS 3 L2.e.) coordinating conjunction Consult reference materials and (See CCSS 4 L2.c.) spelling patterns and spelling of grade-appropriate generalizations to check and words, consulting references correct spellings. (See CCSS 3 as needed (See CCSS 4 L2.d.) L2.f, g.)

152

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W3.d Provide a sense of closure. W3.e Provide a conclusion that W3.e Provide a conclusion that follows from the narrated follows from the narrated

experiences or events. experiences or events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Prepare the final product for Prepare the final product for Prepare the final product for presentation and/or publication, presentation and/or publication, presentation and/or publication, including including including using word processing using word processing using word processing technology technology technology applying cursivehand braille applying cursivehand braille applying cursivehand braille writing skills neatly and legibly writing skills neatly and legibly writing skills neatly and legibly when handbraille writing is when handbraille writing is when handbraille writing is preferabl preferable or technology is preferable delivering oral presentations unavailable delivering oral presentations (See CCSS 3 W6; CCSS 3 SL4, or technology is unavailable (See CCSS 5 W6; CCSS 4 SL4, SL5, SL6; MD SLM 2-3: 5A1; delivering oral presentations SL5, SL6; MD SLM 4-5 5A1; MD MD TL 3 3B1, 4b1.) (See CCSS 4 W6; CCSS 4 SL4, TL 5 3B1, 4B1). SL5, SL6; MD SLM 4-5 5A1; MD TL 4 3B1, 4B1).)

153

WRITING

Cluster: Production and Distribution of Writing

W4 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W4 With guidance and support W4 Produce clear and coherent W4 Produce clear and coherent from adults, produce writing in writing in which the development writing in which the development which the development and and organization are appropriate and organization are appropriate organization are appropriate to to task, purpose, and audience. to task, purpose, and audience. task and purpose. (Grade-specific (Grade-specific expectations for (Grade-specific expectations for expectations for writing types are writing types are defined in writing types are defined in defined in standards 1–3 above.) standards 1–3 above.) (SC, 4) standards 1–3 above.) (SC, 5) (SC, 3)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS 3 W1, W2, W3, W7; SL1, See CCSS 4 W1, W2, W3, W7; SL1, See CCSS 4 W1, W2, W3, W7; SL1, 4, and 5 of CCSC Framework for 4, and 5 of CCSC Framework for 4, and 5 of CCSC Framework for specific application. specific application. specific application.

154

WRITING

Cluster: Production and Distribution of Writing

W5 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W5 With guidance and support W5 With guidance and support W5 With guidance and support from peers and adults, develop from peers and adults, develop from peers and adults, develop and strengthen writing as needed and strengthen writing as needed and strengthen writing as needed by planning, revising, and editing. by planning, revising, and editing. by planning, revising, editing, (Editing for conventions should (Editing for conventions should rewriting, or trying a new demonstrate command of demonstrate command of approach. (Editing for conventions Language standards 1–3 up to and Language standards 1–3 up to and should demonstrate command of including grade 3 on pages 28 and including grade 4 on pages 28 and Language standards 1–3 up to and 29.) (SC, 3) 29.) (SC, 4) including grade 5 on pages 28 and 29.) (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS 3 W1, W2, W3, W7; SL1, See CCSS 4 W1, W2, W3, W7; SL1, See CCSS 5 W1, W2, W3, W7; SL1, 4, and 5 of CCSC Framework for 4, and 5 of CCSC Framework for 4, and 5 of CCSC Framework for specific application. specific application. specific application.

155

WRITING

Cluster: Production and Distribution of Writing

W6 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W6 With guidance and support W6 With some guidance and W6 With some guidance and from adults, use accessible support from adults, use support from adults, use technology to produce and accessible technology, including accessible technology, including publish writing (using keyboarding the Internet, to produce and the Internet, to produce and skills) as well as to interact and publish writing as well as to publish writing as well as to collaborate with others. interact and collaborate with interact and collaborate with others; demonstrate sufficient others; demonstrate sufficient

command of keyboarding skills to command of keyboarding skills to type a minimum of one page in a type a minimum of two pages in a single sitting. single sitting.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS 3 W1, W2, W3, W7; See CCSS 4 W1, W2, W3, W7; See CCSS 5 W1, W2, W3, W7; SL1, 5 of CCSC Framework for SL1, 5 of CCSC Framework for SL1, 5 of CCSC Framework for specific application. specific application. specific application.

Apply computer literacy and Apply computer literacy and Apply computer literacy and keyboarding skills at the Basic keyboarding skills at the Basic keyboarding skills at the Basic level as defined in “A Companion level as defined in “A level as defined in “A to the Maryland Technology Companion to the Maryland Companion to the Maryland Literacy Standards for Students.” Technology Literacy Standards Technology Literacy Standards (10-11) for Students.” (10-11) for Students.” (10-11)

Apply appropriate posture, Apply appropriate posture, Apply appropriate posture, hand, arm and fingering hand, arm and fingering hand, arm and fingering positions when keyboarding. positions when keyboarding. positions when keyboarding. (MD TL 3 1A1c) (MD TL 4 1A1a) (MD TL 5 1A1a)

Use accessible technology to Use accessible technology to Use accessible technology to enhance learning. (MD TL 3 2B1, enhance learning. (MD TL 4 3A1, enhance learning. (MD TL 5 3A1, 2B2, 2B2, 2B3, 3A1, 3B1, 3C1) 3B1, 3C1) 3B1, 3C1)

Use accessible technology for Use accessible technology for Use accessible technology for communication. (MD TL 3 4A1, communication. (MD TL 4 4A1, communication. (MD TL 5 4A1, 4A2); MD SLM 2-3 4A2) 4A2); MD SLM 3-4 4A2) 4A2); MD SLM 3-4 4A2)

156

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Use accessible technology to Use accessible technology to Use accessible technology to collaborate and to express ideas. collaborate and to express ideas. collaborate and to express ideas. (MD TL 3 3B1, 4b1) (MD TL 4 3B1, 4B1) (MD TL 5 3B1, 4B1)

Use accessible technology to Use accessible technology to Use accessible technology to locate, evaluate, and gather locate, evaluate, and gather locate, evaluate, and gather information and/or data. (MD TL information and/or data. (MD TL information and/or data. (MD TL 3 5A1; MD SLM 3 C1) 4 5A1) 5 5A1)

Use and evaluate accessible Use and evaluate accessible Use and evaluate accessible technology tools to organize technology tools to organize technology tools to organize information. (MD TL 3 4B1, 5B1) information. (MD TL 4 5B1) information. (MD TL 5 5B1)

Use accessible technology to Use accessible technology to Use accessible technology to develop strategies to solve develop strategies to solve develop strategies to solve problems and make informed problems and make informed problems and make informed decisions. (MD TL 3 6A1, 6A2, decisions. (MD TL 4 6A1, 6A2, decisions. (MD TL 5 6A1, 6A2, 6A3, 6A4, 6A5, 6B; MD SLM 3 6A3, 6A4, 6A5, 6B; MD SLM 4 6A3, 6A4, 6A5, 6B; MD SLM 5 4B1, 5A1, 5A2) 4B1, 5A1, 5A2) 4B1, 5A1, 5A2)

Apply cursivehand braille writing Apply cursivehand braille writing Apply cursivehand braille writing skills neatly and legibly when skills neatly and legibly when skills neatly and legibly when handbraille writing is preferable handbraille writing is preferable handbraille writing is preferable or technology is unavailable . or technology is unavailable or technology is unavailable

157

WRITING

Cluster: Research to Build and Present Knowledge

W7 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W7 Conduct short research W7 Conduct short research W7 Conduct short research projects that build knowledge projects that build knowledge projects that use several sources about a topic. through investigation of different to build knowledge through aspects of a topic. investigation of different aspects of a topic.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Follow an inquiry process. (MD Follow an inquiry process. (MD Follow an inquiry process. (MD SLM 2-3 1A1; MD TL 3 6A, 6B) SLM 4-5 1A; MD TL 4 6A, 6B) SLM 4-5 1A1; MD TL 5 6A, 6B)

Define a problem, formulate Define a problem, formulate Define a problem, formulating questions, and refine a problem questions, and refine a problem questions, and refining a and/or question. (MD SLM 2-3 and/or question. (MD SLM 4-5 problem and/or question. (MD 1B1, 1B2, 1B3) 1B1, 1B2, 1B3) SLM 4-5 1B1, 1B2, 1B3)

Locate and evaluate accessible Locate and evaluate accessible Locate and evaluate accessible resources. (MD SLM 2-3 2A1) resources. (MD SLM 4-5 2A1) resources. (MD SLM 4-5 2A1)

Use safe practices when online. Use safe practices when online. Use safe practices when online. (MD SLM 2-3 2A2) (MD SLM 4-5 2A2) (MD SLM 4-5 2A2)

Locate and select sources to Locate and select sources to Locate and select sources to meet the information need. (MD meet the information need. (MD meet the information need. (MD SLM 2-3 2B1) SLM 4-5 2B1) SLM 4-5 2B1)

Evaluate sources to meet the Evaluate sources to meet the Evaluate sources to meet the information need. (MD SLM 2-3 information need. (MD SLM 4-5 information need. (MD SLM 4-5 2B2) 2B2) 2B2)

Find data and/or information Find data and/or information Find data and/or information within a variety of sources. (MD within a variety of sources. (MD within a variety of sources. (MD SLM 2-3 3A1) SLM 4-5 3A1) SLM 4-5 3A1)

Paraphrase when taking notes Paraphrase when taking notes Paraphrase when taking notes from sources. (See MD SLM 2-3 from sources. (See MD SLM 2-3 from sources. (See MD SLM 4-5 4A.) 4A.) 4A.)

158

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Use a variety of formats to Use a variety of formats to Use a variety of formats to prepare findings/conclusions for prepare findings/conclusions for prepare findings/conclusions for sharing. (MD SLM 2-3 5A1) sharing. (MD SLM 4-5 5A1) sharing. (MD SLM 4-5 5A1)

Share findings and/or Share findings and/or Share findings and/or conclusions. (MD SLM 2-3 5A2; conclusions. (MD SLM 4-5 5A2; conclusions. (MD SLM 4-5 5A2; MD TL 3 6A5) MD TL 4 6A5) MD 5 6A5)

Cite a source as appropriate. Differentiate between original Differentiate between original (MD SLM 2-3 3A2) and borrowed ideas and cite and borrowed ideas and cite sources appropriately. (MD SLM sources appropriately. (MD SLM

4-5 3A2) 4-5 3A2)

159

WRITING

Cluster: Research to Build and Present Knowledge

W8 CCR Anchor Standard

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Grade 3 students: Grade 4 students: Grade 5 students:

W8 Recall information from W8 Recall relevant information W8 Recall relevant information experiences or gather information from experiences or gather from experiences or gather from print and digital sources; relevant information from print relevant information from print take brief notes on sources and and digital sources; take notes and digital sources; summarize or sort evidence into provided and categorize information, and paraphrase information in notes categories. (SC, 3) provide a list of sources. (SC, 4) and finished work, and provide a list of sources. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Access prior knowledge (e.g., Access prior knowledge (e.g., Access prior knowledge (e.g., from science investigations, from science investigations, from science investigations, personal experiences, personal experiences, personal experiences, interactions with others, etc.)> interactions with others, etc.). interactions with others, etc.).

Take purposeful notes in a Take purposeful notes in a Take purposeful notes in a variety of formats that meet the variety of formats that meet the variety of formats that meet the demands of the writing task and demands of the writing task and demands of the writing task and medium (e.g., differentiate medium (e.g., differentiate medium (e.g., differentiate between relevant and irrelevant between relevant and irrelevant between relevant and irrelevant or important and unimportant or important and unimportant or important and unimportant information based on the need). information based on the need). information based on the need). (MD SLM 2-3 3C1) (MD SLM 4-5 3C1) (MD SLM 4-5 3C1)

Paraphrase when taking notes Paraphrase when taking notes Paraphrase when taking notes from sources. (See MD SLM 2-3 from sources to avoid plagiarism. from sources to avoid plagiarism. 4A.) (See MD SLM 2-3 4A.) (See MD SLM 4-5 4A.)

Evaluate and analyze the quality, Evaluate and analyze the quality, Evaluate and analyze the accuracy, and sufficiency of accuracy, and sufficiency of quality, accuracy, and sufficiency notes. (MD SLM 2-3 4Al) notes. (MD SLM 4-5 4Al) of notes. (MD SLM 4-5 4Al)

160

WRITING

Grade 3 students: Grade 4 students: Grade 5 students:

Sort evidence into specified Sort evidence into specified Sort evidence into specified categories. (MD SLM 2-3 4A2) categories. (MD SLM 4-5 4A2) categories. (MD SLM 4-5 4A2)

Synthesize information from Generate a list of sources. (MD Generate a list of sources. (MD within a source. (MD SLM 2-3 SLM 4-5 3C2) SLM 4-5 3C2) 4B1) Synthesize information within Synthesize information within and across sources. (MD SLM 4-5 and across sources. (MD SLM 4- 4B1) 5 4B1)

161

WRITING

Cluster: Research to Build and Present Knowledge

W9 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W9 (Begins in grade 4.) W9 Draw evidence from literary W9 Draw evidence from literary or informational texts to support or informational texts to support

analysis, reflection, and research. analysis, reflection, and research.

W9.a Apply grade 4 Reading W9.a Apply grade 5 Reading standards to literature (e.g., standards to literature (e.g., “Describe in depth a character, “Compare and contrast two or setting, or event in a story or more characters, settings, or drama, drawing on specific details events in a story or a drama, in the text *e.g., a character’s drawing on specific details in the thoughts, words, or actions+.”). text [e.g., how characters interact+”). W9.b Apply grade 4 Reading standards to informational texts W9.b Apply grade 5 Reading (e.g., “Explain how an author uses standards to informational texts reasons and evidence to support (e.g., “Explain how an author uses particular points in a text”). reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point*s+”).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

N/A Write in response to grade-level Write in response to grade-level print, braille, nonprint, and print, braille, nonprint, and accessible digital literary or accessiblle digital literary or informational text(s). informational text(s).

162

WRITING

Cluster: Range of Writing

W10 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

W10 Write routinely over W10 Write routinely over W10 Write routinely over extended time frames (time for extended time frames (time for extended time frames (time for research, reflection, and revision) research, reflection, and revision) research, reflection, and revision) and shorter time frames (a single and shorter time frames (a single and shorter time frames (a single sitting or a day or two) for a range sitting or a day or two) for a range sitting or a day or two) for a range of discipline-specific tasks, of discipline-specific tasks, of discipline-specific tasks, purposes, and audiences. purposes, and audiences. purposes, and audiences.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adjust the writing process as Adjust the writing process as Adjust the writing process as appropriate for different writing appropriate for different writing appropriate for different writing tasks, purposes, and audiences tasks, purposes, and audiences tasks, purposes, and audiences and time frames. and time frames. and time frames. Set personal goals and Set and adjust personal goals Set and adjust personal goals conference regularly with adults and conference regularly with and conference regularly with and peers to improve writing. adults and peers to improve adults and peers to improve writing. writing.

163

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 6 students: Grade 7 students: Grade 8 students:

W1 Write arguments to support W1 Write arguments to support W1 Write arguments to support claims with clear reasons and claims with clear reasons and claims with clear reasons and relevant evidence. relevant evidence. relevant evidence.

W1.a Introduce claim(s) and W1.a Introduce claim(s), W1.a Introduce claim(s), organize the reasons and acknowledge alternate claims, acknowledge and distinguish the evidence clearly. and organize the reasons and claim(s) from alternate or evidence logically. opposing claims, and organize the reasons and evidence logically.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adapt the prewriting stage of Adapt the prewriting stage of Adapt the prewriting stage of the writing process to an the writing process to an the writing process to an argument, including developing argument, including developing argument, including developing one or more claims, and alternate claims (See CCSS 7 alternate claims (See CCSS 8 effectively ordering reasons that W5.) W5.) support the claim (See CCSS 6 Gather information to support Gather information to support W5.) claims. (See MD SLM 6-8 2A1, claims. (See MD SLM. 6-8. 2A1, Gather information to support as needed.) as needed.) claims. (See MD SLM 6-8 2A1, Compose a draft of an Compare and contrast one’s as needed.) introduction that presents a own claim or claims to all Compose a draft of an claim or claims and addresses other claims (See CCSS 8 RL5.) introduction that presents a any alternate claim or claims Compose a draft of an claim or claims clearly. (See CCSS (See CCSS 7 W4, 6.) introduction that features a 6 W4, 6.) claim or claims in opposition to any alternate claim or claims. (See CCSS 8 W4, 6.)

164

WRITING

Grade 6 students: Grade 7 students: Grade 8 students:

W1.b Support claim(s) with clear W1.b Support claim(s) with logical W1.b Support claim(s) with logical reasons and relevant evidence, reasoning and relevant evidence, reasoning and relevant evidence, using credible sources and using accurate, credible sources using accurate, credible sources demonstrating an understanding and demonstrating an and demonstrating an of the topic or text. understanding of the topic or understanding of the topic or text. text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Show knowledge of a topic or Show knowledge of a topic or Show knowledge of a topic or text by selecting appropriate text by selecting appropriate text by selecting appropriate evidence to support a claim or evidence to support a claim or evidence to support a claim or claims. (See CCSS 6 W7.) claims. (See CCSS 7 W7.) claims. (See CCSS 8 W7.) Locate and evaluate sources for Use an established procedure to Use an established procedure to reliability to select evidence. determine the accuracy of determine the accuracy of (See CCSS 6 W8.) sources (See CCSS 7 W8.) sources (See CCSS 8 W8.) Compose a draft of the body Compose a draft of the body Compose a draft of the body with attention to with attention to with attention to effective organization of effective organization of effective organization of support for a claim or claims support for a claim or claims support for a claim or claims subject-verb and pronoun- subject-verb and pronoun subject-verb and pronoun antecedent agreement* (See antecedent agreement* (See antecedent agreement* (See CCSS 6 L2.e.) CCSS 7 L2.e.) CCSS 8 L2.e.) formation of complete formation of complete formation of complete sentences* (See CCSS 6 L1.f.) sentences* (See CCSS 7 L1.f.) sentences* (See CCSS 8 L1.f.) varying sentence patterns (See selection of simple, using verbs in the passive and CCSS 6 L3.a.) compound, complex, or active voice (See CCSS 8 L1.b.) pronouns written in the proper compound-complex sentences frequently-confused words.* case (See CCSS 6 L1.a.) to show relationships among (See CCSS 8 L1.g.) recognition of inappropriate ideas (See CCSS 7 L1.b.) spelling correctly (See CCSS 8 shifts in pronoun number and frequently-confused words.* L2.c.) person* (See CCSS 6 L1.c.) (See CCSS 7 L1.g.) recognition of inappropriate frequently-confused words.* spelling correctly (See CCSS 7 shifts in pronoun number and (See CCSS 6 L1.g.) L2.b.) person* (See CCSS 8 L1.c.) spelling correctly (See CCSS 6 a inappropriate shifts in L2.b.) pronoun number and person* (See CCSS 7 L1.c.)

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Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 6 students: Grade 7 students: Grade 8 students:

W1.c Use words, phrases, and W1.c Use words, phrases, and W1.c Use words, phrases, and clauses to clarify the relationships clauses to create cohesion and clauses to create cohesion and among claim(s) and reasons. clarify the relationships among clarify the relationships among claim(s), reasons, and evidence. claim(s), counterclaims, reasons, and evidence.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Combine ideas with the Combine ideas with the Combine ideas with the appropriate word or words that appropriate word or words that appropriate word or words that explain the connections promote unity among claims promote unity among claims, the between claims and reasons. and the confirmation of confirmation of reasons, and (See CCSS 6 L5.b.) reasons. (See CCSS 7 L1.a, L1. b, acknowledgment of alternate Apply academic vocabulary to L3.a.) claims. (See CCSS 8 L1.a, L3.a.) express relationships precisely. Use transitions purposefully to Use transitions purposefully to (See CCSS 6 L6.) support unity. respond to alternate claims and Apply academic vocabulary to strengthen one’s own claim/s. express relationships precisely. Apply academic vocabulary to (See CCSS 7 L6.) express relationships precisely. (See CCSS 8 L6.) W1.d Establish and maintain a W1.d Establish and maintain a W1.d Establish and maintain a formal style. formal style. formal style.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify those elements that Identify and apply those Identify and apply those distinguish formal from informal elements that distinguish formal elements that distinguish formal style. from informal style. from informal style. Maintain consistency in style Maintain consistency in style Maintain consistency in style and and tone.* (CCSS 6 L3.b.) and tone.* (CCSS 6 L3.b.) tone.* (CCSS 6 L3.b.)

166

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Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 6 students: Grade 7 students: Grade 8 students:

W1.e Provide a concluding W1.e Provide a concluding W1.e Provide a concluding statement or section that follows statement or section that follows statement or section that follows from the argument presented. from and supports the argument from and supports the argument presented. presented.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Compose a draft of a conclusion Compose a draft of a conclusion Compose a draft of a conclusion that integrates key components that integrates key components that integrates key components of the argument. (See CCSS 6 of the argument and provides of the argument and provides W4.) reinforcement for the argument. reinforcement for the argument. Apply the revision and editing (See CCSS 7 W4.) (See CC.8.W.4.) stages of the writing process to Apply the revision and editing Apply the revision and editing the writing piece. (See CCSS 6 stages of the writing process to stages of the writing process to W5.) the writing piece focusing on the the writing piece focusing on the Revise for audience and purpose. (See audience and purpose. (See varying sentence patterns CCSS 7 W5.) CCSS 8 W.5.) for meaning, reader/listener Revise for Revise for interest, and style.* ( See varying sentence patterns varying sentence patterns CCSS 6 L3.a.) for meaning, reader/listener for meaning, reader/listener choosing words and phrases interest, and style* (See interest, and style.* (See for effect and to convey CCSS 6 L3.a.) CCSS 6 L3.a.) ideas precisely* (See CCSS 4 L3.a.)

167

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Grade 6 students: Grade 7 students: Grade 8 students:

Edit for Edit for Edit for correction of vague correction of vague correction of vague pronouns* (See CCSS 6 L1.d.) pronouns* (See CCSS 6 L1.d.) pronouns* (See CCSS 6 L1.d.) punctuation of punctuation of punctuation of nonrestrictive/parenthetical nonrestrictive/parenthetical nonrestrictive/parenthetical elements* (See CCSS 6 L2.a.) elements* (See CCSS 6 L2.a.) elements* (See CCSS 6 L2.a.) correction of inappropriate correction of inappropriate correction of inappropriate shifts in verb tense (See CCSS shifts in verb tense (See CCSS shifts in verb tense (See CCSS 5 L1.d.) 5 L1.d.) 5 L1.d.) frequently-confused words.* correction of misplaced and correction of misplaced and (See CCSS 4 L1.g.) dangling modifiers* (See dangling modifiers* (See correction of spelling (CCSS 6 CCSS 7 L1.c.) CCSS 7 L1.c.) L2.b.) frequently confused words* correction of shifts in verb Prepare the final product for (See CCSS 4 L1.g.) voice and mood* (See CCSS 8 presentation and/or publication correction of spelling (CCSS 7 L1.d.) (See CCSS 6 W6.) L2.b) frequently confused words* Prepare the final product for (See CCSS 4 L1.g.) presentation and/or publication correction of spelling (See (See CCSS 7 W6.) CCSS 8 L2.c.) Prepare the final product for presentation and/or publication (See CCSS 8 W6.)

168

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W2 Write W2 Write W2 Write informative/explanatory texts to informative/explanatory texts to informative/explanatory texts to examine a topic and convey ideas, examine a topic and convey ideas, examine a topic and convey ideas, concepts, and information concepts, and information concepts, and information through the selection, through the selection, through the selection, organization, and analysis of organization, and analysis of organization, and analysis of relevant content. relevant content. relevant content.

W2.a Introduce a topic; organize W2.a Introduce a topic clearly, W2.a Introduce a topic clearly, ideas, concepts, and information, previewing what is to follow; previewing what is to follow; using strategies such as definition, organize ideas, concepts, and organize ideas, concepts, and classification, information, using strategies such information into broader comparison/contrast, and as definition, classification, categories; include formatting cause/effect; include formatting comparison/contrast, and (e.g., headings) graphics (e.g., (e.g., headings), graphics (e.g., cause/effect; include formatting charts, tables) and multimedia charts, tables), and multimedia (e.g., headings), graphics (e.g., when useful to aiding when useful to aiding charts, tables), and multimedia comprehension comprehension. when useful to aiding comprehension.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adapt planning and prewriting to Adapt planning and prewriting to Adapt planning and prewriting to address the demands of an address the demands of an address the demands of an informative text, including informative text, including informative text, including refining the focus of a topic refining the focus of a topic refining the focus of a topic gathering information on a gathering information on a gathering information on a specific topic (See MD SLM 6-8 specific topic (See MD SLM 6-8 specific topic (See MD SLM 6-8 2A1, as needed.) 2A1, as needed.) 2A1, as needed.) examining information to examining information to examining information to determine the ideas and determine the ideas and determine the ideas and concepts concepts concepts

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Grade 6 students: Grade 7 students: Grade 8 students:

effectively organizing of effectively organizing of effectively organizing of information within an information within an information within an established structure established structure established structure (See CCSS 6 W5.) (See CCSS 6 W5.) (See CCSS 6 W5.) including appropriate including appropriate including appropriate text features to aid text features to aid text features to aid understanding understanding understanding Compose a draft of an Compose a draft of an Compose a draft of an introduction that introduction that introduction that presents a thesis clearly. presents a thesis clearly presents a thesis clearly (See CCSS 6 W4, W6.) and establishes the and establishes the important concepts and important concepts and ideas. (See CCSS 6 W4, ideas. (See CCSS 6 W4, W6.) W6.)

170

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W2.b Develop the topic with W2.b Develop the topic with W2.b Develop the topic with relevant facts, definition, concrete relevant facts, definitions, relevant, well-chosen facts, details, quotations, or other concrete details, quotations, or definitions, concrete details, information and examples. other information and examples. quotations, or other information and examples.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Gather information about a topic Gather information about a Gather information about a from a variety of reliable print, topic and compare and contrast topic and evaluate that braille and accessible digital that information from a variety information from a variety of sources (See CCSS 6 RI7,W8.) of reliable print, braille and reliable print, braille and Determine the most appropriate accessible digital sources. (See accessible digital sources. (See information gathered from a CCSS 7 RI 7,W8.) CCSS 8 RI7,W8.) variety of reliable sources. (See Determine the most appropriate Determine the most effective MD SLM.6-8.2A1.) information gathered from a information gathered from a Compose a draft of the body variety of reliable sources. (See variety of reliable sources. (See with attention to MD SLM.6-8.2A1.) MD SLM.6-8.2A1.) effective organization of Compose a draft of the body Compose a draft of the body information. (See CCSS 6 W5.) with attention to with attention to recognition of inappropriate effective organization of effective organization of shifts in pronoun number and information (See CCSS 7 W5.) information (See CCSS 8 W5.) person* (See CCSS 6 L1.c.) recognition of inappropriate recognition of inappropriate shifts in pronoun number and shifts in pronoun number and person* (See CCSS 6 L1.c.) person* (CCSS 6 L1.c.)

171

WRITING

Grade 6 students: Grade 7 students: Grade 8 students:

subject-verb and subject-verb and pronoun subject-verb and pronoun pronoun antecedent antecedent agreement* antecedent agreement* agreement* (See CCSS 3 (See CCSS 3 L1.f.) (See CCSS 3 L1.f.) L1.f.) formation of complete formation of complete formation of complete sentences* (See CCSS 4 sentences* (See CCSS 4 sentences* (See CCSS 4 L1.f.) L1.f.) L1.f.) frequently-confused frequently-confused frequently-confused words* (See CCSS 4 L1.g.) words* (See CCSS 4 L1.g.) words* (See CCSS 4 L1.g.) recognition of variations recognition of variations recognition of variations from standard English and from standard English and from standard English use of strategies to use of strategies to and use of strategies to improve expression in improve expression in improve expression in conventional language.* conventional language.* conventional language.* (See CCSS 6 L1.e.) (See CCSS 6 L1.e.) (See CCSS 6 L1.e.) placement and function of function of gerunds, phrases and clauses in participles, and infinitives sentences (See CCSS 7 in sentences. (See CCSS 8 L1.a.) L1.a.) Choose language that Choose language that expresses ideas precisely expresses ideas precisely and concisely, recognizing and concisely, recognizing and eliminating wordiness and eliminating wordiness and redundancy.* (CCSS 7 and redundancy.* (CCSS 7 L3.a) L3.a)

172

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W2.c Use appropriate transitions W2.c Use appropriate transitions W2.c Use appropriate and varied to clarify the relationships among to create cohesion and clarify the transitions to create cohesion and ideas and concepts. relationships among ideas and clarify the relationships among concepts. ideas and concepts.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use transitions purposefully to Use transitions purposefully to promote unity and promote unity and Use the relationship between comprehension. comprehension. particular words (e.g., Use the relationship between Use the relationship between cause/effect, part/whole, particular words (e.g., particular words to better item/category) to better synonym/antonym, analogy) to understand each of the words. understand each of the words. better understand each of the (CCSS 8 L 5.b) (CCSS 6 L5.b) words. (CCSS 7 L5.b) Use accurately grade- Use accurately grade- Use accurately grade- appropriate general academic appropriate general academic appropriate general academic and domain-specific words (See and domain-specific words (See and domain-specific words (See CCSS 8 L6.) CCSS 6 L6.) CCSS 7 L6.) Use words or phrases important Use words or phrases important Use words or phrases important to comprehension (See CCSS 8 to comprehension (See CCSS 6 to comprehension (See CCSS 7 L6.) L6.) L6.)

173

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W2.d Use precise language and W2.d Use precise language and W2.d Use precise language and domain-specific vocabulary to domain-specific vocabulary to domain-specific vocabulary to inform about or explain the topic. inform about or explain the topic. inform about or explain the topic. (SC, 6) (SC, 7) (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Acquire and use accurately Acquire and use accurately Acquire and use accurately grade-appropriate general grade-appropriate general grade-appropriate general academic and domain-specific academic and domain-specific academic and domain-specific words and phrases; gather words and phrases; gather words and phrases; gather vocabulary knowledge when vocabulary knowledge when vocabulary knowledge when considering a word or phrase considering a word or phrase considering a word or phrase important to comprehension or important to comprehension or important to comprehension or expression (CCSS 6 L6) expression (CCSS 7 L6) expression (CCSS 8 L6) Consult accessible reference Consult accessible reference Consult accessible reference materials to clarify and/or verify materials to clarify and/or verify materials to clarify and/or verify the precise meaning of a word or the precise meaning of a word the precise meaning of a word phrase. (See CCSS 6 L4.c, L4.d.) or phrase. (See CCSS 7 L4.c, or phrase. (See CCSS 7 L4.c, L4.d.) L4.d.)

174

WRITING

Grade 6 students: Grade 7 students: Grade 8 students:

W2.e Establish and maintain a W2.e Establish and maintain a W2.e Establish and maintain a formal style. formal style formal style

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Distinguish those elements that Distinguish those elements that Distinguish those elements that create formal from informal create formal from informal create formal from informal style. style. style. Use specific words or phrases Use specific words or phrases Use specific words or phrases that support a consistent formal that support a consistent formal that support a consistent formal style. style. style. Vary sentence patterns for Vary sentence patterns for Vary sentence patterns for meaning, reader/listener meaning, reader/listener meaning, reader/listener interest, and style.* (CCSS 6 L3.a) interest, and style.* (CCSS 6 interest, and style.* (CCSS 6 Maintain consistency in style and L3.a) L3.a) tone.* (CCSS 6 L3.b) Maintain consistency in style Maintain consistency in style and tone.* (See CCSS 6 L3.b) and tone.* (See CCSS 6 L3.b)

175

WRITING

Cluster: Text Types and Purposes

W2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W2.f Provide a concluding W2.f Provide a concluding W2.f Provide a concluding statement or section that follows statement or section that follows statement or section that follows from the information or from and supports the from and supports the explanation presented. information or explanation information or explanation presented. presented.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Compose a draft of a conclusion Compose a draft of a conclusion Compose a draft of a conclusion that integrates key components that that integrates of the explanation of a topic. integrates key components of key components of the (See CCSS 6 W4.) the explanation and explanation and provides reinforcement for the provides reinforcement for the explanation of a topic. explanation of a topic. (See (See CCSS 7 W4.) CCSS 8 W4.) Apply the revision and editing Apply the revision and editing Apply the revision and editing stages of the writing process to stages of the writing process to stages of the writing process to the writing piece focusing on the the writing piece focusing on the the writing piece focusing on the audience and purpose. (See audience and purpose. (See audience and purpose. (See CCSS 7 W5.) CCSS 8 W5.) CCSS 6 W5.) Revise for Revise for Revise for choosing words and phrases choosing words and phrases varied sentence patterns to for effect and to convey for effect and to convey maintain clarity and reader ideas precisely* (See CCSS 7 ideas precisely* (See CCSS 7 interest* (See CCSS 6 L1.e.) L3.a.) L3.a.)

176

WRITING

Grade 6 students: Grade 7 students: Grade 8 students:

Edit for Edit for Edit for correction of vague correction of vague correction of vague pronouns* (See CCSS 6 L1.d.) pronouns* (See CCSS 6 L1.d.) pronouns* (See CCSS 6 L1.d.) punctuation of punctuation of punctuation of nonrestrictive/parenthetical nonrestrictive/parenthetical nonrestrictive/parenthetical elements* (See CCSS 6 L2.a.) elements* (See CCSS 6 L2.a.) elements* (See CCSS 6 L2.a.) formation of complete correction of misplaced and correction of misplaced and sentences* (See CCSS 4 L1.f.) dangling modifiers* (See dangling modifiers* (See correct spelling (See CCSS 6 CCSS 7 L1.c.) CCSS 7 L1.c.) L2.b.) correct spelling (See CCSS 7 correct spelling (See CCSS 8 Prepare the final product for L2.b.) L2.c.) presentation and/or Prepare the final product for punctuation to show a pause publication (See CCSS 6 W6.) presentation and/or or omission (See CCSS 8 L2.a, publication (See CCSS 7 W6.) L2. b.) Prepare the final product for presentation and/or publication (See CCSS 8 W6.)

177

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Grade 6 students: Grade 7 students: Grade 8 students:

W3 Write narratives to develop W3 Write narratives to develop W3 Write narratives to develop real or imagined experiences or real or imagined experiences or real or imagined experiences or events using effective technique, events using effective technique, events using effective technique, relevant descriptive details, and relevant descriptive details, and relevant descriptive details, and well-structured event sequences. well-structured event sequences. well-structured event sequences. W3.a Engage and orient the W3.a Engage and orient the W3.a Engage and orient the reader by establishing a context reader by establishing a context reader by establishing a context and introducing a narrator and/or and point of view and introducing and point of view and introducing characters; organize an event a narrator and/or characters; a narrator and/or characters; sequence that unfolds naturally organize an event sequence that organize an event sequence that and logically. unfolds naturally and logically. unfolds naturally and logically. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adapt the prewriting stage of Adapt the prewriting stage of Adapt the prewriting stage of the writing process to a narrative the writing process to a the writing process to a piece, e.g., narrative piece, e.g., narrative piece, e.g., focus on an experience or focus on an experience or focus on an experience or event, event, event, begin development of a begin development of a begin development of a character or characters and character or characters and character or characters and conflict, and outline a plot. conflict, and conflict, and (See CCSS 6 W5.) outline a plot. (See CCSS 7 outline a plot. (See CCSS 8 Compose a draft of an W5.) W5.) introduction that Compose a draft of an Compose a draft of an reveals the character or introduction that introduction that characters and the conflict reveals the character or considers the role of the establishes the beginning of a characters and the conflict and character or characters, plausible plot development. establishes the beginning of a reveals the conflict, and (See CCSS 6 W4, W6.) plausible plot development. establishes the beginning of a (See CCSS 7 W4, W6.) plausible plot development. (See CCSS 8 W4, W6.) Establish the role of the Establish the role of the narrator Establish the role of the narrator narrator. (See CCSS 6 RL6.) contrasting it to the roles of and its effects contrasting it to other characters (See CCSS 7 the roles and the effects of RL6.) those roles on other characters (See CCSS 8 RL6.)

178

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W3.b Use narrative techniques, W3.b Use narrative techniques, W3.b Use narrative techniques, such as dialogue, pacing, and such as dialogue, pacing, and such as dialogue, pacing, and description to develop description to develop description, and reflection to experiences, events, and/or experiences, events, and/or develop experiences, events, characters. characters. and/or characters.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Compose a draft of the body of a Compose a draft of the body of a Compose a draft of the body of a narrative with a plausible set of narrative with a plausible set of narrative that considers the role characters and events (See CCSS characters and events (See CCSS of a plausible set of characters 6 W4, W6.) 7 W4, W6.) and events. (See CCSS 8 W4, Apply knowledge of plot Apply knowledge of W6.) development and its effect upon characterization and plot Apply knowledge of elements of shifts in characterization. (See development and their effect characterization and plot CCSS 6 RL 3.) upon each other. (See CCSS 7 development and their effect RL3.) upon pacing and full development of characters. (See Compose with attention to CCSS 8 RL3.) subject-verb and pronoun- Compose with attention to Compose with attention to antecedent agreement* (See subject-verb and pronoun- subject-verb and pronoun CCSS 3 L1.f.) antecedent agreement* (See antecedent agreement* choosing words and phrases CCSS 3 L1.f.) (See CCSS 3 L1.f.) for effect and to convey ideas choosing words and phrases choosing words and phrases precisely* ( See CCSS 3 L3.a.) for effect and to convey ideas for effect and to convey ideas formation of complete precisely* (See CCSS 3 L3.a) precisely* (See CCSS 3 L3.a.) sentences* (See CCSS 4 L1.f.) formation of complete formation of complete sentences* (See CCSS 4 L1.f.) sentences* (See CCSS 4 L1.f.)

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WRITING

Grade 6 students: Grade 7 students: Grade 8 students: varying sentence patterns varying sentence patterns varying sentence patterns for meaning, for meaning, for meaning, reader/listener interest, reader/listener interest, reader/listener interest, and style.* (See CCSS 6 and style.* (See CCSS 7 and style.* (See CCSS 6 L3.a.) L3.a.) L3.a.) maintaining consistency in maintaining consistency in maintaining consistency in style and tone.* (See CCSS style and tone.* (See CCSS style and tone.* (See CCSS 6 L3.b.) 6 L3.b.) 6 L3.b.) recognition of recognition of choosing language that inappropriate shifts in inappropriate shifts in expresses ideas precisely pronoun number and pronoun number and and concisely, recognizing person* (See CCSS 6 L1.c.) person* (CCSS 6 L1.c) and eliminating wordiness using intensive pronouns choosing language that and redundancy.* (CCSS 7 correctly (See CCSS 6 expresses ideas precisely L3.a.) L1.b.) and concisely, recognizing using verbs in active and and eliminating wordiness passive voice and and redundancy.* (See conditional and CCSS 7 L3.a.) subjunctive mood for effect. (See CCSS 8 L3.a.)

180

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W3.c Use a variety of transition W3.c Use a variety of transition W3.c Use a variety of transition words, phrases, and clauses to words, phrases, and clauses to words, phrases, and clauses to convey sequence and signal shifts convey sequence and signal shifts convey sequence, signal shifts from one time frame to setting to from one time frame to setting to from one time frame or setting to another. another. another, and show the relationships among experiences and events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use transition words Use transition words Use transition words purposefully to promote purposefully to promote purposefully to promote unity comprehension. comprehension. within the narrative and Analyze the impact of a specific Choose language that expresses promote comprehension. word choice on meaning. (See ideas precisely and concisely.* Analyze the impact of a specific CCSS 6 RL4.) (See CCSS 7 L3.a.) word choice on meaning. (See Use accurately grade- Use accurately grade- CCSS 8 RL4.) appropriate general academic appropriate general academic Use accurately grade- words (See CCSS 6 L6.) words (See CCSS 7 L6.) appropriate general academic Use words or phrases important Use words or phrases important words (See CCSS 8 L6.) to comprehension (See CCSS 6 to comprehension (See CCSS 7 Use words or phrases important L6.) L6.) to comprehension (CCSS 8 L6.) Choose language that expresses ideas precisely and concisely.* (See CCSS 7 L3.a.)

