Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 4 - ACADEMIC STANDARDS AND ASSESSMENT › ENFORCEMENT AND IMPLEMENTATION › Appendix A-2 - Pennsylvania Core Standards for English Language Arts and Mathematics

Current through Register Vol. 54, No. 28, July 13, 2024
Pennsylvania Core Standards for English Language
						Arts
Grades Pre K-5
INTRODUCTION
These standards describe what students should know and be
						able to do with the English language, prekindergarten through Grade 12. The
						standards provide the targets for instruction and student learning essential
						for success in all academic areas, not just language arts classrooms. Although
						the standards are not a curriculum or a prescribed series of activities, school
						entities will use them to develop a local school curriculum that will meet
						local students' needs.
Five standard categories are designed to provide a Pre
						K-12 continuum to reflect the demands of a college- and career-ready
						graduate:
Standard 1:
Foundational
								  Skills
begin at prekindergarten and focus on early childhood, with
								  some standards reflected through Grade 5. These foundational skills are a
								  necessary and important component of an effective, comprehensive reading
								  program designed to develop proficient readers with the capacity to comprehend
								  text, both literary and informational, across disciplines.
Standard 2:
Reading
								  Informational Text
enables students to read, understand, and respond
								  to informational text.
Standard 3:
Reading
								  Literature
enables students to read, understand, and respond to works
								  of literature.
Standard 4:
Writing
develops the skills of informational, argumentative, and narrative writing, as
								  well as the ability to engage in evidence-based analysis of text and research.
Standard 5:
Speaking and
								  Listening
focuses students on communication skills that enable
								  critical listening and effective presentation of ideas.
With a focus on college and career readiness, the
						instructional shifts as reflected in Common Core are evident throughout the PA
						Core Standards:
* Balancing the reading of informational and literary
						texts so that students can access nonfiction and authentic texts, as well as
						literature
* Focusing on close and careful reading of text so that
						students are learning from the text
* Building a staircase of complexity (i.e., each grade
						level requires a ''step'' of growth on the ''staircase'') so that students
						graduate college or career ready
* Supporting writing from sources (i.e., using evidence
						from text to inform or make an argument) so that students use evidence and
						respond to the ideas, events, facts, and arguments presented in the texts they
						read
* Stressing an academically focused vocabulary so that
						students can access more complex texts
The English Language Arts Standards also provide parents
						and community members with information about what students should know and be
						able to do as they progress through the educational program and at graduation.
						With a clearly defined target provided by the standards, parents, students,
						educators, and community members become partners in learning. Each standard
						implies an end-of-year goal-with the understanding that exceeding the standard
						is an even more desirable end goal.
Note
: The Aligned Eligible Content is
						displayed with the standard statement. On the Standard Aligned System portal,
						it is a live link.
TABLE OF CONTENTS
Foundational Skills (Pre K-5)
...
						1.1
Students gain a working knowledge of concepts of print,
						alphabetic principle, and other basic conventions. These foundational skills
						are not an end in and of themselves; rather, students apply them as effective
						readers.
* Book Handling
* Print Concepts
* Phonological Awareness
* Phonics and Word Recognition
* Fluency
Reading Informational Text...
						1.2
Students read, understand, and respond to informational
						text-with an emphasis on comprehension, vocabulary acquisition, and making
						connections among ideas and between texts with a focus on textual
						evidence.
* Key Ideas and Details
* Craft and Structure
* Integration of Knowledge and Ideas
* Vocabulary Acquisition and Use
* Range of Reading
Reading Literature
...
						1.3
Students read and respond to works of literature-with
						emphasis on comprehension, vocabulary acquisition, and making connections among
						ideas and between texts with focus on textual evidence.
* Key Ideas and Details
* Craft and Structure
* Integration of Knowledge and Ideas
* Vocabulary Acquisition and Use
* Range of Reading
Writing
... 1.4
Students write for different purposes and audiences.
						Students write clear and focused text to convey a well-defined perspective and
						appropriate content.
* Informative/Explanatory
* Opinion/Argumentative
* Narrative
* Response to Literature
* Production and Distribution of Writing
* Technology and Publication
* Conducting Research
* Credibility, Reliability, and Validity of
						Sources
* Range of Writing
Speaking and Listening
...
						1.5
Students present appropriately in formal speaking
						situations, listen critically, and respond intelligently as individuals or in
						group discussions.
* Comprehension and Collaboration
* Presentation of Knowledge and Ideas
* Integration of Knowledge and Ideas
* Conventions of Standard English
1.1
Foundational Skills Students gain a
									 working knowledge of concepts of print, alphabetic principle, and other basic
									 conventions.
Grade Pre K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Book Handling
CC.1.1.PK.A
Practice appropriate book handling
									 skills.
CC.1.1.K.A
Utilize book handing skills.
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Print Concepts
CC.1.1.PK.B
Identify basic features of print.
* Differentiate between numbers and letters
									 and letters and
words.
* Recognize and name some uppercase and
									 lowercase letters of the alphabet.
CC.1.1.K.B
Demonstrate understanding of the organization
									 and basic features of print.
* Follow words left to right, top to bottom,
									 and page by page.
* Recognize that spoken words are represented
									 in written language by specific sequences of letters.
* Understand that words are separated by spaces
									 in print.
* Recognize and name all uppercase and
									 lowercase letters of the alphabet.
CC.1.1.1.B
Demonstrate understanding of the organization
									 and basic features of print.
* Recognize the distinguishing features of a
									 sentence.
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Phonological Awareness
CC.1.1.PK.C
Demonstrate understanding of spoken words,
									 syllables, and sounds (phonemes).
* Recognize rhyming words and when two or more
									 words begin with the same sound (alliteration).
* Count syllables in spoken words.
* Segment single-syllable spoken words.
* Isolate and pronounce initial sounds.
CC.1.1.K.C
Demonstrate understanding of spoken words,
									 syllables, and sounds (phonemes).
* Recognize and produce rhyming words.
* Count, pronounce, blend, and segment
									 syllables in spoken words.
* Blend and segment onsets and rimes of
									 single-syllable spoken words.
* Isolate and pronounce the initial, medial
									 vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
CC.1.1.1.C
Demonstrate understanding of spoken words,
									 syllables, and sounds (phonemes).
* Distinguish long from short vowel sounds in
									 spoken single-syllable words.
* Count, pronounce, blend, and segment
									 syllables in spoken and written words.
* Orally produce single-syllable words,
									 including consonant blends and digraphs.
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* Isolate and pronounce initial, medial vowel,
									 and final sounds (phonemes) in spoken single-syllable words.
* Add or substitute individual sounds
									 (phonemes) in one-syllable words to make new words.
Phonics and Word Recognition
CC.1.1.PK.D
Develop beginning phonics and word
									 skills.
* Associate some letters with their names and
									 sounds.
* Identify familiar words and environmental
									 print.
CC.1.1.K.D
Know and apply grade-level phonics and word
									 analysis skills in decoding words.
* Demonstrate basic knowledge of one-to-one
									 letter-sound correspondence.
* Associate the long and short sounds with
									 common spellings for the five major vowels.
* Read grade-level high-frequency sight words
									 with automaticity.
* Distinguish between similarly spelled words
									 by identifying the sounds of the letters that differ.
CC.1.1.1.D
Know and apply grade-level phonics and word
									 analysis skills in decoding words.
* Identify common consonant diagraphs, final-e,
									 and common vowel teams.
* Decode one- and two-syllable words with
									 common patterns.
* Read grade-level words with inflectional
									 endings.
* Read grade- appropriate irregularly spelled
									 words.
CC.1.1.2.D
Know and apply grade-level phonics and word
									 analysis skills in decoding words.
* Distinguish long and short vowels when
									 reading regularly spelled one-syllable words.
* Decode two-syllable words with long vowels
									 and words with common prefixes and suffixes.
* Read grade-level high-frequency sight words
									 and words with inconsistent but common spelling-sound correspondences.
CC.1.1.3.D
Know and apply grade-level phonics and word
									 analysis skills in decoding words.
* Identify and know the meaning of the most
									 common prefixes and derivational suffixes.
* Decode words with common Latin
									 suffixes.
* Decode multisyllable words.
* Read grade- appropriate irregularly spelled
									 words.
CC.1.1.4.D
Know and apply grade-level phonics and word
									 analysis skills in decoding words.
* Use combined knowledge of all letter-sound
									 correspondences, syllabication patterns, and morphology to read accurately
									 unfamiliar multisyllabic words.
CC.1.1.5.D
Know and apply
									 grade-level phonics and word analysis skills in decoding words.
* Use combined knowledge of all letter-sound
									 correspondences, syllabication patterns, and morphology to read accurately
									 unfamiliar multisyllabic words.
* Read grade-appropriate irregularly spelled
									 words.
Fluency
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CC.1.1.K.E
Read emergent- reader text with purpose and
									 understanding.
CC.1.1.1.E
Read with accuracy and fluency to support
									 comprehension.
* Read on-level text with purpose and
									 understanding.
* Read on-level text orally with accuracy,
									 appropriate rate, and expression on successive readings.
* Use context to confirm or self-correct word
									 recognition and understanding, rereading as necessary.
CC.1.1.2.E
Read with accuracy and fluency to support
									 comprehension.
* Read on-level text with purpose and
									 understanding.
* Read on-level text orally with accuracy,
									 appropriate rate, and expression on successive readings.
* Use context to confirm or self-correct word
									 recognition and understanding, rereading as necessary.
CC.1.1.3.E
Read with accuracy and fluency to support
									 comprehension.
* Read on-level text with purpose and
									 understanding.
* Read on-level text orally with accuracy,
									 appropriate rate, and expression on successive readings.
* Use context to confirm or self-correct word
									 recognition and understanding, rereading as necessary.
CC.1.1.4.E
Read with accuracy and fluency to support
									 comprehension.
* Read on-level text with purpose and
									 understanding.
* Read on-level text orally with accuracy,
									 appropriate rate, and expression on successive readings.
* Use context to confirm or self-correct word
									 recognition and understanding, rereading as necessary.
CC.1.1.5.E
Read with accuracy and fluency to support
									 comprehension.
* Read on-level text with purpose and
									 understanding.
* Read on-level text orally with accuracy,
									 appropriate rate, and expression on successive readings.
* Use context to confirm or self-correct word
									 recognition and understanding, rereading as necessary.
1.2
Reading Informational Text
Students read, understand, and respond
									 to informational text-with an emphasis on comprehension, vocabulary
									 acquisition, and making connections among ideas and between texts with a focus
									 on textual evidence.
Grade Pre K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Key Ideas and Details Main Idea
CC.1.2.PK.A
With prompting and support, retell key details
									 of text that support a provided main idea.
CC.1.2.K.A
With prompting and support, identify the main
									 idea and retell key details of text.
CC.1.2.1.A
Identify the main idea and retell key details
									 of text.
CC.1.2.2.A
Identify the main idea of a multiparagraph
									 text as well as the focus of specific paragraphs within the
									 text.
CC.1.2.3.A
Determine the main idea of a text; recount the
									 key details and explain how they support the main idea.
E03.B-K.1.1.2
CC.1.2.4.A
Determine the main idea of a text and explain
									 how it is supported by key details; summarize the text.
E04.B-K.1.1.2
CC.1.2.5.A
Determine two or more main ideas in a text and
									 explain how they are supported by key details; summarize the text.
E05.B-K.1.1.2
Key Ideas and Details Text
									 Analysis
CC.1.2.PK.B
Answer questions about a text.
CC.1.2.K.B
With prompting and support, answer questions
									 about key details in a text.
CC.1.2.1.B
Ask and answer questions about key details in
									 a text.
CC.1.2.2.B
Ask and answer questions such as who, what,
									 where, when, why, and how to demonstrate understanding of key details in a
									 text.
CC.1.2.3.B
Ask and answer questions about the text and
									 make inferences from text; refer to text to support responses.
E03.B-K.1.1.1
CC.1.2.4.B
Refer to details and examples in text to
									 support what the text says explicitly and make inferences.
									 E04.B-K.1.1.1
CC.1.2.5.B
Cite textual evidence by quoting accurately
									 from the text to explain what the text says explicitly and make
									 inferences.
E05.B-K.1.1.1
Key Ideas and Details Text
									 Analysis
CC.1.2.PK.C
With prompting and support, make connections
									 between information in a text and personal experiences.
CC.1.2.K.C
With prompting and support, make a connection
									 between two individuals, events, ideas, or pieces of information in a
									 text.
CC.1.2.1.C
Describe the connection between two
									 individuals, events, ideas, or pieces of information in a text.
CC.1.2.2.C
Describe the connection between a series of
									 events, concepts, or steps in a procedure within a text.
CC.1.2.3.C
Explain how a series of events, concepts, or
									 steps in a procedure is connected within a text, using language that pertains
									 to time, sequence, and cause/effect.