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Grade 6 students: Grade 7 students: Grade 8 students:

W3.d Use precise words and W3.d Use precise words and W3.d Use precise words and phrases, relevant descriptive phrases, relevant descriptive phrases, relevant descriptive details, and sensory language to details, and sensory language to details, and sensory language to convey experiences and events. capture the action and convey capture the actions and convey experiences and events. experiences and events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Acquire and use accurately Acquire and use accurately Acquire and use accurately grade-appropriate general grade-appropriate general grade-appropriate general academic and domain-specific academic and domain-specific academic and domain-specific words and phrases; gather words and phrases; gather words and phrases; gather vocabulary knowledge when vocabulary knowledge when vocabulary knowledge when considering a word or phrase considering a word or phrase considering a word or phrase important to comprehension or important to comprehension or important to comprehension or expression (CCSS 6 L6) expression (CCSS 7 L6) expression (CCSS 8 L6) Consult print or digital reference Consult print or digital reference Consult print or digital reference materials to clarify the precise materials to clarify the precise materials to clarify the precise meaning of a word (See CCSS 6 meaning of a word (See CCSS 7 meaning of a word (See CCSS 8 L4.c.) L4.c.) L4.c.) Verify the meaning of a word or Verify the meaning of a word or Verify the meaning of a word or phrase by checking a dictionary phrase by checking a dictionary phrase by checking a dictionary (See CCSS 6 L4.d.) (See CCSS 7 L4.d.) (See CCSS 8 L4.d.) Use figures of speech (See CCSS Use figures of speech (See CCSS Use figures of speech (See CCSS 6 L5.a.) 7 L5.a.) 8 L5.a.)

182

WRITING

Cluster: Text Types and Purposes

W3 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W3.e Provide a conclusion that W3.e Provide a conclusion that W3.e Provide a conclusion that follows from the narrated follows from and reflects on the follows from and reflects on the experience or events. narrated experiences or events. narrated experiences or events.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Compose a draft of a conclusion Compose a draft of a conclusion Compose a draft of a conclusion that draws together and clarifies that considers the events in the that considers the events in the events in the narrative. narrative, draws the events narrative, draws the events Apply the revision and editing together, and clarifies them. together, and clarifies them. stages of the writing process to Apply the revision and editing Apply the revision and editing the narrative. (See CCSS 6 W5.) stages of the writing process to stages of the writing process to Revise for the narrative (See CCSS 7 W5.) the narrative (See CCSS 8 W5.) choosing words and phrases Revise for Revise for for effect and to convey choosing words and phrases choosing words and phrases ideas precisely* (See CCSS 4 for effect and to convey for effect and to convey L3.a.) ideas precisely* (See CCSS 4 ideas precisely* (See CCSS 4 varying sentence patterns for L3.a.) L3.a.) meaning, reader/listener varying sentence patterns for varying sentence patterns interest, and style* (See meaning, reader/listener for meaning, reader/listener CCSS 6 L3.a.) interest, and style* (See interest, and style.* (See CCSS 6 L3.a.) CCSS 6 L3.a.)

183

WRITING

Grade 6 students: Grade 7 students: Grade 8 students:

Edit for Edit for Edit for frequently-confused words* frequently-confused words* frequently-confused words* (See CCSS 4 L1.g.) (See CCSS 4 L1.g.) (See CCSS 4 L1.g.) punctuation used for effect* punctuation used for effect* formation of verbs in (See CCSS 4 L3.b.) (See CCSS 4 L3.b.) indicative, imperative, punctuation to separate correction of vague interrogative, conditional, items in a series (See CCSS 5 pronouns* (See CCSS 6 L1.d.) and subjunctive moods (See L2.a.) correction of misplaced and CCSS 8 L1.c.) correction of vague dangling modifiers* (See punctuation of pronouns* (See CCSS 6 L1.d.) CCSS 7 L1.c.) nonrestrictive/parenthetical punctuation of punctuation of elements* (See CCSS 6 L2.a.) nonrestrictive/parenthetical nonrestrictive/parenthetical punctuation used for effect* elements* (See CCSS 6 L2.a.) elements* (See CCSS 6 L2.a.) (See CCSS 4 L3.b.) Prepare the final product for Prepare the final product for correction of shifts in verb presentation and/or publication presentation and/or voice and mood* (See CCSS 8 (See CCSS 6 W6.) publication (See CCSS 7 W6.) L1.d.) Prepare the final product for presentation and/or publication (See CCSS 8 W6.)

Cluster: Production and Distribution of Writing

W4 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

184

WRITING

Cluster: Production and Distribution of Writing

W5 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W5 With some guidance and W5 With some guidance and W5 With some guidance and support from peers and adults, support from peers and adults, support from peers and adults, develop and strengthen writing as develop and strengthen writing as develop and strengthen writing as needed by planning, revising, needed by planning, revising, needed by planning, revising, editing, rewriting, or trying a new editing, rewriting, or trying a new editing, rewriting, or trying a new approach. (Editing for conventions approach, focusing on how well approach, focusing on how well should demonstrate command of purpose and audience have been purpose and audience have been Language standards 1–3 up to and addressed. (Editing for addressed. (Editing for including grade 6 on page 52.) conventions should demonstrate conventions should demonstrate command of Language standards command of Language standards

1-3 up to and including grade 7 on 1-3 up to and including grade 8 on page 52.) page 52.)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS 6 S/L1, S/L4, and S/L5. See CCSS 7 S/L1, S/L4, and S/L5. See CCSS 8 S/L1, S/L4, and S/L5.

185

WRITING

Cluster: Production and Distribution of Writing

W6 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W6 Use technology, including the W6 Use technology, including the W6 Use technology, including the Internet, to produce and publish Internet, to produce and publish Internet, to produce and publish writing as well as to interact and writing and link to and cite writing and present the collaborate with others; sources as well as to interact and relationships between demonstrate sufficient command collaborate with others, including information and ideas efficiently of keyboarding skills to type a linking to and citing sources. as well as to interact and minimum of three pages in a collaborate with others. single sitting.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

See W1, W2, W3, and W7 of See W1, W2, W3, and W7 of See W1, W2, W3, and W7 of CCSS Framework for specific CCSS Framework for specific CCSS Framework for specific application. application. application.

Include multimedia components Include multimedia components Integrate multimedia and visual (e.g., graphics, images, music, and visual displays in displays into presentations to sound) and visual displays in presentations to clarify claims clarify information, strengthen presentations to clarify and findings and emphasize claims and evidence, and add information. (CCSS 6 S/L5) salient points. (CCSS 7 S/L5) interest. (CCSS 8 S/L5)

Apply computer literacy and Apply computer literacy and Apply computer literacy and keyboarding skills at the keyboarding skills at the keyboarding skills at the Intermediate level as defined in Intermediate level as defined in Intermediate level as defined in “A Companion to the Maryland “A Companion to the Maryland “A Companion to the Maryland Technology Literacy Standards Technology Literacy Standards Technology Literacy Standards for Students.” for Students.” for Students.”

Use keyboard and keyboard Use network resources Use network resources shortcuts mouse effectively and effectively and efficiently. (See effectively and efficiently. (See efficiently. (MD TL 6 1A1) MD TL 7 1A1.a.) MD TL 8 1A1.a.)

Use technology responsibly. (See Use technology responsibly. (See Use technology responsibly. (See MD TL 6 2A1, 2B1, 2B2, 2B3.) MD TL 7 2A1, 2B1, 2B2, 2B3.) MD TL 8 2A1, 2B1, 2B2, 2B3.)

186

WRITING

Grade 6 students: Grade 7 students: Grade 8 students:

Use accessible technology to Use accessible technology to Use accessible technology to enhance learning and enhance learning and enhance learning and collaboration. (See MD TL 6 3A1, collaboration. (See MD TL 7 3A1, collaboration. (See MD TL 8 3A1, 3B1, 3C1.) 3B1, 3C1.) 3B1, 3C1.)

Use accessible technology for Use accessible technology for Use accessible technology for communication. (See MDTL 6 communication. (See MD TL 7 communication. (See MD TL 8 4A1, 4B1.) 4A1, 4B1.) 4A1, 4B1.)

Use accessible technology to Use accessible technology to Use accessible technology to locate, evaluate, and organize locate, evaluate, and organize locate, evaluate, and organize information. (See MD TL 6 5A1, information. (See MD TL 7 5A1, information. (See MD TL 8 5A1, 5B1.) 5B1.) 5B1.)

Use accessible technology to Use accessible technology to Use accessible technology to solve problems by strategizing, solve problems by strategizing, solve problems by strategizing, analyzing and communicating analyzing and communicating analyzing and communicating data, and examining solutions data, and examining solutions data, and examining solutions (See MD TL 6 6A1, 6A2, 6A3, (See MD TL 7 6A1, 6A2, 6A3, (See MD TL 8 6A1, 6A2, 6A3, 6A4, 6A5, 6B.) 6A4, 6A5, 6B.) 6A4, 6A5, 6B.)

187

WRITING

Cluster: Research to Build and Present Knowledge

W7 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W7 Conduct short research W7 Conduct short research W7 Conduct short research projects to answer a question, projects to answer a question, projects to answer a question drawing on several sources and drawing on several sources, and (including a self-generated refocusing the inquiry when generating additional related, question), drawing on several appropriate. focused questions for further sources and generating additional research and investigation. related, focused questions that allow for multiple avenues of exploration.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Follow an inquiry process. (See Follow an inquiry process. (See Follow an inquiry process. (See MD SLM. 6-8. 1A1.) MD SLM. 6-8. 1A1.) MD SLM. 6-8. 1A1.) Define a problem, formulate Define a problem, formulate Define a problem, formulate questions, and refine a problem questions, and refine a problem questions, and refine a problem and/or question. (See MD SLM. and/or question. (See MD SLM. and/or question. (See MD SLM. 6-8. 1B1, 1B2, 1B3.) 6-8. 1B1, 1B2, 1B3.) 6-8. 1B1, 1B2, 1B3.) Locate and evaluate resources. Locate and evaluate resources. Locate and evaluate resources. (See MD SLM. 6-8. 2A1, 2B1, (See MD SLM. 6-8. 2A1, 2B1, (See MD SLM. 6-8. 2A1, 2B1, 2B2.) 2B2.) 2B2.) Find data and/or information Find data and/or information Find data and/or information within a variety of print or digital within a variety of print or digital within a variety of print or digital sources (See MD SLM. 6-8. 3A1, sources. (See MD SLM. 6-8. 3A1, sources. (See MD SLM. 6-8. 3A1, 3A2, 3B1, 3C1, 3C2, 3C3.) 3A2, 3B1, 3C1, 3C2, 3C3.) 3A2, 3B1, 3C1, 3C2, 3C3.) Use a variety of formats to Use a variety of formats to Use a variety of formats to prepare the findings/conclusions prepare the findings/conclusions prepare the findings/conclusions for sharing. (See MD SLM. 6-8. for sharing. (See MD SLM. 6-8. for sharing. (See MD SLM. 6-8. 5A1, 5A2, 5B1.c.) 5A1, 5A2, 5B1.c.) 5A1, 5A2, 5B1.c.) Share findings and/or Share findings and/or Share findings and/or conclusions through a variety of conclusions through a variety of conclusions through a variety of print and multimedia venues. print and multimedia venues. print and multimedia venues. (See MD SLM.6-8. 5A1.a, 5A1b, (See MD SLM.6-8. 5A1.a, 5A1b, (See MD SLM.6-8. 5A1.a, 5A1b, 5A1c, 5A1d, 5A1e.) 5A1c, 5A1d, 5A1e.) 5A1c, 5A1d, 5A1e.)

188

WRITING

Cluster: Research to Build and Present Knowledge

W8 CCR Anchor Standard

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Grade 6 students: Grade 7 students: Grade 8 students:

W8 Gather relevant information W8 Gather relevant information W8 Gather relevant information from multiple braille print and from multiple braille print and from multiple braille print and accessible digital sources; assess accessible digital sources; using accessible digital sources; using the credibility of each source; and search terms effectively; assess search terms effectively; assess quote or paraphrase the data and the credibility of each source; and the credibility of each source; and conclusions of others while quote or paraphrase the data and quote or paraphrase the data and avoiding plagiarism and providing conclusions of others while conclusions of others while basic bibliographic information for avoiding plagiarism and following avoiding plagiarism and following sources. a standard format for citation. a standard format for citation.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Locate and evaluate resources. Locate and evaluate resources. Locate and evaluate resources. (See MD SLM.6-8. 2A1.a, 2A1.b, (See MD SLM.6-8. 2A1.a, 2A1.b, (See MD SLM.6-8. 2A1.a, 2A1.b, 2b1.c, 2B2.a, 3A1.a, 3A1.b, 2b1.c, 2B2.a, 3A1.a, 3A1.b, 2b1.c, 2B2.a, 3A1.a, 3A1.b, 3A2.b.) 3A2.b.) 3A2.b.) Develop search terms vocabulary Develop search terms vocabulary Develop search terms vocabulary and searching strategies. and searching strategies. and searching strategies. Take purposeful notes by direct Take purposeful notes by direct Take purposeful notes by direct quoting, paraphrasing, or quoting, paraphrasing, or quoting, paraphrasing, or drawing drawing conclusions. (See MD drawing conclusions. (See MD conclusions. (See MD SLM.6-8. SLM.6-8. 3C1.a, 3C1.b, 3C1. c, SLM.6-8. 3C1.a, 3C1.b, 3C1. c, 3C1.a, 3C1.b, 3C1. c, 3C1.d, 3C1.e, 3C1.d, 3C1.e, 3C1.f.) 3C1.d, 3C1.e, 3C1.f.) 3C1.f.) Evaluate and analyze the quality, Evaluate and analyze the quality, accuracy, and sufficiency of accuracy, and sufficiency of Evaluate and analyze the quality, notes. (See MD SLM. 6-8. 4A1. a, notes. (See MD SLM. 6-8. 4A1. a, accuracy, and sufficiency of 4A1. b, 4A1.c, 4A1.d, 4A1.e.) 4A1. b, 4A1.c, 4A1.d, 4A1.e.) notes. (See MD SLM. 6-8. 4A1. a, Use appropriate bibliographic Use appropriate bibliographic 4A1. b, 4A1.c, 4A1.d, 4A1.e.) information. (See MD SLM. 6-8. information. (See MD SLM. 6-8. Use appropriate bibliographic 3C2.a, 3C2. b, 3C2.c.) 3C2.a, 3C2. b, 3C2.c.) information. (See MD SLM. 6-8. 3C2.a, 3C2. b, 3C2.c.)

189

WRITING

Cluster: Research to Build and Present Knowledge

W9 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

W9 Draw evidence from literary W9 Draw evidence from literary W9 Draw evidence from literary or informational texts to support or informational texts to support or informational texts to support analysis, reflection, and research. analysis, reflection, and research. analysis, reflection, and research.

W9a Apply grade 6 Reading W9a Apply grade 7 Reading W9a Apply grade 8 Reading standards to literature e.g., standards to literature (e.g., standards to literature (e.g., “Compare and contrast texts in “Compare and contrast a “Analyze how a modern work different forms or genres [e.g., fictional portrayal of a time, of fiction draws on themes, stories and poems; historical place, or character and a patterns of events, or novels and fantasy stories] in historical account of the same character types from myths, terms of their approaches to period as a means of traditional stories, or religious similar themes and topics”). understanding how authors of works such as the Bible, fiction use or alter history”). including describing how the material is rendered new”).

W9b Apply grade 6 Reading W9b Apply grade 7 Reading W9b Analyze grade 8 Reading standards to literary nonfiction standards to literary nonfiction standards to literary (e.g., “Trace and evaluate the (e.g., “Trace and evaluate the nonfiction (e.g., “Delineate argument and specific claims argument and specific claims in and evaluate the argument in a text, distinguishing claims a text, assessing whether the and specific claims in a text, that are supported by reasons reasoning is sound and the assessing whether the and evidence from claims that evidence is relevant and reasoning is sound and the are not”). sufficient to support the evidence is relevant and claims”). sufficient; recognize when irrelevant evidence is introduced”).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Write in response to grade-level Write in response to grade-level Write in response to grade-level braille, print, nonprint, and braille, print, nonprint, and braille, print, nonprint, and accessible digital literary or accessible digital literary or accessible digital literary or informational text(s). informational text(s). informational text(s).

190

WRITING

Cluster: Range of Writing

W10 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adjust the writing process as Adjust the writing process as Adjust the writing process as necessary for different grade- necessary for different grade- necessary for different grade- appropriate writing tasks, appropriate writing tasks, appropriate writing tasks, purposes, and audiences. purposes, and audiences. purposes, and audiences. Set and adjust personal goals Set and adjust personal goals Set and adjust personal goals and conference regularly with and conference regularly with and conference regularly with adults and peers to identify and adults and peers to identify and adults and peers to identify and address writing deficiencies. address writing deficiencies. address writing deficiencies.

191

WRITING

W1 Write arguments to support claims in an W1 Write arguments to support claims in an analysis analysis of substantive topics or texts, using valid of substantive topics or texts, using valid reasoning reasoning and relevant and sufficient evidence. and relevant and sufficient evidence.

W.1a Introduce precise claim(s), distinguish the W.1a Introduce precise, knowledgeable claim(s), claim(s) from alternate or opposing claims, and establish the significance of the claim(s), distinguish create an organization that establishes clear the claim(s) from alternate or opposing claims, and relationships among claim(s), counterclaims, create an organization that logically sequences reasons, and evidence. (SC, 9-10) claim(s), counterclaims, reasons, and evidence.

Essential Skills and Knowledge Essential Skills and Knowledge

Conduct a self-analysis of strengths and Conduct a self-analysis of strengths and weaknesses a a writer of argument and adjust weaknesses as writers of argument and adjust the the writing process accordingly. (See CCSS 9-10 writing process accordingly. (See CCSS 11-12 W.5) W.5) Narrow and refine the focus of a grade- Narrow and refine the focus of a grade- appropriate complex topic. appropriate complex topic. o Analyze the topic to target information o Analyze the topic to target information gathering. gathering. o Generate and develop a well-constructed o Generate and develop a well-constructed controlling idea, thesis, or claim that states, controlling idea, thesis, or claim that states, refutes, or modifies a position. (See CCSS 11-12 refutes, or modifies a position. (See CCSS 9- W.4, W.5; See also MD SLM 1.B.3) 10 W.4, W.5; See also MD SLM 1.B.3) Choose, apply and maintain an organizational Choose, apply, and maintain an organizational structure appropriate to the writing purpose. (See structure appropriate to the writing purpose. CCSS 11-12 W.4, SL.1a, SL.4) (See CCSS 9-10 W.4, SL.1a, SL.4) o Gather reliable and valid information from o Gather reliable and valid information from print and digital sources. (See CCSS 11-12 W.6, print, non-print, and digital sources. (See W.7, W. 8, W.9b, RI.5, RI.7, RI.8; See also MD CCSS 9-10 W.6, W.7, W. 8, W.9b, RI.5, RI.7, SLM 2.0, 3.0, 4.0) RI.8; See also MD SLM 2.0, 3.0, 4.0) o Evaluate information to determine sufficiency o Evaluate information to determine and relevancy. sufficiency and relevancy. o Analyze the significance of opposing claims o Establish clear relationships among claim(s), while determining which claims best support counterclaims, reasons, and evidence. the argument. (See CCSS 11-12W. 7, W.9b, o Logically sequence claims, counterclaims, RI.5, RI.7, RI.8; See also MD SLM 4.0) reasons, and evidence. o Logically sequence and distinguish claims, counterclaims, reasons, and evidence. 192

WRITING

Grade 9-10 students: Grade 11-12 students:

W.1b Develop claim(s) and counterclaims fairly, W.1b Develop claim(s) and counterclaims fairly and supplying evidence for each while pointing out the thoroughly, supplying the most relevant evidence for strengths and limitations of both in a manner that each while pointing out the strengths and limitations anticipates the audience’s knowledge level and of both in a manner that anticipates the audience’s concerns. (SC, 9-10) knowledge level, concerns, values, and possible biases. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Attend to audience knowledge, interest, and Attend to audience knowledge, interest and concern. concern. Use rhetorical appeals effectively. Use rhetorical appeals effectively. Refute opposing positions and opinions fairly. Refute opposing positions and opinions fairly. See CCSS 9-10 W.4, W.5, SL.4; See also MD SLM See CCSS 11-12 W.4, W.5, SL.4; See also MD SLM 4.0 4.0

193

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 9-10 students: Grade 11-12 students:

W1 Write arguments to support claims in an W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. reasoning and relevant and sufficient evidence.

W.1c Use words, phrases, and clauses to link the W.1c Use words, phrases, and clauses as well as major sections of the text, create cohesion, and varied syntax to link the major sections of the clarify the relationships between claim(s) and text, create cohesion, and clarify the reasons, between reasons and evidence, and relationships between claim(s) and reasons, between claim(s) and counterclaims. (SC, 9-10) between reasons and evidence, and between claim(s) and counterclaims. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Manipulate language and integrate ideas Manipulate language appropriately and effectively. (See CCSS 9-10 L.3) integrate ideas effectively. (See CCSS 11-12 Use a wide range of academic and domain- L.3) specific vocabulary. (CCSS 9-10 L.6) Use a wide range of academic and domain- Use words, phrases, and clauses specific vocabulary. (CCSS 11-12 L.6) appropriately to link the major sections of Use words, phrases, and clauses the text. (See CCSS 9-10 L.1b and L.7.1c*) appropriately and effectively to link the Demonstrate understanding and application major sections of the text. (See CCSS 11-12 of appropriate usage to address audience, L.1 also reference L.7.1c* and L.9-10.1b*) task, and purpose. (CCSS 9-10 L.1, L.3) Vary syntax as needed to create cohesion Use parallel structure (CCSS 9-10 L.1a) and clarity. (See CCSS 11-12 L.3a) Use a semicolon (and perhaps a conjunctive Demonstrate understanding and application adverb) to link two or more closely related of appropriate and complex usage. (CCSS independent clauses (CCSS 9-10 L2a) 11-12 L.1.a, L.1b, L.3) Use a colon to introduce a list or quotation Use parallel structure (See CCSS L.9-10.1a*) (CCSS 9-10 L.2b) Use a consistent style, tone, voice, and Use a consistent style, tone, voice, and mood mood (See CCSS L.6.3b*, L.8.1d*) (See CCSS L.6.3b* and L.8.1d*) See CCSS 9-10 W.5 See CCSS 9-10 W.5

194

WRITING

Cluster: Text Types and Purposes

W1 CCR Anchor Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 9-10 students: Grade 11-12 students:

W.1d Establish and maintain a formal style and W.1d Establish and maintain a formal style and objective tone while attending to the norms and objective tone while attending to the norms and conventions of the discipline in which they are conventions of the discipline in which they are writing. (SC, 9-10) writing. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Integrate quotations and citations into a Integrate quotations and citations into a written text. (See CCSS 9-10 L.3 and W.8; See written text. (See CCSS 11-12 L.3 and W.8; also MD SLM 5.0) See also MD SLM 5.0) Manipulate language through varying styles Manipulate language through varying styles with different levels of formality, tone and with different levels of formality, tone and purpose (See CCSS 9-10 W.4, W.5, L.3; also purpose (See CCSS 11-12 W.4, W.5, L.3; also reference L.3.3a*, L.7.3a*) reference L.3.3a*, L.7.3a*) Use and consult braille, print, and accessible Use and consult braille, print, and accessible digital reference materials to clarify precise digital reference materials to clarify precise meaning and correct usage of vocabulary and meaning and correct usage of vocabulary to aid in vocabulary acquisition. (See CCSS 9- and to aid in vocabulary acquisition. . (See 10 L.4c) CCSS 11-12 L.4c) Integrate quotations, paraphrases, and Integrate quotations, paraphrases, and summarizations of source material summarizations of source material appropriately into written text. (See CCSS 9- appropriately and effectively into written 10 L.3 and W.8; See also MD SLM 3.c.2, SLM text. (See CCSS 11-12 L3 and W.8; See also 5.0) MD SLM 3.c.2, SLM 5.0) Use a standard format for citations (See CCSS Use a standard format for citations (See 9-10 L3a and W.8; See also MD SLM 3.c.2, CCSS 11-12 L3a and W.8; See also MD SLM SLM 5.0) 3.c.2, SLM 5.0) Observe hyphenation conventions. (CCSS 11-12 L.2a)

195

WRITING

Grade 9-10 students: Grade 11-12 students:

Apply the editing phase of the writing Apply the editing phase of the writing process independently (See CCSS 9-10 L.3a process independently (See CCSS 11-12 L.3a and W.5). Edit for: and W.5). Edit for: o Spelling, capitalization, and punctuation ( o Spelling, capitalization, and punctuation ( See CCSS 9-10 L.2, L.4.3b*) See CCSS 11-12 L.2, L.4.3b*) o Subject-verb and pronoun-antecedent o Subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f*) agreement (See CCSS L.3.1f*) o Appropriate pronoun usage (See L.6.1c*, o Appropriate pronoun usage (See L.6.1c*, L.6.1d*) L.6.1d*) o Complete sentences (See CCSS L.4.1f*) o Complete sentences (See CCSS L.4.1f*) Shifts in verb tense (See CCSS L.5.1d*) Shifts in verb tense (See CCSS L.5.1d*) W.1e Provide a concluding statement or section W.1e Provide a concluding statement or section that follows from and supports the argument that follows from and supports the argument presented. (SC, 9-10) presented. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Write relevant, concise, and effective Write relevant, concise, and effective conclusions (See CCSS 9-10 W.4, W.5) conclusions (See CCSS 11-12 W.4, W.5) Apply the publishing phase of the writing Apply the publishing phase of the writing process independently, using a variety of process independently, using a variety of braille, print, non-print, and accessible digital braille, print, non-print, and accessible digital formats. (See CCSS 9-10 L.3.a , W.5, W.6, formats. (See CCSS 11-12 L.3.a, W.5, W.6, SL.4, SL.5, SL.6) See also MD SLM 5.0 SL.4, SL.5, SL.6) See also MD SLM 5.0

196

WRITING

Cluster: Text Types and Purposes

W.2 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

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

W.2a Introduce a topic; organize complex ideas, W.2a Introduce a topic; organize complex ideas, concepts, and information to make important concepts, and information so that each new connections and distinctions; include formatting element builds on that which precedes it to (e.g., headings), graphics (e.g., figures, tables), and create a unified whole; include formatting (e.g., multimedia when useful to aiding comprehension. headings), graphics (e.g., figures, tables), and (SC, 9-10) multimedia when useful to aiding comprehension. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Conduct a self-analysis of strengths and Conduct a self-analysis of strengths and weaknesses as a writer of weaknesses as a writer of informational/explanatory text and adjust the informational/explanatory text and adjust the writing process accordingly. (See CCSS 9-10 writing process accordingly. (See CCSS 11-12 W.5) W.5) Narrow and refine the focus of a grade- Narrow and refine the focus of a grade- appropriate complex topic. appropriate complex topic. o Analyze the topic to target information o Analyze the topic to target information gathering. gathering. o Generate and develop a well-constructed o Generate and develop a well-constructed introduction that presents the topic, introduction that presents the topic, central idea, or concept. (See CCSS 9-10 central idea, or concept. (See CCSS 9-10 W.4, W.5) W.4, W.5)

197

WRITING

Grade 9-10 students: Grade 11-12 students:

Apply and maintain an organizational Attend to audience’s need by establishing structure designed to clarify and connect and maintaining an organizational structure complex ideas, concepts, and information where information and ideas build and flow (See CCSS 9-10 W.4, SL.1a, SL.4) logically. (See CCSS 11-12 W.4, W.5) o Determine and gather reliable and valid o Determine and gather reliable and valid facts, details, examples, and quotations facts, details, examples, and quotations from braille, print, non-print, and from braille, print, non-print, and accessible digital sources. (See CCSS 9-10 accessible digital sources. (See CCSS 11-12 W.6, W.7, W. 8, W.9b, RI.5, RI.8) W.6, W.7, W. 8, W.9b, RI.5, Ri.8) o Evaluate information to determine o Evaluate information to determine sufficiency and relevancy. sufficiency and relevancy. o Use appropriate and effective formatting o Use appropriate and effective formatting of headings, graphics, and multimedia. of headings, graphics, and multimedia. (See CCSS 9-10 L.3) (See CCSS 11-12 L.3) See also MD SLM 1.B.3, SLM 2.0, SLM 3.0, See also MD SLM 1.B.3, SLM 2.0, SLM 3.0, SLM, 4.0, SLM 5.0 SLM, 4.0, SLM 5.0

198

WRITING

Cluster: Text Types and Purposes

W.2 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

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

W.2b Develop the topic with well-chosen, W.2b Develop the topic thoroughly by selecting relevant, and sufficient facts, extended the most significant and relevant facts, extended definitions, concrete details, quotations, or other definitions, concrete details, quotations, or information and examples appropriate to the other information and examples appropriate to audience’s knowledge of the topic. (SC, 9-10) the audience’s knowledge of the topic. (SC, 11- 12)

Essential Skills and Knowledge Essential Skills and Knowledge

Attend to audience knowledge, interest, and Attend to audience knowledge, interest, concern. and concern. Develop ideas and concepts through text Develop ideas and concepts through text structures, rhetorical patterns, appropriate structures, rhetorical patterns, appropriate strategies, and supporting evidence. (See strategies, and supporting evidence. (See CCSS 9-10 W.4, W.5) CCSS 11-12 W.4, W.5) Integrate paraphrases and summarizations of Integrate paraphrases and summarizations source material appropriately into written of source material appropriately and text. (See CCSS 9-10 L.3 and W.8) effectively into written text. (See CCSS 11-12 Integrate quotations and citations L3 and W.8) appropriately into written text. (See CCSS 9- Integrate quotations and citations 10 L.3 and W.8) appropriately and effectively into a written See also MD SLM 1.B.3, SLM 2.0, SLM 3.0, text. (See CCSS 11-12 L3 and W.8) SLM, 4.0 See also MD SLM 1.B.3, SLM 2.0, SLM 3.0, SLM, 4.0

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Grade 9-10 students: Grade 11-12 students:

W.2c Use appropriate and varied transitions to W.2c Use appropriate and varied transitions and link the major sections of the text, create syntax to link the major sections of the text, cohesion, and clarify the relationships among create cohesion, and clarify the relationships complex ideas and concepts. (SC, 9-10) among complex ideas and concepts. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Manipulate language, use transitions, and Manipulate language, use transitions, and integrate ideas effectively. (See CCSS 9-10 L.3) integrate ideas effectively. (See CCSS 11-12 Demonstrate understanding and application L.3) of appropriate usage to address audience, Vary syntax as needed to create cohesion task, and purpose. (CCSS 9-10 L.1, L.3) and clarity. (See CCSS 11-12 L.3a) Use words, phrases, and clauses appropriately Demonstrate understanding and application to link the major sections of the text. (See of appropriate and complex usage. (CCSS CCSS 9-10 L.1b and L.7.1c*) 11-12 L.1.a, L.1b, L.3) Use parallel structure (CCSS 9-10 L.1a) Observe hyphenation conventions. (CCSS Use a semicolon (and perhaps a conjunctive 11-12 L.2a) adverb) to link two or more closely related Use and punctuate phrases and clauses independent clauses (CCSS 9-10 L2a) appropriately and effectively to link major Use a colon to introduce a list or quotation sections of the text. (See CCSS 11-12 L.1; (CCSS 9-10 L.2b) also reference L.7.1c* and L.9-10.1b*) Use a consistent style, tone, voice, and mood. Use parallel structure (See CCSS L.9-10.1a*) (See CCSS L.6.3b*, L.8.1d*) Use a consistent style, tone, voice, and mood. (See CCSS L.6.3b*, L.8.1d*)

200

WRITING

Cluster: Text Types and Purposes

W.2 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

W.2d Use precise language and domain-specific W.2d Use precise language, domain specific vocabulary to manage the complexity of the topic. vocabulary, and techniques such as metaphor, (SC, 9-10) simile, and analogy to manage the complexity of the topic. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Use a wide range of academic and domain- Use a wide range of academic and domain- specific vocabulary. (See CCSS 9-10 L.6) specific vocabulary. (See CCSS 11-12 L.6) Demonstrate an understanding of word Demonstrate a sophisticated use of relationships, meaning, and function in figurative language and understanding of different contexts. (See CCSS 9-10 L.3, L.5) nuances of meanings of words (See CCSS 11- Demonstrate an appropriate use of figurative 12 L.3, L.5) language and understanding of nuances of Use and consult braille and accessible int meanings of words (See CCSS 11-12 L.3, L.5) and digital reference materials to clarify Use and consult braille print, and accessible precise meaning and correct usage of print and digital reference materials to clarify vocabulary and to aid in vocabulary precise meaning and correct usage of acquisition. (See CCSS 11-12 L.4c) vocabulary and to aid in vocabulary acquisition. (See CCSS 9-10 L.4c)

201

WRITING

Grade 9-10 students: Grade 11-12 students:

W.2e Establish and maintain a formal style and W.2e Establish and maintain a formal style and objective tone while attending to the norms and objective tone while attending to the norms and conventions of the discipline in which they are conventions of the discipline in which they are writing. (SC, 9-10) writing. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Manipulate language through varying styles Manipulate language through varying styles with different levels of formality, tone and with different levels of formality, tone and purpose (See CCSS 9-10 W.4, W.5, L.3; also purpose (See CCSS 11-12 W.4, W.5, L.3; also reference L.3.3a*, L.7.3a*) reference, L.3.3a*, L.7.3a*) Integrate quotations, paraphrases, and Integrate quotations, paraphrases, and summarizations of source material summarizations of source material appropriately into written text. (See CCSS 9- appropriately and effectively into written 10 L.3 and W.8; See also MD SLM 3.c.2, SLM text. (See CCSS 11-12 L3 and W.8; See also 5.0) MD SLM 3.c.2, SLM 5.0) Use a standard format appropriately for Use a standard format appropriately for citations. (See CCSS 9-10 L3a and W.8) citations. (See CCSS 11-12 L3a and W.8) Apply the editing phase of the writing Apply the editing phase of the writing process independently (See CCSS 9-10 L.3a process independently (See CCSS 11-12 L.3a and W.5). Edit for: and W.5) Edit for: o Spelling, capitalization, and punctuation ( o Spelling, capitalization, and punctuation ( See CCSS 9-10 L.2; see also CCSS L.4.3b*) See CCSS 11-12 L.2; see also CCSS o Subject-verb and pronoun-antecedent L.4.3b*) agreement (See CCSS L.3.1f*) o Subject-verb and pronoun-antecedent o Appropriate pronoun usage (See L.6.1c, agreement (See CCSS L.3.1f*) L.6.1d*) o Appropriate pronoun usage (See L.6.1c, o Complete sentences (See CCSS L.4.1f*) L.6.1d*) o Shifts in verb tense (See CCSS L.5.1d*) o Complete sentences (See CCSS L.4.1f*) o Shifts in verb tense (See CCSS L.5.1d*)

202

WRITING

Cluster: Text Types and Purposes

W.2 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

W.2f Provide a concluding statement or section W.2f Provide a concluding statement or section that follows from and supports the information or that follows from and supports the information explanation presented (e.g., articulating or explanation presented (e.g., articulating implications or the significance of the topic). (SC, implications or the significance of the topic). (SC, 9-10) 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Write relevant, concise, and effective Write relevant, concise, and effective conclusions. (See CCSS 9-10 W.4, W.5) conclusions (See CCSS 11-12 W.4, W.5) Apply the publishing phase of the writing Apply the publishing phase of the writing process independently, using a variety of process independently, using a variety of braille, print, non-print, and accessible braille, print, non-print, and accessible digital formats. (See CCSS 9-10 L.3.a , W.5, digital formats. (See CCSS 11-12 L.3.a, W.5, W.6, SL.4, SL.5, SL.6) W.6, SL.4, SL.5, SL.6) See also MD SLM 5.0 See also MD SLM 5.0

203

WRITING

Cluster: Text Types and Purposes

W3CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

W3 Write narratives to develop real or imagined W3 Write narratives to develop real or imagined experiences or events using effective technique, experiences or events using effective technique, well-chosen details, and well-structured event well-chosen details, and well-structured event sequences. sequences.

W.3a Engage and orient the reader by setting out W.3a Write narratives to develop real or a problem, situation, or observation, establishing imagined experiences or events using effective one or multiple point(s) of view, and introducing a technique, well-chosen details, and well- narrator and/or characters; create a smooth structured event sequences. progression of experiences or events.

Essential Skills and Knowledge Essential Skills and Knowledge

Conduct a self-analysis of strengths and Conduct a self-analysis of strengths and weaknesses as a writer of narrative text and weaknesses as a writer of narrative text and adjust the writing process accordingly. (See adjust the writing process accordingly. (See CCSS 9-10 W.5) CCSS 11-12 W.5) Narrow and refine the focus of a grade- Narrow and refine the focus of a grade- appropriate complex topic. appropriate complex topic. o Analyze the topic to target information o Analyze the topic to target information gathering. gathering. o Choose, apply, and maintain an o Choose, apply, and maintain an organizational structure that effectively organizational structure appropriate to the develops the ideas and supports the writing purpose. (See CCSS 11-12 W.4) writing purpose. (See CCSS 9-10 W.4) Develop an engaging introduction that uses Develop an engaging introduction that effective narrative techniques. (See CCSS 11- presents the problem/situation, point of 12 W.4, W.5) view(s) and narrator/characters. (See CCSS 9- Select well-chosen, appropriate, and effective 10 W.4, W.5) details to create a smooth progression of Choose transitions and details appropriately experiences or events. (See CCSS 11-12 W.4, to create a smooth progression of experiences W.5) or events. (See CCSS 9-10 W.4, W.5)

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WRITING

Grade 9-10 students: Grade 11-12 students:

W.3b Use narrative techniques, such as dialogue, W.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or lines, to develop experiences, events, and/or characters. characters.

Essential Skills and Knowledge Essential Skills and Knowledge

Write appropriately paced, effective Write appropriately paced, effective narratives that integrate and develop narratives that integrate and develop characters and multiple plot lines. (See CCSS characters and multiple plot lines. (See CCSS 9-10 W.4, W.5) 11-12 W.4, W.5) Apply the methods of characterization to Apply the methods of characterization to effectively support the purpose of the effectively support the purpose of the narrative. (See CCSS 9-10 W.4, W.5) narrative. (See CCSS 11-12 W.4, W.5) Develop and sustain an authentic voice that Develop and sustain an authentic voice that maintains the character or narrator. (See CCSS maintains the character or narrator. (See 9-10 W.4, W.5) CCSS 9-10 W.4, W.5) Use and punctuate dialogue and dialect Use and punctuate dialogue and dialect appropriately. (See CCSS 9-10 L.3) appropriately. (See CCSS 11-12 L.3)

205

WRITING

Cluster: Text Types and Purposes

W3CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

W.3c Use a variety of techniques to sequence W.3c Use a variety of techniques to sequence events so that they build on one another to create events so that they build on one another to a coherent whole. create a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution).

Essential Skills and Knowledge Essential Skills and Knowledge

Sequence, build, and integrate events Sequence, build, and integrate events that effectively and appropriately to meet the effectively support and advance the plot of needs of the audience. (See CCSS 9-10 w.4, the narrative. (See CCSS 11-12 w.4, L.3) L.3) Use words, phrases, and clauses Use words, phrases, and clauses appropriately appropriately to build a particular tone to transition and link plot shifts and changes. and/or mood. (See CCSS 11-12 L.1) (See CCSS 9-10 L.1b) Use words, phrases, and clauses effectively to Demonstrate understanding and application transition and link plot shifts and changes and of appropriate usage to address audience, to build toward a conclusion, resolution, or task, and purpose. (CCSS 9-10 L.1, L.3) outcome. (See CCSS 11-12 L.1; also reference Use parallel structure (CCSS 9-10 L.1a) L.7.1c and L.9-10.1b*) Use a semicolon (and perhaps a conjunctive Vary syntax as needed to create cohesion and adverb) to link two or more closely related clarity. (See CCSS 11-12 L.3a) independent clauses (CCSS 9-10 L2a) Demonstrate understanding and application Use an appropriate style, tone, voice, and/or of appropriate and complex usage. (CCSS 11- mood to address a specific audience. (See 12 L.1.a, L.1b, L.3) CCSS L.6.3b*, L.8.1d*) Use parallel structure (See CCSS 9-10 L.1a*) Use an appropriate style, tone, voice, and/or mood to address a specific audience. (See CCSS L.6.3b*, L.8.1d*)

206

WRITING

Cluster: Text Types and Purposes

W3CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

W.3d Use precise words and phrases, telling W.3d Use precise words and phrases, telling details, and sensory language to convey a vivid details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or picture of the experiences, events, setting, characters. and/or characters.