E03.B-K.1.1.3
CC.1.2.4.C
Explain events, procedures, ideas, or concepts
									 in a text, including what happened and why, based on specific information in
									 the text.
E04.B-K.1.1.3
CC.1.2.5.C
Explain the relationships or interactions
									 between two or more individuals, events, ideas, or concepts in a text based on
									 specific information in the text.
E05.B-K.1.1.3
Craft and Structure Point of
									 View
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CC.1.2.3.D
Explain the point of view of the
									 author.
E03.B-C.2.1.1
CC.1.2.4.D
Compare and contrast an event or topic told
									 from two different points of view.
E04.B-C.2.1.1
CC.1.2.5.D
Analyze multiple accounts of the same event or
									 topic, noting important similarities and differences in the point of view they
									 represent.
E05.B-C.2.1.1
Craft and Structure Text
									 Structure
CC.1.2.PK.E
Identify the front cover, back cover, and
									 title page of a book.
CC.1.2.K.E
Identify parts of a book (title, author) and
									 parts of a text (beginning, end, details).
CC.1.2.1.E
Use various text features and search tools to
									 locate key facts or information in a text.
CC.1.2.2.E
Use various text features and search tools to
									 locate key facts or information in a text efficiently.
CC.1.2.3.E
Use text features and search tools to locate
									 and interpret information.
E03.B-C.2.1.2
CC.1.2.4.E
Use text structure to interpret information
									 (e.g., chronology, comparison, cause/effect, problem/solution).
E04.B-C.2.1.2
CC.1.2.5.E
Use text structure, in and among texts, to
									 interpret information (e.g., chronology, comparison, cause/effect,
									 problem/solution).
E05.B-C.2.1.2
Craft and Structure Vocabulary
CC.1.2.PK.F
With prompting and support, answer questions
									 about unfamiliar words read aloud from a text.
CC.1.2.K.F
With prompting and support, ask and answer
									 questions about unknown words in a text.
CC.1.2.1.F
Ask and answer questions to help determine or
									 clarify the meaning of words and phrases in a text.
CC.1.2.2.F
Determine the meaning of words and phrases as
									 they are used in grade-level text including multiple-meaning
									 words.
CC.1.2.3.F
Determine the meaning of words and phrases as
									 they are used in grade-level text, distinguishing literal from nonliteral
									 meaning as well as shades of meaning among related words.
E03.B-V.4.1.1
E03.B-V.4.1.2
CC.1.2.4.F
Determine the meaning of words and phrases as
									 they are used in grade-level text, including figurative language.
E04.B-V.4.1.1
E04.B-V.4.1.2
CC.1.2.5.F
Determine the meaning of words and phrases as
									 they are used in grade-level text, including interpretation of figurative
									 language.
E05.B-V.4.1.1
E05.B-V.4.1.2
Integration of Knowledge and Ideas Diverse
									 Media
CC.1.2.PK.G
With prompting and support, answer questions
									 to connect illustrations to the written word.
CC.1.2.K.G
Answer questions to describe the relationship
									 between illustrations and the text in which they appear.
CC.1.2.1.G
Use the illustrations and details in a text to
									 describe its key ideas.
CC.1.2.2.G
Explain how graphic representations contribute
									 to and clarify a text.
CC.1.2.3.G
Use information gained from text features to
									 demonstrate understanding of a text. E03.B-C.3.1.3
CC.1.2.4.G
Interpret various presentations of information
									 within a text or digital source and explain how the information contributes to
									 an understanding of text in which it appears.
E04.B-C.3.1.3
CC.1.2.5.G
Draw on information from multiple print or
									 digital sources, demonstrating the ability to locate an answer to a question
									 quickly or to solve a problem efficiently.
E05.B-C.3.1.3
Integration of Knowledge and Ideas Evaluating
									 Arguments
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CC.1.2.K.H
With prompting and support, identify the
									 reasons an author gives to support points in a text.
CC.1.2.1.H
Identify the reasons an author gives to
									 support points in a text.
CC.1.2.2.H
Describe how reasons support specific points
									 the author makes in a text.
CC.1.2.3.H
Describe how an author connects sentences and
									 paragraphs in a text to support particular points.
E03.B-C.3.1.1
CC.1.2.4.H
Explain how an author uses reasons and
									 evidence to support particular points in a text.
E04.B-C.3.1.1
CC.1.2.5.H
Determine how an author supports particular
									 points in a text through reasons and evidence.
E05.B-C.3.1.1
Integration of Knowledge and Ideas Analysis
									 Across Texts
CC.1.2.PK.I
With prompting and support, identify basic
									 similarities and differences between two texts read aloud on the same
									 topic.
CC.1.2.K.I
With prompting and support, identify basic
									 similarities and differences between two texts (read or read aloud) on the same
									 topic.
CC.1.2.1.I
Identify basic similarities in and differences
									 between two texts on the same topic.
CC.1.2.2.I
Compare and contrast the most important points
									 presented by two texts on the same topic.
CC.1.2.3.I
Compare and contrast the most important points
									 and key details presented in two texts on the same topic.
E03.B-C.3.1.2
CC.1.2.4.I
Integrate information from two texts on the
									 same topic to demonstrate understanding of that topic.
E04.B-C.3.1.2
CC.1.2.5.I
Integrate information from several texts on
									 the same topic to demonstrate understanding of that topic.
E05.B-C.3.1.2
Vocabulary Acquisition and Use
CC.1.2.PK.J
Use new vocabulary and phrases acquired in
									 conversations and being read to.
CC.1.2.K.J
Use words and phrases acquired through
									 conversations, reading, and being read to, and responding to texts.
CC.1.2.1.J
Use words and phrases acquired through
									 conversations, reading, and being read to, and responding to texts, including
									 words that signal connections and relationships between the words and
									 phrases.
CC.1.2.2.J
Acquire and use grade-appropriate
									 conversational, general academic, and domain-specific words and
									 phrases.
CC.1.2.3.J
Acquire and use accurately grade-appropriate
									 conversational, general academic, and domain-specific words and phrases,
									 including those that signal spatial and temporal relationships.
E03.B-V.4.1.1
E03.B-V.4.1.2
CC.1.2.4.J
Acquire and use accurately grade-appropriate
									 conversational, general academic, and domain-specific words and phrases,
									 including those that signal precise actions, emotions, or states of being and
									 that are basic to a particular topic.
E04.B-V.4.1.1
E04.B-V.4.1.2.
CC.1.2.5.J
Acquire and use accurately grade-appropriate
									 conversational, general academic, and domain-specific words and phrases,
									 including those that signal contrast, addition, and other logical
									 relationships.
E05.B-V.4.1.1
E05.B-V.4.1.2.
Vocabulary Acquisition and Use
CC.1.2.PK.K
With prompting and support, clarify unknown
									 words or phrases read aloud.
CC.1.2.K.K
Determine or clarify the meaning of unknown or
									 multiple-meaning words and phrases based upon grade-level reading and
									 content.
CC.1.2.1.K
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content.
CC.1.2.2.K
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing from a range of strategies and tools.
CC.1.2.3.K
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing flexibly from a range of strategies and tools.
E03.B-V.4.1.1
CC.1.2.4.K
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing flexibly from a range of strategies and tools.
E04.B-V.4.1.1
CC.1.2.5.K
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing flexibly from a range of strategies and tools.
E05.B-V.4.1.1
Range of Reading
CC.1.2.PK.L
With prompting and support, actively engage in
									 group reading activities with purpose and understanding.
CC.1.2.K.L
Actively engage in group reading activities
									 with purpose and understanding.
CC.1.2.1.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.2.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.3.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.4.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.5.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
1.3
Reading Literature
Students read and respond to works of
									 literature-with emphasis on comprehension, vocabulary acquisition, and making
									 connections among ideas and between texts with focus on textual
									 evidence.
Grade Pre K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Key Ideas and Details Theme
CC.1.3.PK.A
With prompting and support, retell a familiar
									 story in sequence with picture support.
CC.1.3.K.A
With prompting and support, retell familiar
									 stories including key details.
CC.1.3.1.A
Retell stories, including key details, and
									 demonstrate understanding of their central message or lesson.
CC.1.3.2.A
Recount stories and determine their central
									 message, lesson, or moral.
CC.1.3.3.A
Determine the central message, lesson, or
									 moral in literary text; explain how it is conveyed in text.
E03.A-K.1.1.2
CC.1.3.4.A
Determine a theme of a text from details in
									 the text; summarize the text.
E04.A-K.1.1.2
CC.1.3.5.A
Determine a theme of a text from details in
									 the text, including how characters in a story or drama respond to challenges or
									 how the speaker in a poem reflects upon a topic; summarize the text.
E05.A-K.1.1.2
Key Ideas and Details Text
									 Analysis
CC.1.3.PK.B
Answer questions about a particular story
									 (who, what, how, when, and where).
CC.1.3.K.B
Answer questions about key details in a
									 text.
CC.1.3.1.B
Ask and answer questions about key details in
									 a text.
CC.1.3.2.B
Ask and answer questions such as who, what,
									 where, when, why, and how to demonstrate understanding of key details in a
									 text.
CC.1.3.3.B
Ask and answer questions about the text and
									 make inferences from text, referring to text to support responses.
E03.A-K.1.1.1
CC.1.3.4.B
Cite relevant details from text to support
									 what the text says explicitly and make inferences.
E04.A-K.1.1.1
CC.1.3.5.B
Cite textual evidence by quoting accurately
									 from the text to explain what the text says explicitly and make
									 inferences.
E05.A-K.1.1.1
Key Ideas and Details Literary
									 Elements
CC.1.3.PK.C
With prompting and support, answer questions
									 to identify characters, settings, and major events in a story.
CC.1.3.K.C
With prompting and support, identify
									 characters, settings, and major events in a story.
CC.1.3.1.C
Describe characters, settings, and major
									 events in a story, using key details.
CC.1.3.2.C
Describe how characters in a story respond to
									 major events and challenges.
CC.1.3.3.C
Describe characters in a story and explain how
									 their actions contribute to the sequence of events.
E03.A-K.1.1.3
CC.1.3.4.C
Describe in depth a character, setting, or
									 event in a story or drama, drawing on specific details in the text.
E04.A-K.1.1.3
CC.1.3.5.C
Compare and contrast two or more characters,
									 settings, or events in a story or drama, drawing on specific details in the
									 text.
E05.A-K.1.1.3
Craft and Structure Point of
									 View
CC.1.3.PK.D
With prompting and support, name the author
									 and illustrator of a story.
CC.1.3.K.D
Name the author and illustrator of a story and
									 define the role of each in telling the story.
CC.1.3.1.D
Identify who is telling the story at various
									 points in a text.
CC.1.3.2.D
Acknowledge differences in the points of views
									 of characters, including by speaking in a different voice for each character
									 when reading dialogue aloud.
CC.1.3.3.D
Explain the point of view of the
									 author.
E03.A-C.2.1.1
CC.1.3.4.D
Compare and contrast an event or topic told
									 from two different points of view.
E04.A-C.2.1.1
CC.1.3.5.D
Analyze multiple accounts of the same event or
									 topic, noting important similarities and differences in the point of view they
									 represent.
E05.A-C.2.1.1
Craft and Structure Text
									 Structure
CC.1.3.PK.E
With prompting and support, recognize common
									 types of text.
CC.1.3.K.E
Recognize common types of text.
CC.1.3.1.E
Explain major differences between books that
									 tell stories and books that give information, drawing on a wide reading or
									 range of text types.
CC.1.3.2.E
Describe the overall structure of a story,
									 including describing how the beginning introduces the story and the ending
									 concludes the action.
CC.1.3.3.E
Refer to parts of texts when writing or
									 speaking about a text using such terms as chapter, scene, and stanza and
									 describe how each successive part builds upon earlier sections.
CC.1.3.4.E
Explain major differences between poems,
									 drama, and prose and refer to the structural elements of each when writing or
									 speaking about a text.
CC.1.3.5.E
Explain how a series of chapters, scenes, or
									 stanzas fits together to provide the overall structure of a particular story,
									 drama, or poem.
Craft and Structure Vocabulary
CC.1.3.PK.F
Answer questions about unfamiliar words read
									 aloud from a story.
CC.1.3.K.F
Ask and answer questions about unknown words
									 in a text.
CC.1.3.1.F
Identify words and phrases in stories or poems
									 that suggest feelings or appeal to the senses.
CC.1.3.2.F
Describe how words and phrases supply rhythm
									 and meaning in a story, poem, or song.
CC.1.3.3.F
Determine the meaning of words and phrases as
									 they are used in grade-level text, distinguishing literal from nonliteral
									 meaning as well as shades of meaning among related words.
E03.A-V.4.1.1
E03.A-V.4.1.2
CC.1.3.4.F
Determine the meaning of words and phrases as
									 they are used in grade-level text, including figurative language.
E04.A-V.4.1.1
E04.A-V.4.1.2
CC.1.3.5.F
Determine the meaning of words and phrases as
									 they are used in grade-level text, including interpretation of figurative
									 language.
E05.A-V.4.1.1
E05.A-V.4.1.2
Integration of Knowledge and Ideas Sources of
									 Information
CC.1.3.PK.G
Describe pictures in books using
									 details.
CC.1.3.K.G
Make connections between the illustrations and
									 the text in a story (read or read aloud).
CC.1.3.1.G
Use illustrations and details in a story to
									 describe characters, setting, or events.
CC.1.3.2.G
Use information from illustrations and words,
									 in print or digital text, to demonstrate understanding of characters, setting,
									 or plot.
CC.1.3.3.G
Explain how specific aspects of a text's
									 illustrations contribute to what is conveyed by the words in a story (e.g.,
									 create mood, emphasize aspects of a character or setting).
CC.1.3.4.G
Make connections between the text of a story
									 or drama and a visual or oral presentation of the text, identifying where each
									 version reflects specific descriptions and directions in the
									 text.
CC.1.3.5.G
Analyze how visual and multimedia elements
									 contribute to the meaning, tone, or beauty of a text (e.g., graphic novel,
									 multimedia presentation of fiction, folktale, myth, poem).
Integration of Knowledge and Ideas Text
									 Analysis
CC.1.3.PK.H
Answer questions to compare and contrast the
									 adventures and experiences of characters in familiar stories.
CC.1.3.K.H
Compare and contrast the adventures and
									 experiences of characters in familiar stories.
CC.1.3.1.H
Compare and contrast the adventures and
									 experiences of characters in stories.
CC.1.3.2.H
Compare and contrast two or more versions of
									 the same story by different authors or from different cultures.
CC.1.3.3.H
Compare and contrast the themes, settings, and
									 plots of stories written by the same author about the same or similar
									 characters.
E03.A-C.3.1.1
CC.1.3.4.H
Compare and contrast similar themes, topics,
									 and patterns of events in literature, including texts from different
									 cultures.
E04.A-C.3.1.1
CC.1.3.5.H
Compare and contrast texts in the same genre
									 on their approaches to similar themes and topics as well as additional literary
									 elements.
E05.A-C.3.1.1
Vocabulary Acquisition and Use
									 Strategies
CC.1.3.PK.I
With prompting and support, clarify unknown
									 words or phrases read aloud.
CC.1.3.K.I
Determine or clarify the meaning of unknown or
									 multiple-meaning words and phrases based upon grade-level reading and
									 content.
CC.1.3.1.I
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content.
CC.1.3.2.I
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing from a range of strategies and tools.
CC.1.3.3.I
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing flexibly from a range of strategies and tools.
E03.A-V.4.1.1
CC.1.3.4.I
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing flexibly from a range of strategies and tools.
E04.A-V.4.1.1
CC.1.3.5.I
Determine or clarify the meaning of unknown
									 and multiple-meaning words and phrases based on grade-level reading and
									 content, choosing flexibly from a range of strategies and tools.
E05.A-V.4.1.1
Vocabulary Acquisition and Use
CC.1.3.PK.J
Use new vocabulary and phrases acquired in
									 conversations and being read to.
CC.1.3.K.J
Use words and phrases acquired through
									 conversations, reading, and being read to, and responding to texts.
CC.1.3.1.J
Use words and phrases acquired through
									 conversations, reading, and being read to, and responding to texts, including
									 words that signal connections and relationships between the words and
									 phrases.
CC.1.3.2.J
Acquire and use grade-appropriate
									 conversational, general academic, and domain-specific words and phrases.
CC.1.3.3.J
Acquire and use accurately grade-appropriate
									 conversational, general academic, and domain-specific words and phrases,
									 including those that signal spatial and temporal relationships.
E03.A-V.4.1.1
E03.A-V.4.1.2
CC.1.3.4.J
Acquire and use accurately grade-appropriate
									 conversational, general academic, and domain-specific words and phrases,
									 including those that signal precise actions, emotions, or states of being and
									 that are basic to a particular topic.
E04.A-V.4.1.1
E04.A-V.4.1.2.
CC.1.3.5.J
Acquire and use accurately grade-appropriate
									 conversational, general academic, and domain-specif- ic words and phrases,
									 including those that signal contrast, addition, and other logical
									 relationships.
E05.A-V.4.1.1
E05.A-V.4.1.2.
Range of Reading
CC.1.3.PK.K
With prompting and support, actively engage in
									 group reading activities with purpose and understanding.
CC.1.3.K.K
Actively engage in group reading activities
									 with purpose and understanding.
CC.1.3.1.K
Read and comprehend literature on grade level,
									 reading independently and proficiently.
CC.1.3.2.K
Read and comprehend literature on grade level,
									 reading independently and proficiently.
CC.1.3.3.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
CC.1.3.4.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
CC.1.3.5.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
1.4
Writing
Students write for different purposes
									 and audiences. Students write clear and focused text to convey a well-defined
									 perspective and appropriate content.
Grade Pre K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Informative/Explanatory
CC.1.4.PK.A
Draw/dictate to compose informative/
									 explanatory texts examining a topic.
CC.1.4.K.A
Use a combination of drawing, dictating,
									 and writing to compose informative/ explanatory texts.
CC.1.4.1.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas and information.
CC.1.4.2.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas and information clearly.
CC.1.4.3.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas and information clearly.
CC.1.4.4.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas and information clearly.
CC.1.4.5.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas and information clearly.
Informative/Explanatory Focus
CC.1.4.PK.B
With prompting and support, draw/dictate about
									 one specific topic.
CC.1.4.K.B
Use a combination of drawing, dictating, and
									 writing to focus on one specific topic.
CC.1.4.1.B
Identify and write
									 about one specific topic.
CC.1.4.2.B
Identify and introduce the
									 topic.
CC.1.4.3.B
Identify and introduce the topic.
E03.C.1.2.1
CC.1.4.4.B
Identify and introduce the topic
									 clearly.
E04.C.1.2.1
E04.E.1.1.1
CC.1.4.5.B
Identify and introduce the topic
									 clearly.
E05.C.1.2.1
E05.E.1.1.1
Informative/Explanatory Content
CC.1.4.PK.C
With prompting and support, generate ideas to
									 convey information.
CC.1.4.K.C
With prompting and support, generate ideas and
									 details to convey information that relates to the chosen topic.
CC.1.4.1.C
Develop the topic with two or more
									 facts.
CC.1.4.2.C
Develop the topic with facts and/or
									 definitions.
CC.1.4.3.C
Develop the topic with facts, definitions,
									 details, and illustrations, as appropriate.
E03C.1.2.2
CC.1.4.4.C
Develop the topic with facts, definitions,
									 concrete details, quotations, or other information and examples related to the
									 topic; include illustrations and multimedia when useful to aiding
									 comprehension.
E04C.1.2.2
E04E.1.1.2
CC.1.4.5.C
Develop the topic with facts, definitions,
									 concrete details, quotations, or other information and examples related to the
									 topic; include illustrations and multimedia when useful to aiding
									 comprehension.
E05C.1.2.2
E05E.1.1.2
Informative/Explanatory
									 Organization
CC.1.4.PK.D
With prompting and support, make logical
									 connections between drawing and dictation.
CC.1.4.K.D
Make logical connections between drawing and
									 dictation/writing.
CC.1.4.1.D
Group information and provide some sense of
									 closure.
CC.1.4.2.D
Group information and provide a concluding
									 statement or section.
CC.1.4.3.D
Create an organizational structure that
									 includes information grouped and connected logically with a concluding
									 statement or section.
E03.C.1.2.1
E03.C.1.2.3
E03.C.1.2.4
CC.1.4.4.D
Group related information in paragraphs and
									 sections, linking ideas within categories of information using words and
									 phrases; provide a concluding statement or section; include formatting when
									 useful to aiding comprehension.
E04.C.1.2.1
E04.C.1.2.3
E04.C.1.2.5
E04.E.1.1.1
E04.E.1.1.3
E04.E.1.1.5
CC.1.4.5.D
Group related information logically linking
									 ideas within and across categories of information using words, phrases, and
									 clauses; provide a concluding statement or section; include formatting when
									 useful to aiding comprehension.
E05.C.1.2.1
E05.C.1.2.3
E05.C.1.2.6
E05.E.1.1.1
E05.E.1.1.3
E05.E.1.1.6
Informative/Explanatory Style
Intentionally Blank
CC.1.4.K.E
With prompting and support, illustrate using
									 details and dictate/write using descriptive words.
CC.1.4.1.E
Choose words and phrases for
									 effect.
CC.1.4.2.E
Choose words and phrases for
									 effect.
CC.1.4.3.E
Choose words and phrases for effect.
E03.D.2.1.1
CC.1.4.4.E
Use precise language and domain-specific
									 vocabulary to inform about or explain the topic.
E04.C.1.2.4
E04.D.2.1.1
E04.D.2.1.3
E04.E.1.1.4
CC.1.4.5.E
Write with an awareness of style.
* Use precise language and domain-specific
									 vocabulary to inform about or explain the topic.
* Use sentences of varying length.
E05.C.1.2.4
E05.C.1.2.5
E05.D.2.1.1
E05.D.2.1.2
E05.D.2.1.3
E05.D.2.1.4
E05.E.1.1.3
E05.E.1.1.4
E05.E.1.1.5
Informative/Explanatory Conventions of Language
Intentionally Blank
CC.1.4.K.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize the first word in a sentence and
									 the pronoun I.
* Recognize and use end punctuation.
* Spell simple words
									 phonetically.
CC.1.4.1.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize dates and names of people.
* Use end punctuation; use commas in dates and
									 words in series.
* Spell words drawing on common spelling
									 patterns, phonemic awareness, and spelling conventions.
CC.1.4.2.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize proper nouns.
* Use commas and apostrophes
									 appropriately.
* Spell words drawing on common spelling
									 patterns.
* Consult reference material as
									 needed.
CC.1.4.3.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E03.D.1.1.1
E03.D.1.1.2
E03.D.1.1.3
E03.D.1.1.4
E03.D.1.1.5
E03.D.1.1.6
E03.D.1.1.7
E03.D.1.1.8
E03.D.1.1.9
E03.D.1.2.1
E03.D.1.2.2
E03.D.1.2.3
E03.D.1.2.4
E03.D.1.2.5
E03.D.1.2.6
CC.1.4.4.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E04.D.1.1.1
E04.D.1.1.2
E04.D.1.1.3
E04.D.1.1.4
E04.D.1.1.5
E04.D.1.1.6
E04.D.1.1.7
E04.D.1.1.8
E04.D.1.2.1
E04.D.1.2.2
E04.D.1.2.3
E04.D.1.2.4
CC.1.4.5.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E05.D.1.1.1
E05.D.1.1.2
E05.D.1.1.3
E05.D.1.1.4
E05.D.1.1.5
E05.D.1.1.6
E05.D.1.1.7
E05.D.1.1.8
E05.D.1.2.1
E05.D.1.2.2
E05.D.1.2.3
E05.D.1.2.4
E05.D.1.2.5
Opinion/Argumentative
Intentionally Blank
CC.1.4.K.G
Use a combination of drawing, dictating,
									 and writing to compose opinion pieces on familiar topics.
CC.1.4.1.G
Write opinion pieces on familiar topics.
CC.1.4.2.G
Write opinion pieces on familiar topics
									 or texts.
CC.1.4.3.G
Write opinion pieces on familiar topics
									 or texts.
CC.1.4.4.G
Write opinion pieces on topics or
									 texts.
CC.1.4.5G
Write opinion pieces on topics or
									 texts.
Opinion/Argumentative Focus
Intentionally Blank
CC.1.4.K.H
Form an opinion by choosing between two given
									 topics.
CC.1.4.1.H
Form an opinion by choosing among given
									 topics.
CC.1.4.2.H
Identify the topic and state an
									 opinion.
CC.1.4.3.H
Introduce the topic and state an opinion on
									 the topic.
E03.C.1.1.1
CC.1.4.4.H
Introduce the topic and state an opinion on
									 the topic.
E04.C.1.1.1
E04.E.1.1.1
CC.1.4.5.H
Introduce the topic and state an opinion on
									 the topic.
E05.C.1.1.1
E05.E.1.1.1
Opinion/Argumentative Content
Intentionally Blank
CC.1.4.K.I
Support the opinion with reasons.
CC.1.4.1.I
Support the opinion with reasons related to
									 the opinion.
CC.1.4.2.I
Support the opinion with reasons that include
									 details connected to the opinion.
CC.1.4.3.I
Support an opinion with reasons.
E03.C.1.1.2
CC.1.4.4.I
Provide reasons that are supported by facts
									 and details.
E04.C.1.1.2
E04.E.1.1.2
CC.1.4.5.I
Provide reasons that are supported by facts
									 and details; draw from credible sources.