Essential Skills and Knowledge Essential Skills and Knowledge

Manipulate language, including verbs and Manipulate language, including verbs and sensory description, in order to create sensory description, in order to create precise, realistic and vivid images, plots, precise, realistic and vivid images, plots, settings, and characters. (See CCSS 9-10 W.4, settings, and characters. (See CCSS 11-12 W.5, L.3; also reference L.3.3a*, L.7.3a*) W.4, W.5, L.3; also reference L.3.3a*, Use a wide range of vocabulary and L.7.3a*) figurative language to create vivid Use a wide range of vocabulary and descriptions and sensory images. (See CCSS figurative language to create vivid 9-10 L.5) descriptions and sensory images. (See CCSS Apply the editing phase of the writing 11-12 L.5) process independently (See CCSS 9-10 L.3a Observe hyphenation conventions. (CCSS and W.5) 11-12 L.2a) Apply the editing phase of the writing process independently (See CCSS 11-12 L.3a and W.5).

207

WRITING

Grade 9-10 students: Grade 11-12 students:

Edit for: Edit for: o Spelling, capitalization, and punctuation ( o Spelling, capitalization, and punctuation ( See CCSS 9-10 L.2; see also CCSS L.4.3b*) See CCSS 11-12 L.2; see also CCSS o Subject-verb and pronoun-antecedent L.4.3b*) agreement (See CCSS L.3.1f*) o Subject-verb and pronoun-antecedent o Appropriate pronoun usage (See L.6.1c*, agreement (See CCSS L.3.1f*) L.6.1d*) o Appropriate pronoun usage (See L.6.1c*, o Complete sentences (See CCSS L.4.1f*) L.6.1d*) o Shifts in verb tense (See CCSS L.5.1d*) o Complete sentences (See CCSS L.4.1f*) Use a wide range of academic and domain- o Shifts in verb tense (See CCSS L.5.1d*) specific vocabulary. (CCSS 9-10 L.6) Use a wide range of academic and domain- Use and consult braille print, and accessible specific vocabulary. (CCSS 11-12 L.6) digital reference materials to clarify precise Use and consult braille print, and accessible meaning and correct usage of vocabulary and print and digital reference materials to to aid in vocabulary acquisition. (See CCSS 9- clarify precise meaning and correct usage of 10 L.4c) vocabulary and to aid in vocabulary acquisition. (See CCSS 11-12 L.4c)

W.3e : Provide a conclusion that follows from and W.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or reflects on what is experienced, observed, or resolved over the course of the narrative. resolved over the course of the narrative.

Essential Skills and Knowledge Essential Skills and Knowledge

Write a conclusion that maintains, links, Write a conclusion that maintains, links, follows, reflects and/or resolves the follows, reflects and/or resolves the sequence of events, plot lines, and sequence of events, plot lines, and characterization of the narrative. (See CCSS characterization of the narrative. (See CCSS 9-10 W.4, W.5) 11-12 W.4, W.5) Apply the publishing phase of the writing Apply the publishing phase of the writing process independently, using a variety of process independently, using a variety of braille, print, non-print, and accessible digital braille, print, non-print, and accessible digital formats. (See CCSS 9-10 L.3.a , W.5, W.6, formats. (See CCSS 11-12 L.3.a, W.5, W.6, SL.4, SL.5, SL.6; See also MD SLM 5.0) SL.4, SL.5, SL.6; See also MD SLM 5.0)

208

WRITING

Cluster: Production and Distribution of Writing

W4 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

W4 Produce clear and coherent writing in which W4 Produce clear and coherent writing in which the development, organization, and style are the development, organization, and style are appropriate to task, purpose, and audience. appropriate to task, purpose, and audience. (SC, (Grade-specific expectations for writing types are 11-12) defined in standards 1-3 above.) (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

See Grades 9-10: W1, W2, W3, W7, SL1a, See Grades 11-12: W1, W2, W3, W7, and SL4 of CCSC Framework for specific SL1a, and SL4 of CCSC Framework for application. specific application. See also MD SC standard SLM 5.0 See also MD SC standard SLM 5.0

W5 CCR Anchor Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Grade 9-10 students: Grade 11-12 students:

W5 Develop and strengthen writing as needed by W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is new approach, focusing on addressing what is most significant for a specific purpose and most significant for a specific purpose and audience. (Editing for conventions should audience. (Editing for conventions should demonstrate command of Language standards 1-3 demonstrate command of Language standards 1- up to and including grades 9-10 on page 54.) (SC, 3 up to and including grades 11-12 on page 54.) 9-10) (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

See Grades 9-10: W1, W2, W3, W7, and SL4 of See Grades 11-12: W1, W2, W3, W7, and SL4 CCSC Framework for specific application. of CCSC Framework for specific application.

209

WRITING

W6 CCR Anchor Standard Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Grade 9-10 students: Grade 11-12 students:

W6 Use technology, including the Internet, to W6 Use technology, including the Internet, to produce, publish, and update individual or shared produce, publish, and update individual or writing products, taking advantage of shared writing products in response to ongoing technology’s capacity to link to other information feedback, including new arguments or and to display information flexibly and information. (SC, 11-12) dynamically. (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

See Grades 9-10: W1, W2, W3, W7, and See Grades 11-12: W1, W2, W3, W7, and SL5 of CCSC Framework for specific SL5 of CCSC Framework for specific application. application. Apply computer literacy and keyboarding Apply computer literacy and keyboarding skills at the proficient level as defined in “A skills at the proficient level as defined in Companion to the Maryland Technology “A Companion to the Maryland Literacy Standards for Students.” Technology Literacy Standards for Apply and/or adapt the MD SC technology Students.” standards to the writing process as Apply and/or adapt the MD SC technology appropriate for different writing tasks, standards to the writing process as purposes, and audiences. appropriate for different writing tasks, See also MD SLM 2.0, SLM 3.0, SLM 4.0, purposes, and audiences. SLM 5.0, TL 5.0, TL 6.0 See also MD SLM 2.0, SLM 3.0, SLM 4.0, SLM 5.0, TL 5.0, TL 6.0

210

WRITING

Topic/Cluster: Research to Build and Present Knowledge

W7 CCR Anchor Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Grade 9-10 students: Grade 11-12 students:

W7 Conduct short as well as more sustained research W7 Conduct short as well as more sustained projects to answer a question (including a self- research projects to answer a question (including generated question) or solve a problem; narrow or a self-generated question) or solve a problem; broaden the inquiry when appropriate; synthesize narrow or broaden the inquiry when appropriate; multiple sources on the subject, demonstrating synthesize multiple sources on the subject, understanding of the subject under investigation. demonstrating understanding of the subject (SC, 9-10) under investigation. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS Grades 9-10: W1, W2, W7, SL2, RI.5, See CCSS Grades 11-12: W1, W2, W7, RI.7, and RI.8 for specific application. SL2, RI.5, RI.7, and RI.8 for specific Define a problem, formulate questions, and application. refine either or both to meet a personal Define a problem, formulate questions, and/or assigned information need. (See MD and refine either or both meet a personal SLM 1.0 ) and/or assigned information need. (See Identify, locate, evaluate, and select resources MD SLM 1.0 ) and sources in a wide variety of formats to Identify, locate, evaluate, and select meet the information need in an ethical resources and sources in a wide variety of manner. (See MD SLM 2.0 ) formats to meet the information need in Find, generate, record, and organize an ethical manner. (See MD SLM 2.0 ) information relevant to the information need Find, generate, record, and organize in an ethical manner. (See MD SLM 3.0 ) information relevant to the information Interpret recorded data/information to create need in an ethical manner (See MD SLM new understandings, and knowledge related 3.0 ) to the information need in an ethical manner. Interpret recorded data/information to (See MD SLM 4.0 ) create new understandings, and Share findings/conclusions in an appropriate knowledge related to the information format to support written, oral, and need in an ethical manner. (See MD SLM multimedia information products and 4.0 ) evaluate the product and the process in an Share findings/conclusions in an ethical manner. (See MD SLM 5.0 ) appropriate format to support written, See MD TL 5.0, TL 6.0 oral, and multimedia information products and evaluate the product and the process in an ethical manner. (See MD SLM 5.0 ) See MD TL 5.0, TL 6.0

211

WRITING

Grade 9-10 students: Grade 11-12 students:

W8 Gather relevant information from multiple W8 Gather relevant information from multiple authoritative print and digital sources, using authoritative print and digital sources, using advanced searches effectively; assess the usefulness advanced searches effectively; assess the of each source in answering the research question; strengths and limitations of each source in terms integrate information into the text selectively to of the task, purpose, and audience; integrate maintain the flow of ideas, avoiding plagiarism and information into the text selectively to maintain following a standard format for citation. (SC, 9-10) the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS Grades 9-10: W1, W2, W7, SL2, RI.5, See CCSS Grades 11-12: W1, W2, W7, RI.7, and RI.8 for specific application. SL2, RI.5, RI.7, and RI.8 for specific Find, generate, record, and organize application. information relevant to the research purpose Find, generate, record, and organize in an ethical manner. (See also MD SLM 3.0 ) information relevant to the research Interpret recorded data/information to create purpose in an ethical manner. (See also new understandings, and knowledge related MD SLM 3.0 ) to the research purpose in an ethical manner. Interpret recorded data/information to (See also MD SLM 4.0 ) create new understandings, and Share findings/conclusions in an appropriate knowledge related to the research format to support written, oral, and purpose in an ethical manner. (See also multimedia information products and MD SLM 4.0 ) evaluate the product and the process in an Share findings/conclusions in an ethical manner. (See also MD SLM 5.0 ) appropriate format to support written, oral, and multimedia information products and evaluate the product and the process in an ethical manner. (See also MD SLM 5.0 )

212

WRITING

W9 CCR Anchor Standard Draw evidence from literary or informational texts to support analysis, reflection, and research. Grade 9-10 students: Grade 11-12 students: W9 Draw evidence from literary or informational W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. texts to support analysis, reflection, and research. W.9a Apply grades 9-10 Reading standards to W.9a Apply grades 11-12 Reading standards to literature (e.g., “Analyze how an author draws on literature (e.g., “Demonstrate knowledge of and transforms source material in a specific work eighteenth-, nineteenth-, and early-twentieth- [e.g., how Shakespeare treats a theme or topic from century foundational works of American literature, Ovid or the Bible or how a later author draws on a including how two or more texts from the same play by Shakespeare+”). (SC, 9-10) period treat similar themes or topics”). (SC, 11-12) Essential Skills and Knowledge Essential Skills and Knowledge

See CCSS Grades 9-10: W1, W2, W7, RL.6, See CCSS Grades 11-12: W1, W2, W7, RL.6, RL.7, and RL.9 for specific application. RL.7, and RL.9 for specific application. Write in response to grade-level braille, print, Write in response to grade-level braille, non-print, and accessible digital literary print, non-print, and accessible and digital text(s). literary text(s).

W.9b Apply grades 9-10 Reading standards to W.9ab Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the literary nonfiction (e.g., “Delineate and evaluate argument and specific claims in a text, assessing the reasoning in seminal U.S. texts, including the whether the reasoning is valid and the evidence is application of constitutional principles and use of relevant and sufficient; identify false statements and legal reasoning [e.g., in U. S. Supreme Court Case fallacious reasoning”). (SC, 9-10) majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses+”). (SC, 11-12) Essential Skills and Knowledge Essential Skills and Knowledge See CCSS Grades 9-10: W1, W2, W7, RI.5, See CCSS Grades 11-12: W1, W2, W7, RI.5, RI.7, and RI.8 for specific application. RI.7, and RI.8 for specific application. Write in response to grade-level braille, print, Write in response to grade-level braille, non-print, and accessible digital print, non-print, and accessible digital informational text(s). informational text(s). Interpret recorded data/information to Interpret recorded data/information to create new understandings and knowledge create new understandings and knowledge related to the information need in an ethical related to the information need in an manner. (See also MD SLM 4.0) ethical manner. (See also MD SLM 4.0)

213

WRITING

Cluster: Range of Writing

Grade 9-10 students: Grade 11-12 students:

W10 Write routinely over extended time frames W10 Write routinely over extended time frames (time for research, reflection, and revision) and (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) shorter time frames (a single sitting or a day or for a range of tasks, purposes, and audiences. two) for a range of tasks, purposes, and audiences.

Essential Skills and Knowledge Essential Skills and Knowledge

See Grades 9-10: W1, W2, W3 and W7 of See Grades 11-12: W1, W2, W3 and W7 of CCSC Framework for specific application. CCSC Framework for specific application. With guidance and support, adjust the With guidance and support, adjust the writing process as appropriate for different writing process as appropriate for different writing tasks, purposes, and audiences. writing tasks, purposes, and audiences.

214

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details RI1 CCR Anchor Standard Read closely to determine what the braille text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. PK students:

RI1 With modeling and support, answer questions about details in an informational text. Essential Skills and Knowledge

With modeling and support, listen to a wide variety of increasingly complex informational texts (a wide variety including expository and narrative structures and types, e.g., trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures) develop awareness of strategies that are used to monitor understanding before, during, and after reading, viewing, or listening to informational text before reading use prior knowledge and experiences to make connections to informational text before reading make predictions or ask questions about the text by examining the title, cover, described illustrations/photographs/text features/graphic aides during Interactive Read Alouds of informational text listen, ask and answer questions as appropriate after reading engage in conversations to facilitate recall of details in order to answer questions about the text after reading respond to text through discussions, dramatizing, drawing and/or developmentally appropriate writing including the use of accessible technology

215

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

PK students:

RI2 With modeling and support, recall one or more detail(s) related to the main topic from an informational text.

Essential Skills and Knowledge

With modeling and support, listen to a wide variety of complex informational texts use text and graphic features as sources to identify the main topic participate in discussion about the main topic in order to recall one or more detail(s) from the text and to respond to questions about the topic and details

216

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of braille text.

PK students:

RI 3 With modeling and support, connect individuals, events, and pieces of information in text to life experiences.

Essential Skills and Knowledge

With modeling and support, access prior knowledge and experiences in order to identify and discuss how personal experiences, events and individuals in their own lives are similar and different from the text begin to demonstrate an understanding of sequential order determine and retell important ideas and messages in informational text explain how someone might use the text

217

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI4 CCR Anchor Standard

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

PK students:

RI4 With modeling and support, answer questions about unknown words in a text.

Essential Skills and Knowledge

With modeling and support, activate prior knowledge and experiences to determine the meaning of unknown words use text, description/tactile graphic of illustrations, graphic aides (e.g. print features, size of print, illustrations/photographs, drawings, maps, graphs and diagrams) to identify meaning of unknown words

218

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI5 CCR Anchor Standard

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

PK students:

RI5 With modeling and support identify the front cover, and back cover of a book.

Essential Skills and Knowledge

With modeling and support, identify information appropriate for the front cover and back cover of a book demonstrate the proper use of a book (See MD PK CCSS RF1.a.)

Cluster: Craft and Structure

RI6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a braille text.

PK students:

RI6 With modeling and support define the role of the author and illustrator/photographer in presenting the ideas or information in a text.

Essential Skills and Knowledge

With modeling and support identify the role of (and use the terms) authors and illustrators/photographers.

219

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

PK students:

RI7 With modeling and support and verbal descriptions, tell how the illustrations/photographs support the text.

Essential Skills and Knowledge

With modeling and support and descriptions, describe the illustrations/photographs in an informational text participate in discussions about the information derived from details in the illustrations/photographs in an informational text participate in discussions about how these details contribute to the understanding of informational text

220

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI8 CCR Anchor Standard

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

PK students:

RI8 With modeling and support identify the reasons an author gives to support points in a text.

Essential Skills and Knowledge

With modeling and support, recall details from a text identify details that support a point in the text answer questions about details in a text

221

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI9 CCR Anchor Standard

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

PK students:

RI9 With prompting and support, discuss similarities and differences between two texts on the same topic (i.e. in illustrations or descriptions).

Essential Skills and Knowledge

With modeling and support, listen to and discuss a variety of texts identify the topic of a text recognize texts that have the same topic participate in discussions to identify the similarities and differences between two texts on the same topic

222

READING INFORMATIONAL TEXT

Topic/Cluster: Range of Reading and Level of Text Complexity

RI10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

PK students:

RI10 Actively engage in group reading activities with purpose and understanding.

Essential Skills and Knowledge

With modeling and support, develop comprehension skills by listening to a variety of appropriate increasingly complex informational texts (self selected and assigned) representing diverse cultures, perspectives, ethnicities, and time periods from a wide variety of types (expository and narrative: trade books, magazines, accessible multimedia resources, functional texts such as recipes and labels, etc.) use a variety of strategies to determine and clarify the meaning of unknown and multiple meaning words and phrases apply before, during and after reading strategies for a variety of informational texts. participate in collaborative conversations with peers about grade-level complex informational text

223

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI1 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

RI1 With prompting and RI1 Ask and answer questions about RI1 Ask and answer such questions support, ask and answer key details in a braille text. as who, what, where, when, why, questions about key details in a and how to demonstrate (SC, 1) braille text. (SC, K) understanding of key ideas in a braille text. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply appropriate strategies Apply appropriate strategies apply appropriate strategies before reading, viewing, or before reading, viewing, or before reading, viewing, or listening to increasingly complex listening to increasingly complex listening to increasingly informational text (a wide variety informational text (a wide variety complex informational text (a including expository and narrative including expository and narrative wide variety including structures and types e.g. trade structures and types e.g. trade expository and narrative books, magazines, accessible books, magazines, accessible structures and types e.g. multimedia resources, functional multimedia resources, functional trade books, magazines, texts such as recipes and labels texts such as recipes and labels accessible multimedia related to personal interests and related to personal interests and resources, functional texts reflecting a wide variety of reflecting a wide variety of such as recipes and labels cultures): cultures): related to personal interests and reflecting a wide variety of cultures): access prior knowledge and º access prior knowledge and access prior knowledge and hands on experiences experiences experiences (augmented by those provided in class) examine the title, cover, º examine the title, cover, examine the title, cover, illustrations/photographs/t illustrations/photographs/text illustrations/photographs/text ext make predictions or ask o make predictions or ask make predictions or ask questions questions questions set a purpose for reading o set a purpose for reading and set a purpose for reading and and identify type of text identify type of text identify type of text

224

READING INFORMATIONAL TEXT

Kindergartners: Grade 1 students: Grade 2 students:

With prompting and support, Apply appropriate strategies to Apply appropriate strategies to apply appropriate strategies monitor understanding during monitor understanding during to monitor understanding reading, viewing, or listening to reading, viewing, or listening to during reading, viewing, or informational text: informational text: listening to informational text: use text features and graphic aids use text features and graphic aids to facilitate understanding use text features and to facilitateunderstanding, recall and discuss what is graphic aids to recall and discuss what is understood (See CCSS 2 SL1.b.) facilitateunderstanding understood Identify and question what did recall and discuss what is identify and question what did not make sense understood not make sense make, confirm and/or modify identify and question what make, confirm and/or modify predictions did not make sense predictions periodically paraphrase and make, confirm and/or reread difficult parts and restate summarize modify predictions in own words make connections make connections make connections visualize visualize visualize

Demonstrate understanding orally With prompting and support, Demonstrate understanding orally or in writing after reading, demonstrate understanding or in writing after reading, viewing, or listening to a text: orally or in developmentally viewing, or listening to a text: º engage in conversations about appropriate writing after º engage in conversations to retell details in the text (See CCSS 2 reading, viewing, or listening details in the text (See CCSS 1 SL1.) to a text: SL1.) º describe what is directly stated º engage in conversations to º describe what is directly stated in in the text retell details in the text the text º draw inferences and (See CCSS K SL1.) º confirm predictions using details conclusions from the text º describe what is directly from the text º confirm predictions using stated in the text º identify what did not make sense details from the text º confirm predictions using º make connections º summarize the text details from the text º identify what did not make º identify what did not make sense make connections sense make connections º

225

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI1 CCR Anchor Standard

Kindergartners: Grade 1 students: Grade 2 students:

RI1 With prompting and support, ask RI1 Ask and answer questions RI1 Ask and answer such and answer questions about key about key details in a braille text. questions as who, what, where, details in a braille text. (SC, K) (SC, 1) when, why, and how to demonstrate understanding of key ideas in a braille text. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Distinguish between key details Generate appropriate questions and irrelevant information in a to meet the information need. text. (MD SLM 2-3 3B1.a) Generate simple questions about Participate actively and key details in the text. (See CCSS appropriately in discussions 1 L1.f; MD SLM PK-1 3B1.a.) about informational text. (CCSS Answer simple questions orally 2 SL1, 2, 3) and in writing using key details in Respond orally and in written the text. (CCSS 1 SL2; CCSS 1 W8) form to specific questions using Participate actively and key details in the text. (See CCSS appropriately in discussions 2 SL3; CCSS 2 W8.) about informational text. (CCSS 1 Demonstrate command of the SL1, 2, 3) conventions of standard English Demonstrate command of the when speaking and writing. (See conventions of standard English CCSS 1 L1,2) when speaking and writing. (See CCSS 1 L1,2)

226

READING INFORMATIONAL TEXT

RI2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

Kindergartners: Grade 1 students: Grade 2 students:

RI2 With prompting and support, Rl2 Identify the main topic and RI2 Identify the main topic of a identify the main topic and retell retell key details of a braille text. multiparagraph text as well as the key details of a braille text. (SC, K) (SC, 1) focus of specific paragraphs within the braille text. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, listen to a wide variety of complex informational texts use text and graphic features (i.e., descriptions, tactile graphics, braille symbols/formats) as sources to identify the main topic determine the key details from Determine the key details from Identify the key details in each the text the text. paragraph of a multiparagraph connect the key details to Connect the key details to text. determine the main topic of a determine the main topic of a Connect key details to text text. determine the topic of a retell the main topic and key Retell the main topic and key paragraph within a details details. multiparagraph text. participate in discussion about Describe people, places, things, Connect ideas to determine the main topic in order to recall and events with relevant main topic of a text. one or more detail(s) from the details, expressing ideas and text and to respond to feelings clearly. (CCSS 1 SL4) questions about the topic and details Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard when speaking and writing (See when speaking and writing. English when writing or CCSS K L1, 2.) (See CCSS 1 L1, 2.) speaking. (See CCSS 2 L1, 2.)

227

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of braille text.

Kindergartners: Grade 1 students: Grade 2 students:

RI3 With prompting and RI3 Describe the connection RI3 Describe the connection support, describe the between two individuals, between a series of historical events, connection between two events, ideas, or pieces of scientific ideas or concepts, or steps individuals, events, ideas, or information in a braille text. in technical procedures in a braille pieces of information in a braille (SC, 1) text. text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, access prior knowledge and experiences in order to Retell two events, ideas, or Identify and explain relationships identify and discuss how pieces of information, or between a series of events, ideas, personal experiences, events identify two individuals in a or steps, (e.g., cause/effect, and individuals in their own text. sequence, chronology). lives are similar and different Explain the relationship Recognize signal words and from the text between two individuals, transition words that connect demonstrate an events, ideas, or pieces of ideas. understanding of sequential information, (e.g., s compare/ Recount or describe key ideas or order contrast, cause/effect). details from a text read aloud or retell two events, ideas, or Describe people, places, information presented orally or pieces of information, or things, and events with through other accessible media. identify two individuals in a relevant details, expressing (CCSS 2 SL2) text ideas and feelings clearly. Use words and phrases acquired explain the relationship (CCSS 1 SL4) through conversations, reading and between two individuals, Use words and phrases being read to, and responding to events, ideas, or pieces of acquired through texts. (See CCSS 2 L6) information, (e.g., compare/ conversations, reading and Demonstrate command of the contrast, cause/effect) being read to, and responding conventions of standard English explain how someone might to texts. (See CCSS 1 L6) when writing or speaking. (See use the text Demonstrate command of the CCSS 2 L1, 2.) demonstrate command of conventions of standard the conventions of standard English when writing or English when writing or speaking. (See CCSS 1 L1, 2.) speaking (See CCSS K L1, 2.)

228

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI4 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

RI4 With prompting and RI4 Ask and answer questions RI4 Determine the meaning of words support, ask and answer to help determine or clarify the and phrases in a braille text relevant questions about unknown meaning of words and phrases to a grade 2 topic or subject area. words in a braille text. in a braille text. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify unfamiliar words and Identify unfamiliar words and identify unfamiliar words phrases. phrases. activate prior knowledge and Access prior knowledge and Access prior knowledge and experiences to determine experiences to determine and experiences to determine and the meaning of unknown clarify meaning of words and clarify meaning of words and words phrases in a text. phrases in a text. use text, description/tactile Produce simple interrogative Determine and clarify meaning of graphic of illustrations, sentences about the text. words and phrases, choosing graphic aides (e.g. print (CCSS 1 L1.j) flexibly from an array of strategies: features, size of print, Ask and answer questions use sentence level context (CCSS illustrations/photographs, about key details in a text 2 L4.a) drawings, maps, graphs and read aloud or information determine the meaning of the diagrams) to identify presented orally or through new word formed when a known meaning of unknown words other accessible media. (CCSS prefix is added to a known word demonstrate command of 1 SL2) (CCSS 2 L4.b) the conventions of standard Use words and phrases use a known root word as a clue English when writing or acquired through the meaning of an unknown word speaking. (See CCSS K L1, 2.) conversations, reading and (CCSS 2 L4.c) being read to, and responding Use text features (i.e., braille to texts. (See CCSS 1 L6) symbols and formats) to determine Demonstrate command of the and clarify meaning of words and conventions of standard phrases in informational text. English when writing or Use glossaries and beginning speaking. (See CCSS 1 L1, 2.) dictionaries, both print braille and accessible digital to determine or clarify meaning of words and phrases. (CCSS 2 L4.e)

229

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI5 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

RI5 Identify the front cover, RI5 Know and use various text RI5 Know and use various text back cover, and title page of a features (e.g. headings, tables of features (e.g., captions, bold print, book. contents, glossaries, accessible subheadings, glossaries, indexes, electronic menus, accessible accessible electronic menus, icons) icons) to locate key facts or to locate key facts or information in information in a text. a text efficiently. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, identify information Identify different types of text Distinguish between types of text appropriate for the front features in informational text. features (e.g., print features, cover, back cover, and title Determine the purpose of graphic aids, organizational aids, page. various text features. informational aids). Identify strategies (keywords, Identify the purpose of text text features) to find features used in informational information within a specific texts. source. (See MD SLM PK-1 Explain which text features are 3A1.b.) used to find information within a specific source. (See MD SLM 2-3 3A1.b.) Select and use the appropriate Select the appropriate text feature text feature for a given task or for a given task or information information need. need. Use text features appropriately for a given task or information need.

230

READING INFORMATIONAL TEXT

RI6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a braille text.

Kindergartners: Grade 1 students: Grade 2 students:

RI6 Name the author and RI6 Distinguish between RI6 Identify the main purpose of a illustrator of a text and define information provided by braille text, including what the author the role of each in presenting pictures or other illustrations wants to answer, explain, or describe. the ideas or information in a and information provided by (SC, 2) braille text. the words in a braille text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Describe the pictures and Examine the organizational pattern name the author and other illustrations in a text of informational texts to identify illustrator/photographer and and Explain how pictures and the author’s purpose (e.g., to offer describe the roles of and use other illustrations in a text opinion, to describe, to inform). the terms for authors and they contribute to the Identify the intended audience for a illustrators/photographers. meaning. text. Ask and answer questions Explain how someone might use the about key details in a text text. read aloud or information Identify the main ideas/ messages presented orally or through of texts. other accessible media. (CCSS Draw conclusions and 1 SL3) generalizations from text to form Identify the source of new understanding. important details from the Demonstrate command of the text. conventions of standard English Compare and contrast when writing or speaking. (See CCSS information provided by 2 L1, 2.) descriptions of pictures or other illustrations and the words in a text.

231

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas RI7 CCR Anchor Standard Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.* Kindergartners: Grade 1 students: Grade 2 students: RI7 With prompting and support and RI7 Use the picture descriptions RI7 Explain how descriptions or descriptions, describe the relationship illustrations and details in a text tactile graphics of specific between illustrations and the text in to describe its key ideas. images (e.g., a diagram showing which they appear (e.g., what person, how a machine works) place, thing, or idea in the text an contribute to and clarify a text. illustration depicts). (SC, K) (SC,2) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support,

describe the illustrations in a text

identify commonalities between text Identify the relationship Identify and describe graphic and descriptions of between text and descriptions aids used to facilitate illustrations/photographs or text of illustrations; explain how understanding of informational features; explain how they support they support each other. text. each other Distinguish between key explain how descriptions of details and supporting details Describe key ideas and details illustrations/photographs contribute in a text. including text features from a to understanding of the text Describe people, places, text read aloud or presented cross-check understanding from things, and events with orally or through other descriptions of details provided by relevant details, expressing accessible media. (CCSS.2.SL.2) the illustrator/photographer ideas and feelings clearly. (See Identify commonalities compared to information provided by CCSS 1 SL4.) between text and text the author Use words and phrases features; explain how they participate in discussions about the acquired through support each other. information derived from details in conversations, reading and Use words and phrases the descriptions of being read to, and responding acquired through illustrations/photographs in an to texts. (See CCSS 1 L6) conversations, reading and informational text Demonstrate command of the being read to, and responding participate in discussions about how conventions of standard to texts. (See CCSS 2 L6) these details contribute to the English when writing or Demonstrate command of the understanding of informational text speaking. (See CCSS 1 L1, 2.) conventions of standard demonstrate command of the English when writing or conventions of standard English when speaking. (See CCSS 2 L1, 2.) writing or speaking (See CCSS K L1, 2.)

232

READING INFORMATIONAL TEXT

RI8 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

RI8 With prompting and support, RI8 Identify the reasons an author RI8 Describe how reasons support identify the reasons an author gives gives to support points in a braille specific points the author makes to support points in a braille text. text. in a braille text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, recall details from a text Recall details from a text.

identify a key point(s) in the text Distinguish between key ideas Identify the key points an author such as specific details and supporting details in a text. makes in a text.

identify specific details that Identify details that support a Identify details that support a support the point(s) specific point in a text. specific point the author makes in a text.

Explain how the reasons support a point the author makes.

answer questions about details Ask and answer questions about Ask and answer questions about and how they support the point(s) key details in a text read aloud key details in a text read aloud in a text or information presented orally or information presented orally or through other accessible or through other accessible media. (See CCSS 2 SL2) media. (See CCSS 1 SL2.)

Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English when writing or speaking. (See when writing or speaking. (See CCSS 2 L1, 2.) CCSS 1 L1, 2.)

233

READING INFORMATIONAL TEXT

RI9 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

RI9 With prompting and support, RI9 Identify basic similarities in RI9 Compare and contrast the identify basic similarities in and and differences between two most important points presented differences between two texts on the braille texts on the same topic by two braille texts on the same same topic (e.g., in illustrations, (e.g., in illustrations, descriptions, topic. descriptions, or procedures). or procedures).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, listen to and discuss a variety of Read, listen to, and discuss a Read, listen to, and discuss a texts variety of texts read aloud or variety of texts read aloud or presented orally or through presented orally or through other accessible media. (CCSS 1 other accessible media. (CCSS 1 SL2) SL2) identify the topic of a text Identify the topic of a text. recognize texts that have the same Recognize texts that have the Recognize texts that have the topic same topic. same topic. describe people, places, things, Identify key points of a text. and events with relevant details, Compare and contrast two texts Compare and contrast the key expressing ideas clearly (See on the same topic. points in two texts on the same CCSS.K.SL.4.) topic. participate in discussions to identify the similarities and differences between two texts on the same topic ask and answer questions about key details in a text read aloud or Ask and answer questions about Ask and answer questions about presented orally or through other key details in a text read aloud key details in a text read aloud accessible media (CCSS.K.SL.2) or presented orally or through or presented orally or through demonstrate command of the other accessible media. (See other accessible media. (CCSS 2 conventions of standard English CCSS 1 SL2.) SL2) when writing or speaking (See Demonstrate command of the Demonstrate command of the CCSS K L1, 2.) conventions of standard English conventions of standard English when writing or speaking. (See when writing or speaking. (See CCSS 1 L1, 2.) CCSS 2 L1, 2.)

234

READING INFORMATIONAL TEXT

Cluster: Range of Reading and Level of Text Complexity RI10 CCR Anchor Standard Read and comprehend complex literary and informational braille texts independently and proficiently. Kindergartners: Grade 1 students: Grade 2 students: RI10 Actively engage in group reading RI10 With prompting and RI10 By the end of the year, read activities with purpose and support, read informational and comprehend informational understanding. braille texts appropriately braille texts, including complex for grade 1. (SC, 1) history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, With prompting and support, With prompting and support, develop comprehension skills by read a variety of self-selected read a variety of self-selected listening to a variety of appropriate and assigned informational and assigned informational increasingly complex informational braille texts representing braille texts representing braille texts (self selected and diverse cultures, perspectives, diverse cultures, perspectives, assigned) representing diverse ethnicities, and time periods. ethnicities, and time periods. cultures, perspectives, ethnicities, and time periods from a wide variety of types (expository and narrative: trade books, magazines, accessible multimedia resources, functional braille texts such as recipes and labels, etc.) use a variety of strategies to determine and clarify the meaning of unknown and multiple meaning words and phrases use text features, graphic aids, and organizational structures to facilitate understanding With prompting and support, With prompting and support, apply before, during and after read and comprehend braille read and comprehend braille reading strategies for a variety of text of steadily increasing text of steadily increasing informational texts complexity. complexity. participate in collaborative Participate in collaborative Participate in collaborative conversations with diverse conversations with diverse conversations with diverse partners about Kindergarten topics partners about grade 1 topics partners about grade 2 topics and texts with peers and adults in and texts with peers and adults and texts with peers and adults small and larger groups (CCSS K in small and larger groups. in small and larger groups. SL1) (CCSS 1 SL1) (CCSS 2 SL1)

235

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI1 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

RI1 Ask and answer questions to RI1 Refer to details and examples RI1 Quote accurately from a text demonstrate understanding of a in a text when explaining what the when explaining what the braille braille text, referring explicitly to braille text says explicitly and text says explicitly and when the text as the basis for the when drawing inferences from the drawing inferences from the text. answers. (SC, 3) text. (SC, 4) (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply appropriate strategies Apply appropriate strategies Apply appropriate strategies before reading, viewing, or before reading, viewing, or before reading, viewing, or listening to a text: listening to a text: listening to a text: preview and survey the text preview and survey the text preview and survey the text access prior knowledge about access prior knowledge about access prior knowledge about the text the text the text formulate purpose-setting formulate purpose-setting formulate purpose-setting questions questions questions make predictions make predictions make predictions

Apply appropriate strategies to Apply appropriate strategies to Apply appropriate strategies to monitor understanding when monitor understanding when monitor understanding when reading, viewing, or listening to reading, viewing, or listening to reading, viewing, or listening to a text: a text: a text: reread as necessary reread as necessary reread as necessary determine main ideas of determine main ideas of determine main ideas of portions of the text portions of the text portions of the text periodically restate, retell, periodically restate, retell, periodically restate, retell, paraphrase, and/or summarize paraphrase, summarize, and/or paraphrase, summarize, and/or (See CCSS 4 RL2; SL4, 6.) synthesize information (See synthesize information (See connect ideas within the text CCSS 4 SL4, 6.) CCSS 5 SL4, 6.) make, confirm, and/or modify connect ideas within the text connect ideas within the text questions, inferences, and make, confirm, and/or modify make, confirm, and/or modify predictions questions, inferences, and questions, inferences, and visualize predictions predictions visualize visualize

236

READING INFORMATIONAL TEXT

Grade 3 students: Grade 4 students: Grade 5 students:

Demonstrate understanding, Demonstrate understanding, Demonstrate understanding, either orally or in writing, after either orally or in writing, after either orally or in writing, after reading, viewing, or listening to reading, viewing, or listening to reading, viewing, or listening to a text: a text: a text: determine and explain the determine and explain main determine and explain main main idea (explicit or inferred) ideas (explicit or inferred) of ideas (explicit or inferred) of of the text the text the text summarize the text (See CCSS summarize the text (See CCSS summarize the text (See CCSS 4 RL2; SL4, 6) 4 SL4, 6; ; MD SLM 4-5 4A2.) 5 SL4, 6; ; MD SLM 4-5 4A2.)) identify what is directly stated explain what is directly stated explain what is directly stated in the text in the text by citing specific in the text by citing specific details and examples from the details and examples from the text text draw inferences and explain inferences, explain inferences, conclusions from the text conclusions, and conclusions, and generalizations by citing generalizations by citing appropriate details and appropriate details and examples from the text examples from the text

237

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI1 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

RI1 Ask and answer questions to RI1 Refer to details and examples RI1 Quote accurately from a text demonstrate understanding of a in a text when explaining what the when explaining what the braille braille text, referring explicitly to braille text says explicitly and text says explicitly and when the text as the basis for the when drawing inferences from drawing inferences from the text. answers. the text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

synthesize information and synthesize information and ideas ideas confirm, refute, and/or make confirm, refute, and/or make confirm, refute, and/or make predictions about the text predictions about the text predictions about the text connect prior knowledge or connect prior knowledge or connect prior knowledge or experience to the text experience to the text experience to the text

Apply a questioning schema to Apply a questioning schema to Apply a questioning schema to generate and respond either generate and respond either generate and respond either orally or in writing to text- orally or in writing to text- orally or in writing to text- specific questions. specific questions. specific questions.

Select relevant textual evidence Select only relevant textual Justify the selection of textual when responding either orally or evidence when responding evidence when responding in writing to text-specific either orally or in writing to text- either orally or in writing to text- questions. specific questions. specific questions.

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READING INFORMATIONAL TEXT

Grade 3 students: Grade 4 students: Grade 5 students:

Determine when best to paraphrase and when best to quote directly when responding either orally or in writing to text- specific questions. Use commas and quotation

marks correctly when punctuating direct quotations in written responses to text- specific questions. (See CCSS 4 L2b.)

Participate actively and Participate actively and Participate actively and appropriately in discussions appropriately in discussions appropriately in discussions about informational text. (See about informational text. (See about informational text. (See CCSS 3 SL 1, 2, 3.) CCSS 4 SL 1, 2, 3.) CCSS 5 SL 1, 2, 3.)

Apply knowledge of standard Apply knowledge of standard Apply knowledge of standard English when writing about or English when writing about or English when writing about or discussing informational texts. discussing informational texts. discussing informational texts. (See CCSS 3 L1, 2.) (See CCSS 4 L1, 2.) (See CCSS 5 L1, 2.)

Apply appropriate academic Apply appropriate academic Apply appropriate academic and/or domain-specific and/or domain-specific and/or domain-specific vocabulary when responding vocabulary when responding vocabulary when responding either orally or in writing to either orally or in writing to text- either orally or in writing to text- text-specific questions. (See specific questions. (See CCSS 4 specific questions. (See CCSS 5 CCSS 3 L6.) L6.) L6.)

239

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

Grade 3 students: Grade 4 students: Grade 5 students:

RI2 Determine the main idea of a Rl2 Determine the main idea of a RI2 Determine two or more main braille text; recount the key braille text and explain how it is ideas of a braille text and explain details and explain how they supported by key details; how they are supported by key support the main idea. (SC, 3) summarize the text. (SC, 4) details; summarize the text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Differentiate between a topic and an idea (e.g., exercise versus the value of exercise).

Determine the main idea of Determine the main idea of individual paragraphs or sections individual paragraphs or sections of a text either by identifying of a text either by identifying explicitly stated ideas or inferring explicitly stated ideas or implied ideas. inferring implied ideas.

Connect explicitly stated or Connect explicitly stated or Connect explicitly stated or inferred ideas from across the inferred ideas from across the inferred ideas from across the text to determine a main idea. text to determine a main idea. text to determine two or more main ideas.

Differentiate key details in an Paraphrase key details or informational text from minor Paraphrase key details or information. details. (See CCSS 3 RL2.) information.

Paraphrase key details or

information.

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READING INFORMATIONAL TEXT

Grade 3 students: Grade 4 students: Grade 5 students:

Summarize an informational Summarize an informational Summarize an informational text, either orally or in writing, text, either orally or in writing, text, either orally or in writing, including the main ideas and including the main ideas and including the main ideas and significant supporting significant supporting significant supporting information from across the text. information from across the text. information from across the text. (See CCSS 4 RL 2; CCSS 3 W9; (See CCSS 4 RL 2; W9; SL4, 6;) (See CCSS 4 RL 2; W9; SL4, 6.) SL4, 6.)