E05.C.1.1.2
E05.E.1.1.2
Opinion/Argumentative
									 Organization
Intentionally Blank
CC.1.4.K.J
Make logical connections between drawing and
									 writing.
CC.1.4.1.J
Create an organizational structure that
									 includes reasons and provides some sense of closure.
CC.1.4.2.J
Create an organizational structure that
									 includes reasons and includes a concluding statement.
CC.1.4.3.J
Create an organizational structure that
									 includes reasons linked in a logical order with a concluding statement or
									 section.
E03.C.1.1.1
E03.C.1.1.3
E03.C.1.1.4
CC.1.4.4.J
Create an organizational structure that
									 includes related ideas grouped to support the writer's purpose and linked in a
									 logical order with a concluding statement or section related to the
									 opinion.
E04.C.1.1.1
E04.C.1.1.3
E04.C.1.1.4
E04.E.1.1.1
E04.E.1.1.3
E04.E.1.1.5
CC.1.4.5.J
Create an organizational structure that
									 includes related ideas grouped to support the writer's purpose; link opinion
									 and reasons using words, phrases, and clauses; provide a concluding statement
									 or section related to the opinion.
E05.C.1.1.1
E05.C.1.1.3
E05.C.1.1.5
E05.E.1.1.1
E05.E.1.1.3
E05.E.1.1.6
Opinion/Argumentative Style
Intentionally Blank
Intentionally Blank
CC.1.4.1.K
Use a variety of words and
									 phrases.
CC.1.4.2.K
Use a variety of words and phrases to appeal
									 to the audience.
CC.1.4.3.K
Use a variety of words and sentence types to
									 appeal to the audience.
E03.D.1.1.9
E03.D.2.1.1
CC.1.4.4.K
Choose words and phrases to convey ideas
									 precisely.
E04.D.2.1.1
E04.D.2.1.3
E04.E.1.1.4
CC.1.4.5.K
Write with an awareness of style.
* Use sentences of varying length.
* Expand, combine, and reduce sentences for
									 meaning, reader/listener interest, and style.
E05.C.1.1.4
E05.D.2.1.1
E05.D.2.1.2
E05.D.2.1.3
E05.D.2.1.4
E05.E.1.1.4
E05.E.1.1.5
Opinion/Argumentative Conventions of Language
Intentionally Blank
CC.1.4.K.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize the first word in a sentence and
									 the pronoun I.
* Recognize and use end punctuation.
* Spell simple words
									 phonetically.
CC.1.4.1.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize dates and names of people.
* Use end punctuation; use commas in dates and
									 words in series.
* Spell words drawing on common spelling
									 patterns, phonemic awareness, and spelling conventions.
CC.1.4.2.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize proper nouns.
* Use commas and apostrophes
									 appropriately.
* Spell words drawing on common spelling
									 patterns.
* Consult reference material as
									 needed.
CC.1.4.3.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E03.D.1.1.1
E03.D.1.1.2
E03.D.1.1.3
E03.D.1.1.4
E03.D.1.1.5
E03.D.1.1.6
E03.D.1.1.7
E03.D.1.1.8
E03.D.1.1.9
E03.D.1.2.1
E03.D.1.2.2
E03.D.1.2.3
E03.D.1.2.4
E03.D.1.2.5
E03.D.1.2.6
CC.1.4.4.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E04.D.1.1.1
E04.D.1.1.2
E04.D.1.1.3
E04.D.1.1.4
E04.D.1.1.5
E04.D.1.1.6
E04.D.1.1.7
E04.D.1.1.8
E04.D.1.2.1
E04.D.1.2.2
E04.D.1.2.3
E04.D.1.2.4
CC.1.4.5.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E05.D.1.1.1
E05.D.1.1.2
E05.D.1.1.3
E05.D.1.1.4
E05.D.1.1.5
E05.D.1.1.6
E05.D.1.1.7
E05.D.1.1.8
E05.D.1.2.1
E05.D.1.2.2
E05.D.1.2.3
E05.D.1.2.4
E05.D.1.2.5
Narrative
CC.1.4.PK.M
Dictate narratives to describe real or
									 imagined experiences or events.
CC.1.4.K.M
Use a combination of drawing, dictating,
									 and writing to compose narratives that describe real or imagined experiences or
									 events.
CC.1.4.1.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.2.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.3.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.4.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.5.M
Write narratives to develop real or
									 imagined experiences or events.
Narrative Focus
CC.1.4.PK.N
Establish who and what the narrative will be
									 about.
CC.1.4.K.N
Establish who and what the narrative will be
									 about.
CC.1.4.1.N
Establish who and what the narrative will be
									 about.
CC.1.4.2.N
Establish a situation and introduce a narrator
									 and/or characters.
CC.1.4.3.N
Establish a situation and introduce a narrator
									 and/or characters.
E03C.1.3.1
CC.1.4.4.N
Orient the reader by establishing a situation
									 and introducing a narrator and/or characters.
E04C.1.3.1
CC.1.4.5.N
Orient the reader by establishing a situation
									 and introducing a narrator and/or characters.
E05C.1.3.1
Narrative Content
CC.1.4.PK.O
With prompting and support describe
									 experiences and events.
CC.1.4.K.O
Describe experiences and events.
CC.1.4.1.O
Include thoughts and feelings to describe
									 experiences and events.
CC.1.4.2.O
Include thoughts and feelings to describe
									 experiences and events to show the response of characters to
									 situations.
CC.1.4.3.O
Use dialogue and descriptions of actions,
									 thoughts, and feelings to develop experiences and events or show the response
									 of characters to situations.
E03C.1.3.2
CC.1.4.4.O
Use dialogue and descriptions to develop
									 experiences and events or show the responses of characters to situations; use
									 concrete words and phrases and sensory details to convey experiences and events
									 precisely.
E04.C.1.3.2
E04.C.1.3.4
CC.1.4.5.O
Use narrative techniques such as dialogue,
									 description, and pacing, to develop experiences and events or show the
									 responses of characters to situations; use concrete words and phrases and
									 sensory details to convey experiences and events precisely.
E05.C.1.3.2
E05.C.1.3.4
Narrative Organization
CC.1.4.PK.P
Recount a single event and tell about the
									 events in the order in which they occurred.
CC.1.4.K.P
Recount a single event or several loosely
									 linked events, tell about the events in the order in which they occurred, and
									 provide a reaction to what happened.
CC.1.4.1.P
Recount two or more appropriately sequenced
									 events using temporal words to signal event order and provide some sense of
									 closure.
CC.1.4.2.P
Organize a short sequence of events, using
									 temporal words to signal event order; provide a sense of closure.
CC.1.4.3.P
Organize an event sequence that unfolds
									 naturally, using temporal words and phrases to signal event order; provide a
									 sense of closure.
E03.C.1.3.1
E03.C.1.3.3
E03.C.1.3.4
CC.1.4.4.P
Organize an event sequence that unfolds
									 naturally, using a variety of transitional words and phrases to manage the
									 sequence of events; provide a conclusion that follows from the narrated
									 experiences and events.
E04.C.1.3.1
E04.C.1.3.3
E04.C.1.3.5
CC.1.4.5.P
Organize an event sequence that unfolds
									 naturally, using a variety of transitional words and phrases to manage the
									 sequence of events; provide a conclusion that follows from the narrated
									 experiences and events.
E05.C.1.3.1
E05.C.1.3.3
E05.C.1.3.5
Narrative Style
Intentionally Blank
Intentionally Blank
CC.1.4.1.Q
Use a variety of words and
									 phrases.
CC.1.4.2.Q
Choose words and phrases for
									 effect
CC.1.4.3.Q
Choose words and phrases for effect.
E03.D.2.1.1
CC.1.4.4.Q
Choose words and phrases to convey ideas
									 precisely.
E04.C.1.3.4
E04.D.2.1.1
E04.D.2.1.3
E04.E.1.1.4
CC.1.4.5.Q
Write with an awareness of style.
* Use sentences of varying length.
* Expand, combine, and reduce sentences for
									 meaning, reader/listener interest, and style.
E05.C.1.3.4
E05.D.2.1.1
E05.D.2.1.2
E05.D.2.1.3
E05.D.2.1.4
Narrative Conventions of
									 Language
Intentionally Blank
CC.1.4.K.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize first word in sentence and
									 pronoun I.
* Recognize and use end punctuation.
* Spell simple words phonetically.
CC.1.4.1.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize dates and names of people.
* Use end punctuation; use commas in dates and
									 words in series.
* Spell words drawing on common spelling
									 patterns, phonemic awareness, and spelling conventions.
CC.1.4.2.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
* Capitalize proper nouns.
* Use commas and apostrophes
									 appropriately.
* Spell words drawing on common spelling
									 patterns.
* Consult reference material as
									 needed.
CC.1.4.3.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E03.D.1.1.1
E03.D.1.1.2
E03.D.1.1.3
E03.D.1.1.4
E03.D.1.1.5
E03.D.1.1.6
E03.D.1.1.7
E03.D.1.1.8
E03.D.1.1.9
E03.D.1.2.1
E03.D.1.2.2
E03.D.1.2.3
E03.D.1.2.4
E03.D.1.2.5
E03.D.1.2.6
CC.1.4.4.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E04.D.1.1.1
E04.D.1.1.2
E04.D.1.1.3
E04.D.1.1.4
E04.D.1.1.5
E04.D.1.1.6
E04.D.1.1.7
E04.D.1.1.8
E04.D.1.2.1
E04.D.1.2.2
E04.D.1.2.3
E04.D.1.2.4
CC.1.4.5.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E05.D.1.1.1
E05.D.1.1.2
E05.D.1.1.3
E05.D.1.1.4
E05.D.1.1.5
E05.D.1.1.6
E05.D.1.1.7
E05.D.1.1.8
E05.D.1.2.1
E05.D.1.2.2
E05.D.1.2.3
E05.D.1.2.4
E05.D.1.2.5
Response to Literature
Intentionally Blank
Intentionally Blank
Intentionally Blank
Intentionally Blank
CC.1.4.3.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and informational texts.
CC.1.4.4.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and informational texts.
E04.E.1.1.1
E04.E.1.1.2
E04.E.1.1.3
E04.E.1.1.4
E04.E.1.1.5
CC.1.4.5.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and informational texts.
E05.E.1.1.1
E05.E.1.1.2
E05.E.1.1.3
E05.E.1.1.4
E05.E.1.1.5
E05.E.1.1.6
Production and Distribution of Writing Writing
									 Process
CC.1.4.PK.T
With guidance and support from adults and
									 peers, respond to questions and suggestions, add details as needed.
CC.1.4.K.T
With guidance and support from adults and
									 peers, respond to questions and suggestions from peers and add details to
									 strengthen writing as needed.
CC.1.4.1.T
With guidance and support from adults and
									 peers, focus on a topic, respond to questions and suggestions from peers and
									 add details to strengthen writing as needed.
CC.1.4.2.T
With guidance and support from adults and
									 peers, focus on a topic and strengthen writing as needed by revising and
									 editing.
CC.1.4.3.T
With guidance and support from peers and
									 adults, develop and strengthen writing as needed by planning, revising, and
									 editing.
CC.1.4.4.T
With guidance and support from peers and
									 adults, develop and strengthen writing as needed by planning, revising, and
									 editing.
CC.1.4.5.T
With guidance and support from peers and
									 adults, develop and strengthen writing as needed by planning, revising,
									 editing, rewriting, or trying a new approach.
Technology and Publication
Intentionally Blank
CC.1.4.K.U
With guidance and support, explore a variety
									 of digital tools to produce and publish writing or in collaboration with
									 peers.
CC.1.4.1.U
With guidance and support, use a variety of
									 digital tools to produce and publish writing including in collaboration with
									 peers.
CC.1.4.2.U
With guidance and support, use a variety of
									 digital tools to produce and publish writing including in collaboration with
									 peers.
CC.1.4.3.U
With guidance and support, use technology to
									 produce and publish writing (using keyboarding skills) as well as to interact
									 and collaborate with others.
CC.1.4.4.U
With some guidance and support, use
									 technology, including the Internet, to produce and publish writing as well as
									 to interact and collaborate with others; demonstrate sufficient command of
									 keyboarding skills to type a minimum of one page in a single
									 sitting.
CC.1.4.5.U
With some guidance and support, use
									 technology, including the Internet, to produce and publish writing as well as
									 to interact and collaborate with others; demonstrate sufficient command of
									 keyboarding skills to type a minimum of two pages in a single
									 sitting.
Conducting Research
CC.1.4.PK.V
Ask questions about topics of personal
									 interest to gain information; with teacher guidance and support, locate
									 information on the chosen topic.
CC.1.4.K.V
Participate in individual or shared research
									 projects on a topic of interest.
CC.1.4.1.V
Participate in individual or shared research
									 and writing projects.
CC.1.4.2.V
Participate in individual or shared research
									 and writing projects.
CC.1.4.3.V
Conduct short research projects that build
									 knowledge about a topic.
CC.1.4.4.V
Conduct short research projects that build
									 knowledge through investigation of different aspects of a
									 topic.
CC.1.4.5.V
Conduct short research projects that use
									 several sources to build knowledge through investigation of different aspects
									 of a topic.
Credibility, Reliability, and Validity of
									 Sources
CC.1.4.PK.W
With guidance and support, recall information
									 from experiences or books.
CC.1.4.K.W
With guidance and support, recall information
									 from experiences or gather information from provided sources to answer a
									 question.
CC.1.4.1.W
With guidance and support, recall information
									 from experiences or gather information from provided sources to answer a
									 question.
CC.1.4.2.W
Recall information from experiences or gather
									 information from provided sources to answer a question.
CC.1.4.3.W
Recall information from experiences or gather
									 information from print and digital sources; take brief notes on sources and
									 sort evidence into provided categories.
CC.1.4.4.W
Recall relevant information from experiences
									 or gather relevant information from print and digital sources; take notes and
									 categorize information, and provide a list of sources.
CC.1.4.5.W
Recall relevant information from experiences
									 or gather relevant information from print and digital sources; summarize or
									 paraphrase information in notes and finished work, and provide a list of
									 sources.
Range of Writing
Intentionally Blank
CC.1.4.K.X
Write routinely over short time
									 frames.
CC.1.4.1.X
Write routinely over extended time frames
									 (time for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.2.X
Write routinely over extended time frames
									 (time for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.3.X
Write routinely over extended time frames
									 (time for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.4.X
Write routinely over extended time frames
									 (time for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.5.X
Write routinely over extended time frames
									 (time for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
1.5
Speaking and Listening
Students present appropriately in formal
									 speaking situations, listen critically, and respond intelligently as
									 individuals or in group discussions.
Grade Pre K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Comprehension and Collaboration Collaborative
									 Discussion
CC.1.5.PK.A
Participate in collaborative conversations
									 with peers and adults in small and larger groups.
CC.1.5.K.A
Participate in collaborative conversations
									 with peers and adults in small and larger groups.
CC.1.5.1.A
Participate in
									 collaborative conversations with peers and adults in small and larger groups.
CC.1.5.2.A
Participate in collaborative conversations with
									 peers and adults in small and larger groups.
CC.1.5.3.A
Engage effectively in a range of collaborative
									 discussions on grade-level topics and texts, building on others' ideas and
									 expressing their own clearly.
CC.1.5.4.A
Engage effectively in a range of collaborative
									 discussions on grade-level topics and texts, building on others' ideas and
									 expressing their own clearly.
CC.1.5.5.A
Engage effectively in a range of collaborative
									 discussions on grade-level topics and texts, building on others' ideas and
									 expressing their own clearly.
Comprehension and Collaboration Critical
									 Listening
CC.1.5.PK.B
Answer questions about key details in a text
									 read aloud or information presented orally or through other
									 media.
CC.1.5.K.B
Ask and answer questions about key details in
									 a text read aloud or information presented orally or through other
									 media.
CC.1.5.1.B
Confirm understanding of a text read aloud or
									 information presented orally or through other media by asking and answering
									 questions about key details and requesting clarification if something is not
									 understood.
CC.1.5.2.B
Recount or describe key ideas or details from
									 a text read aloud or information presented orally or through other
									 media.
CC.1.5.3.B
Determine the main ideas and supporting
									 details of a text read aloud or information presented in diverse media formats,
									 including visually, quantitatively, and orally.
CC.1.5.4.B
Paraphrase portions of a text read aloud or
									 information presented in diverse media and formats, including visually,
									 quantitatively, and orally.
CC.1.5.5.B
Summarize the main points of written text read
									 aloud or information presented in diverse media and formats, including
									 visually, quantitatively, and orally.
Comprehension and Collaboration Evaluating
									 Information
CC.1.5.PK.C
Respond to what a speaker says in order to
									 follow directions, seek help, or gather information.
CC.1.5.K.C
Ask and answer questions in order to seek
									 help, get information, or clarify something that is not
									 understood.
CC.1.5.1.C
Ask and answer questions about what a speaker
									 says in order to gather additional information or clarify something that is not
									 understood.
CC.1.5.2.C
Ask and answer questions about what a speaker
									 says in order to clarify comprehension, gather additional information, or
									 deepen understanding of a topic or issue.
CC.1.5.3.C
Ask and answer questions about information
									 from a speaker, offering appropriate detail.
CC.1.5.4.C
Identify the reasons and evidence a speaker
									 provides to support particular points.
CC.1.5.5.C
Summarize the points a speaker makes and
									 explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas Purpose,
									 Audience, and Task
CC.1.5.PK.D
Using simple sentences, share stories,
									 familiar experiences, and interests, speaking clearly enough to be understood
									 by most audiences.
CC.1.5.K.D
Share stories, familiar experiences, and
									 interests, speaking clearly enough to be understood by all audiences using
									 appropriate volume.
CC.1.5.1.D
Describe people, places, things, and events
									 with relevant details, expressing ideas and feelings clearly.
CC.1.5.2.D
Tell a story or recount an experience with
									 appropriate facts and relevant, descriptive details, speaking audibly in
									 coherent sentences.
CC.1.5.3.D
Report on a topic or text, tell a story, or
									 recount an experience with appropriate facts and relevant, descriptive details;
									 speak clearly with adequate volume, appropriate pacing, and clear
									 pronunciation.
CC.1.5.4.D
Report on a topic or text, tell a story, or
									 recount an experience in an organized manner, using appropriate facts and
									 relevant, descriptive details to support main ideas or themes; speak clearly
									 with adequate volume, appropriate pacing, and clear pronunciation.
CC.1.5.5.D
Report on a topic or present an opinion,
									 sequencing ideas logically and using appropriate facts and relevant,
									 descriptive details to support main ideas or themes; speak clearly with
									 adequate volume, appropriate pacing, and clear pronunciation.
Presentation of Knowledge and IdeasContext
CC.1.5.PK.E
Using simple sentences, express thoughts,
									 feelings, and ideas, speaking clearly enough to be understood by most
									 audiences.
CC.1.5.K.E
Speak audibly and express thoughts, feelings,
									 and ideas clearly.
CC.1.5.1.E
Produce complete sentences when appropriate to
									 task and situation.
CC.1.5.2.E
Produce complete sentences when appropriate to
									 task and situation in order to provide requested detail or
									 clarification.
CC.1.5.3.E
Speak in complete sentences when appropriate
									 to task and situation in order to provide requested detail or
									 clarification.
CC.1.5.4.E
Differentiate between contexts that require
									 formal English versus informal situations.
CC.1.5.5.E
Adapt speech to a variety of contexts and
									 tasks, using formal English when appropriate to task and situation.
Integration of Knowledge and IdeasMultimedia
Intentionally Blank
Intentionally Blank
CC.1.5.1.F
Add drawings or other visual displays when
									 sharing aloud to clarify ideas, thoughts, and feelings.
CC.1.5.2.F
Add drawings or other visual displays to
									 presentations when appropriate to clarify ideas, thoughts, and
									 feelings.
CC.1.5.3.F
Create engaging audio recordings of stories or
									 poems that demonstrate fluid reading at an understandable pace; add visual
									 displays when appropriate to emphasize or enhance certain facts or
									 details.
CC.1.5.4.F
Add audio recordings and visual displays to
									 presentations when appropriate to enhance the development of main ideas or
									 themes.
CC.1.5.5.F
Include multimedia components and visual
									 displays in presentations when appropriate to enhance the development of main
									 ideas or themes.
Conventions ofStandard English
CC.1.5.PK.G
Demonstrate command of the conventions of
									 standard English when speaking, based on prekindergarten level and
									 content.
CC.1.5.K.G
Demonstrate command of the conventions of
									 standard English when speaking, based on kindergarten level and
									 content.
CC.1.5.1.G
Demonstrate command of the conventions of
									 standard English when speaking, based on Grade 1 level and
									 content.
CC.1.5.2.G
Demonstrate command of the conventions of
									 standard English when speaking, based on Grade 2 level and
									 content.
CC.1.5.3.G
Demonstrate command of the conventions of
									 standard English when speaking, based on Grade 3 level and
									 content.
CC.1.5.4.G
Demonstrate command of the conventions of
									 standard English when speaking, based on Grade 4 level and
									 content.
CC.1.5.5.G
Demonstrate command of the conventions of
									 standard English when speaking, based on Grade 5 level and content.
Pennsylvania Core Standards for English Language
						Arts
Grades 6-12
INTRODUCTION
These standards describe what students should know and be
						able to do with the English language, prekindergarten through Grade 12. The
						standards provide the targets for instruction and student learning essential
						for success in all academic areas, not just language arts classrooms. Although
						the standards are not a curriculum or a prescribed series of activities, school
						entities will use them to develop a local school curriculum that will meet
						local students' needs.
Five standard categories are designed to provide a Pre
						K-12 continuum to reflect the demands of a college- and career-ready
						graduate:
Standard 1:
Foundational
								  Skills
begin at prekindergarten and focus on early childhood, with
								  some standards reflected through Grade 5. These foundational skills are a
								  necessary and important component of an effective, comprehensive reading
								  program designed to develop proficient readers with the capacity to comprehend
								  text, both literary and informational, across disciplines.
Standard 2:
Reading
								  Informational Text
enables students to read, understand, and respond
								  to informational text.
Standard 3:
Reading
								  Literature
enables students to read, understand, and respond to works
								  of literature.
Standard 4:
Writing
develops the skills of informational, argumentative, and narrative writing, as
								  well as the ability to engage in evidence-based analysis of text and research.
Standard 5:
Speaking and
								  Listening
focuses students on communication skills that enable
								  critical listening and effective presentation of ideas.
With a focus on college and career readiness, the
						instructional shifts as reflected in Common Core are evident throughout the PA
						Core Standards:
* Balancing the reading of informational and literary
						texts so that students can access nonfiction and authentic texts, as well as
						literature
* Focusing on close and careful reading of text so that
						students are learning from the text
* Building a staircase of complexity (i.e., each grade
						level requires a ''step'' of growth on the ''staircase'') so that students
						graduate college or career ready
* Supporting writing from sources (i.e., using evidence
						from text to inform or make an argument) so that students use evidence and
						respond to the ideas, events, facts, and arguments presented in the texts they
						read
* Stressing an academically focused vocabulary so that
						students can access more complex texts
The English Language Arts Standards also provide parents
						and community members with information about what students should know and be
						able to do as they progress through the educational program and at graduation.
						With a clearly defined target provided by the standards, parents, students,
						educators, and community members become partners in learning. Each standard
						implies an end-of-year goal-with the understanding that exceeding the standard
						is an even more desirable end goal.
Note
: The Aligned Eligible Content is
						displayed with the standard statement. On Standard Aligned System portal, it is
						a live link.
TABLE OF CONTENTS
Foundational Skills (Pre K-5)...
1.1
Students gain a working knowledge of concepts of print,
						alphabetic principle, and other basic conventions. These foundational skills
						are not an end in and of themselves; rather, students apply them as effective
						readers.
* Book Handling
* Print Concepts
* Phonological Awareness
* Phonics and Word Recognition
* Fluency
Reading Informational Text...
1.2
Students read, understand, and respond to informational
						text-with an emphasis on comprehension, vocabulary acquisition, and making
						connections among ideas and between texts with a focus on textual
						evidence.
* Key Ideas and Details
* Craft and Structure
* Integration of Knowledge and Ideas
* Vocabulary Acquisition and Use
* Range of Reading
Reading Literature...
1.3
Students read and respond to works of literature-with an
						emphasis on comprehension, vocabulary acquisition, and making connections among
						ideas and between texts with a focus on textual evidence.
* Key Ideas and Details
* Craft and Structure
* Integration of Knowledge and Ideas
* Vocabulary Acquisition and Use
* Range of Reading
Writing...
1.4
Students write for different purposes and audiences.
						Students write clear and focused text to convey a well-defined perspective and
						appropriate content.
* Informative/Explanatory
* Opinion/Argumentative
* Narrative
* Response to Literature
* Production and Distribution of Writing
* Technology and Publication
* Conducting Research
* Credibility, Reliability, and Validity of
						Sources
* Range of Writing
Speaking and Listening...
1.5
Students present appropriately in formal speaking
						situations, listen critically, and respond intelligently as individuals or in
						group discussions.
* Comprehension and Collaboration
* Presentation of Knowledge and Ideas
* Integration of Knowledge and Ideas
* Conventions of Standard English
1.2
Reading Informational Text
Students read, understand, and respond
									 to informational text-with an emphasis on comprehension, vocabulary
									 acquisition, and making connections among ideas and between texts with focus on
									 textual evidence.
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
Key Ideas and Details Main Idea
CC.1.2.6.A
Determine the central idea of a text and how it
									 is conveyed through particular details; provide a summary of the text distinct
									 from personal opinions or judgments.