Explain how key details, Connect key details or Connect key details or including those found in text information, including those information, including those features, support the main idea. found in text features, and found in text features, and explain how they develop the explain how they develop one or main idea. more main ideas.

Participate actively and Participate actively and Participate actively and appropriately in discussions appropriately in discussions appropriately in discussions about informational texts. (See about informational texts. (See about informational texts. (See CCSS 3 SL 1, 2, 3.) CCSS 4 SL 1, 2, 3.) CCSS 5 SL 1, 2, 3.)

Apply academic and domain- Apply academic and domain- Apply academic and domain- specific vocabulary when writing specific vocabulary when writing specific vocabulary when writing about or discussing about or discussing about or discussing informational informational texts. (See CCSS 4 informational texts. (See CCSS 5 texts. (See CCSS 3 W9, L6.) W9, L6.) W9, L6.)

241

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of braille text.

Grade 3 students: Grade 4 students: Grade 5 students:

RI3 Describe the relationship between RI3 Explain events, procedures, RI3 Explain the relationships or a series of historical events, scientific ideas, or concepts in a historical, interactions between two or more ideas or concepts, or steps in scientific, or technical braille text, individuals, events, ideas, or technical procedures in a braille text, including what happened and concepts in a historical, scientific, using language that pertains to time, why, based on specific or technical braille text based on sequence, and cause/effect. information in the text. specific information in the text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Connect and explain types of Connect and explain types of Connect and explain types of relationships, including chronology, relationships. (See CCSS 3 RL2.) relationships. (See CCSS 3 RL2.) sequence, cause/effect. (See CCSS 3 RL2.) Apply content knowledge to Apply content knowledge to determine relationships in an Apply content knowledge to determine relationships in an informational text. determine relationships in an informational text. informational text. Use text-relevant information Use text-relevant information Use text-relevant information and and language to explain and language to explain language to explain connections connections between and/or connections between and/or between and/or among events, among events, ideas or among events, ideas or ideas or concepts, and steps in a concepts, and steps in a text. concepts, and steps in a text. text.

Apply knowledge of standard Apply knowledge of standard Apply knowledge of standard English English when writing about or English when writing about or when writing about or discussing discussing informational texts. discussing informational texts. informational texts. (See CCSS 3 L1, (See CCSS 4 L1, 2.) (See CCSS 5 L1, 2.) 2.)

Apply academic and domain- Apply academic and domain- Apply academic and domain-specific specific vocabulary to discuss specific vocabulary to discuss vocabulary to discuss and/or write and/or write about types of and/or write about types of about types of relationships, relationships. (See CCSS 4 L6.) relationships. (See CCSS 5 L6.) including chronology, sequence, See also MD SLM 4-5 4.0, as See also MD SLM 4-5 4.0, as cause/effect. (See CCSS 3 L6.) needed. needed. See also MD SLM 2-3 4.0, as needed.

242

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI4 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RI4 Determine the meaning of RI4 Determine the meaning of RI4 Determine the meaning of general academic and domain-specific general academic and domain- general academic and domain- words and phrases in a braille text specific words or phrases in a specific words and phrases in a relevant to a grade 3 topic or subject braille text relevant to a grade 4 braille text relevant to a grade 5 area. (SC, 3) topic or subject area. (SC, 4) topic or subject area. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use sentence-level context as a clue Use context (e.g., definitions, Use context (e.g., cause/effect to the meaning of a word or phrase. examples, or restatements in relationships and comparisons (CCSS 3 L4.a) text) as a clue to the meaning in text) as a clue to the of a word or phrase. (CCSS 4 meaning of a word or phrase. L4.a) (CCSS 5 L4.a)

Determine the meaning of the new Use common, grade- Use common, grade- word formed when a known affix is appropriate Greek and Latin appropriate Greek and Latin added to a known word (e.g., affixes and roots as clues to affixes and roots as clues to agreeable/disagreeable, the meaning of a word (e.g., the meaning of a word (e.g., comfortable/uncomfortable, telegraph, photograph, photograph, photosynthesis). care/careless, heat/preheat). (CCSS autograph). (CCSS 4 L4.b) (CCSS 5 L4.b) 3 L4.b)

Use a known root word as a clue to

the meaning of an unknown word with the same root (e.g., company, companion). (CCSS 3 L4.c) Consult reference materials Consult reference materials (e.g., dictionaries, glossaries, (e.g., dictionaries, glossaries, thesauruses), both print braille Use glossaries or beginning thesauruses), both print dictionaries, both print braille and braille and accessible digital, and accessible digital, to find accessible digital, to determine or to find the pronunciation and the pronunciation and clarify the precise meaning of key determine or clarify the determine or clarify the words and phrases. (CCSS 3 L4.d; See precise meaning of key words precise meaning of key words MD TL 3 3C.) and phrases. (CCSS 4 L4.c; See and phrases. (CCSS 5 L4.c, See MD TL 4 3C) MD TL 5 3C) 243

READING INFORMATIONAL TEXT

Grade 3 students: Grade 4 students: Grade 5 students:

Distinguish the literal and nonliteral Explain the meaning of simple Interpret figurative language, meanings of words and phrases in similes and metaphors (e.g., as including similes and context (e.g., take steps). (See CCSS pretty as a picture) in context. metaphors, in context. (CCSS 5 3 L5.a.) (CCSS 4 L5.a.) L5.a)

Identify real-life connections between words and their use (e.g., Recognize and explain the Recognize and explain the describe people who are friendly or meaning of common idioms, meaning of common idioms, helpful). (CCSS 3 L5.b) adages, and proverbs. (CCSS 4 adages, and proverbs. (CCSS 5 L5.b) L5.b)

Distinguish shades of meaning among related words that describe Differentiate between Explain the difference between states of mind or degrees of denotation and connotation. the denotation and the certainty (e.g., knew, believed, connotation of a specific word. suspected, heard, wondered). (CCSS 3 L5.c) Demonstrate understanding of words by relating them to Use the relationship between their opposites (antonyms) particular words (e.g., and to words with similar but synonyms, antonyms, not identical meanings homographs) to better (synonyms). (CCSS 4 L5.c) understand each of the words. (CCSS 5 L5.c)

244

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI5 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RI5 Use text features and RI5 Describe the overall structure RI5 Compare and contrast the accessible search tools (e.g., (e.g., chronology, comparison, overall structure (e.g., chronology, key words, sidebars, cause/effect, problem/solution) of comparison, cause/effect, hyperlinks) to locate events, ideas, concepts, or problem/solution) of events, ideas, information relevant to a given information in a text or part of a concepts, or information in two or topic efficiently. (SC, 3) text. (SC, 4) more texts.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use text features (e.g., print Apply an understanding of text Apply an understanding of text braille formats for features, features (e.g., print braille formats features (e.g., print braille formats graphic aids, informational for features, graphic aids, for features, graphic aids, aids, online features, etc.) to informational aids, online features, informational aids, online facilitate understanding. etc.) to facilitate understanding. features, etc.) to compare and Determine and explain how each contrast the structures of two or paragraph in a text is organized more texts. Explain how text features (e.g., sequentially/chronologically, Determine and explain how a text clarify the information in the by main ideas and supporting is organized, noting points where text. details, by cause and effect, by the organization changes. problem and solution). (See CCSS 4 RI8.) Determine the predominant Compare and contrast the organizational structure in a text or predominant organizational a portion of a text. structures in two or more texts. Apply knowledge of standard Apply knowledge of standard Apply knowledge of standard English when writing about or English when writing about or English when writing about or discussing informational texts. discussing informational texts. (See discussing informational texts. (See CCSS 3 L1, 2.) CCSS 4 L1, 2.) (See CCSS 5 L1, 2.) Use academic and domain- Use academic and domain-specific Use academic and domain-specific specific vocabulary when vocabulary when explaining either vocabulary when explaining either discussing or writing about orally or in writing the orally or in writing the text features. (See CCSS 3 W9, organizational structure of a text or organizational structure of a text L6.) part of a text. (See CCSS 4 W9, L6.) or part of a text. (See CCSS 4 W9, L6.) 245

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a braille text.

Grade 3 students: Grade 4 students: Grade 5 students:

RI6 Distinguish their own point RI6 Compare and contrast a firsthand RI6 Analyze multiple accounts of of view from that of the author and secondhand account of the same the same event or topic, noting of a text. event or topic; describe the important similarities and differences in focus and the differences in the point of view information provided. they represent.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify the author’s implied Differentiate between a firsthand Explain the relationship between or directly-stated point of and a secondhand account and a how an event or topic is view about the topic of the primary and a secondary source of presented and what can be text (e.g., by looking at information. inferred about the author’s specific language, point of view. punctuation choices, etc.). Gather relevant textual evidence for Gather relevant textual evidence Express a personal point of comparing and contrasting a for comparing and contrasting view about the topic of a text. firsthand and secondhand account of two or more accounts of the the same event or topic same event or topic

Compare and contrast their opinion with that of the Draw conclusions about why the Draw conclusions about the author. information or details about an event effect of different types of or topic differ from one text to accounts on the same event or another. topic. Apply knowledge of standard English when writing about or discussing informational texts. Apply knowledge of standard English Apply knowledge of standard (See CCSS 3 L1, 2.) when writing about or discussing English when writing about or informational texts. (See CCSS 4 L1, discussing informational texts. Use academic and domain- 2.) (See CCSS 5 L1, 2.) specific vocabulary when discussing or writing about Use academic and domain-specific Use academic and domain- text features. (See CCSS 3 W9, vocabulary when explaining either specific vocabulary when L6.) orally or in writing the organizational explaining either orally or in structure of a text or part of a text. writing the organizational (See CCSS 4 W9, L6.) structure of a text or part of a text. (See CCSS 4 W9, L6.) 246

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

Grade 3 students: Grade 4 students: Grade 5 students:

RI7 Use information gained from RI7 Interpret information presented RI7 Draw on information from descriptions or tactile graphics of visually tactually, orally/described, multiple print braille or accessible illustrations (e.g., maps, or quantitatively (e.g., in charts, digital sources, demonstrating the photographs) and the words in a graphs, diagrams, time lines, ability to locate an answer to a braille text to demonstrate animations, or accessible question quickly or to solve a understanding of the text (e.g., interactive elements on Web pages) problem efficiently. where, when, why, and how key and explain how the information events occur). (SC, 3) contributes to an understanding of the text in which it appears.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draw conclusions about the Draw conclusions about the Draw conclusions about the relationship between text relationship between text features relationship between text features and the meaning and/or and the meaning and/or purpose features and the meaning purpose of a text. of a text. and/or purpose of a text.

Apply an understanding of text features to navigate efficiently between and among texts.

See CCSS 5 W7, 8, 9 in the CCSC See CCSS 3 W7, 8 in the CCSC See CCSS 4 W7, 8, 9 in the CCSC Framework for further Framework for further Framework for further application. application. application.

247

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI8 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RI8 Describe the logical connection RI8 Explain how an author uses RI8 Explain how an author uses between particular sentences and reasons and evidence to support reasons and evidence to support paragraphs in a braille text (e.g., particular points in a braille text. particular points in a braille text, comparison, cause/effect, identifying which reasons and first/second/third in a sequence). evidence support which point(s). (SC, 3)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Explain basic relationships, Explain the relationship Explain the relationship including comparison, between the organizational between the organizational cause/effect, sequence. pattern (i.e., how reasons and pattern (i.e., how reasons and evidence are organized) and the evidence are organized) and the meaning and/or purpose of a meaning and/or purpose of a Explain the relationships between text. (See CCSS 4 RI5.) text. (See CCSS 5 RI5.) the ideas and information in sentences and/or paragraphs. Connect specific pieces of Connect specific pieces of evidence to the corresponding evidence to the corresponding point supported by the point supported by the Identify and explain how evidence. evidence. connections between and among sentences and/or paragraphs determine the organization of a text.

248

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI9 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RI9 Compare and contrast the RI9 Integrate information from RI9 Integrate information from most important points and key two braille texts on the same topic several braille on the same topic in details presented in two braille in order to write or speak about order to write or speak about the texts on the same topic. the subject knowledgeably. subject knowledgeably.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Differentiate the main points Synthesize the main points and Synthesize the main points and from less important points in key details in two texts on the key details in several texts on two texts on the same topic. same topic. (See CCSS 4 W9b; SL the same topic. (See CCSS 4 4, 6.) W9b; SL 4, 6.)

Differentiate the key details from less important details in Draw evidence from Draw evidence from two texts on the same topic. informational text to support informational text to support analysis, reflection, and research. analysis, reflection, and (CCSS 3 W9.) research. (CCSS 3 W9.) Explain the similarities and differences between the main points and key details in two texts on the same topic.

249

READING INFORMATIONAL TEXT

Cluster: Range of Reading and Level of Text Complexity

RI10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

Grade 3 students: Grade 4 students: Grade 5 students:

RI10 By the end of year, read and RI10 By the end of year, read and RI10 By the end of the year, read comprehend informational braille comprehend informational braille and comprehend informational texts, including history/social texts, including history/social braille texts, including studies, science, and technical studies, science, and technical history/social studies, science, texts, in the grades 2–3 text texts, in the grades 4–5 text and technical texts, at the high complexity band proficiently, with complexity band proficiently, with end of the grades 4–5 text scaffolding as needed at the high scaffolding as needed at the high complexity band independently end of the range. end of the range. and proficiently.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate understanding of a With scaffolding as needed, Demonstrate understanding of a wide variety of sufficiently demonstrate understanding of a wide variety of sufficiently complex informational texts wide variety of sufficiently complex informational texts representing diverse contents, complex informational texts representing diverse contents, perspectives, time periods, etc. representing diverse contents, perspectives, time periods, etc. perspectives, time periods, etc.

Demonstrate understanding of Demonstrate understanding of assigned informational texts of Demonstrate understanding of assigned informational texts of steadily increasing complexity. assigned informational texts of steadily increasing complexity. steadily increasing complexity.

Use self-selected informational Use self-selected informational texts to explore personal Use self-selected informational texts both to explore personal interests and learn about texts both to explore personal interests and challenge themselves as readers. interests and challenge themselves as readers. themselves as readers.

Set personal goals and Set personal goals and conference regularly with adults Set personal goals and conference regularly with adults to improve reading. conference regularly with adults to improve reading. to improve reading.

250

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI1 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RI1 Cite textual evidence to RI1 Cite several pieces of textual RI1 Cite the textual evidence that support analysis of what the text evidence to support analysis of most strongly supports an analysis says explicitly as well as what the text says explicitly as of what the text says explicitly as inferences drawn from the text. well as inferences drawn from the well as inferences drawn from the text. text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply appropriate before Select and apply appropriate Select and apply appropriate reading strategies to a text e.g., before reading strategies to a before reading strategies to a previewing the text, setting a text e.g., previewing the text, text e.g., previewing the text, purpose for reading, making setting a purpose for reading, setting a purpose for reading, predictions about the text, and making predictions about the making predictions about the drawing connections between text, and drawing connections text, and drawing connections prior knowledge or experience between prior knowledge or between prior knowledge or and the text. experience and the text. experience and the text.

Monitor comprehension with Select and apply during reading Select and apply during reading appropriate during reading strategies to monitor strategies to monitor strategies e.g., rereading, comprehension e.g., rereading, comprehension e.g., rereading, paraphrasing, summarizing, paraphrasing, summarizing, paraphrasing, summarizing, connecting related ideas within a connecting related ideas within connecting related ideas within text, verifying or modifying a text, verifying or modifying a text, verifying or modifying predictions, visualizing, and predictions, visualizing, and predictions, visualizing, and connecting text ideas with prior connecting text ideas with prior connecting text ideas with prior knowledge or experience. knowledge or experience. knowledge or experience.

251

READING INFORMATIONAL TEXT

Grade 3 students: Grade 4 students: Grade 5 students:

Demonstrate comprehension of Demonstrate comprehension of a text with after reading a text with after reading strategies by strategies by explaining the central ideas explaining the central ideas identifying what is directly identifying what is directly stated in the text stated in the text drawing inferences drawing inferences drawing conclusions drawing conclusions verifying or adjusting verifying or adjusting predictions predictions making new predictions making new predictions paraphrasing and summarizing paraphrasing and summarizing (See MD SLM 6-8 4A2.b.) (See MD SLM 6-8 4A2.b.) making connections between making connections between the text and oneself the text and oneself

Determine and state multiple Among multiple pieces of pieces of evidence that confirm evidence determine, select, and the meaning of an informational state the piece of evidence that text. confirms the meaning of an informational text.

Identify multiple pieces of Among multiple pieces of evidence to suggest logically what evidence identify the piece of might be true about an author’s evidence that suggests logically purpose, opinion, important what might be true about an ideas, etc. author’s purpose, opinion, important ideas, etc.

252

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI1 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use relationships between Use relationships between Use relationships between words for understanding. (See words for understanding. (See words for understanding. (See CCSS 6 L5.b.) CCSS 7 L5.b.) CCSS 8 L5.b.)

Distinguish between Distinguish between Distinguish between connotations and denotations of connotations and denotations of connotations and denotations of words for understanding. (See words for understanding. (See words for understanding. (See CCSS 6 L5.c.) CCSS 7 L5.c.) CCSS 8 L5.c.)

Participate actively and Participate actively and Participate actively and appropriately in discussions appropriately in discussions appropriately in discussions about informational texts. (See about informational texts. (See about informational texts. (See CCSS 6 S/L1 and S/L3.) CCSS 7 S/L1 and S/L3.) CCSS 8 S/L1 and S/L3.)

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when grammar and usage when grammar and usage when writing or speaking. (CCSS 6 L1) writing or speaking. (CCSS 7 L1) writing or speaking. (CCSS 8 L1)

Use appropriate academic or Use appropriate academic or Use appropriate academic or domain-specific words when domain-specific words when domain-specific words when discussing or writing about discussing or writing about drawing inferences. (See CCSS 8 informational texts. (See CCSS 6 informational texts. (See CCSS 7 L6.) L6.) L6.)

253

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RI2 Determine a central idea of a text Rl2 Determine two or more RI2 Determine a central idea of a and how it is conveyed through central ideas in a text and text and analyze its development particular details; provide a summary analyze their development over over the course of the text, of the text distinct from personal the course of the text; provide including its relationship to opinions or judgments. an objective summary of the supporting ideas; provide an text. objective summary of the text. (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use significant pieces of information Track and examine significant Determine and examine the as clues to a main idea. pieces of information relationships between and developed throughout a text. among ideas throughout a text. Present findings/information Present findings with sound, in a focused, coherent valid reasoning supported by manner. (See CCSS 7 S/L4.) relevant evidence in a focused, Synthesize main ideas to determine coherent manner. (See CCSS 8 a central idea. S/L4.) Synthesize significant Distinguish between subjective and information developed Synthesize relevant evidence to objective summaries. through the text to formulate formulate a central idea. Paraphrase significant information two or more central ideas. from an informational text. Paraphrase to state or Paraphrase to state or compose Review key ideas expressed through compose an unbiased an unbiased summary that paraphrasing. (See CCSS 6 S/L1.d.) summary that includes central includes a central idea and ideas and significant tracks its development State or compose a summary that supporting information for throughout the text. includes a central idea and those ideas from across the significant supporting information text. from across the text. Use a variety of transition words Use a variety of transition words to convey relationships between Use a variety of transition words to to convey relationships convey relationships between and and among ideas. (See CCSS 8 between and among ideas. (See W2.c.) among ideas. (See CCSS 6 W 2.c.) CCSS 7 W2.c.)

254

READING INFORMATIONAL TEXT

Grade 6 students: Grade 7 students: Grade 8 students:

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard conventions of standard English grammar and usage when writing English grammar and usage grammar and usage when or speaking. (CCSS 6 L1) when writing or speaking. writing or speaking. (CCSS 8 L1) (CCSS 7 L1) Use appropriate academic or Use appropriate academic or domain-specific words when Use appropriate academic or domain-specific words when discussing or writing about domain-specific words when discussing or writing about informational text. (See CCSS 6 discussing or writing about informational text. (See CCSS 8 L6.) informational text. (See CCSS L6.) 7 L6.)

255

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of text.

Grade 6 students: Grade 7 students: Grade 8 students:

RI3 Analyze in detail how a key RI3 Analyze the interactions RI3 Analyze how a text makes individual, event, or idea is between individuals, events, and connections among and introduced, illustrated, and ideas in a text (e.g., how ideas distinctions between individuals, elaborated in a text (e.g., through influence individuals or events, or ideas, or events (e.g., through examples or anecdotes). how individuals influence ideas or comparisons, analogies, or events). categories).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify important persons, Determine the purpose of an Determine the likenesses or events or ideas in an individual, event, or idea within differences in the relationships informational text. an informational text. between or among individuals, ideas, or events within an Determine the variety of ways Determine the relationships that a person, event, or idea may between or among individuals, informational text. be described or explained to a events or ideas within a text. Identify how the differences or reader. likenesses between or among Draw conclusions about the individuals, ideas, or events are Examine the specific ways an relationships among individuals, important person, event, or idea events, or ideas within a text. revealed. in the text is presented to a Draw conclusions about the Examine the effect created by reader. the relationships between or effectiveness of the methods used to present the likenesses Identify the effect the among individuals, events or presentation of an important ideas within a text. or differences between or among individuals, ideas, or person, event, or idea in the text has upon a reader. events. Apply knowledge of Apply knowledge of organizational patterns by organizational patterns by identification of strategies such identification of strategies such as definition, classification, as definition, classification, comparison/contrast and comparison/contrast and cause/effect. (See CCSS 7 W2.a.) cause/effect. (See CCSS 6 W2.a.)

256

READING INFORMATIONAL TEXT

Grade 6 students: Grade 7 students: Grade 8 students:

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when writing grammar and usage when grammar and usage when or speaking. (CCSS 6 L1) writing or speaking. (CCSS 7 L1) writing or speaking. (CCSS 8 L1)

Use accurately grade-appropriate Use accurately grade- academic and domain-specific appropriate academic and Use accurately grade- words and phrases to show domain-specific words and appropriate academic and comprehension. (See CCSS 6 L6.) phrases to show domain-specific words and comprehension. (See CCSS 7 L6.) See also MD SLM.6-8. 4.0, as phrases to show needed. See also MD SLM.6-8. 4.0, as comprehension. (See CCSS 8 needed. L6.)

See also MD SLM.6-8. 4.0, as needed.

257

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI4 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RI4 Determine the meaning of RI4 Determine the meaning of RI4 Determine the meaning of words and phrases as they are words and phrases as they are words and phrases as they are used in a text, including used in a text, including figurative, used in a text, including figurative, figurative, connotative, and connotative, and technical connotative, and technical technical meanings. meanings; analyze the impact of meanings; analyze the impact of specific word choice on meaning specific word choices on meaning

and tone. and tone, including analogies or allusions to other texts.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use evidence from an Use evidence from an Use evidence from an informational text to determine informational text to determine informational text to determine the meaning of a word or the effect of word choice on the effect of analogy and allusion phrase. (See CCSS 6 W9.) meaning and tone of the text. to other texts on meaning of the (See CCSS 7 W9.) text. (See CCSS 8 W9.) Use context as a clue to the Use context as a clue to the Use context as a clue to the meaning of a word or phrase. meaning of a word or phrase. meaning of a word or phrase. (See CCSS 6 L4.a.) (See CCSS 7 L4.a.) (See CCSS 8 L4.a.) Use common, grade-appropriate Use common, grade-appropriate Use common, grade- appropriate Greek or Latin Greek or Latin affixes and roots Greek or Latin affixes and roots affixes and roots as clues to the as clues to the meaning of a as clues to the meaning of a meaning of a word (e.g., word (e.g., belligerent, bellicose, word (e.g., precede, recede, audience, auditory, audible). rebel). (CCSS 7 L4.b) secede). (CCSS 8 L4.b) (CCSS 6 L4.b) Determine the meaning of Determine the meaning of figures of speech in context. (See figures of speech in context. (See Determine the meaning of figures of speech in context. CCSS 7 L5.a.) CCSS 8 L5.a.) (See CCSS 6 L5.a.)

258

READING INFORMATIONAL TEXT

Grade 6 students: Grade 7 students: Grade 8 students:

Determine the suggested Determine the suggested Determine the suggested meaning of connotations of meaning of connotations of meaning of connotations of words that address the same words that address the same words that address the same technical meaning. (See CCSS 6 technical meaning. (See CCSS 7 technical meaning. (See CCSS 8 L5.c.) L5.c.) L5.c.)

Verify an inferred meaning of a Examine word choice as an aid Examine word choice, word or phrase in accessible to comprehension and a clue to relationships between words, reference materials. (See CCSS tone. and references to other texts as an aid to comprehension and a 6 L4c.) Gather vocabulary knowledge when considering a word or clue to tone. phrase important to Gather vocabulary knowledge comprehension. (See CCSS 7 when considering a word or L6.) phrase important to comprehension. (See CCSS 8 L6.)

259

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI5 CCR Anchor Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Grade 6 students: Grade 7 students: Grade 8 students:

RI5 Analyze how a particular RI5 Analyze the structure an author RI5 Analyze in detail the sentence, paragraph, chapter, or uses to organize a text, including structure of a specific paragraph section fits into the overall how the major sections contribute in a text, including the role of structure of a text and contributes to the whole and to the particular sentences in to the development of the ideas. development of the ideas. (SC, 7) developing and refining a key concept. (SC, 8) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge Determine the general Determine the general Determine the development of organizational pattern of a organizational pattern of a grade- an identified paragraph i.e., grade-appropriate informational appropriate informational text, main idea and supporting text, e.g., transition words and e.g., transition words and phrases details, cause and effect, phrases indicating chronological indicating chronological order, examples, description. order, cause/effect, problem cause/effect, problem solution, solution, etc. etc.

Identify the author’s purpose for Identify the author’s purpose for a Determine the author’s a grade-appropriate grade-appropriate informational purpose for the identified informational text. (See CCSS 6 text. (See CCSS 7 RI6.) paragraph. (See CCSS 8 RI6.) RI6.) Identify the most important sections of the text. Examine how parts of the text support the identified purpose of the text. Examine how the identified Determine the relationship important sections of the text add among certain sentences to the growth of ideas in the text. within the paragraph.

Draw conclusions about how the relationship among the

sentences adds to the growth of an idea within the paragraph.

Evaluate the effectiveness of the structure in presenting the information. 260

READING INFORMATIONAL TEXT

Grade 6 students: Grade 7 students: Grade 8 students:

Use evidence from informational Use evidence from Use evidence from an texts to support analysis of text informational texts to support informational text to support structure. (See CCSS 6 W9.) analysis of text structure. (See analysis of paragraph CCSS 7 W9.) structure. (See CCSS 8 W9.)

Use grade-appropriate academic Use grade-appropriate Use grade-appropriate and domain-specific words when academic and domain-specific academic and domain-specific explaining the role of portions of words when explaining the words when explaining the the text. (See CCSS 6 L6.) roles of major portions of the roles of sentence within the text. (See CCSS 7 L6.) paragraph. (See CCSS 8 L6.)

261

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a text.

Grade 6 students: Grade 7 students: Grade 8 students:

RI6 Determine an author’s point RI6 Determine an author’s point RI6 Determine an author’s point of view or purpose in a text and of view or purpose in a text and of view or purpose in a text and explain how it is conveyed in the analyze how the author analyze how the author text. distinguishes his or her position acknowledges and responds to from that of others. conflicting evidence or viewpoints.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Determine the difference Identify the author’s purpose Identify the author’s purpose between author’s point of view (format, text features, key ideas) (format, text features, key ideas) and author’s purpose. and point of view (word choice, and point of view (word choice, punctuation, emphasis on punctuation, emphasis on ideas) ideas). Determine author’s point of Determine the difference view through attention to word Determine the difference choice, punctuation, and between an author’s position between an author’s position emphasis on ideas. and any opposing positions. and any opposing positions.

Determine author’s purpose through attention to format, Examine the organization of the text features, and key ideas. text to determine how the Examine the organization of the author’s position is compared or text to determine the transitions contrasted to other positions. among ideas that signal and address opposing viewpoints. Use words, phrases, and clauses to clarify the relationships Use words, phrases, and clauses between claims and reasons. to clarify the relationships (See CCSS 7 W1.c.) between claims, counterclaims, and reasons. (See CCSS 8 W1.c.) Use appropriate transitions to clarify the relationships among Use appropriate transitions to ideas. (See CCSS 7 W2.c.) clarify the relationships among ideas. (See CCSS 8 W2.c.)

262

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

Grade 6 students: Grade 7 students: Grade 8 students:

RI7 Integrate information presented RI7 Compare and contrast a text RI7 Evaluate the advantages and in difference accessible media or to an audio, described video, or disadvantages of using different formats (e.g., visually, quantitatively) accessible multimedia version of mediums (e.g., print braille or as well as in words to develop a the text, analyzing each accessible digital text, video, coherent understanding of a topic or medium’s portrayal of the multimedia) to present a particular issue. subject (e.g., how the delivery of topic or idea. a speech affects the impact of the words.)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Compare and contrast information Explain the likenesses and received through different differences of a text versus an accessible formats. audio or visual braille version of the same text. (See MD Organize information from different accessible formats to SLM.6-8.6B1.a, 6B1.b.) develop a logical understanding of Draw conclusions about the Draw conclusions about the a topic or issue. positive and negative aspects positive and negative aspects of a of a text, audio, or visual text, audio, or visual braille version of the same text. version as a means of

presentation.

Determine how sound and Determine how sound and sight sight affect the perception of affect the perception of words. Support ideas with relevant words. Assess the value of one medium evidence. (See CCSS 6 W1.b.) Support ideas with relevant versus another for presentation of a specific topic. Use information presented in evidence. (See CCSS 7 W1.b.) diverse accessible media and Use information presented in Use evidence from accessible formats. (See CCSS 6 S/L2.) diverse accessible media and informational sources to support analysis and research. (See CCSS (See MD SLM.6-8. 4.0.) formats. (See CCSS 7 S/L2.) 8 W9.) (See MD SLM.6-8. 4.0.) (See MD SLM.6-8. 4.0)

263

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI8 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RI8 Trace and evaluate the RI8 Trace and evaluate the RI8 Delineate and evaluate the argument and specific claims in a argument and specific claims in a argument and specific claims in a text, distinguishing claims that are text, assessing whether the text, assessing whether the supported by reasons and evidence reasoning is sound and the reasoning is sound and the evidence from claims that are not. evidence is relevant and sufficient is relevant and sufficient; recognize to support the claims. when irrelevant evidence is introduced. (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate knowledge of the Demonstrate knowledge of the Demonstrate knowledge of the organizational pattern of an organizational pattern of an organizational pattern of an argument. argument. argument.

Identify claims in the text.

Identify supported claims versus unsupported claims in the text. Assess the value of the argument Assess the value of the argument Assess the value of the argument based upon supported claims. based upon supported claims. based upon supported claims.

Assess the credibility and Identify immaterial support. accuracy of evidence. (See CCSS Assess the credibility and accuracy 7 W8.) of evidence. (See CCSS 8 W8.) Use knowledge of words, Use knowledge of words, phrases, Use knowledge of words, phrases, and clauses to clarify the phrases, and clauses to clarify and clauses to clarify the relationship between claims and the relationship between claims relationship among claims and support. (See CCSS 6 W1.c.) and support. (See CCSS 7 W1.c.) support. (See CCSS 8 W1.c.) Delineate an argument and Delineate an argument and Delineate an argument and specific claims, showing the specific claims, evaluating specific claims, evaluating the difference between claims that credibility of the reasoning and credibility of reasoning and the are supported and those that are the relevance and adequacy of relevance and adequacy of the not. (See CCSS 6 S/L3.) (See MD the evidence. (See CCSS 7 S/L3.) evidence. (See CCSS 8 S/L3. (See SLM.6-8. 4.0.) (See MD SLM.6-8. 4.0.) MD SLM.6-8. 4.0.)

264

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI9 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RI9 Compare and contrast one RI9 Analyze how two or more RI9 Analyze a case in which two or author’s presentation of events authors writing about the same more texts provide conflicting with that of another (e.g., a topic shape their presentations of information on the same topic and memoir written by and a biography key information by emphasizing identify where the texts disagree on the same person). different evidence or advancing on matters of fact or different interpretations of facts. interpretation.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate knowledge of Compare and contrast important Compare and contrast opposing primary and secondary sources. information about the same information about the same topic topic presented by one author from multiple texts. (See MD Explain the likenesses and differences between the main versus others. (See MD SLM.6-8. SLM.6-8. 4.0,6.0.) 4.0,6.0.) ideas or information from one Determine the credibility of each author versus another. (See MD Explain how the focus on text. SLM.6-8. 4.0,6.0.) different information alters a Examine opposing portions of reader’s understanding of a each text for bias. topic. Draw conclusions about the Explain how conclusions drawn purpose of opposing facts or about information alters a interpretation of the facts. reader’s understanding of a topic.

Use knowledge of point of view

and bias.

Use evidence from informational Use evidence from informational Support ideas with relevant texts to support analysis. (See texts to support analysis. (See evidence. (See CCSS 6 W1.b.) CCSS 7 W9.) CCSS 8 W9.)

Present findings using pertinent Present findings using pertinent Present findings using pertinent evidence. (See CCSS 6 S/L4.) evidence. (See CCSS 7 S/L4.) evidence (See CCSS 8 S/L4.)

265

READING INFORMATIONAL TEXT

Cluster: Range of Reading and Level of Text Complexity

RI10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

Grade 6 students: Grade 7 students: Grade 8 students:

RI10 By the end of the year, read RI10 By the end of the year, read RI10 By the end of the year, read and comprehend literary and comprehend literary and comprehend literary nonfiction in the grades 6-8 text nonfiction in the grades 6-8 text nonfiction in the grades 6-8 text complexity band proficiently, with complexity band proficiently, with complexity band proficiently, with scaffolding as needed at the high scaffolding as needed at the high scaffolding as needed at the high end of the range. end of the range. end of the range.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adjust strategies as necessary Adjust strategies as necessary Adjust strategies as necessary for reading a self-selected and for reading a self-selected and for reading a self-selected and assigned range of grade- assigned range of grade- assigned range of grade- appropriate literary nonfiction appropriate literary nonfiction appropriate literary nonfiction texts representing diverse texts representing diverse texts representing diverse cultures, perspectives, cultures, perspectives, cultures, perspectives, ethnicities, and time periods ethnicities, and time periods ethnicities, and time periods while self-monitoring for while self-monitoring for while self-monitoring for comprehension. comprehension. comprehension.

Comprehend literary nonfiction Comprehend literary nonfiction Comprehend literary nonfiction texts of steadily increasing texts of steadily increasing texts of steadily increasing complexity with scaffolding, as complexity with scaffolding, as complexity with scaffolding, as necessary. necessary. necessary.

Set personal goals and Set personal goals and Set personal goals and conference regularly with adults conference regularly with adults conference regularly with adults to improve reading. to improve reading. to improve reading.

(See MD SLM.6-8. 6.0.) (See MD SLM.6-8. 6.0.) (See MD SLM.6-8. 6.0.)

266

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

R1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade 9-10 students: Grade 11-12 students:

RI1 Cite strong and thorough textual evidence to RI1 Cite strong and thorough textual evidence to support support analysis of what the text says explicitly as analysis of what the text says explicitly as well as well as inferences drawn from the text. (SC, 9-10) inferences drawn from the text, including determining where the text leaves matters uncertain. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a strategic Demonstrate the behaviors of a strategic reader. reader.

Analyze text clues that affect meaning. Analyze text clues that affect meaning.

Analyze relevant denotative, connotative, Analyze relevant denotative, connotative, and and figurative language. (See 9-10 CCSS L.5) figurative language. (See 11-12 CCSS L.5)

Evaluate available evidence for Evaluate available evidence for thoroughness, thoroughness, completeness, and relevance. completeness, and relevance.

Explain and analyze complexities and ambiguities in informational text.

Participate actively and appropriately in Participate actively and appropriately in discussions discussions about informational text. about informational text.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic academic and/or domain-specific vocabulary and/or domain-specific vocabulary when when responding and discussing responding and discussing informational text. (See informational text. (See 9-10 CCSS L.4 & L.6) 11-12 CCSS L.4 & L.6)

Use knowledge of language and its Use knowledge of language and its conventions conventions when speaking and writing. (See when speaking and writing. (See 11-12 CCSS L.1) 9-10 CCSS L.1) See also MD SLM 2.0 & 3.0, as needed. See also MD SLM 2.0 & 3.0, as needed.

267

READING INFORMATIONAL TEXT

RI2 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

RI2 Determine a central idea of a text and analyze RI2 Determine two or more central ideas of a text and its development over the course of the text, analyze their development over the course of the text, including how it emerges and is shaped and including how they interact and build on one another to refined by specific details; provide an objective produce a complex analysis; provide an objective summary of the text. summary of the text.

Essential Skills and Knowledge Essential Skills and Knowledge

Objectively summarize a text by including the Objectively summarize a text by including the appropriate key ideas, issues, and specific appropriate key ideas, issues, and specific details. details.

Analyze ideas, issues, rhetoric devices, and Analyze how multiple topics, central ideas, and/or specific details in a text that develop the claims interact in a text and explain how they clarify central idea and/or claim. and extend meaning.

Analyze ideas, issues, rhetoric devices, and specific details in a text that develop multiple topics, central ideas and/or claims.

Participate actively and appropriately in Participate actively and appropriately in discussions discussions about informational text. about informational text.

Use knowledge of language and its Use knowledge of language and its conventions conventions when speaking and writing. (See when speaking and writing. (See 11-12 CCSS L.1) 9-10 CCSS L.1)

268

READING INFORMATIONAL TEXT

Cluster: Key Ideas and Details

RI3 CCR Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Grade 9-10 students: Grade 11-12 students:

RI3 Analyze how an author unfolds an analysis or RI3 Analyze a complex set of ideas or sequence of events series of ideas or events, including the order in and explain how specific individuals, ideas, or events which the points are made, how they are interact and develop over the course of the text. (SC, 11- introduced and developed, and the connections 12) that are drawn between them. (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze and explain the structure of an Analyze and explain the structure of an informational text and how it contributes to informational text and how it contributes to meaning and/or purpose. meaning and/or purpose.

Analyze and explain the impact of events Analyze, explain, and evaluate the author’s and individuals in informational texts. development of complex ideas, concepts, events, and individuals within informational texts. Analyze, explain, and evaluate the author’s development of ideas and concepts within Analyze and explain the interrelationship among informational texts. complex ideas, concepts, individuals, and sequence of events within informational texts. Analyze and explain the interrelationships (See also CCSS 11-12 SL3) among ideas and concepts within informational texts. (See also CCSS 9-10 SL3) Participate actively and appropriately in discussions about informational text. Participate actively and appropriately in discussions about informational text. Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary Interpret, explain, and apply appropriate when responding and discussing informational academic and/or domain-specific text. (See 11-12 CCSS L.4 & L.6) vocabulary when responding and discussing informational text. (See 9-10 CCSS L.4 & L.6) Use knowledge of language and its conventions when speaking and writing. (See 11-12 CCSS L.1) Use knowledge of language and its See also MD SLM 4.0, as needed. conventions when speaking and writing. (See 9-10 CCSS L.1) See also MD SLM 4.0, as needed.

269

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI4 CCR Anchor Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Grade 9-10 students: Grade 11-12 students:

RI4 Determine the meaning of words and phrases RI4 Determine the meaning of words and phrases as as they are used in the text, including figurative, they are used in the text, including figurative, connotative, and technical meanings; analyze the connotative, and technical meanings; analyze how an cumulative impact of specific word choices on author uses and refines the meaning of a key term or meaning and tone (e.g., how the language of a terms over the course of a text. (e.g., how Madison court opinion differs from that of a newspaper.) defines faction in Federalist No. 10). (SC, 11-12) (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze the meaning, use, and effect of Analyze the meaning, use, and effect of word word connotations, multiple meanings, and connotations, multiple meanings, technical technical vocabulary. vocabulary, and above grade-level words.

Analyze the meanings of colloquialisms, Analyze the meanings of colloquialisms, idioms, idioms, figurative language, and other figurative language, and other words and phrases words and phrases as they are used in as they are used in context and influence text context and influence text meaning and meaning and tone. tone.

Analyze and explain the cumulative impact Analyze, explain, and evaluate an author’s of the author’s manipulation of language deliberate manipulation of language (syntax, (syntax, diction) on meaning and tone. diction) to create meaning and tone.

Compare and contrast the syntax and tone Trace and analyze the development of a key of informational texts written for differing term(s) over the course of a text. audiences and purposes.