E06.B-K.1.1.2
CC.1.2.7.A
Determine two or more central ideas in a text
									 and analyze their development over the course of the text; provide an objective
									 summary of the text.
E07.B-K.1.1.2
CC.1.2.8.A
Determine a central idea of a text and analyze
									 its development over the course of the text, including its relationship to
									 supporting ideas; provide an objective summary of the text.
E08.B-K.1.1.2
CC.1.2.9-10.A
Determine a central idea of a text and analyze
									 its development over the course of the text, including how it emerges and is
									 shaped and refined by specific details; provide an objective summary of the
									 text.
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
CC.1.2.11-12.A
Determine and analyze the relationship between
									 two or more central ideas of a text, including the development and interaction
									 of the central ideas; provide an objective summary of the text.
Key Ideas and Details Text
									 Analysis
CC.1.2.6.B
Cite textual evidence to support analysis of
									 what the text says explicitly, as well as inferences and/or generalizations
									 drawn from the text.
E06.B-K.1.1.1
CC.1.2.7.B
Cite several pieces of textual evidence to
									 support analysis of what the text says explicitly, as well as inferences,
									 conclusions, and/or generalizations drawn from the text.
E07.B-K.1.1.1
CC.1.2.8.B
Cite the textual evidence that most strongly
									 supports an analysis of what the text says explicitly, as well as inferences,
									 conclusions, and/or generalizations drawn from the text.
E08.B-K.1.1.1
CC.1.2.9-10.B
Cite strong and thorough textual evidence to
									 support analysis of what the text says explicitly, as well as inferences and
									 conclusions based on an author's explicit assumptions and beliefs about a
									 subject.
L.N.1.3.1
L.N.2.1.1
L.N.2.1.2
CC.1.2.11-12.B
Cite strong and thorough textual evidence to
									 support analysis of what the text says explicitly, as well as inferences and
									 conclusions based on and related to an author's implicit and explicit
									 assumptions and beliefs.
Key Ideas and Details Text
									 Analysis
CC.1.2.6.C
Analyze in detail how a key individual, event,
									 or idea is introduced, illustrated, and elaborated in a text.
E06.B-K.1.1.3
CC.1.2.7.C
Analyze the interactions between individuals,
									 events, and ideas in a text.
E07.B-K.1.1.3
CC.1.2.8.C
Analyze how a text makes connections among and
									 distinctions between individuals, ideas, or events.
E08.B-K.1.1.3
CC.1.2.9-10.C
Apply appropriate strategies to analyze,
									 interpret, and evaluate how an author unfolds an analysis or series of ideas or
									 events, including the order in which the points are made, how they are
									 introduced and developed, and the connections that are drawn between
									 them.
L.N.1.1.3
L.N.1.3.3
L.N.2.3.3
L.N.2.3.5
L.N.2.4.1
L.N.2.4.3
CC.1.2.11-12.C
Analyze the interaction and development of a
									 complex set of ideas, sequence of events, or specific individuals over the
									 course of the text.
Craft and Structure Point of
									 View
CC.1.2.6.D
Determine an author's point of view or purpose
									 in a text and explain how it is conveyed in the text.
E06.B-C.2.1.1
CC.1.2.7.D
Determine an author's point of view or purpose
									 in a text and analyze how the author distinguishes his or her position from
									 that of others.
E07.B-C.2.1.1
CC.1.2.8.D
Determine an author's point of view or purpose
									 in a text and analyze how the author acknowledges and responds to conflicting
									 evidence or viewpoints.
E08.B-C.2.1.1
CC.1.2.9-10.D
Determine an author's particular point of view
									 and analyze how rhetoric advances the point of view.
L.N.2.3.6
CC.1.2.11-12.D
Evaluate how an author's point of view or
									 purpose shapes the content and style of a text.
Craft and StructureText
									 Structure
CC.1.2.6.E
Analyze the author's structure through the use
									 of paragraphs, chapters, or sections.
E06.B-C.2.1.2
CC.1.2.7.E
Analyze the structure of the text through
									 evaluation of the author's use of graphics, charts, and the major sections of
									 the text.
E07.B-C.2.1.2
CC.1.2.8.E
Analyze the structure of the text through
									 evaluation of the author's use of specific sentences and paragraphs to develop
									 and refine a concept.
E08.B-C.2.1.2
CC.1.2.9-10.E
Analyze in detail how an author's ideas or
									 claims are developed and refined by particular sentences, paragraphs, or larger
									 portions of a text.
L.N.1.1.3
L.N.2.4.1
L.N.2.4.3
CC.1.2.11-12.E
Analyze and evaluate the effectiveness of the
									 structure an author uses in his or her exposition or argument, including
									 whether the structure makes points clear, convincing, and engaging.
Craft and Structure Vocabulary
CC.1.2.6.F
Determine the meaning of words and phrases as
									 they are used in grade-level reading and content, including interpretation of
									 figurative language in context.
E06.B-V.4.1.1
E06.B-V.4.1.2
CC.1.2.7.F
Determine the meaning of words and phrases as
									 they are used in grade-level reading and content, including interpretation of
									 figurative, connotative, and technical meanings.
E07.B-V.4.1.1
E07.B-V.4.1.2
E07.B-C.2.1.3
CC.1.2.8.F
Analyze the influence of the words and phrases
									 in a text including figurative, connotative, and technical meanings, and how
									 they shape meaning and tone.
E08.B-V.4.1.1
E08.B-V.4.1.2
E08.B-C.2.1.3
CC.1.2.9-10.F
Analyze how words and phrases shape meaning and
									 tone in texts.
L.N.1.1.4
CC.1.2.11-12.F
Evaluate how words and phrases shape meaning
									 and tone in texts.
Integration of Knowledge and Ideas Diverse
									 Media
CC.1.2.6.G
Integrate information presented in different
									 media or formats (e.g., visually, quantitatively) as well as in words to
									 develop a coherent understanding of a topic or issue.
CC.1.2.7.G
Compare and contrast a text to an audio, video,
									 or multimedia version of the text, analyzing each medium's portrayal of the
									 subject (e.g., how the delivery of a speech affects the impact of the words).
CC.1.2.8.G
Evaluate the advantages and disadvantages of
									 using different mediums (e.g., print or digital text, video, multimedia) to
									 present a particular topic or idea.
CC.1.2.9-10.G
Analyze various accounts of a subject told in
									 different mediums (e.g., a person's life story in both print and multimedia),
									 determining which details are emphasized in each account.
L.N.2.2.3
CC.1.2.11-12.G
Integrate and evaluate multiple sources of
									 information presented in different media or formats (e.g., visually,
									 quantitatively) as well as in words in order to address a question or solve a
									 problem.
Integration of Knowledge and Ideas Evaluating
									 Arguments
CC.1.2.6.H
Evaluate an author's argument by examining
									 claims and determining if they are supported by evidence.
E06.B-C.3.1.1
CC.1.2.7.H
Evaluate an author's argument, reasoning, and
									 specific claims for the soundness of the argument and the relevance of the
									 evidence.
E07.B-C.3.1.1
CC.1.2.8.H
Evaluate an author's argument, reasoning, and
									 specific claims for the soundness of the arguments and the relevance of the
									 evidence.
E08.B-C.3.1.1
CC.1.2.9-10.H
Delineate and evaluate the argument and
									 specific claims in a text, assessing the validity of reasoning and relevance of
									 evidence.
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
CC.1.2.11-12.H
Analyze seminal texts based upon reasoning,
									 premises, purposes, and arguments.
Integration of Knowledge and Ideas Analysis
									 Across Texts
CC.1.2.6.I
Examine how two authors present similar
									 information in different types of text.
E06.B-C.3.1.2
CC.1.2.7.I
Analyze how two or more authors present and
									 interpret facts on the same topic.
E07.B-C.3.1.2
CC.1.2.8.I
Analyze two or more texts that provide
									 conflicting information on the same topic and identify where the texts disagree
									 on matters of fact or interpretation.
E08.B-C.3.1.2
CC.1.2.9-10.I
Analyze seminal U.S. documents of historical
									 and literary significance, including how they address related themes and
									 concepts.
CC.1.2.11-12.I
Analyze foundational U.S. and world documents
									 of historical, political, and literary significance for their themes, purposes,
									 and rhetorical features.
Vocabulary Acquisition and Use
CC.1.2.6.J
Acquire and use accurately grade-appropriate
									 general academic and domain-specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
E06.B-V.4.1.1
E06.B-V.4.1.2
CC.1.2.7.J
Acquire and use accurately grade-appropriate
									 general academic and domain-specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
E07.B-V.4.1.1
E07.B-V.4.1.2
CC.1.2.8.J
Acquire and use accurately grade-appropriate
									 general academic and domain-specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
E08.B-V.4.1.1
E08.B-V.4.1.2
CC.1.2.9-10.J
Acquire and use accurately general academic and
									 domain-specific words and phrases, sufficient for reading, writing, speaking,
									 and listening at the college- and career-readiness level; demonstrate
									 independence in gathering vocabulary knowledge when considering a word or
									 phrase important to comprehension or expression.
L.N.1.2.4
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
CC.1.2.11-12.J
Acquire and use accurately general academic and
									 domain-specific words and phrases, sufficient for reading, writing, speaking,
									 and listening at the college- and career-readiness level; demonstrate
									 independence in gathering vocabulary knowledge when considering a word or
									 phrase important to comprehension or expression.
Vocabulary Acquisition and Use
CC.1.2.6.K
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
E06.B-V.4.1.1
CC.1.2.7.K
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
E07.B-V.4.1.1
CC.1.2.8.K
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
E08.B-V.4.1.1
CC.1.2.9-10.K
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
L.N.1.2.1
L.N.1.2.2
L.N.1.2.3
L.N.1.2.4
CC.1.2.11-12.K
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
Range of Reading
CC.1.2.6.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.7.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.8.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.9-10.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
CC.1.2.11-12.L
Read and comprehend literary nonfiction and
									 informational text on grade level, reading independently and
									 proficiently.
1.3
Reading Literature Students read and
									 respond to works of literature-with an emphasis on comprehension, vocabulary
									 acquisition, and making connections among ideas and between texts with a focus
									 on textual evidence.
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
Key Ideas and Details Theme
CC.1.3.6.A
Determine a theme or central idea of a text and
									 how it is conveyed through particular details; provide a summary of the text
									 distinct from personal opinions or judgments.
E06.A-K.1.1.2
CC.1.3.7.A
Determine a theme or central idea of a text and
									 analyze its development over the course of the text; provide an objective
									 summary of the text.
E07.A-K.1.1.2
CC.1.3.8.A
Determine a theme or central idea of a text and
									 analyze its development over the course of the text, including its relationship
									 to the characters, setting, and plot; provide an objective summary of the
									 text.
E08.A-K.1.1.2
CC.1.3.9-10.A
Determine a theme or central idea of a text and
									 analyze in detail its development over the course of the text, including how it
									 emerges and is shaped and refined by specific details; provide an objective
									 summary of the text.
L.F.1.1.2
L.F.1.3.1
L.F.1.3.2
L.F.2.3.4
CC.1.3.11-12.A
Determine and analyze the relationship between
									 two or more themes or central ideas of a text, including the development and
									 interaction of the themes; provide an objective summary of the text.
Key Ideas and Details Text
									 Analysis
CC.1.3.6.B
Cite textual evidence to support analysis of
									 what the text says explicitly, as well as inferences and/or generalizations
									 drawn from the text.
E06.A-K.1.1.1
CC.1.3.7.B
Cite several pieces of textual evidence to
									 support analysis of what the text says explicitly, as well as inferences,
									 conclusions, and/or generalizations drawn from the text.
E07.A-K.1.1.1
CC.1.3.8.B
Cite the textual evidence that most strongly
									 supports an analysis of what the text says explicitly, as well as inferences,
									 conclusions, and/or generalizations drawn from the text.
E08.A-K.1.1.1
CC.1.3.9-10.B
Cite strong and thorough textual evidence to
									 support analysis of what the text says explicitly, as well as inferences and
									 conclusions based on an author's explicit assumptions and beliefs about a
									 subject.
L.F.1.1.1
L.F.1.3.1
L.F.2.1.2
CC.1.3.11-12.B
Cite strong and thorough textual evidence to
									 support analysis of what the text says explicitly, as well as inferences and
									 conclusions based on and related to an author's implicit and explicit
									 assumptions and beliefs.
Key Ideas and Details Literary
									 Elements
CC.1.3.6.C
Describe how a particular story or drama's plot
									 unfolds in a series of episodes, as well as how the characters respond or
									 change as the plot moves toward a resolution.
E06.A-K.1.1.3
CC.1.3.7.C
Analyze how particular elements of a story or
									 drama interact and how setting shapes the characters or plot.