Participate actively and appropriately in Participate actively and appropriately in discussions about informational text. discussions about informational text.

270

READING INFORMATIONAL TEXT

Grade 9-10 students: Grade 11-12 students:

Interpret, explain, and apply appropriate nterpret, explain, and apply appropriate academic and/or domain-specific academic and/or domain-specific vocabulary vocabulary when responding and when responding and discussing informational discussing informational text. (See 9-10 text. (See 11-12 CCSS L.4 & L.6) CCSS L.4 & L.6) Use knowledge of language and its conventions Use knowledge of language and its when speaking and writing. (See 11-12 CCSS L.1) conventions when speaking and writing. (See 9-10 CCSS L.1)

271

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

Grade 9-10 students: Grade 11-12 students:

RI5 Analyze in detail how an author’s ideas or RI5 Analyze and evaluate the effectiveness of the claims are developed and refined by particular structure an author uses in his or her exposition or sentences, paragraphs, or larger portions of a text argument, including whether the structure makes points (e.g., a section or chapter). (SC, 9-10) clear, convincing, and engaging. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze the effect of structural Analyze and evaluate the effect of the structural characteristics on meaning and/or purpose characteristics on meaning and/or purpose in an in an informational text. informational text.

Describe the structure of an argument; Describe the structure of an argument; identify its identify its claims and evidence. claims and evidence; and evaluate connections among evidence, inferences, and claims.

Analyze and explain how an author Analyze and evaluate the effectiveness of an deliberately manipulates language and text author’s organization, structure, and syntax as structures to develop and refine ideas or they contribute to a text’s overall meaning, claims. purpose, and effect.

Participate actively and appropriately in Participate actively and appropriately in discussions about informational text. discussions about informational text.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic and/or domain-specific academic and/or domain-specific vocabulary vocabulary when responding and when responding and discussing informational discussing informational text. (See 9-10 text. (See 11-12 CCSS L.4 & L.6) CCSS L.4 & L.6)

Use knowledge of language and its Use knowledge of language and its conventions conventions when speaking and writing. when speaking and writing. (See 11-12 CCSS L.1) (See 9-10 CCSS L.1)

272

READING INFORMATIONAL TEXT

Cluster: Craft and Structure

RI6 CCR Anchor Standard Assess how point of view or purpose shapes the content and style of a text.

Grade 9-10 students: Grade 11-12 students:

RI6 Determine an author’s point of view or RI6 Determine an author’s point of view or purpose in a purpose in a text and analyze how an author uses text in which the rhetoric is particularly effective, rhetoric to advance the point of view or purpose. analyzing how style and content contribute to the power, (SC, 9-10) persuasiveness, or beauty of the text. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify and explain an author’s point of view Identify and explain an author’s point of view or or purpose in an informational text. purpose in an informational text.

Demonstrate understanding of rhetorical Demonstrate understanding of rhetorical appeals. appeals. Analyze the effectiveness of the author’s use of Analyze and explain the author’s use of rhetoric and its contribution to meaning, point of rhetoric and its contribution to meaning, view, and/or purpose of the text. (See also CCSS point of view, and/or purpose of the text. 11-12 SL3) (See also CCSS 9-10 SL3) Analyze an author’s style and how it contributes to the purpose, meaning, tone, and effectiveness of a text.

Analyze how an author manipulates content, rhetoric, and style to achieve a purpose or create an effect.

Participate actively and appropriately in Participate actively and appropriately in discussions about informational text. discussions about informational text.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary academic and/or domain-specific vocabulary when responding and discussing when responding and discussing informational informational text. (See 9-10 CCSS L.4 & L.6) text. (See 11-12 CCSS L.4 & L.6)

Use knowledge of language and its Use knowledge of language and its conventions conventions when speaking and writing. (See when speaking and writing. (See 11-12 CCSS L.1) 9-10 CCSS L.1)

273

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI7 CCR Anchor Standard Integrate and evaluate content presented in diverse formats and accessible media, including visually and quantitatively, as well as in words.

Grade 9-10 students: Grade 11-12 students:

RI7 Analyze various accounts of a subject told in RI7 Integrate and evaluate multiple sources of different mediums (e.g., a person’s life story in information presented in different media or accessible both print braille and accessible multimedia), formats (e.g., visually, quantitatively) as well as in words determining which details are emphasized in each in order to address a question or solve a problem. (SC, account. (SC, 9-10) 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a strategic Demonstrate the behaviors of a strategic reader or, reader or, listener, or viewer of print braille, listener, or viewer of print braille, non-print, and non-print, and accessible digital text. accessible digital text.

Analyze print braille, non-print, and Analyze print braille, non-print, and accessible digital accessible digital text for relevant details that text for explicit details that are relevant to addressing are emphasized in an informational text and a question or solving a problem. (See also MD that contribute to meaning. Standard SLM 4.0)

Compare, contrast, draw conclusions, and connect significant details and ideas between Compare, contrast, draw conclusions, and connect two different mediums. (See also CCSS 9-10 significant details and ideas between and among W.6, W.7, W.8, W.9b, SL2) different media or formats.

Evaluate information from multiple sources of print braille, non-print, and accessible digital texts, for relevance, reliability, and validity.

Participate actively and appropriately in Participate actively and appropriately in discussions discussions about informational text. about informational text.

Integrate information from multiple sources of print braille, non-print, and accessible digital texts to address a question or solve a problem. (See also CCSS11-12 W.6, W.7, W.8, W.9b, SL2)

274

READING INFORMATIONAL TEXT

Grade 9-10 students: Grade 11-12 students:

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic academic and/or domain-specific vocabulary and/or domain-specific vocabulary when responding when responding and discussing and discussing informational text. (See 11-12 CCSS L.4 informational text. (See 9-10 CCSS L.4 & L.6) & L.6)

Use knowledge of language and its Use knowledge of language and its conventions when conventions when speaking and writing. (See speaking and writing. (See 11-12 CCSS L.1) 9-10 CCSS L.1) See also MD Standard SLM 4.0 See also MD Standard SLM 4.0

275

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI8 CCR Anchor Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade 9-10 students: Grade 11-12 students:

RI8 Delineate and evaluate the argument and RI8 Delineate and evaluate the reasoning in seminal specific claims in a text, assessing whether the U.S. texts, including the application of constitutional reasoning is valid and the evidence is relevant and principles and use of legal reasoning (e.g., visually, sufficient; identify false statements and fallacious quantitatively) as well as in words in order to address a reasoning. (SC, 9-10) question or solve a problem. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify and explain constitutional principles and legal reasoning in seminal U.S. texts.

Analyze and evaluate connections among Analyze and evaluate connections among evidence, inferences, and claims in an evidence, inferences, and claims in an argument. argument. (See also MD Standard SLM 4.0)

Analyze an author’s implicit and explicit Analyze an author’s implicit and explicit assumptions and beliefs about a subject. assumptions and beliefs about a subject.

Identify and explain common logical fallacies (e.g., the appeal to pity, the personal attack, the appeal to common opinion, the false

dilemma).

Evaluate the credibility of an author’s Evaluate an author’s reasoning by analyzing the argument by analyzing the manipulation of manipulation of language, as well as the range, language, as well as the range, sufficiency, sufficiency, quality, credibility, relevance, and quality, relevance, and validity of the claims. validity of evidence. (See also CCSS11-12 SL2, SL3) (See also CCSS 9-10 SL2, SL3) Interpret, explain, and apply appropriate academic Interpret, explain, and apply appropriate and/or domain-specific vocabulary when academic and/or domain-specific vocabulary responding and discussing informational text. (See when responding and discussing informational 11-12 CCSS L.4 & L.6) text. (See 9-10 CCSS L.4 & L.6) Use knowledge of language and its conventions Use knowledge of language and its when speaking and writing. (See 11-12 CCSS L.1) conventions when speaking and writing. (See See also MD Standard SLM 4.0 9-10 CCSS L.1 (See also MD Standard SLM 4.0) 276

READING INFORMATIONAL TEXT

Cluster: Integration of Knowledge and Ideas

RI9 CCR Anchor Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Grade 9-10 students: Grade 11-12 students:

RI9 Analyze seminal U. S. documents of historical RI9 Analyze seventeenth- eighteenth-, and nineteenth- and literary significance (e.g., Washington’s century foundational U. S. documents of historical and Farewell Address, the Gettysburg Address, literary significance (including the Declaration of Roosevelt’s Four Freedoms speech, King’s “Letter Independence, the Preamble to the constitution, the Bill from Birmingham Jail”), including how they of rights, and Lincoln’s Second Inaugural Address) for address related themes and concepts. (SC, 11-12) their themes, purposes, and rhetorical features. (SC, 11- 12)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze and explain the historical, cultural, Identify and explain themes and concepts common and literary significance of specific seminal U. to specific time periods in American history. S. documents. Analyze author’s purpose in foundational U. S. Identify and explain themes and concepts documents of the seventeenth-, eighteenth-, and common to specific time periods in American nineteenth- centuries. history. Analyze and explain the historical, cultural, and Compare, contrast and analyze the treatment literary significance of specific foundational U. S. of related themes, concepts, and rhetorical documents of the seventeenth-, eighteenth-, and devices in seminal U.S. documents. nineteenth- centuries. Participate actively and appropriately in Compare, contrast and analyze the treatment of discussions about informational text. related themes, concepts, and rhetorical devices in Interpret, explain, and apply appropriate foundational U.S. documents of the seventeenth-, academic and/or domain-specific vocabulary eighteenth- and nineteenth- centuries. when responding and discussing informational Participate actively and appropriately in discussions text. (See 9-10 CCSS L.4 & L.6) about informational text. Use knowledge of language and its Interpret, explain, and apply appropriate academic conventions when speaking and writing. (See and/or domain-specific vocabulary when 9-10 CCSS L.1) responding and discussing informational text. (See See also MD Standard SLM 4.0 11-12 CCSS L.4 & L.6) Use knowledge of language and its conventions when speaking and writing. (See 11-12 CCSS L.1) See also MD Standard SLM 4.0

277

READING INFORMATIONAL TEXT

Cluster: Range of Reading and Level of Text Complexity

RI10 CCR Anchor Standard Read and comprehend complex literary and informational braille texts independently and proficiently.

Grade 9-10 students: Grade 11-12 students:

RI10 RI10

By the end of grade 9, read and comprehend literary By the end of grade 11, read and comprehend literary nonfiction in the grades 9-10 text complexity band nonfiction in the grades 11-12 text complexity band proficiently, with scaffolding as needed at the high proficiently, with scaffolding as needed at the high end of the range. end of the range.

By the end of grade 10, read and comprehend By the end of grade 12, read and comprehend literary literary nonfiction at the end of the grades 9-10 text nonfiction at the high end of the grades 11-12 text complexity band independently and proficiently. complexity band independently and proficiently.

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate understanding of a wide range of Demonstrate understanding of a wide range of sufficiently complex literary nonfiction. (See sufficiently complex literary nonfiction. (See also also MD SLM 6.0) MD SLM 6.0) o Comprehend texts of steadily increasing o Comprehend texts of steadily increasing complexity, with scaffolding as needed. complexity. o As an emerging adult reader, set personal o As an emerging adult reader, set personal reading goals to self select and explore texts reading goals to self select and explore texts of of different disciplines and increasing different genres and increasing complexity. complexity.

Participate actively and appropriately in Participate actively and appropriately in discussions about informational text. discussions about informational text.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic academic and/or domain-specific vocabulary and/or domain-specific vocabulary when when responding and discussing informational responding and discussing informational text. (See text. (See 9-10 CCSS L.4 & L.6) 9-10 CCSS L.4 & L.6)

Use knowledge of language and its conventions Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1) when speaking and writing. (See 9-10 CCSS L.1)

278

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard

PK students:

RL1 With modeling and prompting, answer questions about details in a braille text.

Essential Skills and Knowledge

With modeling and support, o listen to a wide variety of literary texts (fiction, non-fiction, fables, folktales, realistic fiction, historical fiction, poems, plays, etc.) from a wide variety of cultures related to personal interests o develop awareness of strategies that are used to monitor understanding before, during, and after reading, viewing, or listening to literary text o before reading use prior knowledge and experiences to make connections to literary text o before reading make predictions and/or ask questions about the braille text by examining the title, cover, described illustrations/photographs and/or text o during Interactive Read Alouds of literary text listen, ask and answer questions as appropriate o after reading engage in conversations to facilitate recall of details in order to answer questions about the text o after reading respond to text, recalling details through discussions, dramatizing, drawing and/or writing

279

READING: LITERATURE

Cluster: Key Ideas and Details

RL2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

PK students:

RL2 With modeling and support, retell familiar stories/poems.

Essential Skills and Knowledge

With modeling and support, listen to and discuss a wide variety of complex literary texts (narrative text structure, both fiction and non-fiction including plays, stories and poems) representing diverse cultures, perspectives and ethnicities determine the important ideas and messages in literary texts identify the beginning, middle and end of text retell the text or part of the text in an appropriate sequence

280

READING: LITERATURE

Cluster: Key Ideas and Details

RL3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of braille text.

PK students:

RL3 With modeling and support, identify characters, settings and major events in a story.

Essential Skills and Knowledge

With modeling and support, understand the terms: character and setting identify characters, setting, and major events in a story through use of dramatization, puppets, discussion, writing, drawing, etc.

Cluster: Craft and Structure

RL4 CCR Anchor Standard

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

PK students:

RL4 With modeling and support, answer questions about unknown words in stories and poems.

Essential Skills and Knowledge

With modeling and support, activate prior knowledge and experiences to determine the meaning of unknown words use text and descriptions of illustrations to identify meaning of unknown words

281

READING: LITERATURE

Cluster: Craft and Structure

RL5 CCR Anchor Standard

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

PK students:

RL5 Gain exposure to common types of literary texts (e.g., storybooks, poems).

Essential Skills and Knowledge

With modeling and support, explore/discuss different types/genres of literary text (e.g., poetry, drama, nursery rhymes, traditional tales, fiction, non-fiction) representing diverse cultures, perspectives and

ethnicities compare different versions of the same story, rhyme, or traditional tale

Cluster: Craft and Structure

RL6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a braille text.

PK students:

RL6 With modeling and support, identify the role of author and illustrator.

Essential Skills and Knowledge

With modeling and support, identify the role of (and use the terms) authors and illustrators.

282

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

PK students:

RL7 With modeling and support and descriptions, tell how the illustrations support the story.

Essential Skills and Knowledge

With modeling and support, describe the illustrations in a story participate in discussions about the information derived from details in the descriptions of illustrations in a story and how the details contribute to the understanding of a story

Cluster: Integration of Knowledge and Ideas

RL8 CCR Anchor Standard

(Not applicable to literature)

PK students:

RL8 (Not applicable to literature)

283

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL9 CCR Anchor Standard

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

PK students:

RL9 With modeling and support, compare adventures and experiences of characters in familiar stories.

Essential Skills and Knowledge

With modeling and support, explore/discuss story elements, including characters and events discuss what characters do and say in a familiar story recognize that characters have unique adventures and experiences compare characters, including their experiences and actions

284

READING: LITERATURE

Cluster: Range of Reading and Level of Text Complexity

RL10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

PK students:

RL10 Actively engage in group reading activities with purpose and understanding.

Essential Skills and Knowledge

With modeling and support, develop comprehension skills by listening to a variety of appropriate increasingly complex literary texts (self selected and assigned) representing diverse cultures, perspectives, ethnicities, and time periods (fiction and non-fiction) from a wide variety of genres (e.g. stories, poems, nursery rhymes, realistic fiction, fairy tales, fantasy, etc.) use a variety of strategies to determine and clarify the meaning of unknown and multiple meaning words and phrases apply before, during and after reading strategies for a variety of literary texts participate in collaborative conversations with peers about grade level complex literary text

285

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard

Kindergartners: Grade 1 students: Grade 2 students:

RL1 With prompting and support, RL1 Ask and answer questions RL1 Ask and answer such questions as ask and answer questions about key about key details in a braille text. who, what, where, when, and how to details in a braille text. (SC, K) (SC, 1) demonstrate understanding in a braille text. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Apply appropriate strategies Apply appropriate strategies before apply appropriate strategies before reading, viewing, or reading, viewing, or listening to a before reading, viewing, or listening to a text: text: listening to a text: º use prior knowledge and º use prior knowledge and use prior knowledge and experiences to make experiences to make and explain experiences to make connections to the text connections to the text connections to the text º make predictions or ask º make predictions or ask make predictions or ask questions about the text by questions about the text by questions about the text by examining the title, cover, examining title, cover, examining the title, cover, described illustrations/photographs/text, described illustrations/photographs/t and familiar author or topic illustrations/photographs/text ext, and familiar author or º set a purpose for reading and , and familiar topic topic identify type of text set a purpose for reading and º set a purpose for reading identify type of text and identify type of text

286

READING: LITERATURE

Kindergartners: Grade 1 students: Grade 2 students:

With prompting and support, Apply appropriate strategies to Apply appropriate strategies to apply appropriate strategies to monitor understanding during monitor understanding during monitor understanding during reading, viewing, or listening reading, viewing, or listening to a reading, viewing, or listening to to a text: text: a text: º recall and discuss what is º recall and discuss what is º recall and discuss what is understood understood understood º identify and question what º revisit, read on, and restate the º identify and question what did did not make sense difficult parts in your own words not make sense º reread difficult parts and º make, confirm, or adjust º make, confirm, or adjust use own words to restate predictions predictions º make, confirm, or adjust º periodically summarize while º look back through the text for predictions reading connections between topics, º visualize what is read events, characters, and º search for connections between actions in stories to specific and among ideas life experiences

Demonstrate understanding after

With prompting and support, Demonstrate understanding reading, viewing, or listening to a demonstrate understanding after reading, viewing, or text: after reading, viewing, or listening to a text: º confirm or refute predictions º listening to a text: retell and discuss the text º retell and discuss the text º º retell and discuss the text engage in conversation to º identify and explain what is º engage in conversation to understand the text directly stated and what is understand the text º determine the main idea of implied in the text º determine the main idea of a a text º summarize the text orally text connect text to prior know ledge or personal experience

287

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard

Kindergartners: Grade 1 students: Grade 2 students:

RL1 With prompting and support, RL1 Ask and answer questions RL1 Ask and answer such questions ask and answer questions about key about key details in a braille as who, what, where, when, and how details in a braille text. (SC, K) text. (SC, 1) to demonstrate understanding in a braille text. (SC, 2)c

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Participate actively and Participate actively and participate actively and appropriately in discussions appropriately in discussions appropriately in discussions about about literary text. (See CCSS about literary text. (See CCSS literary text. (See CCSS K SL1, 2, 3.) 1 SL1, 2, 3.) 2 SL1, 2, 3.)

Generate questions to clarify a text. Generate oral and written

questions about details in the Respond to questions about With prompting and support, text. text by speaking, respond to questions about text by dramatizing, or writing, Respond orally and in written speaking, dramatizing, or writing, including the use of form to specific questions including the use of accessible accessible technology. (See using key details in the text. technology. (See CCSS K SL5; CCSS CCSS 1 SL5; CCSS 1 W6; MD (See CCSS 2 SL3, CCSS 2 W8.) K W6; MD SLM K-1 5A1.a.) SLM K-1 5A1.a.)

With prompting and support, Use knowledge of language Demonstrate command of demonstrate command of the the conventions of standard and its conventions when conventions of standard English English grammar and usage writing, speaking, reading, or grammar and usage when writing when writing or speaking. listening. (CCSS 2 L3.) or speaking. (CCSS 1 L1.) (CCSS 1 L1.)

288

READING: LITERATURE

RL2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

Kindergartners: Grade 1 students: Grade 2 students:

RL2 With prompting and RL2 Retell stories, including key RL2 Recount stories, including support, retell familiar stories, details, and demonstrate fables and folktales from diverse including key details. (SC, K) understanding of their central cultures, and determine their message or lesson. (SC, 1) central message, lesson, or moral. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Listen to, read, and discuss a Listen to, read, and discuss a listen to, read, and discuss a variety of literary texts (narrative variety of literary texts (narrative variety of literary texts text structure, both fiction and text structure, both fiction and (narrative text structure, non-fiction) representing diverse non-fiction) representing diverse both fiction and non-fiction) cultures, perspectives, and cultures, perspectives, ethnicities, representing diverse ethnicities. and time periods. cultures, perspectives, and ethnicities identify the elements of a Identify the elements of a story, Identify and explain the elements story, (e.g., characters, (e.g., characters, setting, of a story, (e.g. character (s), setting, problem, and problem, and solution). setting, problem, solution, plot). solution) Identify key details in literary text. Identify key details in literary text.

identify key details in literary Analyze key details to determine Analyze key details to determine text the central message or lesson in the central message, lesson, or literary text. moral of literary text.

retell story events in a logical Retell story events in a logical Retell story events in sequential sequence sequence. order.

289

READING: LITERATURE

Kindergartners: Grade 1 students: Grade 2 students:

With prompting and support, Describe people, places, things, Tell a story or recount an demonstrate command of the and events with relevant details, experience with appropriate facts conventions of standard expressing ideas and feelings and relevant, descriptive details, English grammar and usage clearly. (See CCSS 1 SL4.) speaking audibly in coherent when speaking. (CCSS K L1) sentences. ( CCSS 2 SL4)

Demonstrate command of the Use knowledge of language and its conventions of standard English conventions when writing, grammar and usage when speaking, reading, or listening. speaking. (CCSS 1 L1) (CCSS 2 L3.)

290

READING: LITERATURE

Cluster: Key Ideas and Details

RL3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of braille text.

Kindergartners: Grade 1 students: Grade 2 students:

RL3 With prompting and support, RL3 Describe characters, RL3 Describe how characters in a identify characters, settings, and settings, and major events in a story respond to major events and major events in a story. (SC, K) story, using key details. (SC, 1) challenges. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify the elements in a Draw conclusions about understand the terms: story, including characters characters in a story to determine character, setting, major events and the setting. their traits. identify characters, setting, and major events in a story through

use of dramatization, puppets, discussion, developmentally

appropriate writing, drawing, etc. Identify key details in a story. Identify major events and

challenges in the text

Retell the events in a story in a logical sequence. Identify cause/effect relationships between characters and major story events and challenges in a Describe people, places, text. things, and events with relevant details, expressing ideas and feelings clearly. Tell a story or recount an (CCSS 1 SL4) experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS 2 SL4)

With prompting and support, Demonstrate command of the demonstrate command of the conventions of standard Use knowledge of language and conventions of standard English English grammar and usage its conventions when writing or grammar and usage when writing when writing or speaking. speaking. (CCSS 2 L3.) or speaking. (CCSS K L1.) (CCSS 1 L1.)

291

READING: LITERATURE

Cluster: Craft and Structure

RL4 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

RL4 Ask and answer questions RL4 Identify words and phrases in RL4 Describe how words and about unknown words in a braille stories or poems that suggest phrases (e.g., regular beats, text. feelings or appeal to the senses. alliteration, rhymes, repeated (SC, 1) lines) supply rhythm and meaning in a story, poem, or song. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use sentence-level context as a Identify literary elements such clue to the meaning of a word as rhyme, rhythm, repetition, or phrase. (CCSS 1 L4.a) and alliteration in poems, stories, and songs presented in a variety of accessible formats. With prompting and support, Use braille text and descriptions use braille text and descriptions of illustrations to identify words Explain how repetition supplies of illustrations to identify or phrases that create a feeling rhythm and meaning in a story, meaning of unknown words or connect with the senses. poem, or song.

understand relationship between words and feelings

explain how text features

contribute to the meaning of a story

Identify real-life connections Identify real-life connections between words and their use between words and their use (e.g., note places at home that (e.g., note places at school that are cozy). (CCSS 1 L5.c) are colorful/noisy). (CCSS K L5.c)

292

READING: LITERATURE

RL5 CCR Anchor Standard

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

Kindergarteners: Grade 1 students: Grade 2 students:

RL5 Recognize common types of RL5 Explain major differences RL5 Describe the overall structure braille texts (e.g., storybooks, between books that tell stories of a story, including describing poems). and books that give information, how the beginning introduces the drawing on a wide reading of a story and the ending concludes range of text types. the action. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Listen to, read, and discuss a Listen to, read, and examine a discuss characteristics of variety of literary texts, both variety of literary texts, both different genres of literary text fiction and nonfiction. fiction and nonfiction to (e.g., poetry, drama, nursery identify story structure. rhymes, traditional tales, fiction, non-fiction) Identify similarities and compare different versions of differences between fiction and Retell a story using sequencing the same story, rhyme, or nonfiction texts. words (e.g., first, so, then, next, traditional tale after that, finally) to describe beginning to end. (See CCSS 2 SL2.)

With prompting and support, Demonstrate command of the Use knowledge of language and demonstrate command of the conventions of standard English its conventions when writing or conventions of standard English grammar and usage when speaking. (CCSS 2 L3.) grammar and usage when writing writing or speaking. (CCSS 1 L1.) or speaking. (CCSS K L1.)

293

READING: LITERATURE

RL6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a braille text.

Kindergarteners: Grade 1 students: Grade 2 students:

RL6 With prompting and support, RL6 Identify who is telling the RL6 Acknowledge differences in name the author and illustrator of story at various points in a braille the points of view of characters, a story and define the role of each text. including by speaking in a in telling the story. different voice for each character when reading dialogue aloud.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Define the role of the narrator Explain who is telling a story. identify the role of (and use the of a story. terms) authors and illustrators. Compare and contrast different Use knowledge of characters points of view of characters in a and story events to determine story. who is telling the story at various points in a text. Demonstrate appropriate fluency and adjust speech to represent different points of view when reading dialogue aloud.

294

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

Kindergarteners: Grade 1 students: Grade 2 students:

RL7 With prompting and support, RL7 Use descriptions of RL7 Use information gained from describe the relationship between illustrations and details in a the descriptions of illustrations and descriptions of illustrations and story to describe its characters, words in print braille or accessible the story in which they appear setting, or events. (SC, 1) digital text to demonstrate (e.g., what moment in a story an understanding of its characters, illustration depicts). (SC,K) setting, or plot. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Explain the connection Demonstrate the behaviors of a describe the illustrations in a between the illustrations and strategic reader by applying story with relevant details words in a story. before, during, and after explain how illustrations strategies. contribute to understanding a Describe people, places, things, story and events with relevant Describe how text features, details, expressing ideas and specifically illustrations, aid in feelings clearly. (See CCSS 1 understanding of a text. SL4.)

Recount a story with appropriate Add drawings or other visual facts and relevant descriptive tactual displays to descriptions details, speaking audibly in when appropriate to clarify coherent sentences. (See CCSS 2 ideas, thoughts, and feelings. SL4.) (See CCSS 1 SL5.) Create audio recordings or add drawings or other visual or tactual displays when appropriate to clarify ideas, thoughts, and With prompting and support, Demonstrate command of the feelings. (See CCSS 2 SL5.) demonstrate command of the conventions of standard conventions of standard English English grammar and usage Use knowledge of language and grammar and usage when when writing or speaking. its conventions when writing or writing or speaking. (CCSS K L1.) (CCSS 1 L1.) speaking. (CCSS 2 L3.)

295

READING: LITERATURE

RL8 CCR Anchor Standard

(Not applicable to literature)

Kindergarteners: Grade 1 students: Grade 2 students:

RL8 (Not applicable to literature) RL8 (Not applicable to literature) RL8 (Not applicable to literature)

RL9 CCR Anchor Standard

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

Kindergarteners: Grade 1 students: Grade 2 students:

RL9 With prompting and support, RL9 Compare and contrast the RL9 Compare and contrast two or compare and contrast the adventures and experiences of more versions of the same story adventures and experiences of characters in stories. (e.g., Cinderella stories) by different characters in familiar stories. authors or from different cultures. Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge With prompting and support, Identify characters and events in Listen to, read, and discuss two or explore/discuss story elements, stories. more versions of the same story including character(s) and events by different authors or from discuss what characters do and Describe people, places, things, and different cultures. say in a familiar story events with relevant details, recognize that characters have expressing ideas and feelings Identify likenesses and differences unique adventures and clearly. (See CCSS 1 SL4.) between characters, settings, and experiences events in two or more versions of compare characters, including Identify likenesses and differences the same story. their experiences and actions between characters and events in stories. Recount a story with appropriate With prompting and support, facts and relevant descriptive demonstrate command of the Demonstrate command of the details, speaking audibly in conventions of standard English conventions of standard English coherent sentences. (See CCSS 2 grammar and usage when writing grammar and usage when writing or SL4.) or speaking. (CCSS K L1.) speaking. (CCSS 1 L1.) Use knowledge of language and its conventions when writing or speaking. (CCSS 2 L3.)

296

READING: LITERATURE

Cluster: Range of Reading and Level of Text Complexity

RL10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

Kindergarteners: Grade 1 students: Grade 2 students:

RL10 Actively engage in group reading RL10 With prompting and RL10 By the end of the year, read activities with purpose and support, read prose and poetry and comprehend literature, understanding. of appropriate complexity for including stories and poetry, in the grade 1. (SC, 1) grade 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, With prompting and support, Read a variety of self-selected and develop comprehension skills by read a variety of self-selected assigned literary texts representing listening to a variety of appropriate and assigned literary texts diverse cultures, perspectives, increasingly complex literary texts representing diverse cultures, ethnicities, and time periods. (self selected and assigned) perspectives, ethnicities, and representing diverse cultures, time periods. With guidance and support, read perspectives, ethnicities, and time and comprehend text of steadily periods (fiction and non-fiction) from With prompting and support, increasing complexity. a wide variety of genres (e.g. stories, read and comprehend text of poems, nursery rhymes, realistic steadily increasing complexity. fiction, fairy tales and fantasy, etc.) Participate in collaborative use a variety of strategies to conversations with diverse determine and clarify the meaning of Participate in collaborative partners about grade 2 topics and unknown and multiple meaning conversations with diverse texts with peers and adults in small words and phrases partners about grade 1 topics and larger groups. (CCSS 2 SL1) apply before, during and after reading and texts with peers and adults strategies for a variety of literary texts in small and larger groups. participate in collaborative (CCSS 1 SL1) conversations with peers about grade level complex text (See CCSS K SL 1.)

With prompting and support,

demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS K L1.)

297

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

RL1 Ask and answer questions to RL1 Refer to details and examples RL1 Quote accurately from a text demonstrate understanding of a braille in a braille text when explaining when explaining what the braille text, referring explicitly to the text as the what the text says explicitly and text says explicitly and when basis for the answers. (SC, 3) when drawing inferences from the drawing inferences from the text. text. (SC, 4) (SC, 5) Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply appropriate strategies before Apply appropriate strategies Apply appropriate strategies reading, viewing, or listening to a text: before reading, viewing, or before reading, viewing, or listening to a text: listening to a text: preview and survey the text preview and survey the text preview and survey the text access prior knowledge about the text access prior knowledge about access prior knowledge about the text the text formulate purpose-setting questions formulate purpose-setting formulate purpose-setting make predictions questions questions make predictions make predictions

Apply appropriate strategies to monitor understanding when reading, viewing, Apply appropriate strategies to Apply appropriate strategies to or listening to a text: monitor understanding when monitor understanding when reading, viewing, or listening to reading, viewing, or listening to reread as necessary a text: a text: determine main ideas of portions of reread as necessary reread as necessary the text determine main ideas of determine main ideas of periodically restate, retell, portions of the text portions of the text paraphrase, and/or summarize (See periodically restate, retell, periodically restate, retell, CCSS 4 RL2; SL4, 6.) paraphrase, summarize, and/or paraphrase, summarize, and/or synthesize information (See synthesize information (See connect ideas within the text CCSS 4 SL4, 6.) CCSS 5 SL4, 6.) make, confirm, and/or modify connect ideas within the text connect ideas within the text questions, inferences, and predictions make, confirm, and/or modify make, confirm, and/or modify visualize questions, inferences, and questions, inferences, and predictions predictions visualize visualize

298

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Demonstrate understanding, either Demonstrate understanding, Demonstrate understanding, orally or in writing, after reading, either orally or in writing, after either orally or in writing, after viewing, or listening to a text: reading, viewing, or listening to reading, viewing, or listening to determine and explain the main idea a text: a text: (explicit or inferred) of the text determine and explain main determine and explain main summarize the text (See CCSS 4 RL2; ideas (explicit or inferred) of ideas (explicit or inferred) of SL4, 6) the text the text summarize the text (See CCSS 4 summarize the text (See CCSS SL4, 6; MD SLM 4-5 4A2.) 5 SL4, 6; MD SLM 4A2. ) identify what is directly stated in the explain what is directly stated explain what is directly stated text in the text by citing specific in the text by citing specific details and examples from the details and examples from the text text draw inferences and conclusions from explain inferences, conclusions, explain inferences, the text and generalizations by citing conclusions, and appropriate details and generalizations by citing examples from the text appropriate details and synthesize information and examples from the text ideas synthesize information and confirm, refute, and/or make confirm, refute and/or make ideas predictions about the text predictions about the text confirm, refute, and/or make predictions about the text connect prior knowledge or connect prior knowledge or connect prior knowledge or experience to the text experience to the text experience to the text

299

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

RL1 Ask and answer questions to RL1 Refer to details and examples RL1 Quote accurately from a demonstrate understanding of a in a braille text when explaining braille text when explaining what braille text, referring explicitly to what the text says explicitly and the text says explicitly and when the text as the basis for the when drawing inferences from drawing inferences from the text. answers. the text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply a questioning schema to Apply a questioning schema to Apply a questioning schema to generate, either orally or in generate, either orally or in generate, either orally or in writing, text-specific questions at writing, text-specific questions writing, text-specific questions varying levels of cognitive at varying levels of cognitive at varying levels of cognitive demand. demand. demand.

Determine when best to paraphrase and when best to quote directly when responding either orally or in writing to text- specific questions. Use commas and quotation

marks correctly when punctuating direct quotations in written responses to text- specific questions. (See CCSS 4 L2.b.)

300

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Participate actively and Participate actively and Participate actively and appropriately in discussions appropriately in discussions appropriately in discussions about literary text. (See CCSS 3 about literary text. (See CCSS 4 about literary text. (See CCSS SL 1, 2, 3.) SL 1, 2, 3.) 5 SL 1, 2, 3.)

Apply knowledge of standard Apply knowledge of standard Apply knowledge of standard English when writing about or English when writing about or English when writing about or discussing literature. (See CCSS 3 discussing literature. (See CCSS discussing literature. (See L1, 2.) 4 L1, 2.) CCSS 5 L1, 2.)

Apply appropriate academic Apply appropriate academic Apply appropriate academic and/or domain-specific and/or domain-specific and/or domain-specific vocabulary when responding vocabulary when responding vocabulary when responding either orally or in writing to text- either orally or in writing to either orally or in writing to specific questions. (See CCSS 3 text-specific questions. (See text-specific questions. (See L6.) CCSS 4 L6.) CCSS 5 L6.)

301

READING: LITERATURE

Cluster: Key Ideas and Details

RL2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

Grade 3 students: Grade 4 students: Grade 5 students:

RL2 Recount stories, including RL2 Determine a theme of a story, RL2 Determine a theme of a fables, folktales, and myths from drama, or poem from details in the story, drama, or poem from diverse cultures; determine the braille text; summarize the braille details in the braille text, central message, lesson, or moral text. (SC, 4) including how characters in a and explain how it is conveyed story or drama respond to through key details in the braille challenges or how the speaker text. (SC, 3) in a poem reflects upon a topic; summarize the braille text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify and distinguish among Summarize a literary text either Summarize a literary text literary texts, including types of orally or in writing. (See CCSS 4 either orally or in writing, stories, poems, and plays. RI2; W9; SL4, 6.) including key events from the beginning, middle, and end of Restate, retell, paraphrase, and/or the text. (See CCSS 5 W9; SL4, summarize the text and/or parts Determine the key events from 6.) of the text either orally or in the beginning, middle, and end writing. (See CCSS 4 RL2; 3 W9; 3 of the text. (See CCSS 4 RI2.) SL4, 6.) Differentiate between key and minor details and events from Analyze narrative elements of the beginning, middle, and end the text, including character(s), of a literary text. (See CCSS 3 setting, and plot. RI2.) Identify and explain the Identify and explain plot-based elements of a story (e.g., relationships, including character(s), setting, problem, sequence/chronology, solution, sequence of events). problem/solution, cause/effect.

302

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Identify and explain plot-based relationships, including sequence/chronology, problem/solution, cause/effect. (See CCSS 3 RI2.)

Analyze details and events in a Analyze details about characters, Analyze details about literary text to determine a setting, and plot in a literary text characters, setting, and plot message, lesson, or moral. to infer a theme. in a literary text to infer a theme. Differentiate between a main Differentiate between a topic idea and a central message, and a theme. Analyze the key details and lesson, or moral. Differentiate between a literary events in a poem as they theme and a message, lesson, relate to the speaker’s or moral. perspective about a topic or idea in the poem. Connect appropriate key details Connect key details in a literary Analyze the conflicts to determine how the author text to explain how the author, encountered by the conveys a message, lesson, or poet, or playwright conveys a characters in a literary text, moral. (See CCSS 3 W2.) theme. including how characters respond to those conflicts. Analyze the development of the plot, including exposition, rising action, climax, falling action, denouement, as well as

subplots. Connect key details in a literary text to explain how the author, poet, or playwright conveys a theme.

Participate actively and Participate actively and Participate actively and appropriately in discussions about appropriately in discussions about appropriately in discussions literary text. (See CCSS 3 SL 1, 2, literary text. (See CCSS 4 SL 1, 2, about literary text. (See CCSS 3.) 3.) 5 SL 1, 2, 3.)

303

READING: LITERATURE

Cluster: Key Ideas and Details

RL2 CCR Anchor Standard

Determine central ideas or themes of a braille text and analyze their development; summarize the key supporting details and ideas.

Grade 3 students: Grade 4 students: Grade 5 students:

RL2 Recount stories, including fables, RL2 Determine a theme of a story, RL2 Determine a theme of a story, folktales, and myths from diverse drama, or poem from details in drama, or poem from details in cultures; determine the central the text; summarize the braille the text, including how characters message, lesson, or moral and explain text. (SC, 4) in a story or drama respond to how it is conveyed through key details challenges or how the speaker in in the braille text. (SC, 3) a poem reflects upon a topic; summarize the braille text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply knowledge of standard English Apply knowledge of standard Apply knowledge of standard when writing about or discussing English when writing about or English when writing about or literature. (See CCSS 3 L1, 2.) discussing literature. (See CCSS 4 discussing literature. (See CCSS 5 L1, 2.) L1, 2.)

Apply academic and domain-specific vocabulary when discussing or writing Apply academic and domain- Apply academic and domain- about literature. (See CCSS 3 W9, L6.) specific vocabulary when specific vocabulary when discussing or writing about discussing or writing about literature. (See CCSS 4 W9, L6.) literature. (See CCSS 5 W9,L6.)

304

READING: LITERATURE

Cluster: Key Ideas and Details

RL3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of braille text.

Grade 3 students: Grade 4 students: Grade 5 students:

RL3 Describe characters in a story RL3 Describe in depth a character, RL3 Compare and contrast two or (e.g., their traits, motivations, or setting, or event in a story or more characters, settings, or feelings) and explain how their drama, drawing on specific details events in a story or drama, actions contribute to the in the braille text (e.g., a drawing on specific details in the sequence of events. (SC, 3) character’s thoughts, words, or braille text (e.g., how characters actions). (SC, 4) interact). (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Draw conclusions and make Analyze the traits of a specific Analyze similarities and inferences about characters, character, including his or her differences among traits of referring to the text for support. behavior, thoughts, words, and specific characters, focusing on interactions with other how they affect the plot. characters, as well as the reactions of other characters.

Analyze the setting or an aspect Analyze similarities and Connect the actions of the of the setting (e.g. time, place, differences among different characters to the development historical backdrop, and settings, focusing on how they of the plot by identifying and determine its contribution to the affect the mood and the plot. explaining cause/effect mood and/or the plot.) relationships. Analyze similarities and Analyze a specific event and determine its relationship to differences among different

other story elements (e.g., events, focusing on how they affect the characters, mood, and setting, characters, mood.) plot.

Participate actively and Participate actively and appropriately in discussions Participate actively and about literary text. (See CCSS 3 appropriately in discussions about literary text. (See CCSS 4 appropriately in discussions SL 1, 2, 3.) about literary text. (See CCSS 5 SL 1, 2, 3.) SL 1, 2, 3.)

305

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Apply knowledge of standard Apply knowledge of standard Apply knowledge of standard English when writing about or English when writing about or English when writing about or discussing literature. (See discussing literature. (See CCSS discussing literature. (See CCSS CCSS 3 L1, 2.) 4 L1, 2.) 5 L1, 2.)

Apply academic and domain- Apply academic and domain- Apply academic and domain- specific vocabulary when specific vocabulary when specific vocabulary when discussing or writing about discussing or writing about discussing or writing about literature. (See CCSS 3 W9, literature. (See CCSS W9, 4 L6.) literature. (See CCSS 5 W9, L6.) L6.)

306

READING: LITERATURE

Cluster: Craft and Structure

RL4 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RL4 Determine the meaning of words RL4 Determine the meaning of RL4 Determine the meaning of and phrases as they are used in a braille words and phrases as they are used words and phrases as they are text, distinguishing literal from in a braille text, including those that used in a braille text, including nonliteral language. (SC, 3) allude to significant characters figurative language such as found in mythology (e.g., metaphors and similes. (SC, 5) Herculean).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use sentence-level context as a clue to Use context (e.g., definitions, Use context (e.g., the meaning of a word or phrase. examples, or restatements in text) cause/effect relationships (CCSS 3 L4.a) as a clue to the meaning of a word and comparisons in text) as or phrase. (CCSS 4 L4.a) a clue to the meaning of a Determine the meaning of the new word or phrase. (CCSS 5 word formed when a known affix is Use common, grade-appropriate L4.a) added to a known word (e.g., Greek and Latin affixes and roots agreeable/disagreeable, as clues to the meaning of a word Use common, grade- comfortable/uncomfortable, (e.g., telegraph, photograph, appropriate Greek and Latin care/careless, heat/preheat). (CCSS 3 autograph). (CCSS 4 L4.b) affixes and roots as clues to L4.b) the meaning of a word (e.g., photograph, photosynthesis). (CCSS 5 L4.b) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CCSS 3 L4.c)

307

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Distinguish the literal and nonliteral Explain the meaning of figurative Interpret figurative language, meanings of words and phrases in language, including simple similes including similes and context (e.g., take steps). (See CCSS 3 and metaphors (e.g., as pretty as metaphors, in context. (CCSS 5 L5.a.) a picture) in context. (CCSS 4 L5.a) Identify real-life connections between L5.a.) Recognize and explain the words and their use (e.g., describe Recognize and explain the meaning of common idioms, people who are friendly or helpful). meaning of common idioms, adages, and proverbs. (CCSS 5 CCSS 3 L5.b) adages, and proverbs. (CCSS 4 L5.b.) Distinguish shades of meaning among L5.b.) Explain the difference between related words that describe states of Differentiate between denotation the denotation and the mind or degrees of certainty (e.g., and connotation. connotation of a specific word. knew, believed, suspected, heard, Demonstrate understanding of Use the relationship between wondered). (CCSS 3 L5.c.) words by relating them to their particular words (e.g., opposites (antonyms) and to synonyms, antonyms, words with similar but not homographs) to better identical meanings (synonyms). understand each of the words. (CCSS 4 L5.c.) (CCSS 5 L5.c.) Apply an understanding of the Interpret literary and term allusion by Identifying and mythological allusions found in

explaining mythological allusions literature in the grades 4-5 text found in literature in the grades complexity band. (See CCSS 4 4–5 text complexity band. (See RL 10.) CCSS 4 RL 10.) Analyze how word choice Analyze how word choice affects affects meaning. meaning. Consult reference materials Consult reference materials (e.g., (e.g., dictionaries, glossaries, Use glossaries or beginning dictionaries, glossaries, thesauruses), both print braille dictionaries, both print braille and thesauruses), both print braille and accessible digital, to find accessible digital, to determine or and accessible digital, to find the the pronunciation and clarify the precise meaning of key pronunciation and determine or determine or clarify the words and phrases in context. (CCSS 3 clarify the precise meaning of key precise meaning of key words L4.d) words and phrases in context. and phrases in context. (CCSS (CCSS 4 L4.c) 5 L4.c)

308

READING: LITERATURE

Cluster: Craft and Structure

RL5 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RL5 Refer to parts of stories, dramas, RL5 Explain major differences RL5 Explain how a series of and poems when writing or speaking between poems, drama, and chapters, scenes, or stanzas fits about a braille text, using terms such as prose, and refer to the structural together to provide the overall chapter, scene, and stanza; describe how elements of poems (e.g., verse, structure of a particular story, each successive part builds on earlier rhythm, meter) and drama (e.g., drama, or poem. sections. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a braille text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply academic and domain-specific Apply academic and domain- Apply academic and domain- vocabulary when writing or speaking specific vocabulary when specific vocabulary when about the structure of a specific type writing or speaking about a writing or speaking about of literary text (e.g., chapter, scene, literary genre and its specific literary genres and their stanza). (See CCSS 3 W9, L6.) structure (e.g., chapter, scene, structure (e.g., chapter, scene, stanza). (See CCSS 4 W9, L6.) stanza). (See CCSS 5 W9, L6.)

Explain the relationship between events in different parts of a literary Analyze the details and events Analyze the details and events text (e.g., cause/effect, in structural elements of a in structural elements of a problem/solution). literary text (e.g., chapters, literary text (e.g., chapters, scenes, stanzas, of stories, scenes, stanzas, of stories, dramas, and poems). dramas, and poems).

Draw conclusions about the relationships between and among structural elements (e.g., foreshadowing, flashback,

motifs carried over from one section of a text to another).

309

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Apply knowledge of standard English Apply knowledge of standard Apply knowledge of standard when writing about or discussing English when writing about or English when writing about or literature. (See CCSS 3 L1, 2.) discussing literature. (See discussing literature. (See CCSS 3 L1, 2.) CCSS 3 L1, 2.)

Participate actively and appropriately in discussions about literary text. Participate actively and Participate actively and (See CCSS 3 SL 1, 2, 3.) appropriately in discussions appropriately in discussions about literary text. (See CCSS about literary text. (See CCSS 4 SL 1, 2, 3.) 4 SL 1, 2, 3.)

310

READING: LITERATURE

Cluster: Craft and Structure

RL6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a braille text.

Grade 3 students: Grade 4 students: Grade 5 students:

RL6 Distinguish their own point of RL6 Compare and contrast the RL6 Describe how a narrator’s or view from that of the narrator or point of view from which different speaker’s point of view influences those of the characters. stories are narrated, including the how events are described. difference between first- and third-person narrations.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of point of view as a literary term.

Analyze the narrator as a Analyze word choice to Analyze word choice to character (e.g., the narrator’s determine the point of view of a determine the point of view of a st rd feelings about the characters, literary text, (e.g., 1 person, 3 literary text, including the way setting, events). person narration). in which the narrator tells the story (e.g., in an amusing way, in a serious way, etc.).

Describe the narrator’s Analyze characters and relationship to the characters. Explain the effect of the distinguish them from the narrator’s or the speaker’s point narrator. st of view on other elements of Compare and contrast a 1 rd the text (e.g., events, person narrative with a 3 characters, etc.). person narrative.

311

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

Grade 3 students: Grade 4 students: Grade 5 students:

RL7 Explain how specific aspects RL7 Make connections between RL7 Analyze how visual and of descriptions of a text’s the braille text of a story or drama multimedia elements contribute illustrations contribute to what is and a visual or oral presentation to the meaning, tone, or beauty conveyed by the words in a story of the text, identifying where of a text (e.g., graphic novel, (e.g., create mood, emphasize each version reflects specific accessible multimedia aspects of a character or setting). descriptions and directions in the presentation of fiction, folktale, (SC, 3) text. myth, poem).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a Demonstrate the behaviors of a Demonstrate the behaviors of a strategic reader by applying strategic listener or viewer by strategic listener or viewer by before, during, and after applying before, during, and applying before, during, and strategies to the descriptions of after strategies. after strategies. non-print aspects of a literary text. Apply an understanding of the Compare and contrast a visual or Determine the specific elements relationship between text oral presentation of a text (e.g., of visual braille and multimedia features, specifically descriptions a film, live performance, etc.) to texts that are described. (e.g., of illustrations, and the its print braille version, noting color, sound, layout, etc.). characters, setting, and mood of specific instances of similarity a story. and/or difference. (See MD SLM 4-5 6B.) Differentiate tone from mood.

Analyze the effect of the elements of visual and multimedia texts that are described. (e.g., use of color, sound, movement, gestures, etc.) on meaning, tone, or beauty. (See MD SLM 4-5 6B.)

312

READING: LITERATURE

Grade 3 students: Grade 4 students: Grade 5 students:

Support inferences about the Support inferences and Support inferences and relationship between text conclusions with relevant textual conclusions with relevant textual features with relevant textual evidence. evidence. evidence.

Apply knowledge of standard English when writing about or Apply knowledge of standard Apply knowledge of standard discussing literature. (See CCSS 3 English when writing about or English when writing about or L1, 2.) discussing literature. (See CCSS 4 discussing literature. (See CCSS 5 L1, 2.) L1, 2.)

Apply academic and domain- specific vocabulary when Apply academic and domain- Apply academic and domain- discussing or writing about specific vocabulary when specific vocabulary when literature. (See CCSS 3 W9, L6.) discussing or writing about discussing or writing about literature. (See CCSS 4 W9, L6.) literature. (See CCSS 5 W9, L6.)

Participate actively and appropriately in discussions Participate actively and Participate actively and about literary text. (See CCSS 3 appropriately in discussions appropriately in discussions SL 1, 2, 3.) about literary text. (See CCSS 4 about literary text. (See CCSS 4 SL 1, 2, 3.) SL 1, 2, 3.)

Cluster: Integration of Knowledge and Ideas

RL8 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RL8 (Not applicable to literature) RL8 (Not applicable to literature) RL8 (Not applicable to literature)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

N/A N/A N/A

313

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL9 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

RL9 Compare and contrast the RL9 Compare and contrast the RL9 Compare and contrast themes, settings, and plots of treatment of similar themes and topics stories in the same genre (e.g., stories written by the same author (e.g., opposition of good and evil) and mysteries and adventure stories) about the same or similar patterns of events (e.g., the quest) in on their approaches to similar characters (e.g., in books from a stories, myths, and traditional themes and topics. series). literature from different cultures.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Determine patterns in topics, themes, and events in various works of literature. Apply skills from CCSS 3 RL 1-7 to Apply skills from CCSS 5 RL 1-7 compare and contrast the Apply skills from CCSS 4 RL 1-7 to to compare and contrast themes, settings, and plots of compare and contrast the treatment stories in the same genre (e.g., stories written by the same of similar themes and topics (e.g., mysteries and adventure author about the same or similar opposition of good and evil) and stories) on their approaches to characters (e.g., in books from a patterns of events (e.g., the quest) in similar themes and topics. series). stories, myths, and traditional literature from different cultures. Support inferences about the Support inferences about the Support inferences about the relationship between text relationship between text relationship between text features features with relevant textual features with relevant textual with relevant textual evidence. evidence. evidence.

Apply knowledge of standard Apply knowledge of standard English Apply knowledge of standard English when writing about or when writing about or discussing English when writing about or discussing literature. (See CCSS 3 literature. (See CCSS 4 L1, 2.) discussing literature. (See CCSS L1, 2.) 5 L1, 2.)

Apply academic and domain- Apply academic and domain-specific Apply academic and domain- specific vocabulary when vocabulary when discussing or writing specific vocabulary when discussing or writing about about literature. (See CCSS 4 W9, L6.) discussing or writing about literature. (See CCSS 3 W9, L6.) literature. (See CCSS 5 W9, L6.)

314

READING: LITERATURE

Cluster: Range of Reading and Level of Text Complexity

RL10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

Grade 3 students: Grade 4 students: Grade 5 students:

RL10 By the end of the year, read RL10 By the end of the year, read RL10 By the end of the year, read and comprehend literature, and comprehend literature, and comprehend literature, including stories, dramas, and including stories, dramas, and including stories, dramas, and poetry, at the high end of the poetry, in the grades 4–5 text poetry, at the high end of the grades 2–3 text complexity band complexity band proficiently, with grades 4-5 text complexity band independently and proficiently. scaffolding as needed at the high independently and proficiently. end of the range.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate understanding of a With scaffolding as needed, Demonstrate understanding of a wide variety of sufficiently demonstrate understanding of a wide variety of sufficiently complex literary texts wide variety of sufficiently complex literary texts representing diverse cultures, complex literary texts representing diverse cultures, perspectives, ethnicities, and representing diverse cultures, perspectives, ethnicities, and time periods. (See MD SLM 2-3 perspectives, ethnicities, and time periods. (See MD SLM 4-5 6.0.) time periods. (See MD SLM 4-5 6.0.) 6.0.)

Demonstrate understanding of Demonstrate understanding of assigned literary texts of steadily Demonstrate understanding of assigned literary texts of steadily increasing complexity. assigned literary texts of steadily increasing complexity. increasing complexity.

Use self-selected literary texts to Use self-selected literary texts explore personal interests and Use self-selected literary texts both to explore personal learn about themselves as both to explore personal interests and challenge readers. (See MD SLM 2-3 6.0.) interests and challenge themselves as readers. (See MD themselves as readers. (See MD SLM 4-5 6.0.) SLM 4-5 6.0.)

315

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RL1 Cite textual evidence to RL1 Cite several pieces of textual RL1 Cite the textual evidence that support analysis of what the text evidence to support analysis of most strongly supports an analysis says explicitly as well as what the text says explicitly as of what the text says explicitly as inferences drawn from the text. well as inferences drawn from the well as inferences drawn from the text. text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply appropriate before Select and apply appropriate Select and apply appropriate reading strategies interacting before reading strategies before reading strategies with a text e.g., previewing the interacting with a text e.g., interacting with a text e.g., text, setting a purpose for previewing the text, setting a previewing the text, setting a reading, making predictions purpose for reading, making purpose for reading, making about the text, and drawing predictions about the text, and predictions about the text, and connections between prior drawing connections between drawing connections between knowledge or experience and prior knowledge or experience prior knowledge or experience the text. and the text. and the text.

316

READING: LITERATURE

Grade 6 students: Grade 7 students: Grade 8 students:

Demonstrate comprehension of Demonstrate comprehension of Demonstrate comprehension of a text with after reading a text with after reading a text with after reading strategies by strategies by strategies by explaining the main ideas explaining the main ideas explaining the main ideas Identifying what is directly identifying what is directly identifying what is directly stated in the text stated in the text stated in the text drawing inferences drawing inferences drawing inferences drawing conclusions drawing conclusions drawing conclusions verifying or adjusting verifying or adjusting verifying or adjusting predictions predictions predictions making new predictions making new predictions making new predictions paraphrasing and paraphrasing and summarizing paraphrasing and summarizing summarizing (See MD SLM 6- (See MD SLM 6-8 4A2.b.) (See MD SLM 6-8 4A2.b.) 8 4A2.b.) making connections between making connections between making connections between the text and oneself the text and oneself the text and oneself.

Determine and state multiple Among multiple pieces of Determine and state evidence pieces of evidence that confirms evidence, determine, select, and that confirms the important the important ideas and state the piece of evidence that ideas and messages of a literary messages of a literary text. confirms the meaning of a text. literary text. Identify multiple pieces of Identify evidence to suggest evidence to suggest logically Among multiple pieces of logically what might be true what might be true about evidence identify the strongest about characters, setting, plot, characters, setting, plot, etc. piece of evidence that suggests etc. logically what might be true about characters, setting, plot, etc.

317

READING: LITERATURE

Grade 6 students: Grade 7 students: Grade 8 students:

Use relationships between words Use relationships between words Use relationships between for understanding e.g., antonyms, for understanding e.g., antonyms, words for understanding e.g., synonyms, related words with synonyms, related words with antonyms, synonyms, related similar word parts. (See CCSS 6 similar word parts. (See CCSS 7 words with similar word parts. L5.b.) L5.b.) (See CCSS 8 L5.b.)

Distinguish between connotations Distinguish between connotations Distinguish between and denotations of words for and denotations of words for connotations and denotations understanding. (See CCSS 6 L5.c.) understanding. (See CCSS 7 L5.c.) of words for understanding. (See CCSS 8 L5.c.) Participate actively and Participate actively and appropriately in discussions about appropriately in discussions about Participate actively and literary texts. (See CCSS 6 S/L 1 literary texts. (See CCSS 7 S/L1 and appropriately in discussions and S/L3.) S/L 3.) about literary texts. (See CCSS 8 S/L1 and S/L 3.) Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English Demonstrate command of the grammar and usage when writing grammar and usage when writing conventions of standard English or speaking. (CCSS 6 L1) or speaking. (CCSS 7 L1) grammar and usage when writing or speaking. (CCSS 8 L1) Use appropriate academic or Use appropriate academic or domain-specific words when domain-specific words when Use appropriate academic or discussing or writing about discussing or writing about domain-specific words when literature. (See CCSS 6 L6.) literature. (See CCSS 7 L6.) discussing or writing about literature. (See CCSS 8 L6.)

318

READING: LITERATURE

Cluster: Key Ideas and Details

RL2 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RL2 Determine a theme or central RL2 Determine a theme or central RL2 Determine a theme or central idea of a text and how it is conveyed idea of a text and analyze its idea of a text and analyze its through particular details; provide a development over the course of development over the course of summary of the text distinct from the text; provide an objective the text, including its relationship personal opinions or judgments. (SC, summary of the text. (SC, 7) to the characters, setting, and 6) plot; provide an objective summary of the text.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use significant details of Track and examine significant Determine the interaction characterization and/or plot details of character and plot among characters, setting, and development, repeated words, development, repeated words, plot through a text. ideas, and/or symbols as clues to ideas, and/or symbols through a theme. text. Present sound, valid reasoning Connect conclusions about Present details and examples in and well-chosen details in a character/s, plot, and/or symbols to a focused, coherent manner. focused, coherent manner. (See determine theme. (See CCSS 7 S/L 4.) CCSS 8 S/L 4.) Present details to accentuate Use significant details of Examine the interaction of support of main ideas or themes. character and plot development, characters, setting, and plot to (See CCSS 6 S/L5.) repeated words, ideas, and/or express a theme. symbols to formulate a theme. Distinguish between subjective and objective summaries. Paraphrase in order to state or Paraphrase significant events or Paraphrase in order to state or compose an unbiased summary details from a text. compose an unbiased summary that includes events from the that includes events from the Review key ideas expressed through beginning, middle, and end of a paraphrasing. (See CCSS 6 S/L1.d.) beginning, middle and end of a text. text.

319

READING: LITERATURE

Grade 6 students: Grade 7 students: Grade 8 students:

State or compose a summary Use a variety of transition words Use a variety of transition words that includes events from the to convey sequence. (See CCSS 7 to convey sequence. (See CCSS 8 beginning, middle, and end of W3.c.) W3.c.) a text. Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English grammar and usage when grammar and usage when Use a variety of transition words to convey sequence. writing or speaking. (CCSS 7 L1) writing or speaking. (CCSS 8 L1) (See CCSS 6 W3.c.) Use appropriate academic or Use appropriate academic or domain-specific words when domain-specific words when discussing or writing about discussing or writing about Demonstrate command of the literature. (See CCSS 7 L6.) literature. (See CCSS 8 L6.) conventions of standard English grammar and usage when writing or speaking. (CCSS 6 L1)

Use appropriate academic or domain-specific words when discussing or writing about literature. (See CCSS 6 L6.)

320

READING: LITERATURE

Cluster: Key Ideas and Details

RL3 CCR Anchor Standard

Analyze how and why individuals, events, and ideas develop and interact over the course of text.

Grade 6 students: Grade 7 students: Grade 8 students:

RL3 Describe how a particular story’s RL3 Analyze how particular RL3 Analyze how particular lines or drama’s plot unfolds in a series of elements of a story or drama of dialogue or incidents in a story episodes as well as how the interact (e.g., how setting shapes or drama propel the action, characters respond or change as the the characters or plot). (SC, 7) reveal aspects of a character of plot moves toward a resolution. provoke a decision. (SC, 8)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply the basic elements of plot Examine and discuss the basic Examine what a character in a structure in a description of a story’s elements of plot structure and story or drama thinks, says, or plot. characterization. does.

Apply the basic elements of plot Examine and discuss the basic Connect how a character’s structure and drama structure in a elements of drama structure. speech, thoughts, or action description of a drama’s plot. cause movement within the plot or drama. Make connections between or Apply the elements of among elements of plot or characterization in a description of drama structure and characters Show how a character’s speech character development. to determine their effect upon or thoughts reflect the traits a each other. character displays.

Use a variety of transition words to convey sequence. (See CCSS 6 W3.c.)

Use precise words and Use precise words and Use precise words and descriptive descriptive details to convey descriptive details to convey details to convey events. (See CCSS 6 events. (See CCSS 7 W3.d.) events. (See CCSS 8 W3.d.) W3.d.)

Use evidence from a literary text Use evidence from a literary Give a conclusion that follows from to support analysis. (See CCSS 7 text to support analysis. (See events. (See CCSS 5 W3.e.) W9.) CCSS 8 W9.)

321

READING: LITERATURE

Grade 6 students: Grade 7 students: Grade 8 students:

Demonstrate command of the Present claims emphasizing the Present claims emphasizing the conventions of standard English most important points most important points grammar and usage when writing or supported by pertinent supported by pertinent speaking. (CCSS 6 L1) descriptions and details. (See descriptions and details. (See CCSS 7 S/L 4.) CCSS 8 S/L 4.) Use appropriate academic or domain-specific words correctly when writing about or discussing Demonstrate command of the Demonstrate command of the literature. (See CCSS 6 L6.) conventions of standard English conventions of standard English grammar and usage when grammar and usage when writing or speaking. (CCSS 7 L1) writing or speaking. (CCSS 8 L1)

Use appropriate academic or Use appropriate academic or domain-specific words correctly domain-specific words correctly when writing about or discussing when writing about or literature. (See CCSS 7 L6.) discussing literature. (See CCSS 8 L6.)

322

READING: LITERATURE

Cluster: Craft and Structure

RL4 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RL4 Determine the meaning of words RL4 Determine the meaning of RL4 Determine the meaning of and phrases as they are used in a text, words and phrases as they are words and phrases as they are used including figurative and connotative used in a text, including figurative in a text, including figurative and meanings; analyze the impact of a and connotative meanings; connotative meanings; analyze the specific word choice on meaning and analyze the impact of rhymes and impact of specific word choices on tone. (SC, 6) other repetitions of sounds (e.g., meaning and tone, including alliteration) on a specific verse or analogies or allusions to other texts.

stanza of a poem or section of a story or drama. (SC, 7)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Use evidence from a literary text to Use evidence from a literary text Use evidence from a literary text support analysis of word choice. (See to support analysis of word to support analysis of word CCSS 6 W9.) choice. (See CCSS 7 W9.) choice. (See CCSS 8 W9.)

Examine the author’s word choice as Examine the author’s purpose in Interpret analogies and literary an indicator of tone. using sound elements of words. allusions as a way to construct meaning in a literary text. Use the author’s word choice as an Use evidence from a literary text indicator of tone. to determine tone.

Use context as a clue to the meaning Use context as a clue to the of words and phrases. (See CCSS 6 Use context as a clue to the meaning of words and phrases. L4.a.) meaning of words and phrases. (See CCSS 8 L4.a.) (See CCSS 7 L4.a.) Use common, grade-appropriate Use common, grade-appropriate Greek or Latin affixes and roots as Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., Greek or Latin affixes and roots clues to the meaning of a word audience, auditory, audible). (CCSS 6 as clues to the meaning of a (e.g., precede, recede, secede). L4.b) word (e.g., belligerent, bellicose, (CCSS 8 L4.b) rebel). (CCSS 7 L4.b)

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Grade 6 students: Grade 7 students: Grade 8 students:

Verify an inferred meaning of a word Verify an inferred meaning of a Verify an inferred meaning of a or phrase in a dictionary. (See CCSS 6 word or phrase in a dictionary. word or phrase in a dictionary. L4.d.) (See CCSS 7 L4.d.) (See CCSS 7 L4.d.)

Demonstrate an understanding of Demonstrate an understanding Examine the effects of diction, figurative language and connotation. of figurative language and tone, figurative language, sound (See CCSS 6 L5.a, L5. c.) connotation. (See CCSS 7 L5.a, elements and connotation as a L5.c.) way to construct meaning. (See CCSS 8 L5.a, L5.c.)

324

READING: LITERATURE

Cluster: Craft and Structure

RL5 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RL5 Analyze how a particular sentence, RL5 Analyze how a drama’s or RL5 Compare and contrast the chapter, scene, or stanza fits into the poem’s form or structure (e.g., structure of two or more texts and overall structure of a text and soliloquy, sonnet) contributes to analyze how the differing contributes to the development of the its meaning. structure of each text contributes theme, setting, or plot. to its meaning and style.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate an understanding of the Demonstrate an understanding Demonstrate an understanding structure of novels, dramas, and of and distinguish between of literary style. poetry. dramatic structures and poetic Explain how the structures of forms. Determine how the particular parts of multiple texts are alike and a novel, drama, or poem relate to each Examine how parts of dramatic different. other to form a complete structure. structure or poetic forms Examine the purpose of the connect to other parts of the Connect knowledge (details) of literary structure and how the structure structures and literary elements to text to clarify meaning. of a text has an influence on the determine how they work together to Analyze how elements of a way a text is written. form or advance the plot, setting, or literary text interact. (See CCSS 7 Use evidence from literary texts theme of a literary text. RL 3.) to support a comparative Determine how a theme is relayed Use evidence from literary texts analysis of text structures. (See through particular details in a literary to support analysis of a drama’s CCSS 8 W9.) text. (See CCSS 6 RL2.) or poem’s form or structure. Use knowledge of language (See CCSS 7 W9.) Describe how a literary text develops including style. (See CCSS 6 in a series of episodes. (See CCSS 6 Examine how parts of dramatic L3.b.) RL3.) structure or poetic forms help clarify or fulfill the author’s Use knowledge of narrative techniques as a means to comprehend events in purpose. literary texts. (See CCSS 6 W3.b.) Use evidence from literary texts to support analysis of text structure. (See CCSS 6 W9.)

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READING: LITERATURE

Cluster: Craft and Structure

RL6 CCR Anchor Standard

Assess how point of view or purpose shapes the content and style of a text.

Grade 6 students: Grade 7 students: Grade 8 students:

RL6 Explain how an author develops RL6 Analyze how an author RL6 Analyze how differences in the point of view of the narrator or develops and contrasts the points the points of view of the speaker in a text. of view of different characters or characters and the audience or narrators in a text. reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply knowledge of the different Apply knowledge of point of view Demonstrate knowledge of types of point of view to a text. and characterization to mood. determine multiple narrators. Demonstrate knowledge of person in Compare and/or contrast one’s personal pronouns. (See CCSS 6 L1.c.) Explain how multiple own views to those of a narrators/speakers are alike and character or characters. Determine the narrator/speaker by different. combining knowledge of point of Explain how shared or opposing view and person in personal Examine the conflicting views of points of view between a reader pronouns. multiple narrators/speakers to and character can generate a develop a broad view of the specific mood. action, characters, or ideas in a Analyze inferences drawn from literary text. a literary text. (See CCSS 7 RL1.)

Analyze inferences drawn from a literary text. (See CCSS 7 RL1.) Use dialogue to develop Use dialogue to develop characters. Use dialogue to develop characters. (See CCSS 8 W1.b.) (See CCSS 6 W1.b.) characters. (See CCSS 7 W1.b.) Use vocabulary knowledge Use vocabulary knowledge when Use vocabulary knowledge when when considering words and considering words and phrases considering words and phrases phrases important to important to comprehension. (See important to comprehension. comprehension. (See CCSS 8 CCSS 6 L6.) (See CCSS 7 L6.) L6.)

326

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL7 CCR Anchor Standard

Integrate and evaluate content presented in diverse accessible media and formats, including visually and quantitatively, as well as in words.*

Grade 6 students: Grade 7 students: Grade 8 students:

RL7 Compare and contrast the RL7 Compare and contrast a RL7 Analyze the extent to which a experience of reading a story, written story, drama, or poem to described filmed or live drama, or poem to listening to or its audio, described filmed, production of a story or drama viewing an audio, described video, described staged, or accessible stays faithful to or departs from or described live version of the text, multimedia version, analyzing the the text or script, evaluating the including contrasting what they effects of techniques unique to choices made by the director or “see” and “hear” when reading the each medium (e.g., lighting, actors. text or what they perceive when sound, color, or camera focus and they listen or watch. angles in a film).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a Demonstrate the behaviors of a Demonstrate the behaviors of a strategic reader, viewer, or strategic reader, viewer, or strategic reader, viewer, or listener to a given literary text. listener to a given literary text. listener to a given literary text.

Demonstrate knowledge of Explain the likenesses and Examine the likenesses and various media capabilities when differences of a literary text differences between a written listening to or viewing a versus an audio or a visual literary text and its filmed or dramatization of a literary text. version of a literary text. (See staged version. (See MD SLM.6- MD SLM.6-8.6B1.a, 6B1.b.) 8.6B1.a, 6B1.b.) Compare the reading a literary text versus listening to or viewing Demonstrate knowledge of Assess the positive and negative a dramatization of a literary text. techniques available to produce effects of being true to the an audio, filmed, or staged original text or changing Compare the differences between what the reader imagines visually version of a literary text. characters, setting, or plot action from the original text. and aurally when reading a literary Explain the likenesses and text to the dramatization of those differences among an audio, sights and sounds from a literary filmed, or staged version of a text. (See MD SLM.6-8.6B1.a, literary text. 6B1.b.) Explain the effects produced through audio, filmed, or staged versions of a literary text.

327

READING: LITERATURE

Grade 6 students: Grade 7 students: Grade 8 students:

Support ideas with relevant Support ideas with relevant Support ideas with relevant evidence. (See CCSS 6 W1.b.) evidence. (See CCSS 7 W1.b.) evidence. (See CCSS 8 W1.b.)

Use evidence from literary texts to Use evidence from literary texts Use evidence from literary texts support reflection. (See CCSS 6 to support reflection. (See CCSS to support analysis and W9.) 7 W9.) reflection. (See CCSS 8 W9.)

Use details presented in diverse Use details presented in diverse Use details presented in diverse accessible media and formats. accessible media and formats. accessible media and formats (See CCSS 6 S/L 2.) (See CCSS 7 S/L 2.) and evaluate the motives behind the creation of its presentation. (See CCSS 8 W9.) Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English Demonstrate command of the grammar and usage when writing grammar and usage when conventions of standard English or speaking. (CCSS 6 L1) writing or speaking. (CCSS 7 L1) grammar and usage when writing or speaking. (CCSS 8L1) Use appropriate academic or Use appropriate academic or domain-specific words when domain-specific words when Use appropriate academic or discussing or writing about discussing or writing about domain-specific words when literature. (See CCSS 6 L6.) literature. (See CCSS 7 L6.) discussing or writing about literature. (See CCSS 8 L6.)

Cluster: Integration of Knowledge and Ideas

RL8 CCR Anchor Standard

(Not applicable to literature)

Grade 6 students: Grade 7 students: Grade 8 students:

RL8 (Not applicable to literature) RL8 (Not applicable to literature) RL8 (Not applicable to literature)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

N/A N/A N/A

328

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL9 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

RL9 Compare and contrast texts in RL9 Compare and contrast a RL9 Analyze how a modern work of different forms or genres (e.g., stories fictional portrayal of a time, fiction draws on themes, patterns and poems, historical novels and place, or character and a of events, or character types from fantasy stories) in terms of their historical account of the same myths, traditional stories, or approaches to similar themes and period as a means of religious works such as the Bible, topics. understanding how authors of including describing how the fiction use or alter history. material is rendered new.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a Demonstrate the behaviors of a Demonstrate the behaviors of a strategic reader to a given literary strategic reader to a given strategic reader to a given literary text. literary text. text.

Compare texts addressing Distinguish between historical Demonstrate an understanding of comparable topics, ideas, or themes fiction and an historical universality. but written in different genres. account. Compare the literary elements of Compare specific texts a modern fiction text to a addressing the same time traditional fiction text. period in historical fiction and an historical account. Examine characters, plots, and themes to determine the Explain the author’s purpose in connections between and changing historical fact in a evolution of these elements from fictional text. the traditional to the modern texts. Cite textual evidence to support Cite several pieces of textual analysis of what the text says evidence to support analysis of Cite the textual evidence that explicitly as well as inferences drawn what the text says explicitly as most strongly supports an from the text. (CCSS 6 RL1) well as inferences drawn from analysis of what the text says the text. (CCSS 7 RL1) explicitly as well as inferences drawn from the text. (CCSS 8 RL1)

329

READING: LITERATURE

Grade 6 students: Grade 7 students: Grade 8 students:

Use evidence from literary texts to Use evidence from literary and Use evidence from literary texts support analysis. (See CCSS 6 W9.) informational texts to support to support analysis and reflection. analysis and reflection. (See (See CCSS 8 W9.) CCSS 7 W9.)

Present findings using pertinent Present findings using pertinent Present findings using relevant details. (See CCSS 6 S/L4.) details and facts. (See CCSS 7 evidence and well-chosen details. S/L4.) (See CCSS 8 W9.)

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when writing or grammar and usage when grammar and usage when writing speaking. (CCSS 6 L1) writing or speaking. (CCSS 7 L1) or speaking. (CCSS 8 L1)

Use appropriate academic or Use appropriate academic or Use appropriate academic or domain-specific words when domain-specific words when domain-specific words when discussing or writing about discussing or writing about literature. discussing or writing about literature. (See CCSS 8 L6.) (See CCSS 6 L6.) literature. (See CCSS 7 L6.)

330

READING: LITERATURE

Cluster: Range of Reading and Level of Text Complexity

RL10 CCR Anchor Standard

Read and comprehend complex literary and informational braille texts independently and proficiently.

Grade 6 students: Grade 7 students: Grade 8 students:

RL10 By the end of the year, read and RL10 By the end of the year, read RL10 By the end of the year, read comprehend literature, including and comprehend literature, and comprehend literature, stories, dramas, and poems, in the including stories, dramas, and including stories, dramas, and grades 6-8 text complexity band poems, in the grades 6-8 text poems, at the high end of the proficiently, with scaffolding as needed complexity band proficiently, with grades 6-8 text complexity band at the high end of the range. scaffolding as needed at the high independently and proficiently. end of the range.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adjust strategies as necessary for Adjust strategies as necessary for Adjust strategies as necessary reading a self-selected and assigned reading a self-selected and for reading a self-selected and range of grade-appropriate literary assigned range of grade- assigned range of grade- texts representing diverse cultures, appropriate literary texts appropriate literary texts perspectives, ethnicities, and time representing diverse cultures, representing diverse cultures, periods while self-monitoring for perspectives, ethnicities, and time perspectives, ethnicities, and comprehension. periods while self-monitoring for time periods while self- comprehension. monitoring for comprehension. Comprehend literary texts of Comprehend literary texts of Comprehend literary texts of steadily increasing complexity with steadily increasing complexity with steadily increasing complexity scaffolding, as necessary. scaffolding, as necessary. with scaffolding, as necessary. Set personal goals and conference Set personal goals and Set personal goals and conference regularly with adults to improve conference regularly with adults regularly with adults to improve reading. reading. to improve reading. (See MD SLM 6-8. 6.0.) (See MD SLM 6-8. 6.0.) (See MD SLM 6-8 6.0.)

331

READING: LITERATURE

Cluster: Key Ideas and Details

RL1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade 9-10 students: Grade 11-12 students:

RL1 Cite strong and thorough textual evidence to RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as support analysis of what the text says explicitly as well well as inferences drawn from the text. (SC, 9-10) as inferences drawn from the text, including determining where the text leaves matters uncertain. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a strategic Demonstrate the behaviors of a strategic reader. reader.

Analyze text clues that affect meaning. Analyze text clues that affect meaning.

Analyze relevant denotative, connotative, and Analyze relevant denotative, connotative, and figurative language. (See 9-10 CCSS L.5) figurative language. (See 11-12 CCSS L.5)

Analyze and evaluate available evidence for Analyze and evaluate available evidence for thoroughness, completeness, and relevance. thoroughness, completeness, and relevance. (See (See also MD SLM 4.0) also MD SLM 4.0)

Explain and analyze complexities and ambiguities in a work of literature.

Participate actively and appropriately in Participate actively and appropriately in discussions about literature. discussions about literature.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary academic and/or domain-specific vocabulary when responding and discussing literature. (See when responding and discussing literature. (See 9-10 CCSS L.4 & L.6) 11-12 CCSS L.4 & L.6)

Use knowledge of language and its conventions Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1) when speaking and writing. (See 11-12 CCSS L.1)

332

READING: LITERATURE

RL2 CCR Anchor Standard

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

Grade 9-10 students: Grade 11-12 students:

RL2 Determine a theme or central idea of a text and RL2 Determine two or more themes or central ideas of analyze in detail its development over the course of a text and analyze their development over the course the text, including how it emerges and is shaped of the text, including how they interact and build on and refined by specific details; provide an objective one another to produce a complex account; provide summary of the text. (SC, 9-10) an objective summary of the text. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Objectively summarize a text by including the Objectively summarize a text by including the appropriate details. appropriate details.

Analyze ideas, literary techniques, and specific Analyze ideas, literary techniques, and specific details in a text that develop a theme or central details in a text that develop multiple themes or idea. central ideas. Analyze how multiple themes interact in a text and explain how they clarify and extend meaning.

Participate actively and appropriately in Participate actively and appropriately in discussions about literature. discussions about literature.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic academic and/or domain-specific vocabulary and/or domain-specific vocabulary when when responding and discussing literature. responding and discussing literature. (See 11-12 (See 9-10 CCSS L.4 & L.6) CCSS L.4 & L.6)

Use knowledge of language and its conventions Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1) when speaking and writing. (See 11-12 CCSS L.1)

333

READING: LITERATURE

Cluster: Key Ideas and Details

RL3 CCR Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Grade 9-10 students: Grade 11-12 students:

RL3 Analyze how complex characters (e.g., those RL3 Analyze the impact of the author’s choices with multiple or conflicting motivations) develop regarding how to develop and relate elements of a over the course of a text, interact with other story or drama (e.g., where a story is set, how the characters, and advance the plot or develop the action is ordered, how the characters are introduced theme. (SC, 9-10) and developed). (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze and explain how complex characters Demonstrate an understanding that an author develop, interact, and change over the course deliberately makes choices that develop the of a text. narrative elements.

Analyze, explain, and evaluate the impact of Analyze and explain how an author’s choices complex characters on advancing the plot and impact the development and interaction of the developing the theme in a text. narrative elements in a specific text.

Participate actively and appropriately in Participate actively and appropriately in discussions about literature. discussions about literature.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary academic and/or domain-specific vocabulary when responding and discussing literature. when responding and discussing literature. (See (See 9-10 CCSS L.4 & L.6) 11-12 CCSS L.4 & L.6)

Use knowledge of language and its conventions Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1) when speaking and writing. (See 11-12 CCSS L.1)

334

READING: LITERATURE

Cluster: Craft and Structure

RL4 CCR Anchor Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Grade 9-10 students: Grade 11-12 students:

RL4 Determine the meaning of words and phrases RL4 Determine the meaning of words and phrases as as they are used in the text, including figurative they are used in the text, including figurative and and connotative meanings; analyze the cumulative connotative meanings; analyze the impact of specific impact of specific word choices on meaning and word choices on meaning and tone, including words tone (e.g., how the language evokes a sense of with multiple meanings or language that is time and place; how it sets a formal or informal particularly fresh, engaging, or beautiful. (Include tone.) (SC, 9-10) Shakespeare as well as other authors.) (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze the meaning, use, and effect of Analyze the meaning, use, and effect of connotations, colloquialisms, idioms, and connotations, multiple meanings, colloquialisms, figurative language. (See 9-10 CCSS L.5) idioms, and figurative language. (See 11-12 CCSS L.5) Analyze and explain how an author uses techniques to establish and maintain a specific Analyze and explain how an author uses literary style and tone. techniques to establish and maintain a specific literary style and tone. Analyze and explain the cumulative impact of an author's deliberate manipulation of Analyze, explain, and evaluate the cumulative language (word choice, diction, structure) on impact of an author’s deliberate manipulation of meaning and tone. language (word choice, diction, structure) on meaning, imagery, mood, and tone.