E07.A-K.1.1.3
CC.1.3.8.C
Analyze how particular lines of dialogue or
									 incidents in a story or drama propel the action, reveal aspects of a character,
									 or provoke a decision.
E08.A-K.1.1.3
CC.1.3.9-10.C
Analyze how complex characters develop over the
									 course of a text, interact with other characters, and advance the plot or
									 develop the theme.
L.F.1.1.3
L.F.2.3.1
L.F.2.3.4
CC.1.3.11-12.C
Analyze the impact of the author's choices
									 regarding how to develop and relate elements of a story or drama.
Craft and Structure Point of
									 View
CC.1.3.6.D
Determine an author's purpose in a text and
									 explain how it is conveyed in a text.
E06.A-C.2.1.1
CC.1.3.7.D
Analyze how an author develops and contrasts
									 the points of view of different characters or narrators in a text.
E07.A-C.2.1.1
CC.1.3.8.D
Analyze how differences in the points of view
									 of the characters and the audience or reader (e.g., created through the use of
									 dramatic irony) create such effects as suspense or humor.
E08.A-C.2.1.1
CC.1.3.9-10.D
Determine the point of view of the text and
									 analyze the impact the point of view has on the meaning of the text.
L.F.2.3.6
CC.1.3.11-12.D
Evaluate how an author's point of view or
									 purpose shapes the content and style of a text.
Craft and Structure Text
									 Structure
CC.1.3.6.E
Analyze how the structure of a text contributes
									 to the development of theme, setting, and plot.
E06.A-C.2.1.2
CC.1.3.7.E
Analyze how the structure or form of a text
									 contributes to its meaning.
E07.A-C.2.1.2
CC.1.3.8.E
Compare and contrast the structure of two or
									 more texts and analyze how the differing structure of each text contributes to
									 its meaning and style.
E08.A-C.2.1.2
CC.1.3.9-10.E
Analyze how an author's choices concerning how
									 to structure a text, order events within it, and manipulate time create an
									 effect.
L.F.1.1.3
L.F.2.3.2
L.F.2.3.3
L.F.2.5.3
CC.1.3.11-12.E
Evaluate the structure of texts including how
									 specific sentences, paragraphs, and larger portions of the texts relate to each
									 other and the whole.
Craft and Structure Vocabulary
CC.1.3.6.F
Determine the meaning of words and phrases as
									 they are used in grade-level reading and content, including interpretation of
									 figurative language in context.
E06.A-C.2.1.3
E06.A-V.4.1.1
E06.A-V.4.1.2
CC.1.3.7.F
Determine the meaning of words and phrases as
									 they are used in grade-level reading and content, including interpretation of
									 figurative, connotative meanings.
E07.A-C.2.1.3
E07.A-V.4.1.1
E07.A-V.4.1.2
CC.1.3.8.F
Analyze the influence of the words and phrases
									 in a text including figurative and connotative meanings and how they shape
									 meaning and tone.
E08.A-C.2.1.3
E08.A-V.4.1.1
E08.A-V.4.1.2
CC.1.3.9-10.F
Analyze how words and phrases shape meaning and
									 tone in texts.
L.F.2.3.5
L.F.2.5.1
CC.1.3.11-12.F
Evaluate how words and phrases shape meaning
									 and tone in texts.
Integration of Knowledge and Ideas Sources of
									 Information
CC.1.3.6.G
Compare and contrast the experiences of reading
									 a story, drama, or poem to listening to or viewing an audio, video, or live
									 version of the text, including contrasting what is seen'' and heard'' when
									 reading the text to what is perceived when listening or
									 watching.
CC.1.3.7.G
Compare and contrast a written story, drama, or
									 poem to its audio, filmed, staged, or multimedia version, analyzing the effects
									 of techniques unique to each medium (e.g., lighting, sound, color, or camera
									 focus and angles in a film).
CC.1.3.8.G
Analyze the extent to which a filmed or live
									 production of a story or drama stays faithful to or departs from the text or
									 script, evaluating the choices made by directors or actors.
CC.1.3.9-10.G
Analyze the representation of a subject or a
									 key scene in two different artistic mediums, including what is emphasized or
									 absent in each treatment.
L.F.2.2.1
L.F.2.2.3
L.F.2.2.4
CC.1.3.11-12.G
Analyze multiple interpretations of a story,
									 drama, or poem (e.g., recorded or live production of a play or recorded novel
									 or poetry), evaluating how each version interprets the source text. (Include at
									 least one play by Shakespeare and one play by an American
									 dramatist.)
Integration of Knowledge and
									 Ideas
CC.1.3.6.H
Compare and contrast texts in different forms
									 or genres in terms of their approaches to similar themes and topics as well as
									 their use of additional literary elements.
E06.A-C.3.1.1
CC.1.3.7.H
Compare and contrast a fictional portrayal of a
									 time, place, or character and a historical account of the same period as a
									 means of understanding how authors of fiction use or alter history.
E07.A-C.3.1.1
CC.1.3.8.H
Analyze how a modern work of fiction draws on
									 themes, patterns of events, or character types from traditional works,
									 including describing how the material is rendered new.
E08.A-C.3.1.1
CC.1.3.9-10.H
Analyze how an author draws on and transforms
									 themes, topics, character types, and/or other text elements from source
									 material in a specific work.
L.F.2.2.2
L.F.2.4.1
CC.1.3.11-12.H
Demonstrate knowledge of foundational works of
									 literature that reflect a variety of genres in the respective major periods of
									 literature, including how two or more texts from the same period treat similar
									 themes or topics.
Vocabulary Acquisition and Use
CC.1.3.6.I
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
E06.A-V.4.1.1
CC.1.3.7.I
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
E07.A-V.4.1.1
CC.1.3.8.I
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
E08.A-V.4.1.1
CC.1.3.9-10.I
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.11-12.I
Determine or clarify the meaning of unknown and
									 multiple-meaning words and phrases based on grade-level reading and content,
									 choosing flexibly from a range of strategies and tools.
Vocabulary Acquisition and Use
CC.1.3.6.J
Acquire and use accurately grade-appropriate
									 general academic and domain-specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
E06.A-V.4.1.1
E06.A-V.4.1.2
CC.1.3.7.J
Acquire and use accurately grade-appropriate
									 general academic and domain-specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
E07.A-V.4.1.1
E07.A-V.4.1.2
CC.1.3.8.J
Acquire and use accurately grade-appropriate
									 general academic and domain-specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
E08.A-V.4.1.1
E08.A-V.4.1.2
CC.1.3.9-10.J
Acquire and use accurately grade appropriate
									 general academic and domain specific words and phrases; gather vocabulary
									 knowledge when considering a word or phrase important to comprehension or
									 expression.
L.F.1.2.1
L.F.1.2.2
L.F.1.2.3
L.F.1.2.4
CC.1.3.11-12.J
Acquire and use accurately general academic and
									 domain-specific words and phrases, sufficient for reading, writing, speaking,
									 and listening at the college- and career-readiness level; demonstrate
									 independence in gathering vocabulary knowledge when considering a word or
									 phrase important to comprehension or expression.
Range of Reading
CC.1.3.6.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
CC.1.3.7.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
CC.1.3.8.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
CC.1.3.9-10.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
CC.1.3.11-12.K
Read and comprehend literary fiction on grade
									 level, reading independently and proficiently.
1.4
Writing
Students write for different purposes
									 and audiences. Students write clear and focused text to convey a well-defined
									 perspective and appropriate content.
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
Informative/Explanatory
CC.1.4.6.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.7.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.8.A
Write informative/ explanatory texts to
									 examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.9-10.A
Write informative/ explanatory texts to
									 examine and convey complex ideas, concepts, and information clearly and
									 accurately.
CC.1.4.11-12.A
Write informative/ explanatory texts to
									 examine and convey complex ideas, concepts, and information clearly and
									 accurately.
Informative/Explanatory Focus
CC.1.4.6.B
Identify and introduce the topic for the
									 intended audience.
E06.C.1.2.1
E06.E.1.1.1
CC.1.4.7.B
Identify and introduce the topic clearly,
									 including a preview of what is to follow.
E07.C.1.2.1
E07.E.1.1.1
CC.1.4.8.B
Identify and introduce the topic clearly,
									 including a preview of what is to follow.
E08.C.1.2.1
E08.E.1.1.1
CC.1.4.9-10.B
Write with a sharp, distinct focus identifying
									 topic, task, and audience.
C.E.1.1.1
CC.1.4.11-12.B
Write with a sharp, distinct focus identifying
									 topic, task, and audience.
Informative/Explanatory Content
CC.1.4.6.C
Develop and analyze the topic with relevant
									 facts, definitions, concrete details, quotations, or other information and
									 examples; include graphics and multimedia when useful to aiding
									 comprehension.
E06.C.1.2.2
E06.E.1.1.2
CC.1.4.7.C
Develop and analyze the topic with relevant
									 facts, definitions, concrete details, quotations, or other information and
									 examples; include graphics and multimedia when useful to aiding
									 comprehension.
E07.C.1.2.2
E07.E.1.1.2
CC.1.4.8.C
Develop and analyze the topic with relevant,
									 well-chosen facts, definitions, concrete details, quotations, or other
									 information and examples; include graphics and multimedia when useful to aiding
									 comprehension.
E08.C.1.2.2
E08.E.1.1.2
CC.1.4.9-10.C
Develop and analyze the topic with relevant,
									 well-chosen, and sufficient facts, extended definitions, concrete details,
									 quotations, or other information and examples appropriate to the audience's
									 knowledge of the topic; include graphics and multimedia when useful to aiding
									 comprehension.
C.E.1.1.2
CC.1.4.11-12.C
Develop and analyze the topic thoroughly by
									 selecting the most significant and relevant facts, extended definitions,
									 concrete details, quotations, or other information and examples appropriate to
									 the audience's knowledge of the topic; include graphics and multimedia when
									 useful to aiding comprehension.
Informative/Explanatory
									 Organization
CC.1.4.6.D
Organize ideas, concepts, and information using
									 strategies such as definition, classification, comparison/contrast, and
									 cause/effect; use appropriate transitions to clarify the relationships among
									 ideas and concepts; provide a concluding statement or section; include
									 formatting when useful to aiding comprehension.
E06.C.1.2.1
E06.C.1.2.3
E06.C.1.2.6
E06.E.1.1.1
E06.E.1.1.3
E06.E.1.1.6
CC.1.4.7.D
Organize ideas, concepts, and information using
									 strategies such as definition, classification, comparison/contrast, and
									 cause/effect; use appropriate transitions to create cohesion and clarify the
									 relationships among ideas and concepts; provide a concluding statement or
									 section; include formatting when useful to aiding comprehension.
E07.C.1.2.1
E07.C.1.2.3
E07.C.1.2.6
E07.E.1.1.1
E07.E.1.1.3
E07.E.1.1.6
CC.1.4.8.D
Organize ideas, concepts, and information into
									 broader categories; use appropriate and varied transitions to create cohesion
									 and clarify the relationships among ideas and concepts; provide a concluding
									 statement or section; include formatting when useful to aiding
									 comprehension.
E08.C.1.2.1
E08.C.1.2.3
E08.C.1.2.6
E08.E.1.1.1
E08.E.1.1.3
E08.E.1.1.6
CC.1.4.9-10.D
Organize ideas, concepts, and information to
									 make important connections and distinctions; use appropriate and varied
									 transitions to link the major sections of the text; include formatting when
									 useful to aiding comprehension; provide a concluding statement or
									 section.
C.E.1.1.3
C.E.1.1.5
CC.1.4.11-12.D
Organize complex ideas, concepts, and
									 information so that each new element builds on that which precedes it to create
									 a whole; use appropriate and varied transitions and syntax to link the major
									 sections of the text; provide a concluding statement or section that supports
									 the information presented; include formatting when useful to aiding
									 comprehension.
Informative/Explanatory Style
CC.1.4.6.E
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 inform about or explain the topic. Use sentences of varying lengths and
									 complexities. Develop and maintain a consistent voice. Establish and maintain a
									 formal style.
E06.C.1.2.4
E06.C.1.2.5
E06.D.2.1.1
E06.D.2.1.2
E06.D.2.1.3
E06.D.2.1.4
E06.D.2.1.5
E06.E.1.1.4
E06.E.1.1.5
CC.1.4.7.E
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 inform about or explain the topic. Use sentences of varying lengths and
									 complexities. Develop and maintain a consistent voice. Establish and maintain a
									 formal style.
E07.C.1.2.4
E07.C.1.2.5
E07.D.2.1.1
E07.D.2.1.2
E07.D.2.1.3
E07.D.2.1.4
E07.D.2.1.5
E07.E.1.1.4
E07.E.1.1.5
CC.1.4.8.E
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 inform about or explain the topic. Use sentences of varying lengths and
									 complexities. Create tone and voice through precise language. Establish and
									 maintain a formal style.