Participate actively and appropriately in discussions about literature. Participate actively and appropriately in discussions about literature. Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary Interpret, explain, and apply appropriate when responding and discussing literature. academic and/or domain-specific vocabulary (See 9-10 CCSS L.4 & L.6) when responding and discussing literature. (See 11-12 CCSS L.4 & L.6) Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1) Use knowledge of language and its conventions when speaking and writing. (See 11-12 CCSS L.1)

335

READING: LITERATURE

Cluster: Craft and Structure

RL5 CCR Anchor Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Grade 9-10 students: Grade 11-12 students:

RL5 Analyze how an author’s choices concerning RL5 Analyze how an author’s choices concerning how how to structure a text, order events within it to structure specific parts of a text (e.g., the choice of (e.g., parallel plots), and manipulate time (e.g., where to begin or end a story, the choice to provide a pacing, flashbacks) create such effects as mystery, comedic or tragic resolution) contribute to its overall tension, or surprise. (SC, 9-10) structure and meaning as well as its aesthetic impact. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify and explain the structural Explain, analyze, and evaluate the structural characteristics of complex narrative texts and characteristics complex narrative texts and use use those characteristics when interpreting those characteristics when interpreting texts. texts. Analyze and explain how an author’s deliberate Analyze and explain how an author manipulation of the internal structures of a text deliberately manipulates text structures, contributes to its overall structure, meaning, and orders events, and the uses elements of time effect. to create a specific effect and mood. o Analyze the effect of an author’s: . decision on where to begin and/or end a story . choice of a comedic or tragic resolution

Participate actively and appropriately in Participate actively and appropriately in discussions about literature. discussions about literature.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary academic and/or domain-specific vocabulary when responding and discussing literature. when responding and discussing literature. (See (See 9-10 CCSS L.4 & L.6) 11-12 CCSS L.4 & L.6)

Use knowledge of language and its Use knowledge of language and its conventions conventions when speaking and writing. (See when speaking and writing. (See 11-12 CCSS L.1) 9-10 CCSS L.1)

336

READING: LITERATURE

RL6 CCR Anchor Standard Assess how point of view or purpose shapes the content and style of a text.

Grade 9-10 students: Grade 11-12 students:

RL6 Analyze a particular point of view or cultural RL6 Analyze a case in which grasping point of view experience reflected in a work of literature from requires distinguishing what is directly stated in a text outside the United States, drawing on a wide from what is really meant (e.g., satire, sarcasm, irony, reading of world literature. or understatement).

Essential Skills and Knowledge Essential Skills and Knowledge

Understand, appreciate, and make Analyze and evaluate the appropriateness of a connections with different cultures and specific tone and/or shift in tone for a particular points of view. purpose, character, speaker, or situation.

Identify, analyze and explain the influence, Analyze, and explain the implied meaning of the effect, or impact of historical and/or text. cultural experience on narrative text. Distinguish among types of irony (e.g., verbal, Analyze the significance and effect of the situational, dramatic). author’s point of view and biographical experiences on narrative text. Analyze and evaluate the overall effect of the use of irony and its impact on achieving the author’s purpose.

Analyze the characteristics of particular literary subgenres (e.g., satire, farce, sarcasm, understatement, parody, allegory) as they create meaning and achieve the author’s purpose.

Participate actively and appropriately in Participate actively and appropriately in discussions discussions about literature. about literature.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic academic and/or domain-specific and/or domain-specific vocabulary when vocabulary when responding and discussing responding and discussing literature. (See 11-12 literature. (See 9-10 CCSS L.4 & L.6) CCSS L.4 & L.6)

Use knowledge of language and its Use knowledge of language and its conventions conventions when speaking and writing. when speaking and writing. (See CCSS L.1) (See 9-10 CCSS L.1)

337

READING: LITERATURE

Cluster: Integration of Knowledge and Ideas

RL7 CCR Anchor Standard Integrate and evaluate content presented in diverse formats and accessible media, including visually and quantitatively, as well as in words.

Grade 9-10 students: Grade 11-12 students:

RL7 Analyze the representation of a subject or a RL7 Analyze multiple interpretations of a story, key scene in two different artistic mediums, drama, or poem (e.g., recorded or live production of a including what is emphasized or absent in each play or recorded novel or poetry), evaluating how treatment (e.g., Auden’s “Musée des Beaux Arts” each version interprets the source text. (Include at and Breughel’s Landscape with the Fall of Icarus). least one play by Shakespeare and one play by an (SC, 9-10) American dramatist.)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a strategic Demonstrate the behaviors of a strategic reader, reader, listener, or viewer of a variety of literary listener, or viewer of a variety of literary forms. forms. Compare and contrast significant ideas between Compare and contrast significant ideas multiple interpretations of the source text. between two different described artistic Analyze and evaluate the effectiveness of an mediums. author’s interpretation of themes or central ideas Analyze and evaluate the author’s choice of found in different versions of a story, drama, or details to include and exclude in order to poem. convey meaning in print braille and non-print Analyze and evaluate the effectiveness of text. organization and structure in order to accomplish a Analyze and evaluate the effectiveness of purpose in multiple interpretations of a story, organization and structure in order to drama or poem. (See also MD SLM 3.0) accomplish a purpose in print braille and non- Participate actively and appropriately in discussions print text. (See also MD SLM 3.0) about literature. Participate actively and appropriately in Interpret, explain, and apply appropriate academic discussions about literature. and/or domain-specific vocabulary when Interpret, explain, and apply appropriate responding and discussing literature. (See 11-12 academic and/or domain-specific vocabulary CCSS L.4 & L.6) when responding and discussing literature. (See Use knowledge of language and its conventions 9-10 CCSS L.4 & L.6) when speaking and writing. (See 11-12 CCSS L.1) Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1)

338

READING: LITERATURE

RL8 CCR Anchor Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade 9-10 students: Grade 11-12 students:

RL8 Not applicable to literature RL8 Not applicable to literature

Cluster: Integration of Knowledge and Ideas

RL9 CCR Anchor Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Grade 9-10 students: Grade 11-12 students:

RL9 Analyze how an author draws on and RL9 Demonstrate knowledge of eighteenth-, transforms source material in a specific work (e.g., nineteenth- and early-twentieth-century foundational how Shakespeare treats a theme or topic from Ovid works of American literature, including how two or or the Bible or how a later author draws on a play more texts from the same period treat similar themes by Shakespeare). or topics.

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate understanding of why certain Analyze and explain themes common to specific literary themes transcend time. time periods in American history.

Analyze specific universal themes of the human Analyze and evaluate the impact of historical and/or condition and how they are transformed by cultural experiences on literary themes or topics. different authors. Compare and contrast the treatment of similar Participate actively and appropriately in themes or topics by two or more authors of the discussions about literature. same time period.

Interpret, explain, and apply appropriate Participate actively and appropriately in discussions academic and/or domain-specific vocabulary about literature. when responding and discussing literature. (See 9-10 CCSS L.4 & L.6) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when Use knowledge of language and its conventions responding and discussing literature. (See 11-12 when speaking and writing. (See 9-10 CCSS L.1) CCSS L.4 & L.6) Use knowledge of language and its conventions when speaking and writing. (See 11-12 CCSS L.1)

339

READING: LITERATURE

RL10 CCR Anchor Standard Read and comprehend complex literary and informational braille texts independently and proficiently.

Grade 9-10 students: Grade 11-12 students:

RL10 By the end of grade 9, read and comprehend RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in literature, including stories, dramas, and poems, in the the grades 9-10 text complexity band proficiently, grades 11-CCR text complexity band proficiently, with with scaffolding as needed at the high end of the scaffolding as needed at the high end of the range. range. By the end of grade 12, read and comprehend By the end of grade 10, read and comprehend literature, including stories dramas, and poems, at the literature, including stories dramas, and poems, at high end of the grades 11-CCR text complexity band the end of the grades 9-10 text complexity band independently and proficiently. independently and proficiently.

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate understanding of a wide range of Demonstrate understanding of a wide range of sufficiently complex literary texts representing sufficiently complex literary texts representing diverse cultures, perspectives, ethnicities, and diverse cultures, perspectives, ethnicities, and time time periods. (See also MD SLM 6.0) periods. (See also MD SLM 6.0) o Comprehend texts of steadily increasing o Comprehend texts of steadily increasing complexity, with scaffolding as needed. complexity. o As an emerging adult reader, set personal o As an emerging adult reader, set personal reading goals to self select and explore texts reading goals to self select and explore texts of of different genres and increasing complexity. different genres and increasing complexity.

Participate actively and appropriately in Participate actively and appropriately in discussions discussions about literature. about literature.

Interpret, explain, and apply appropriate Interpret, explain, and apply appropriate academic academic and/or domain-specific vocabulary and/or domain-specific vocabulary when when responding and discussing literature. (See responding and discussing literature. (See 9-10 9-10 CCSS L.4 & L.6) CCSS L.4 & L.6)

Use knowledge of language and its conventions Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1) when speaking and writing. (See 9-10 CCSS L.1)

340

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

PK students:

SL1 Participate in collaborative conversations with diverse partners about pre-kindergarten topics and texts with peers and adults in small and larger groups.

SL1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns, speaking about the topics and texts under discussion).

Essential Skills and Knowledge

With modeling and support, º participate in a variety of group activities, large and small group (e.g. morning meetings, center time) º follow basic rules for group discussions (e.g. raise hand, take turns, remain on topic, answer questions) º learn about different cultural communication styles (including those represented in the classroom and school community)

341

SPEAKING AND LISTENING

PK students:

SL1.b During scaffolded conversations, continue a conversation through multiple exchanges.

Essential Skills and Knowledge

With modeling and support, º participate in conversations with adults and peers º stay on topic through multiple exchanges º add appropriate ideas to support or

extend the conversation º contribute to a learning community (See MD SLM PK-1 5A2.a.) º follow two- or three-step directions

Cluster: Comprehension and Collaboration

SL2 CCR Anchor Standard

Integrate and evaluate information presented in diverse media and accessible formats, including visually, quantitatively, and orally.

PK students:

SL2 Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details with modeling and support.

Essential Skills and Knowledge

With modeling and support, º ask and answer questions (who, what, where) º keep questions and responses on task/topic º become aware of Media Literacy

342

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL3 CCR Anchor Standard

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

PK students:

SL3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Essential Skills and Knowledge

With modeling and support, º connect prior knowledge to new learning º demonstrate ability to formulate questions targeted to specific need º demonstrate ability to take risks during discussions

343

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL4 CCR Anchor Standard

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

PK students:

SL4 Describe familiar people, places, things, and events with modeling and support.

Essential Skills and Knowledge

With modeling and support, º connect to personal/prior knowledge and experiences º speak clearly enough to be heard and understood º share multiple ideas on a single familiar topic º organize information in order to express themselves succinctly and filter what is appropriate to share with others (MD SLM PK-1 3)

344

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL5 CCR Anchor Standard

Make strategic use of accessible digital media and visual tactile displays of data to express information and enhance understanding of presentations.

PK students:

SL5 Add tactile drawings or visual displays to descriptions as desired to provide additional detail.

Essential Skills and Knowledge

With modeling and support, º choose appropriate visuals (e.g. real objects) to match oral presentations º use available accessible technology appropriately to display ideas º organize information for oral delivery (MD SLM PK-1 3)

345

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL6 CCR Anchor Standard

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

PK students:

SL6 With modeling and support, speak audibly and express thoughts, feelings, and ideas clearly.

Essential Skills and Knowledge

With modeling and support, º speak clearly enough to be heard and understood in a variety of settings º communicate effectively in a variety of situations with different audiences, purposes, and formats º use props in situations, such as show-and-tell º produce and expand complete sentences in shared language activities

346

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

SL 1 Participate in collaborative SL1 Participate in collaborative SL1 Participate in collaborative conversations with diverse partners conversations with diverse conversations with diverse about Kindergarten topics and braille partners about grade 1 topics and partners about grade 2 topics texts with peers and adults in small braille texts with peers and adults and braille texts with peers and and larger groups. in small and larger groups. adults in small and larger groups.

SL1.a Follow agreed-upon rules for SL1.a Follow agreed-upon rules SL1.a Follow agreed-upon rules discussions (e.g., listening to others for discussions (e.g., listening to for discussions (e.g., gaining the and taking turns speaking about the others with care, speaking one at floor in respectful ways, listening topics and texts under discussion). a time about the topics and texts to others with care, speaking one under discussion). at a time about the topics and texts under discussion). (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Create rules to ensure respectful Create rules to ensure participate in a variety of group group discussions. respectful group discussions. activities, (e.g., morning meeting, Identify and define roles of Identify and define roles for center time) participants in discussions. participants in discussions. create/understand basic rules for Participate in group discussions Participate in group discussions group discussions (e.g. raise hand on a variety of topics. on a variety of topics. to talk, take turns, listen quietly, Demonstrate command of the Demonstrate command of the respond appropriately, etc) conventions of standard English conventions of standard English develop knowledge grammar and usage when grammar and usage when /understanding of consequences of speaking. (See CCSS 1 L1.) speaking. (See CCSS 2 L1.) not following the rules

347

SPEAKING AND LISTENING

Kindergartners: Grade 1 students: Grade 2 students:

SL1.b Continue a conversation SL1.b Build on others’ talk in SL1.b Build on others’ talk in through multiple exchanges conversations by responding to conversation by linking their the comments of others through comments to the remarks of multiple exchanges. others. (SC,2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Participate in conversations with Identify the topic of a Use linking phrases to connect adults and peers. conversation. comments from others involved Demonstrate active listening Stay on topic through multiple in a conversation. strategies. exchanges to support or extend Demonstrate ability to stay on With prompting and support, the conversation. topic during conversations. stay on topic through multiple Add appropriate ideas to support Add appropriate ideas to exchanges or extend a conversation. support or extend a add appropriate ideas to support Demonstrate command of the conversation. or extend a conversation conventions of standard English Demonstrate command of the ask and answer questions to clarify grammar and usage when conventions of standard English understanding speaking. (See CCSS 1 L1.) grammar and usage when speaking. (See CCSS 2 L1.)

Contribute to a learning

Contribute to a learning community. Contribute to a learning community. (MD SLM.2-3 5 (SLM.PK-1 5A2.a) community.(MD SLM PK-1 5A2.a) A2.a)

348

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

SL 1 Participate in collaborative SL1 Participate in collaborative SL1 Participate in collaborative conversations with diverse conversations with diverse conversations with diverse partners about Kindergarten partners about grade 1 topics and partners about grade 2 topics and topics and braille texts with peers braille texts with peers and adults braille texts with peers and adults and adults in small and larger in small and larger groups. in small and larger groups. groups.

SL1.c Ask questions to clear up any SL1.c Ask for clarification and confusion about the topics and further explanation as needed texts under discussion. (SC, 1) about the topics and texts under discussion. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge

Identify the topic or text under Identify parts of a topic or text discussion. that are unclear.

Identify parts of a topic or text Identify the topic or text under that are unclear. discussion.

Use prior knowledge to Use prior knowledge to formulate and refine questions to formulate and refine questions meet an information need. (MD to meet an information need. SLM PK-1 13.a) (MD SLM 2-3 1 3a)

Generate appropriate questions Generate appropriate questions to meet the information need. to meet the information need. (MD SLM PK-1 3B.a) (MD SLM 2-3 3 B1.a) Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English grammar and usage when grammar and usage when speaking. (See CCSS 1 L1.) speaking. (See CCSS 2 L1.)

349

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL2 CCR Anchor Standard

Integrate and evaluate information presented in diverse accessible media and formats, including visually, tactually, quantitatively, and orally.

Kindergartners: Grade 1 Grade 2

SL2 Confirm understanding of SL2 Ask and answer questions SL2 Recount or describe key ideas braille text read aloud or about key details in a braille text or details from a braille text read information presented orally or read aloud or presented orally or aloud or information presented through other accessible media by through other accessible media. orally or through other accessible asking and answering questions media. (SC, 2) about key details and requesting clarification if something is not understood.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify the main idea and key Listen for and identify key answer questions (who, what, details in a text. details in a text read aloud. where, what) ask questions to clarify Generate appropriate questions Listen for and identify meaning to meet the information need. information presented in a keep questions on task/topic (MD SLM PK-1 3B1.a) variety of formats.

Demonstrate command of the Distinguish between key details conventions of standard English and supporting information. grammar and usage when speaking. (See CCSS 1L.1.) Retell a text or information using key ideas or details.

Demonstrate command of the conventions of standard English grammar and usage when speaking. (See CCSS 2 L1.)

350

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL3 CCR Anchor Standard

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Kindergartners: Grade 1 students: Grade 2 students:

SL3 Ask and answer questions in SL3 Ask and answer questions SL3.Ask and answer questions order to seek help, get about what a speaker says in about what a speaker says in information, or clarify something order to gather additional order to clarify comprehension, that is not understood. information or clarify something gather additional information, or that is not understood. deepen understanding of a topic or issue. (SC, 2)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Listen to identify the main idea Listen to determine the main connect prior knowledge to and key details from a speaker. idea and key details from a new learning speaker. demonstrate ability to Connect prior knowledge and formulate question targeted to experiences to new learning. Ask and answer such questions specific need.(See CCSS K RI1) as who, what, where, when, why, and how to facilitate understanding of key details. (See CCSS 2 RI1; MD SLM 2-3

3B1.a.)

With prompting and support, Identify an information need. identify an information need. Identify an assigned or personal (MD SLM PK-1 1B1.b) (MD SLM PK-1 1B1.b.) information need. (MD SLM 2-3

1B1.b)

With guidance, generate Generate appropriate questions appropriate questions to meet to meet the information need. the information need. (MD SLM (MD SLM PK-1 3B1.a) PK-1 3B1.a)

Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English grammar and usage when grammar and usage when speaking. (CCSS 1 L1) speaking. (CCSS 2 L1)

351

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL4 CCR Anchor Standard

Kindergartners: Grade 1 students: Grade 2 students:

SL4 Describe familiar people, SL4 Describe people, places, SL4 Tell a story or recount an places, things, and events and, things, and events with relevant experience with appropriate facts with prompting and support, details, expressing ideas and and relevant descriptive details, provide additional detail. feelings clearly. speaking audibly in coherent sentences.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Distinguish between relevant Distinguish between relevant and connect to personal/prior and irrelevant details. irrelevant details. knowledge speak clearly enough to be Add details to expand ideas Use temporal words to sequence heard and understood and sentences. the important events in a story or add relevant descriptive details experience. (See CCSS 2 W2.) to a familiar topic Use frequently occurring Use descriptive adjectives and adjectives to describe. (See adverbs, and choose between CCSS 1 L 1f.) them depending on what is to be modified. (See CCSS 2 L1.e.)

Demonstrate command of the Demonstrate command of the conventions of standard conventions of standard English English grammar and usage grammar and usage when when speaking. (CCSS 1 L1) speaking. (CCSS 2 L1)

Speak at an appropriate pace, Use appropriate non-verbal volume, and tone. techniques to enhance communication, e.g., posture (proximity), eye-contact,(facing speaker/audience) facial expressions, gestures.

Speak at an appropriate pace, volume, and tone.

352

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL5 CCR Anchor Standard

Make strategic use of accessible digital media and visual braille and tactual displays of data to express information and enhance understanding of presentations.

Kindergartners: Grade 1 students: Grade 2 students:

SL5 Add drawings or visual SL5 Add drawings or other visual SL5 Create audio recordings of braille and tactual displays to braille and tactual displays to stories or poems; add tactual descriptions as desired to descriptions when appropriate to drawings or other visual braille provide additional detail. (SC, K) clarify ideas, thoughts, and displays to stories or recounts of feelings. experiences when appropriate to clarify ideas, thoughts, and feelings.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Use described illustrations and Use described illustrations and choose appropriate visuals details in a story to describe its details in a story to describe its (e.g., real objects) to match characters, setting, or events. characters, setting, or events. oral presentation (CCSS 1 RL7) (CCSS 1 RL7) use available accessible technology appropriately

With prompting and support, Use a variety of formats to Use a variety of formats to organize information for oral prepare the findings/conclusions prepare the findings/conclusions delivery. (MD SLM PK-1.3) of an information need for of an information need for sharing. (See MD SLM PK-1 5A1.) sharing. (See MD SLM 2-3 5 A1.)

Use available accessible Use accessible technology to technology appropriately. record and organize data/information. (MD SLM 2-3 3

C1.f)

Demonstrate command of the conventions of standard English Demonstrate command of the grammar and usage when conventions of standard English speaking. (CCSS 1 L1) grammar and usage when speaking. (CCSS 2 L1)

353

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL6 CCR Anchor Standard

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

Kindergartners: Grade 1 students: Grade 2 students:

SL6 Speak audibly and express SL6 Produce complete sentences SL6 Produce complete sentences thoughts, feelings, and ideas when appropriate to task and when appropriate to task and clearly. (SC, K) situation. (See grade 1 Language situation in order to provide standards 1 and 3 on page 26 for requested detail or clarification. specific expectations.) (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With prompting and support, Identify components of a Identify components and speak clearly enough to be sentence. purpose of various types of understood in a variety of sentences. settings convey ideas effectively Distinguish between sentences Distinguish between fragments, and sentence fragments. complete, and run on sentences. Communicate effectively in a variety of situations with different audiences, purposes, Compose complete simple Produce, expand, and rearrange and formats. sentences. complete simple and compound sentences. (CCSS 2 L1.f)

354

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

SL1 Engage effectively in a range SL1 Engage effectively in a range SL1 Engage effectively in a range of collaborative discussions (one- of collaborative discussions (one- of collaborative discussions (one- on-one, in groups, and teacher on-one, in groups, and teacher on-one, in groups, and teacher led) with diverse partners on led) with diverse partners on led) with diverse partners on grade 3 topics and braille texts, grade 4 topics and braille texts, grade 5 topics and braille texts, building on others’ ideas and building on others’ ideas and building on others’ ideas and expressing their own clearly. expressing their own clearly. expressing their own clearly.SC, 5)

SL1.a Come to discussions SL1.a Come to discussions SL1.a Come to discussions prepared, having read or studied prepared, having read or studied prepared, having read or studied required material; explicitly draw required material; explicitly draw required material; explicitly draw on that preparation and other on that preparation and other on that preparation and other information known about the information known about the information known about the topic to explore ideas under topic to explore ideas under topic to explore ideas under discussion. discussion. discussion.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Identify appropriate questions Identify appropriate questions Identify appropriate questions about a topic or an assigned about a topic or an assigned about a topic or an assigned information need. (See MD SLM information need. (See MD SLM information need. (See MD SLM 2-3 1B1.) 4-5 1B1.) 4-5 1B1.) Collect information using a Collect information using a Collect information using a variety of accessible multi-media variety of accessible multi-media variety of accessible multi-media resources, e.g., books, resources, e.g., books, resources, e.g., books, interviews, and technology. (See interviews, and technology. (See interviews, and technology. (See MD TL 3 5A1.f as needed.) MD TL 4 5A1.f as needed.) MD TL 5 5A1.f as needed.) Access prior knowledge and Take notes in preparation for the Take notes in preparation for the experiences to extend the topic. discussion. discussion. Use relevant information to Access prior knowledge and Access prior knowledge and engage in discussion. experiences to extend the topic. experiences to extend the topic. Use relevant information to Use relevant information to engage in discussion. engage in discussion.

355

SPEAKING AND LISTENING

Grade 3 students: Grade 4 students: Grade 5 students:

SL1.b Follow agreed-upon rules SL1.b Follow agreed-upon rules SL1.b Follow agreed-upon rules for discussions (e.g., gaining the for discussions and carry out for discussions and carry out floor in respectful ways, listening assigned roles. assigned roles. to others with care, speaking one at a time about the topics and texts under discussion).

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Collaborate with adults and Collaborate with peers to create Collaborate with peers to create peers to create rules to ensure rules to ensure respectful group rules to ensure respectful group respectful group discussions. discussions. discussions.

Identify and define roles for Identify and define roles for Identify and define roles for participants in discussions. participants in discussions. participants in discussions.

Participate in group discussions Participate in group discussions Serve in different roles in on a variety of topics. on a variety of topics. discussions.

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when grammar and usage when grammar and usage when speaking. (See CCSS 3 L1.) speaking. (See CCSS 4 L1.) speaking. (See CCSS 5 L1.)

Contribute to a learning Contribute to a learning Contribute to a learning community. (MD SLM 2-3 5 A2.a) community. (MD SLM 4-5 5 A2.a) community. (MD SLM 4-5 5 A2.a)

356

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

SL1.c Ask questions to check SL1.c Pose and respond to specific SL1.c Pose and respond to specific understanding of information questions to clarify or follow up questions by making comments presented, stay on topic, and link on information, and make that contribute to the discussion their comments to the remarks of comments that contribute to the and elaborate on the remarks of others. discussion and link to the remarks others. (SC, 5) of others.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Ask appropriate questions about Ask appropriate questions about Ask appropriate questions about the topic. the topic. the topic.

Use linking phrases to connect Use linking phrases to connect Use linking phrases to connect comments while staying on comments while staying on comments while staying on topic. topic. topic.

During/after discussion, confirm, During/after discussion, confirm, During/after discussion, confirm, dispute, and/or change ideas on dispute, and/or change ideas on dispute, and/or change ideas on the topic. the topic. the topic.

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when grammar and usage when grammar and usage when speaking. (See CCSS 3 L1.) speaking. (See CCSS 4 L1.) speaking. (See CCSS 5 L1.)

357

SPEAKING AND LISTENING

Grade 3 students: Grade 4 students: Grade 5 students:

SL1.d Explain their own ideas and SL1.d Review the key ideas SL1.d Review the key ideas understanding in light of the expressed and explain their own expressed and draw conclusions discussion. ideas and understanding in light in light of information and of the discussion. knowledge gained from the discussions. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Listen to identify topic and key Listen to identify topic and key Listen to identify topic and key ideas of speakers. ideas of speakers. ideas of speakers.

Formulate an opinion based on Express an opinion based on Use personal experiences, prior experiences, prior knowledge of experiences, prior knowledge of knowledge of the topic, and the the topic, and the information the topic, and the information information presented to draw presented. presented. conclusions about a topic.

Use appropriate non-verbal Use appropriate non-verbal Use appropriate non-verbal techniques to enhance techniques to enhance techniques to enhance communication, e.g., posture communication, e.g., posture communication, e.g., posture (proximity), eye-contact,(facing (proximity), eye-contact,(facing (proximity), eye-contact,(facing speaker/audience) facial speaker/audience) facial speaker/audience) facial expressions, gestures. expressions, gestures. expressions, gestures.

Speak at an appropriate pace, Speak at an appropriate rate, Speak at an appropriate rate, volume, and tone. volume, and tone. volume, and tone.

358

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL2 CCR Anchor Standard

Integrate and evaluate information presented in diverse accessible media and formats, including visually, tactually, quantitatively, and orally.

Grade 3 students: Grade 4 students: Grade 5 students:

SL2 Determine the main ideas and SL2 Paraphrase portions of a text SL2 Summarize a written text read supporting details of a text read read aloud or information aloud or information presented in aloud or information presented in presented in diverse accessible diverse accessible media and diverse accessible media and media and formats, including formats, including visually, formats, including visually, visually, tactually, quantitatively, tactually, quantitatively, and tactually, quantitatively, and and orally. orally. orally.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Distinguish between key details Identify the main idea and Identify the main idea and and supporting details. supporting details in text or supporting details in text or information presented in diverse information presented in diverse Connect key details to determine accessible media and formats, accessible media and formats, main idea. including visually tactually, including visually tactually, quantitatively, and orally. quantitatively, and orally.

Identify words, phrases, braille Restate the main idea and key Summarize text using main idea graphic aids, and organizational details of a text in other words and key supporting details. features that support the main for clarification. idea.

Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English grammar and usage when grammar and usage when

speaking. (See CCSS 4 L1.) speaking. (See CCSS 5 L1.)

359

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL3 CCR Anchor Standard

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Grade 3 students: Grade 4 students: Grade 5 students:

SL3 Ask and answer questions SL3 Identify the reasons and SL3 Summarize the points a about information from a evidence a speaker provides to speaker makes and explain how speaker, offering appropriate support particular points. (SC, 4) each claim is supported by elaboration and detail. reasons and evidence.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate active listening. Demonstrate active listening. Demonstrate active listening.

Take notes, and record Take notes, and record Take notes and record information in a variety of information in a variety of information in a variety of formats as needed, including formats as needed, including formats as needed, including accessible technology. accessible technology. accessible technology.

Use prior knowledge and details Determine the main idea of a Determine two or more main from the information presented text, and explain how it is ideas of a text and explain how tom generate appropriate supported by key details. (See they are supported by key questions. CCSS 4 RI2.) details; summarize the text. (CCSS 5 RI2)

Use and expand on information Explain how a speaker uses from a speaker when responding reasons and evidence to support

to questions. particular points.

Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when grammar and usage when grammar and usage when speaking. (See CCSS 5 L1.) speaking. (See CCSS 3 L1.) speaking. (See CCSS 4 L1.)

360

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL4 CCR Anchor Standard

Grade 3 students: Grade 4 students: Grade 5 students:

SL4 Report on a topic or text, tell a SL4 Report on a topic or text, tell a SL4 Report on a topic or text or story, or recount an experience with story, or recount an experience in present an opinion, sequencing appropriate facts and relevant, an organized manner, using ideas logically and using appropriate descriptive details, speaking clearly appropriate facts and relevant, facts and relevant, descriptive at an understandable pace. (SC,3) descriptive details to support main details to support main ideas or ideas or themes; speak clearly at themes; speak clearly at an an understandable pace. understandable pace. (SC, 5)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With guidance, select print, braille, Select print, braille, accessible Select print, braille, accessible accessible online, and accessible online, and accessible multimedia online, and accessible multimedia multimedia sources with sources with appropriate facts sources with appropriate facts and appropriate facts and relevant and relevant descriptive details relevant descriptive details about descriptive details about the topic. about the topic. (See MD SLM 4-5 the topic. (See SLM 4-5 2 B1.d.) (See MD SLM 2-3 2 B1.d.) 2 B1.d.) Interpret information to create Interpret information to create new Interpret information to create new understandings and understandings and knowledge new understandings and knowledge related to the topic. related to the topic. (See MD SLM knowledge related to the topic. (See MD SLM 4-5 4.) 2-3 2-3 4.) (See MD SLM 4-5 4.) With guidance, With guidance, edit/review/revise/practice the With guidance, edit/review/revise/practice the presentation of the information edit/review/revise/practice the presentation of the information product. (See MD SLM 4-5 5 A1.e) presentation of the information product. (See MD SLM 4-5 5 A1.e) product. (See MD SLM 2-3 5 A1.e) Demonstrate command of the Demonstrate command of the conventions of standard English Demonstrate command of the conventions of standard English grammar and usage when conventions of standard English grammar and usage when speaking. (CCSS 4 L1) grammar and usage when speaking. speaking. (CCSS 4 L1) (CCSS 3 L1)

361

SPEAKING AND LISTENING

Grade 3 students: Grade 4 students: Grade 5 students:

Use appropriate non-verbal Use appropriate non-verbal Use appropriate non-verbal techniques to enhance techniques to enhance techniques to enhance communication, e.g., posture communication, e.g., communication, e.g., (proximity), eye- posture (proximity), eye- posture (proximity), eye- contact,(facing contact,(facing contact,(facing speaker/audience) facial speaker/audience) facial speaker/audience) facial expressions, gestures. expressions, gestures. expressions, gestures.

Speak at an appropriate rate, Speak at an appropriate Speak at an appropriate volume, and tone. rate, volume, and tone. rate, volume, and tone.

362

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL5 CCR Anchor Standard

Make strategic use of accessible digital media and visual displays of data to express information and enhance understanding of presentations.

Grade 3 students: Grade 4 students: Grade 5 students:

SL5 Create engaging audio recordings SL5 Add audio recordings and visual SL5 Include multimedia of stories or poems that demonstrate displays to presentations when components (e.g., graphics, sound) fluid reading at an understandable appropriate to enhance the and visual displays in presentations pace; add visual displays when development of main ideas or when appropriate to enhance the appropriate to emphasize or enhance themes. development of main ideas or certain facts or details. themes.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

With guidance, create, organize, With guidance, create, organize, With guidance, create, organize, and display information in a variety and display information in a and display information in a of formats, including the use of variety of formats, including the variety of formats, including the accessible technology. (See MD SLM use of accessible technology. (See use of accessible technology. (See 2-3 5 A1.a.) MD SLM 4-5 5 A1.a.) MD SLM 4-5 5 A1.a.) Share information in an appropriate Share information in an Share information in an format for written, oral, sound, appropriate format for written, appropriate format for written, and/or visual presentations. oral, sound, and/or visual oral, sound, and/or visual Differentiate media types for presentations. presentations. audience, environment, and Differentiate media types for Differentiate media types for purpose of presentations. audience, environment, and audience, environment, and With guidance, purpose of presentations. purpose of presentations edit/review/revise/practice the With guidance, With guidance, presentation of the information edit/review/revise/practice the edit/review/revise/practice the product. (See MD SLM 2-3 5 A1.e.) presentation of the information presentation of the information Speak at an appropriate rate, product. (See MD SLM 4-5 5 A1.e.) product. (See MD SLM 4-5 5 volume, and tone. Speak at an appropriate rate, A1.e.) Demonstrate social and ethical volume, and tone. Speak at an appropriate rate, behaviors when using technology. Demonstrate social and ethical volume, and tone. (See MD TL 3 2 B2.a.) behaviors when using technology. Comply with copyright laws and (See MD TL 4 2 B2.a.) fair use provisions when using digital content. (See MD TL 5 2 B2.a.)

363

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL6 CCR Anchor Standard

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

Grade 3 students: Grade 4 students: Grade 5 students:

SL6 Speak in complete sentences SL6 Differentiate between contexts SL6 Adapt speech to a variety of when appropriate to task and that call for formal English (e.g., contexts and tasks, using formal situation in order to provide presenting ideas) and situations English when appropriate to task requested detail or clarification. where informal discourse is and situation. (See grade 5 (See grade 3 Language standards 1 appropriate (e.g., small-group Language standards 1 and 3 on and 3 on pages 28 and 29 for discussion); use formal English pages 28 and 29 for specific specific expectations.) when appropriate to task and expectations.) situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Differentiate between complete Differentiate between formal and Differentiate between formal and sentences and fragments. informal English. (CCSS 4 L1.) informal English. (See CCSS 5 L1.)

Recognize and speak appropriately Recognize and speak Recognize and speak appropriately for audience, environment, and appropriately for audience, for audience, environment, and purpose. environment, and purpose. purpose. Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English conventions of standard English conventions of standard English grammar and usage when grammar and usage when grammar and usage when speaking. (See CCSS 4 L1.) speaking. (See CCSS 5 L1.) speaking. (See CCSS 3 L1.) Use appropriate non-verbal Use appropriate non-verbal Use appropriate non-verbal techniques to enhance techniques to enhance techniques to enhance communication, e.g., posture communication, e.g., posture communication, e.g., posture (proximity), eye-contact,(facing (proximity), eye-contact,(facing (proximity), eye-contact,(facing speaker/audience) facial speaker/audience) facial speaker/audience) facial expressions, gestures. expressions, gestures. expressions, gestures. Speak at an appropriate rate, Speak at an appropriate rate, Speak at an appropriate rate, volume, and tone. volume, and tone. volume, and tone.

364

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

SL1 Engage effectively in a range of SL1 Engage effectively in a range of SL1 Engage effectively in a range of collaborative discussions (one-on- collaborative discussions (one-on- collaborative discussions (one-on- one, in groups, and teacher-led) one, in groups, and teacher led) one, in groups, and teacher led) with diverse partners on grade 6 with diverse partners on grade 7 with diverse partners on grade 8 topics, texts, and issues, building on topics, texts, and issues, building topics and texts, building on others’ ideas and expressing their on others’ ideas and expressing others’ ideas and expressing their own clearly. their own clearly. own clearly.

SL1.a Come to discussions prepared, SL1.a Come to discussions SL1.a Come to discussions having read or studied required prepared, having read or prepared, having read or material; explicitly draw on that researched material under study; researched material under study; preparation by referring to evidence explicitly draw on that preparation explicitly draw on that preparation on the topic, text, or issue to probe by referring to evidence on the by referring to evidence on the and reflect on ideas under topic, text, or issue to probe and topic, text, or issue to probe and discussion. reflect on ideas under discussion. reflect on ideas under discussion.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of an Demonstrate the behaviors of an Demonstrate the behaviors of an effective student by completing effective student by completing effective student by completing and reflecting on assigned reading. and reflecting on assigned and reflecting on assigned reading. reading.

Cite textual evidence to support Cite several pieces of textual Cite the textual evidence that analysis of what the text says evidence to support analysis of most strongly supports analysis of explicitly as well as inferences what the text says explicitly as what the text says explicitly as drawn from the text. (CCSS 6 RL1, well as inferences drawn from the well as inferences drawn from the RI1) text. (CCSS 7 RL1, RI1) text. (CCSS 8 RL1, RI 1)

365

SPEAKING AND LISTENING

Grade 6 students: Grade 7 students: Grade 8 students:

Take purposeful notes in Take purposeful notes in Take purposeful notes in preparation for discussion, using preparation for discussion, using preparation for discussion, using highlighting, outlines, journals, and highlighting, outlines, journals, highlighting, outlines, journals, other techniques as appropriate. and other techniques as and other techniques as (See MD SLM 6-8 3C.) appropriate. (See MD SLM 6-8 appropriate. (See MD SLM 6-8 3C.) 3C.)

Identify the main ideas under discussion and apply higher order Identify the main ideas under Identify the main ideas under questions that yield a deeper discussion and apply higher order discussion and apply higher order analysis of those ideas. questions that yield a deeper questions that yield a deeper analysis of those ideas. analysis of those ideas.

Conduct focused research as necessary to prepare for Conduct focused research as Conduct focused research as discussions. (See CCSS 6 W7; MD necessary to prepare for necessary to prepare for SLM 6-8 1A.) discussions. (See CCSS 6 W7; MD discussions. (See CCSS 6 W7; MD SLM 6-8 1A.) SLM 6-8 1A.)

Access prior knowledge to extend the topic under discussion. Access prior knowledge to extend Access prior knowledge to extend the topic under discussion. the topic under discussion.

366

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

SL1 Engage effectively in a range SL1 Engage effectively in a range SL1 Engage effectively in a range of collaborative discussions (one- of collaborative discussions (one- of collaborative discussions (one- on-one, in groups, and teacher- on-one, in groups, and teacher on-one, in groups, and teacher led) with diverse partners on led) with diverse partners on led) with diverse partners on grade 6 topics, texts, and issues, grade 7 topics and texts, building grade 8 topics and texts, building building on others’ ideas and on others’ ideas and expressing on others’ ideas and expressing expressing their own clearly. their own clearly. their own clearly.

SL1.b Follow rules for collegial SL1.b Follow rules for collegial SL1.b Follow rules for collegial discussions, set specific goals and discussions, track progress toward discussions and decision-making, deadlines, and define individual specific goals and deadlines, and track progress toward specific roles as needed. define individual roles as needed. goals and deadlines, and define individual roles as needed.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply self-monitoring strategies Apply self-monitoring strategies Apply self-monitoring strategies to establish and adjust to establish and adjust to establish and adjust appropriate tone, body appropriate tone, body appropriate tone, body language, and vocabulary. language, and vocabulary. language, and vocabulary. Come to consensus on a Come to consensus on a Apply a decision-making model framework for a collegial framework for a collegial to achieve consensus on a discussion. discussion. framework for a collegial Identify and agree upon the Come to consensus on and discussion. group’s purpose/goal and monitor specific benchmarks to Come to consensus on and deadlines. evaluate progress toward monitor specific benchmarks to Organize the group by assuming meeting discussion goals and evaluate progress toward specific roles as needed. deadlines. meeting discussion goals and Redirect the discussion as deadlines. needed to meet goals and Redirect the discussion as deadlines. needed to meet goals and Organize the group by assuming deadlines. specific roles as needed. Organize the group by assuming specific roles as needed.

367

SPEAKING AND LISTENING

Grade 6 students: Grade 7 students: Grade 8 students:

SL1.c Pose and respond to specific SL1.c Pose questions that elicit SL1.c Pose questions that elicit questions with elaboration and elaboration and respond to connect the ideas of several detail by making comments that others’ questions and comments speakers and respond to others’ contribute to the topic, text, or with relevant observations and questions and comments with issue under discussion. ideas that bring the discussion relevant evidence, observations, back on topic as needed. and ideas.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Cite textual evidence to support Cite several pieces of textual Cite the textual evidence that analysis of what the text says evidence to support analysis of most strongly supports analysis explicitly as well as inferences what the text says explicitly as of what the text says explicitly as drawn from the text. (CCSS 6 well as inferences drawn from well as inferences drawn from RL/RI 1) the text. (CCSS 7 RL/RI 1) the text. (CCSS 7 RL/RI 1)

Select and apply levels of Select and apply levels of Select and apply levels of questions to solicit elaboration questions to solicit elaboration questions to solicit elaboration and exploration of a variety of and exploration of a variety of and exploration of a variety of ideas and information. ideas and information. ideas and information.

368

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

SL1 Engage effectively in a range SL1 Engage effectively in a range SL1 Engage effectively in a range of collaborative discussions (one- of collaborative discussions (one- of collaborative discussions (one- on-one, in groups, and teacher- on-one, in groups, and teacher on-one, in groups, and teacher led) with diverse partners on led) with diverse partners on led) with diverse partners on grade 6 topics, texts, and issues, grade 7 topics and texts, building grade 8 topics and texts, building building on others’ ideas and on others’ ideas and expressing on others’ ideas and expressing expressing their own clearly. their own clearly. their own clearly.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate collegiality when Demonstrate collegiality when Demonstrate collegiality when asking and responding to asking and responding to asking and responding to questions and comments. questions and comments. questions and comments.

369

SPEAKING AND LISTENING

Grade 6 students: Grade 7 students: Grade 8 students:

SL1.d Review the key ideas SL1.d Acknowledge new SL1.d Acknowledge new expressed and demonstrate information expressed by others information expressed by others understanding of multiple and, when warranted, modify and, when warranted, qualify or perspectives through reflection their own views. justify their own views in light of and paraphrasing. the evidence presented.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Periodically, summarize the main Attend to the contributions of Attend to the contributions of points or ideas of the discussion. others by paraphrasing or others by paraphrasing or (See CCSS 6 RL/RI 2) summarizing new evidence. (See summarizing new evidence. (See CCSS 7 RL/RI 2) CCSS 8 RL/RI 2)

Periodically, connect the opinions or perspectives of Adjust their opinions as Examine and modify their others to their own opinions. necessary based on credible opinions when credible evidence evidence. demands, explaining how new evidence effected the change.

370

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL2 CCR Anchor Standard

Integrate and evaluate information presented in diverse accessible media and formats, including tactually visually, quantitatively, and orally.

Grade 6 students: Grade 7 students: Grade 8 students:

SL2 Interpret information SL2 Analyze the main ideas and SL2 Analyze the purpose of presented in diverse accessible supporting details presented in information presented in diverse media and formats (e.g., tactually diverse media and accessible media and accessible formats visually, quantitatively, orally) and formats (e.g., tactually visually, (e.g., tactually visually, explain how it contributes to a quantitatively, orally) and explain quantitatively, orally) and topic, text, or issue under study. how the ideas clarify a topic, text, evaluate the motives (e.g., social, or issue under study. commercial, political) behind its presentation.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply an understanding of the features and formats of diverse accessible media.

Determine both the explicit and Determine the purpose of Determine both the explicit and the implicit ideas found in non- information presented in diverse the implicit ideas found in non- print texts, including accessible accessible media or formats. print texts, including accessible digital texts and other forms of digital texts. accessible media.

Summarize, compare, draw Summarize, compare, draw Connect specific information conclusions about, and conclusions about, and presented in diverse accessible synthesize significant ideas synthesize significant ideas media or formats to the larger found in print braille and non- found in print braille and non- motive or intent of the text. print texts, including accessible print texts, including accessible digital media. digital media.

371

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL3 CCR Anchor Standard

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Grade 6 students: Grade 7 students: Grade 8 students:

SL3 Delineate a speaker’s SL3 Delineate a speaker’s SL3 Delineate a speaker’s argument argument and specific claims, argument and specific claims, and specific claims, evaluating the distinguishing claims that are evaluating the soundness of the soundness of the reasoning and supported by reasons and reasoning and the relevance and relevance and sufficiency of the evidence from claims that are not. sufficiency of the evidence. evidence and identifying when irrelevant evidence is introduced.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Apply critical listening strategies Apply critical listening Apply critical listening strategies to to determine the speaker’s strategies to determine the determine the speaker’s argument argument and claims. speaker’s argument and and claims. claims. Determine a central idea of a text Determine two or more central Determine a central idea of a text and how it is conveyed through ideas of a text and analyze analyze its development over the particular details; provide a their development over the course of the text, including its summary of the text distinct from course of the text; provide an relationship to supporting ideas; personal opinions or judgments. objective summary of the text. provide an objective summary of (CCSC 6 RI2.) (See CCSC 7 RI2.) the text. (See CCSC 8 RI 2.) Determine an author’s point of Determine an author’s point of Determine an author’s point of view view or purpose in a text and view or purpose in a text and or purpose in a text and analyze explain how it is conveyed in the analyze how the author how the author acknowledges and text. (See CCSC 6 RI 6.) distinguishes his or her responds to conflicting evidence or position from that of others. viewpoints. (See CCSC 8 RI 6.) (See CCSC 7 RI 6.) Trace and evaluate the argument Trace and evaluate the Delineate and evaluate the and specific claims in a text, argument and specific claims in argument and specific claims in a distinguishing claims that are a text, assessing whether the text, assessing whether the supported by reasons and reasoning is sound and the reasoning is sound and the evidence evidence from claims that are evidence is relevant and is relevant and sufficient; recognize not. (See CCSC 6 RI 8.) sufficient to support the when irrelevant evidence is claims. (See CCSC 7 RI 8.) introduced. (See CCSC 8 RI 8.)

372

SPEAKING AND LISTENING

Grade 6 students: Grade 7 students: Grade 8 students:

Align specific claims to their Align specific claims to their Align specific claims to their supporting reasons to identify supporting reasons to identify supporting reasons to identify gaps gaps in support. gaps in support. in support. Identify evidence that is Identify evidence that is irrelevant irrelevant to the argument. to the claim(s) and explain the Identify and explain errors in effect of that evidence on the reasoning. argument. Identify and explain errors in reasoning and their effect on the argument.

373

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL4 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

SL4 Present claims and findings, SL4 Present claims and findings, SL4 Present claims and findings, sequencing ideas logically and emphasizing salient points in a emphasizing salient points in a using pertinent descriptions, focused, coherent manner with focused, coherent manner with facts, and details to accentuate pertinent descriptions, facts, relevant evidence, sound valid main ideas or themes; use details, and examples; use reasoning, and well-chosen appropriate eye contact (facing appropriate eye contact (facing details; use appropriate eye speaker/audience), adequate speaker/audience), adequate contact (facing volume, and clear pronunciation. volume, and clear pronunciation. speaker/audience), adequate volumes, and clear pronunciation.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Adopt the behaviors of effective Adopt the behaviors of effective Adopt the behaviors of effective speakers as appropriate to task, speakers as appropriate to task, speakers as appropriate to task, purpose, and audience. purpose, and audience. purpose, and audience.

Apply an organizational pattern Address audience needs by Justify the inclusion of evidence that most effectively emphasizes including complete support and and details that most effectively the main ideas or themes of the emphasizing the most important present claims and emphasize presentation. points in a coherent manner. important points.

Include support (e.g., Verify and explain the reasoning descriptions, facts, and details) used to select and organize that most effectively emphasizes evidence and details main ideas or themes of the presentation.

Demonstrate command of the Demonstrate command of the conventions of standard English Demonstrate command of the conventions of standard English grammar and usage when conventions of standard English grammar and usage when writing or speaking. (CCSS 6 L1) grammar and usage when writing or speaking. (CCSS 6 L1) writing or speaking. (CCSS 6 L1)

374

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL5 CCR Anchor Standard

Make strategic use of accessible digital media and visual displays of data to express information and enhance understanding of presentations.

Grade 6 students: Grade 7 students: Grade 8 students:

SL5 Include multimedia SL5 Include multimedia SL5 Include multimedia components (e.g., graphics, components and visual displays in components (e.g., graphics, images, music, sound) and visual presentations to clarify claims and sound) and visual displays in displays in presentations to clarify findings and emphasize salient presentations when appropriate information. points. to enhance the development of main ideas or themes.

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Select or create multimedia and Select or create multimedia and Select or create and justify the visual displays that enhance visual displays strategically for inclusion of multimedia and presentations and/or clarify clarity that emphasizes claims visual displays. (See MD SLM 6-8 ideas. (See MD SLM 6-8 5.) and salient points. (See MD SLM 5.) 6-8 5.)

Follow fair use policies when Follow fair use policies when Follow fair use policies when incorporating multimedia incorporating multimedia incorporating multimedia components from other sources. components from other sources. components from other sources. (See MD SLM 6-8 4A3.) (See MD SLM 6-8 4A3.) (See MD SLM 6-8 4A3.)

375

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL6 CCR Anchor Standard

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

Grade 6 students: Grade 7 students: Grade 8 students:

SL6 Adapt speech to a variety of SL6 Adapt speech to a variety of SL6 Adapt speech to a variety of contexts and tasks, demonstrating contexts and tasks, demonstrating contexts and tasks, demonstrating command of formal English when command of formal English when command of formal English when indicated or appropriate. (See indicated or appropriate. (See indicated or appropriate. (See grade 6 Language standards 1 and grade 7 Language standards 1 and grade 8 Language standards 1 and 3 on page 52 for specific 3 on page 52 for specific 3 on page 52 for specific expectations.) expectations.) expectations.)

Essential Skills and Knowledge Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate control of spoken Demonstrate control of spoken Demonstrate control of spoken language by adjusting speech to language by adjusting speech to language by adjusting speech to varying contexts and tasks. varying contexts and tasks. varying contexts and tasks.

See CCSS 6 L1, 2, and 3 for See CCSS 7 L1, 2, and 3 for See CCSS 7 L1, 2, and 3 for specific grade-level expectations. specific grade-level specific grade-level expectations. expectations.

376

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL1 CCR Anchor Standard Prepare and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Grade 9-10 students: Grade 11-12 students:

SL1 Initiate and participate effectively in a range of SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades and teacher-led) with diverse partners on grades 11- 9-10 topics, texts, and issues, building on others’ 12 topics, texts, and issues, building on others’ ideas ideas and expressing their own clearly and and expressing their own clearly and persuasively. persuasively. (SC, 9-10) (SC, 11-12)

SL.1a Come to discussions prepared, having read SL.1a Come to discussions prepared, having read and researched material under study; explicitly and researched material under study; explicitly draw draw on that preparation by referring to evidence on that preparation by referring to evidence from from texts and other research on the topic or issue texts and other research on the topic or issue to to stimulate a thoughtful, well-reasoned exchange stimulate a thoughtful, well-reasoned exchange of of ideas. (SC, 9-10) ideas. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Apply the reading strategies and the research Apply reading strategies and the research process process independently. independently.

Choose, apply, and maintain an organizational Choose, apply, and maintain an organizational structure appropriate to the purpose. (See CCSS structure appropriate to the purpose. (See CCSS 9-10 W.1a, W.4, W.7, W.8) 11-12 W.1a, W.4, W.7, W.8)

Demonstrate comfort and independence in Demonstrate comfort and independence in collaborative groups such as literature circles, collaborative groups such as literature circles, fishbowl discussions, and Socratic seminar. fishbowl discussions, and Socratic seminar.

Brainstorm and make connections to issues in Brainstorm and make connections to issues in material under study. material under study.

Evaluate usefulness, bias, and validity of Evaluate usefulness, bias, and validity of material material under study (See CCSS 9-10 SL.2) under study (See CCSS 11-12 SL.2) See MD SLM 3.0, SLM 4.0, SLM 5.0, TL 5.B ,TL See Maryland SLM 3.0, SLM 4.0, SLM 5.0, TL 5.B 6.0, as needed. and TL 6.0, as needed.

377

SPEAKING AND LISTENING

Grade 9-10 students: Grade 11-12 students:

SL.1b Work with peers to set rules for collegial SL.1b Work with peers to promote civil, democratic discussions and decision-making (e.g., informal discussions and decision-making, set clear goals and consensus, taking votes on key issues, presentation deadlines, and establish individual roles as needed. of alternate views), clear goals and deadlines, and (SC, 11-12) individual roles as needed. (SC, 9-10)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate independence in decision- Demonstrate independence in decision-making, making, goal setting, and deadlines. goal setting, and deadlines.

Demonstrate comfort and independence in Demonstrate comfort and independence in the the participation of collegial discussions. participation of collegial discussions.

Apply democratic decision making independently (e.g., voting, reaching consensus)

378

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

Grade 9-10 students: Grade 11-12 students:

SL1 Initiate and participate effectively in a range of SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9- and teacher-led) with diverse partners on grades 10 topics, texts, and issues, building on others’ 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and ideas and expressing their own clearly and persuasively. (SC, 9-10) persuasively. (SC, 11-12)

SL.1c Propel conversations by posing and SL.1c Propel conversations by posing and responding to questions that relate the current responding to questions that probe reasoning and discussion to broader themes or larger ideas; evidence; ensure a hearing for a full range of actively incorporate others into the discussion; and positions on a topic or issue; clarify, verify, or clarify, verify, or challenge ideas and conclusions. challenge ideas and conclusions; and promote (SC, 9-10) divergent and creative perspectives. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate comfort and independence with Demonstrate comfort and independence with open-ended questions and shared inquiry. open-ended questions and shared inquiry.

Monitor discussions for clarity, relevancy, and Monitor discussions for clarity, relevancy, and dissemination of ideas and information. dissemination of ideas and information.

Elicit participation and opinions; and Elicit participation and opinions, and appropriately challenge ideas. appropriately challenge ideas.

Provide unique, innovative, and visionary

perspectives in reasoning and in discussing.

Demonstrate command of the conventions of Demonstrate command of the conventions of standard English and usage when speaking. standard English and usage when speaking.

379

SPEAKING AND LISTENING

Grade 9-10 students: Grade 11-12 students:

SL.1d Respond thoughtfully to diverse perspectives, SL.1d Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement, synthesize comments, claims, and evidence made and when warranted, qualify or justify their own on all sides of an issue; resolve contradictions when views and understanding and make new possible; and determine what additional connections in light of the evidence and reasoning information or research is required to deepen the presented. (SC, 9-10) investigation or complete the task. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Paraphrase, summarize, justify, and synthesize Paraphrase, summarize, justify, and synthesize information and ideas during discussion. information and ideas during discussion.

Connect with different points of view, remain Connect with different points of view, remain open-minded, and reassess viewpoints. open-minded, and reassess viewpoints.

Understand and use appropriate professional Understand and use appropriate professional persuasive techniques and conflict-resolution persuasive techniques and conflict-resolution skills. skills.

Identify and explain next steps and/or

additional research for further investigation.

Demonstrate command of the conventions of Demonstrate command of the conventions of standard English and usage when speaking. See standard English and usage when speaking. See MD SLM 3.c.3 MD SLM 3.c.3

380

SPEAKING AND LISTENING

Cluster: Comprehension and Collaboration

SL2 CCR Anchor Standard Integrate and evaluate information presented in diverse accessible media and formats, including tactually visually, quantitatively, and orally.

Grade 9-10 students: Grade 11-12 students:

SL2 Integrate multiple sources of information SL2 Integrate multiple sources of information presented in diverse accessible media or formats presented in diverse accessible media or formats (e.g., tactually visually, quantitatively, orally) (e.g., tactually visually, quantitatively, orally) in evaluating the credibility and accuracy of each order to make informed decisions and solve source. problems, evaluating the credibility and accuracy of each source and noting any discrepancies (SC, 9-10) among the data. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate the behaviors of a strategic reader Demonstrate the behaviors of a strategic and listener. reader and listener.

Analyze, synthesize, and evaluate the relevance, Analyze, synthesize, and evaluate the bias, and validity of multiple sources of relevance, bias, and validity of multiple information from print braille and non-print sources of information from print braille and text. (See CCSS 9-10 SL.1a, RI.7, RI.8, W.7, W.8) non-print text, noting any discrepancies present in the data. (See CCSS 11-12 SL.1a, RI.7, RI.8, W.7, W.8)

Choose the appropriate form of media for a Choose the appropriate form of media for a given purpose. See MD SLM 4.0 given purpose. See MD standard SLM 4.0

381

SPEAKING AND LISTENING

SL3 CCR Anchor Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Grade 9-10 students: Grade 11-12 students:

SL3 Evaluate a speaker’s point of view, reasoning, SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any and use of evidence and rhetoric, assessing the fallacious reasoning or exaggerated or distorted stance, premises, links among ideas, word choice, evidence. (SC, 9-10) points of emphasis, and tone used. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Analyze and evaluate a speaker’s evidence, Analyze and evaluate a speaker’s inferences, assumptions, argument, and evidence, inferences, assumptions, rhetoric. (See CCSS 9-10 RI.3, RI.6, RI.8) argument, and rhetoric. (See CCSS 11-12 RI.3, RI.6, RI.8) Recognize bias, fallacious reasoning, and factual evidence. (See MD SLM 2.0) Recognize bias, fallacious reasoning, and factual evidence.

Recognize, analyze, and evaluate stance, premise, emphasis, word choice, tone and point of view. (See MD SLM 2.0)

382

SPEAKING AND LISTENING

Cluster: Presentation of Knowledge and Ideas

SL4 CCR Anchor Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Grade 9-10 students: Grade 11-12 students:

SL4 Present information, findings, and supporting SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that evidence, conveying a clear and distinct listeners can follow the line of reasoning and the perspective, such that listeners can follow the line organization, development, substance, and style of reasoning, alternative or opposing perspectives are appropriate to purpose, audience, and task. (SC, are addressed, and the organization, 9-10) development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Organize information, ideas, evidence, and Organize information, ideas, evidence, and claims clearly, concisely, and logically with claims clearly, concisely, and logically with attention to the needs of the audience, attention to the needs of the audience, purpose, and task. (See CCSS 9-10 W.1a, W.1b, purpose, and a range of formal and informal W.4, W.5) tasks.

Apply appropriate non-verbal communication to Apply appropriate non-verbal communication contribute to meaning and enhance a to contribute to meaning and enhance a presentation. presentation.

Refine the behaviors of an effective speaker as Demonstrate attention to audience interest, appropriate to the task, audience, and purpose. values, biases, and concerns by using rhetorical appeals and by acknowledging and/or refuting Demonstrate command of the conventions of opposing positions and opinions. (See CCSS 11- standard English and usage when speaking. See 12 W.1a, W.1b, W.4, W.5) MD SLM 4.0 & 5.0 Refine the behaviors of an effective speaker as appropriate to the task, audience, and purpose.

Demonstrate command of the conventions of standard English and usage when speaking. See MD SLM 4.0 & 5.

383

SPEAKING AND LISTENING

SL5 CCR Anchor Standard Make strategic use of accessible digital media and visual displays of data to express information and enhance understanding of presentations.

Grade 9-10 students: Grade 11-12 students:

SL5 Make strategic use of accessible digital media SL5 Make strategic use of accessible digital media (e.g., textual, graphical, audio, visual, and (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence understanding of findings, reasoning, and and to add interest. (SC, 9-10) evidence and to add interest. (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Demonstrate strategic use of a variety of Demonstrate strategic use of a variety of accessible digital media. accessible digital media.

Integrate digital media into presentations Integrate digital media into presentations appropriately to support the purpose; address appropriately to support the purpose; the audience; and enhance the presentation. address the audience; and enhance the (See CCSS 9-10 W.6) See MD SLM 4.0 & 5.0; TL presentation. (See CCSS 11-12 W.6) See MD 5.0 & 6.0 SLM 4.0 & 5.0; TL 5.0 & 6.0

Cluster: Presentation of Knowledge and Ideas

SL6 CCR Anchor Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Grade 9-10 students: Grade 11-12 students:

SL6 Adapt speech to a variety of contexts and tasks, SL6 Adapt speech to a variety of contexts and demonstrating command of formal English when tasks, demonstrating command of formal English indicated or appropriate. (See grades 9-10 when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific Language standards 1 and 3 on page 54 for expectations.) (SC, 9-10) specific expectations.) (SC, 11-12)

Essential Skills and Knowledge Essential Skills and Knowledge

Adjust and apply formal and informal English Adjust and apply formal and informal in appropriate situations, contexts, and tasks. English in appropriate situations, contexts, and tasks.

384

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

This document contains braille and tactile graphics organized by grade level or course. This is not meant to be an all-inclusive list of all Literary Braille Code and formatting/tactile graphics available. A more complete list can be found in the resources found in Appendix C.

Key CC - Task Force-designated braille contractions based upon the Common Core BOP - Task force-designated braille contractions based upon "Building on Patterns," Primary Braille Literacy Program Pre Kindergarten

Literary Braille Code

Literary Sign Braille Symbol

Capital sign N/A , Double capital sign N/A , , Numeric indicator N/A # Period . 4 Question mark ? 8 Transcriber's note sign N/A Opening , ' , ' Closing Exclamation point ! 6 Italic sign (single) N/A . Italic sign (double) N/A .. . Alphabet a b c d e f g h a b c d e f g h i j k l m n o p i j k l m n o p q r s t u v w x q r s t u v w x y z y z

385

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Literary numbers 0-10 0 1 2 3 4 #j #a #b #c #d

5 6 7 8 9 #e #f #g #h #i

10 #aj

First Name N/A

Formatting

Literary Sign Braille

Print page numbers N/A Top, right corner 1, a1, b1

Braille page numbers N/A Bottom, right corner

New print page N/A indicator ------#b

Title page N/A Braille titles are sometimes centered on the page, but they can also be located along the spine.

386

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Kindergarten

Literary Braille Code

Literary Sign Braille Symbol

Double dash ------Ellipsis … ''' Letter sign N/A ; Transcriber's note N/A Opening ,' Closing ,' Alphabet words (BOP) but can do every from go B c d e f g have just knowledge like h j k l

more not people quite m n p q

rather so that us very will r s t u v w

it you as x y z Contractions (BOP) and of for the with & ( = ! )

Formatting/Tactile Graphic

Literary Sign Braille

Title page: illustrator N/A According to Braille Formats, the illustrator is omitted from the title page so the name may not always be present. Graphic organizers N/A See Braille Formats

Maps N/A See Appendix C: Resources

387

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Grade 1

Literary Braille Code

Literary Sign Braille Symbol

Hyphen - - Comma , 1 Quotation marks

Opening " 8

Closing " 0 Colon : 3 Apostrophe ' ' Accent sign N/A ` Prefixes (CC) com con dis - 3 4 Suffixes (CC) ation ble ful ity less ,n # ;l ;y .s ment ness tion ;t ;s ;n Common consonant gh digraphs (CC) <

Common consonant ch sh th wh digraphs (CC and BOP) * % ? :

Prepositions (CC) above below behind abv 2l 2h beneath beside between 2n 2s 2t

beyond 2y

388

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Contractions (BOP) about across after afternoon ab acr af afn again against almost already ag ag/ alm alr

also always ar be because al alw > 2 2c

before blind braille by cannot 2f bl brl 0 _c

character child children could "* * *n cd

day ea ed either en enough "d " $ ei 5 5

er ever father first friend } "e "f f/ fr

good great had here gd grt _h "h

him himself his in ing hm hmf 8 9 +

into its know letter little 96 xs "k lr ll

lord many mother much must "l _m "m m* m/

myself name neither one myf "n nei "o

ou ought out ow paid part \ "\ [ pd "p

question quick right said shall "q qk "r sd %

should some spirit st still %d "s _s / /

such their there these this s* _! "! ~! ?

those through time to today ~? "? "t 6 td

together tomorrow tonight tgr tm tn

under upon was were "u ~u 0 7

389

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

where which whose word ": : ~: ~w work world would young "w _w wd "y

your yourself yr yrf

Grade 1

Formatting/Tactile Graphics

Literary Sign Braille

Headings N/A See Braille Formats

Table of contents: N/A guide dots """"""""" Boldface indicator N/A

Single _.

Double _..

Underline indicator N/A

Single _-

Double _7

Boldface and italic N/A indicator ._. Single ._.. Double

Color indicator N/A (follow with first letter _ of color)

390

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Grade 2

Literary Braille Code

Literary Sign Braille Symbol

Dash -- -- Semicolon ; 2 Parentheses ( Opening 7 Closing ) 7 Termination sign N/A ,' Reference indicator N/A 99

Contractions (BOP)

according ally ance ac ,y .e

afterward although afw al?

altogether bb bb alt 2 3

conceive conceiving dd 3cv 3cvg 4 deceive deceiving declare dcv dcvg dcl

declaring ence ff gg dclg ;e 6 7

herself itself immediate h}f xf imm

necessary o'clock ong nec o'c ;g

oneself ourselves ound "of \rvs .d

391

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

ount paid perceive .t pd p}cv perceiving perhaps p}cvg p}h

receive receiving rcv rcvg

rejoice rejoicing rjc rjcg

sion thyself themselves .n ?yf !mvs

work yourselves rvs "w yrvs Computer braille www.google.com code: website _+www.google.c address/hyperlink om_:

Diacritical marks

Stress N/A

Primary /

Secondary *

Tertiary ; Breve ă ~a Cedilla ç 0c Circumflex â 6a Crossbar or underbar g l 4g 4l

392

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Ligatures, tied letters s h s8h

Macron ū _u Overdot ṙ 1r

Tilde ~ "n n Umlaut, diaeresis ä 2a Acute accent á >a Grave accent à

Grade 2

Formatting

Literary Sign Braille

Bullet Primary _4 Secondary o _9

Paragraph indentation N/A Two spaces

Box lines N/A Top 777777777777

Bottom gggggggggggg

393

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Reading captions N/A Written as Transcriber's Notes

Reading subheadings N/A See Braille Formats

Reading columned material N/A See Braille Formats

Dictionary skills: locating guide N/A N/A words Using a glossary and index N/A N/A

Foreign language punctuation N/A indicator ;

394

Appendix A: BRAILLE AND FORMATTING FOR ENGLISH/LANGUAGE ARTS CHARTS BY GRADE LEVEL AND COURSE

Grade 3

Literary Braille Code

Literary Sign Braille Symbol

Brackets [ Opening ,7 Closing ] 7'

Formatting

Literary Sign Braille

Nemeth Code Indicators N/A Begin _% End _: Poetry N/A See Braille Formats Stanzas Numbered lines Formats (shape)

Grade 4-12

Literary Braille Code

Appendix B: Acronyms and Definitions

This document contains acronyms and terms and their definitions, which are often used within the field of education of students who are blind or visually impaired. While not all of the acronyms and terms are found in the Maryland Common Core State Curriculum Frameworks for Braille , they may be encountered as the Frameworks are implemented.

Accessible media refers to books, hardware, and software that are able to be readily used by a person with a disability. Accessible media must not create barriers to the use of accessibility options, tools, or devices.

Accessible digital/electronic reference materials are reference materials that have audio or braille output for all menus, screens, and have keyboard accessibility. Accessible digital/electronic reference materials can be stand-alone devices or built into another device, i.e., The Franklin Special Education Speaking Language Master is a stand-alone dictionary/thesaurus with a QWERTY keyboard that provides speech output and access to all menus and screens. The Braille Apex is an electronic braille notetaker with both output in speech and a refreshable braille display and input via a braille keyboard. The Apex includes a dictionary and thesaurus. Some reference materials on the internet are accessible with the use of software/hardware, while others are not.

Braille Authority of North America (BANA) is an organization comprised of one representative from each of the many member organizations in the field of blindness that serves on the BANA Board. The BANA's purpose is to promote and facilitate the use, teaching, and production of braille. The BANA publishes rules, interprets and renders opinions pertaining to braille in all existing and future codes. The BANA deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. BANA works largely through committees composed of braille transcribers, braille readers, education and rehabilitation professionals, and Board Members. More information can be found at: http://www.brailleauthority.org

Braille embosser is a printer, that when connected to a computer or electronic braille notetaker, can print hardcopy braille documents that have been translated into braille.

Braille translation software translates and formats documents into braille. Braille translation software requires the user to have knowledge of braille codes and formats to ensure accuracy.

Braillewriter is a manual or electric device used to write braille.

Certified braille transcriber transcribes print materials into braille versions. After completing coursework and tests, a person can become certified as a transcriber in literary braille through the National Library Service for the Blind and Physically Handicapped (NLS). NLS offers additional certification for literary certified transcribers in the Nemeth Code for Mathematics and Science and Music braille. More information can be found at: http://www.nfb.org/nfb/Braille_Certification.asp

396 Appendix B: Acronyms and Definitions

Clusters are statements within a domain in the Maryland Common Core State Curriculum Frameworks. Clusters are focused but still broad and not measureable.

Code for Computer Braille Notation is used for precise notation to indicate information to the braille readers such as website addresses, hyperlinks, keyboard commands, and various computer code languages.

Contracted braille is using contractions when writing words and sentences in braille. Braille has 186 contractions for words and parts of words that can be used according to the braille rules.

Curriculum is the instructional program(s) used to meet standards that consists of activities, lessons, and instructional materials, tools/strategies.

Electronic braille notetaker is a portable device for producing braille. Electronic braille notetakers typically have some ability to edit and save writing. Many have more advanced features such as word processing, spreadsheets, calculators, calendars, task lists, Global Positioning Systems (GPS) software, book readers, and internet and email access. All electronic braille notetakers have speech output and can either have keys for braille input for a QWERTY keyboard. Some can produce braille directly, while others need to be connected to a braille embosser for braille output. Some have a “refreshable braille display,” a line of braille cells with pins that continually refresh to display in braille the current line in a document or a menu.

Functional Vision Assessment is an assessment conducted by a teacher of the blind and visually impaired to evaluate a student's performance of tasks in a variety of environments requiring the use of both near and distance vision.

Hand Movements used for braille reading vary. Use of either the left or right hand alone is the least efficient method. Using two hands together in a parallel method is when one hand tracks the lines of braille to read while the other hands holds the place on the line. The split method of hand movements is when both hands are together, the right hand tracks the line of braille across the page to read and the left hand follows along and then returns to locate the next line. The most proficient method for reading is the scissors method where both hands are reading independently of one another.

IEP is an Individualized Education Program for a student with a disability that specifies the placement, services, goals/objectives, program supports, and accommodations required as part of the child’s educational program.

397 Appendix B: Acronyms and Definitions

IRC is the Maryland Instructional Resource Center for Students with Visual Impairments is funded by the Maryland State Department of Education (MSDE) and housed at the Maryland School for the Blind (MSB). The MIRC serves as a lending library and purchasing facility for all large print and braille textbooks for Local School Systems (LSSs). The MIRC is also the American Printing House for the Blind Ex Officio Trustee and thus maintains a registry of all blind students in Maryland, manages the Federal Quota funds, and purchases instructional materials for qualifying students in Maryland.

Learning Media Assessment is an assessment by a teacher of the blind and visually impaired to determine a student's most appropriate medium for learning. Learning media can include regular print, regular print with optical devices, large print, braille, use of electronic magnification systems, auditory, tactile symbols, pictures, real objects, or a combination of these media.

Local School Systems (LSSs) are the public school systems in the twenty four counties in Maryland.

Maryland Common Core Curriculum State Frameworks are Maryland's curriculum based upon the National Common Core State Standards which were adopted by the Maryland State Board on June 22, 2010.

National Braille Association (NBA) is a non-profit organization dedicated to providing continuing education to those who prepare braille. More information can be found at: http://nationalbraille.org/

National Common Core State Standards (NCCSS) are educational standards developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare students for college and the workforce. The creation of the NCCSS was a state- led initiative coordinated by the National Governors Association Center for Educational Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) to ensure all students across the United States are prepared to compete globally.

Orientation and Mobility (O&M) Specialist is a trained professional that provides services to students who are blind or visually impaired to enable orientation to and safe movement within their environments in school, home, and community. O&M Specialists teach students skills in use of existing vision, spatial and environmental concepts, use of distance low vision devices, and the use of the long cane for safe travel.

Signs refer to the characters in print. For example, two horizontal lines above and below each other represent the print mathematical sign for equals =.

398 Appendix B: Acronyms and Definitions

Slate and stylus is a small, portable device for writing braille. Braille dots are embossed on paper within the slate by using a stylus with a pointed tip.

Standards are measurable statements about what students should know and be able to do. Standards define the knowledge and skills students should have within their Pre-K through grade 12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses, in workforce training programs or in a career.

Symbols are characters in braille. For example, dots 4,6 then dots 1,3 represent the symbol for the mathematical print sign for equals =.

Tactile graphics are raised pictures/images to convey non-textual information such as maps, graphs, and diagrams. Tactile graphics have labels in braille. Tactile graphics guidelines are followed to determine if an image should be created and if so, how. Some images are not necessary and can be omitted. Some images are substituted with letters, abbreviations, or words.

Tactile drawing tools are used to create raised pictures/images. These can include a spur wheel, stylus, wax, and other embossing tools.

Teacher of the Blind and Visually Impaired (TBVI) is a professional who provides special education services to students who are blind or visually impaired. TBVIs must meet Maryland teacher certification requirements in the area of vision by completing required coursework and meeting specified requirements. TBVIs perform assessments, and develop and implement Individual Education Programs (IEPs) or Individualized Family Service Plans (IFSPs) for children and youth birth through 21.

Uncontracted braille is the use of only letters of the alphabet when writing words and sentences.

399 Appendix C: Resources

This document contains a list of resources that may be useful when implementing the Maryland Common Core State Curriculum Frameworks for Braille: English/Language Arts. Inclusion in this list does not constitute an endorsement by the Maryland State Department of Education.

Braille Authority of North America. (2011). Guidelines and Standards for Tactile Graphics. Retrieved from: http://www.brailleauthority.org/tg/web-manual/index.html

Braille Literacy Resources: Website. Retrieved from: http://www.nfb.org/braille-resources

Braille Reading Pals Club. Website. Retrieved from: http://www.nfb.org/braille-reading-pals-early- literacy-program

Braille Formats: Principles of Print to Braille Transcription. (2011). Braille Authority of North America.

Castellano, C., & Kosman, D. (1997). The Bridge to Braille: Reading and School Success for the Young Blind Child. Baltimore, MD: National Organization of Parents of Blind Children.

Clark-Bischke, C. & Stoner, J. (October-November, 2009). An Investigation of Spelling in the Written Compositions of Students Who Read Braille. Journal of Visual Impairment and Blindness, 668-679.

Code for Computer Braille Notation. (1987). Braille Authority of North America. Louisville, Kentucky: American Printing House for the Blind.

Curran, E. Just Enough to Know Better. (1998). Boston, MA: National Braille Press.

Edman, P. (1992). Tactile Graphics. New York, NY: American Foundation for the Blind.

National Braille Association. Website. Retrieved from: http://nationalbraille.org/

Ovard, C. Website. Braille Helps: Quick Reference Braille Guides and Charts. Retrieved from http://braillehelps.blogspot.com/

Paths to Literacy. Website. The Perkins School for the Blind and the Texas School for the Blind and Visually Impaired. Retrieved from: http://www.pathstoliteracy.org/

Perkins Scout. Website. The Perkins School for the Blind: Watertown, MD. Retrieved from: http://www.perkins.org/resources/scout/literacy-and-braille/braille-instruction.html

Rex, E., Koenig, A., Wormsely, D., & Baker, R. (1994). Foundations of Braille Literacy. New York: American Foundation of the Blind.

Shodor Education Foundation, Inc. Website. BRL: Braille Through Remote Learning. Retrieved from http://www.brl.org/index.html

400 Appendix C: Resources

Swenson, A. Instructional Strategies for Braille Literacy, Beginning with Braille: A Balanced Approach to Literacy. (1997). New York: American Foundation for the Blind.

Tactile Graphics. Website. Retrieved from: http://www.tactilegraphics.org/

The Maryland State Department of Education. Website. School Improvement in Maryland. Retrieved from: http://mdk12.org/

Wall Emerson, R. Holbrook C. & D'Andrea, MF. Acquisition of Literacy Skills by Young Children Who Are Blind: Results from the ABC Braille Study. (October-November, 2009). Journal of Visual Impairment and Blindness, 610-624.

Wall Emerson, R. Sitar, D. Erin, J., Wormsley, D. & Leigh Herlich, S. The Effect of Consistent Structured Reading Instruction on High and Low Literacy Achievement in Young Children Who Are Blind. (October- November, 2009). Journal of Visual Impairment and Blindness, 595-609.

Wormsley, D. & D'Andrea, MF. (Editors). (1997). Instructional Strategies for Braille Literacy. New York: American Foundation for the Blind.

Wright, T. Wormsley, D. & Kamei-Hannan, C. Hand Movements and Braille Reading Efficiency: Data from the Alphabetic Braille and Contracted Braille Study. (October-November, 2009). Journal of Visual Impairment and Blindness, 649-661.

401 Appendix D: Instructional Materials

Braille Beginnings, Three-level program to teach phonics and braille contractions. Utah School for the Blind. (801-569-0061).

The Braille Connection. Curriculum to teach adventitiously blinded students to read braille. American Printing House for the Blind, http://www.aph.org/products/

Braille FUNdamentals., Four levels of materials to teach braille. Texas School for the Blind and Visually Impaired. http://www.tsbvi.edu/braille-materials/1050-braille-fundamentals-a-braille-curriculum-for- vi-students-from-primary-to-high-school-levels

Building on Patterns, Primary Braille English and Language Arts Program. American Printing House for the Blind. http://www.aph.org/products/

The Mangold Developmental Program of Tactile Perception and Braille Letter Recognition. Dr. Sally Mangold, Exceptional Teaching Aids. http://exceptionalteaching.net

Additional Resources

American Printing House for the Blind http://www.aph.org/products/

Exceptional Teaching Aids http://exceptionalteaching.net

Freedom Scientific http://www.freedomscientific.com/

Humanware http://www.humanware.com/en-usa/home

Independent Living Aids http://www.independentliving.com/

LS&S Group http://www.lssproducts.com/)

MaxiAids http://www.maxiaids.com/store/default.asp

Perkins Products http://support.perkins.org/site/PageServer?pagename=store_homepage Tack-Tiles http://www.tack-tiles.com/

NOTE: Inclusion in the list above does not constitute an endorsement by the Maryland State Department of Education.

402 Appendix E: Tactile Editing Marks

The chart below shows tactile editing marks that can be used with a young braille reader for editing on a draft writing that is produced in hardcopy braille.

"Tactile editing marks are not a practical option for pieces that include a large number of mechanical and content errors. By the time children are in second or third grade, they should be using technology (note taker and/or computer with a screen reader) for their writing. Revising and editing on the brailler are labor-intensive because changes are cumbersome to make and so much rewriting is involved. We want to make the writing process as easy as possible, so our young braille readers can focus on their message and retain their motivation for writing." --Anna Swenson Correction Visual Symbol Tactile Symbol Comments

Place a cutout square of graphic arts Capital letter tape or gummed paper; or braille a full cell or dot 6 over or under the letter needing the capital. Use circle stickers with the correct Punctuation marks . ? ! , punctuation brailled next to or on the circle; or braille directly on the draft.

Use a gummed star. New paragraph ¶

Braille the correct spelling of the word Correct spelling on a file folder label and then affix it to the paper directly on top of the misspelled word or in the line above or (file folder label) under the word. Use a narrow strip of graphic arts tape Space needed to indicate the need for a space.

(Graphic arts tape) Use graphic arts tape cut a bit wider to Insert indicate where an insert should go; braille the material to be inserted in the space between the lines next to (Graphic arts tape) the strip of tape. Place masking tape either directly over Cross out the words to be omitted or directly below or above the words (so that the (piece of masking student can see what he or she needs tape) to omit). Reprinted with permission from Anna Swenson

403

Charlene Dukes, Ed. D., President, State Board of Education

Lillian M. Lowery, Ed.D State Superintendent of Schools

Marcella E. Franczkowski, M.S. Assistant State Superintendent Division of Special Education/Early Intervention Services

Martin O’Malley, Governor

This publication was produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services with funds from the U.S. Department of Education, PL 105-17 of the Individuals with Disabilities Education Act.

The Maryland State Department of Education does not discriminate on the basis of age, ancestry, color, creed, gender identity and expression, genetic information, marital status, disability, national origin, race, religion, sex, or sexual orientation in matters affecting employment or in providing access to programs. For inquiries to Department policy, contact the Equity Assurance and Compliance Office, 410-767-0433 (voice), 410-333-6442 (TTY/TDD). For more information about the contents of this document, contact Lisa Wright, Maryland State Department of Education, Division of Special Education/Early Intervention Services, Student Achievement and Professional Development Branch at 410-767-0812.

The information in this publication is copyright free. If copied or shared by readers, please credit the Maryland Braille Standards Task Force using the following citation: Maryland Braille Task Force (2012) The Maryland Common Core State Curriculum Frameworks: English/Language Arts, Baltimore, MD: The Maryland State Department of Education.

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