E08.C.1.2.4
E08.C.1.2.5
E08.D.2.1.1
E08.D.2.1.2
E08.D.2.1.3
E08.D.2.1.4
E08.D.2.1.5
E08.D.2.1.6
E08.E.1.1.4
E08.E.1.1.5
CC.1.4.9-10.E
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 manage the complexity of the topic. Establish and maintain a formal style and
									 objective tone while attending to the norms of the discipline in which they are
									 writing.
C.E.1.1.4
C.E.2.1.1
C.E.2.1.2
C.E.2.1.3
C.E.2.1.4
C.E.2.1.6
C.E.2.1.7
CC.1.4.11-12.E
Write with an awareness of the stylistic
									 aspects of composition. Use precise language, domain-specific vocabulary, and
									 techniques such as metaphor, simile, and analogy to manage the complexity of
									 the topic. Establish and maintain a formal style and objective tone while
									 attending to the norms of the discipline in which they are writing.
Informative/Explanatory Conventions of
									 Language
CC.1.4.6.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E06.D.1.1.1
E06.D.1.1.2
E06.D.1.1.3
E06.D.1.1.4
E06.D.1.1.5
E06.D.1.1.6
E06.D.1.1.7
E06.D.1.1.8
E06.D.1.2.1
E06.D.1.2.2
E06.D.1.2.3
CC.1.4.7.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E07.D.1.1.1
E07.D.1.1.2
E07.D.1.1.3
E07.D.1.1.4
E07.D.1.1.5
E07.D.1.1.6
E07.D.1.1.7
E07.D.1.1.8
E07.D.1.1.9
E07.D.1.2.1
E07.D.1.2.2
E07.D.1.2.3
E07.D.1.2.4
CC.1.4.8.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E08.D.1.1.1
E08.D.1.1.2
E08.D.1.1.3
E08.D.1.1.4
E08.D.1.1.5
E08.D.1.1.6
E08.D.1.1.7
E08.D.1.1.8
E08.D.1.1.9
E08.D.1.1.10
E08.D.1.1.11
E08.D.1.2.1
E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.9-10.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
C.E.1.1.5
C.E.3.1.1
C.E.3.1.2
C.E.3.1.3
C.E.3.1.4
C.E.3.1.5
CC.1.4.11-12.F
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
Opinion/Argumentative
CC.1.4.6.G
Write arguments to support
									 claims.
CC.1.4.7.G
Write arguments to support
									 claims.
CC.1.4.8.G
Write arguments to support
									 claims.
CC.1.4.9-10.G
Write arguments to support claims in an
									 analysis of substantive topics.
CC.1.4.11-12.G
Write arguments to support claims in an
									 analysis of substantive topics.
Opinion/Argumentative Focus
CC.1.4.6.H
Introduce and state an opinion on a
									 topic.
E06.C.1.1.1
E06.E.1.1.1
CC.1.4.7.H
Introduce and state an opinion on a
									 topic.
E07.C.1.1.1
E07.E.1.1.1
CC.1.4.8.H
Introduce and state an opinion on a
									 topic.
E08.C.1.1.1
E08.E.1.1.1
CC.1.4.9-10.H
Write with a sharp, distinct focus identifying
									 topic, task, and audience. Introduce the precise claim.
C.P.1.1.1
CC.1.4.11-12.H
Write with a sharp, distinct focus identifying
									 topic, task, and audience. Introduce the precise, knowledgeable
									 claim.
Opinion/Argumentative Content
CC.1.4.6.I
Use clear reasons and relevant evidence to
									 support claims, using credible sources and demonstrating an understanding of
									 the topic.
E06.C.1.1.2
E06.E.1.1.2
CC.1.4.7.I
Acknowledge alternate or opposing claims and
									 support claim with logical reasoning and relevant evidence, using accurate,
									 credible sources and demonstrating an understanding of the topic.
E07.C.1.1.2
E07.E.1.1.2
CC.1.4.8.I
Acknowledge and distinguish the claim(s) from
									 alternate or opposing claims and support claim with logical reasoning and
									 relevant evidence, using accurate, credible sources and demonstrating an
									 understanding of the topic.
E08.C.1.1.2
E08.E.1.1.2
CC.1.4.9-10.I
Distinguish the claim(s) from alternate or
									 opposing claims; develop claim(s) fairly, supplying evidence for each while
									 pointing out the strengths and limitations of both in a manner that anticipates
									 the audience's knowledge level and concerns.
C.P.1.1.2
C.P.1.1.3
CC.1.4.11-12.I
Distinguish the claim(s) from alternate or
									 opposing claims; develop claim(s) and counterclaims fairly and thoroughly,
									 supplying the most relevant evidence for each while pointing out the strengths
									 and limitations of both in a manner that anticipates the audience's knowledge
									 level, concerns, values, and possible biases.
Opinion/Argumentative
									 Organization
CC.1.4.6.J
Organize the claim(s) with clear reasons and
									 evidence clearly; clarify relationships among claim(s) and reasons by using
									 words, phrases, and clauses; provide a concluding statement or section that
									 follows from the argument presented.
E06.C.1.1.1
E06.C.1.1.3
E06.C.1.1.5
E06.E.1.1.1
E06.E.1.1.3
E06.E.1.1.6
CC.1.4.7.J
Organize the claim(s) with clear reasons and
									 evidence clearly; clarify relationships among claim(s) and reasons by using
									 words, phrases, and clauses to create cohesion; provide a concluding statement
									 or section that follows from and supports the argument presented.
E07.C.1.1.1
E07.C.1.1.3
E07.C.1.1.5
E07.E.1.1.1
E07.E.1.1.3
E07.E.1.1.6
CC.1.4.8.J
Organize the claim(s) with clear reasons and
									 evidence clearly; clarify relationships among claim(s), counterclaims, reasons,
									 and evidence by using words, phrases, and clauses to create cohesion; provide a
									 concluding statement or section that follows from and supports the argument
									 presented.
E08.C.1.1.1
E08.C.1.1.3
E08.C.1.1.5
E08.E.1.1.1
E08.E.1.1.3
E08.E.1.1.6
CC.1.4.9-10.J
Create organization that establishes clear
									 relationships among claim(s), counterclaims, reasons, and evidence; use words,
									 phrases, and clauses to link the major sections of the text, create cohesion,
									 and clarify the relationships between claim(s) and reasons, between reasons and
									 evidence, and between claim(s) and counterclaims; provide a concluding
									 statement or section that follows from and supports the argument
									 presented.
C.P.1.1.2
C.P.1.1.3
C.P.2.1.5
C.P.2.1.6
CC.1.4.11-12.J
Create organization that logically sequences
									 claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses
									 as well as varied syntax to link the major sections of the text to create
									 cohesion and clarify the relationships between claim(s) and reasons, between
									 reasons and evidence, and between claim(s) and counterclaims; provide a
									 concluding statement or section that follows from and supports the argument
									 presented.
Opinion/Argumentative Style
CC.1.4.6.K
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 inform about or explain the topic. Use sentences of varying lengths and
									 complexities. Develop and maintain a consistent voice. Establish and maintain a
									 formal style.
E06.C.1.1.4
E06.D.2.1.1
E06.D.2.1.2
E06.D.2.1.3
E06.D.2.1.4
E06.D.2.1.5
E06.E.1.1.4
E06.E.1.1.5
CC.1.4.7.K
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 inform about or explain the topic. Use sentences of varying lengths and
									 complexities. Develop and maintain a consistent voice. Establish and maintain a
									 formal style.
E07.C.1.1.4
E07.D.2.1.1
E07.D.2.1.2
E07.D.2.1.3
E07.D.2.1.4
E07.D.2.1.5
E07.E.1.1.4
E07.E.1.1.5
CC.1.4.8.K
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 inform about or explain the topic. Use sentences of varying lengths and
									 complexities. Create tone and voice through precise language. Establish and
									 maintain a formal style.
E08.C.1.1.4
E08.D.2.1.1
E08.D.2.1.2
E08.D.2.1.3
E08.D.2.1.4
E08.D.2.1.5
E08.D.2.1.6
E08.E.1.1.4
E08.E.1.1.5
CC.1.4.9-10.K
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 manage the complexity of the topic. Establish and maintain a formal style and
									 objective tone while attending to the norms of the discipline in which they are
									 writing.
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
C.P.2.1.3
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
CC.1.4.11-12.K
Write with an awareness of the stylistic
									 aspects of composition. Use precise language and domain-specific vocabulary to
									 manage the complexity of the topic. Establish and maintain a formal style and
									 objective tone while attending to the norms of the discipline in which they are
									 writing.
Opinion/Argumentative Conventions of
									 Language
CC.1.4.6.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E06.D.1.1.1
E06.D.1.1.2
E06.D.1.1.3
E06.D.1.1.4
E06.D.1.1.5
E06.D.1.1.6
E06.D.1.1.7
E06.D.1.1.8
E06.D.1.2.1
E06.D.1.2.2
E06.D.1.2.3
CC.1.4.7.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E07.D.1.1.1
E07.D.1.1.2
E07.D.1.1.3
E07.D.1.1.4
E07.D.1.1.5
E07.D.1.1.6
E07.D.1.1.7
E07.D.1.1.8
E07.D.1.1.9
E07.D.1.2.1
E07.D.1.2.2
E07.D.1.2.3
E07.D.1.2.4
CC.1.4.8.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E08.D.1.1.1
E08.D.1.1.2
E08.D.1.1.3
E08.D.1.1.4
E08.D.1.1.5
E08.D.1.1.6
E08.D.1.1.7
E08.D.1.1.8
E08.D.1.1.9
E08.D.1.1.10
E08.D.1.1.11
E08.D.1.2.1
E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.9-10.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
C.P.1.1.5
C.P.3.1.1
C.P.3.1.2
C.P.3.1.3
C.P.3.1.4
C.P.3.1.5
CC.1.4.11-12.L
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
Narrative
CC.1.4.6.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.7.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.8.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.9-10.M
Write narratives to develop real or
									 imagined experiences or events.
CC.1.4.11-12.M
Write narratives to develop real or
									 imagined experiences or events.
Narrative Focus
CC.1.4.6.N
Engage and orient the reader by establishing a
									 context and introducing a narrator and/or characters.
E06.C.1.3.1
CC.1.4.7.N
Engage and orient the reader by establishing a
									 context and point of view and introducing a narrator and/or characters.
E07.C.1.3.1
CC.1.4.8.N
Engage and orient the reader by establishing a
									 context and point of view and introducing a narrator and/or characters.
E08.C.1.3.1
CC.1.4.9-10.N
Engage and orient the reader by setting out a
									 problem, situation, or observation, establishing one or multiple points of
									 view, and introducing a narrator and/or characters.
CC.1.4.11-12.N
Engage and orient the reader by setting out a
									 problem, situation, or observation and its significance, establishing one or
									 multiple points of view, and introducing a narrator and/or
									 characters.
Narrative Content
CC.1.4.6.O
Use narrative techniques such as dialogue,
									 description, and pacing to develop experiences, events, and/or characters; use
									 precise words and phrases, relevant descriptive details, and sensory language
									 to convey experiences and events.
E06.C.1.3.2
E06.C.1.3.4
CC.1.4.7.O
Use narrative techniques such as dialogue,
									 description, and pacing to develop experiences, events, and/or characters; use
									 precise words and phrases, relevant descriptive details, and sensory language
									 to capture the action and convey experiences and events.
E07.C.1.3.2
E07.C.1.3.4
CC.1.4.8.O
Use narrative techniques such as dialogue,
									 description, reflection, and pacing to develop experiences, events, and/or
									 characters; use precise words and phrases, relevant descriptive details, and
									 sensory language to capture the action and convey experiences and
									 events.
E08.C.1.3.2
E08.C.1.3.4
CC.1.4.9-10.O
Use narrative techniques such as dialogue,
									 description, reflection, multiple plotlines, and pacing to develop experiences,
									 events, and/or characters; use precise words and phrases, telling details, and
									 sensory language to convey a vivid picture of the experiences, events,
									 settings, and/or characters.
CC.1.4.11-12.O
Use narrative techniques such as dialogue,
									 description, reflection, multiple plotlines, and pacing to develop experiences,
									 events, and/or characters; use precise words and phrases, telling details, and
									 sensory language to convey a vivid picture of the experiences, events,
									 settings, and/or characters.
Narrative Organization
CC.1.4.6.P
Organize an event sequence that unfolds
									 naturally and logically, using a variety of transition words, phrases, and
									 clauses to convey sequence and signal shifts from one time frame or setting to
									 another; provide a conclusion that follows from the narrated experiences and
									 events.
E06.C.1.3.1
E06.C.1.3.3
E06.C.1.3.5
CC.1.4.7.P
Organize an event sequence that unfolds
									 naturally and logically, using a variety of transition words, phrases, and
									 clauses to convey sequence and signal shifts from one time frame or setting to
									 another; provide a conclusion that follows from and reflects on the narrated
									 experiences and events.
E07.C.1.3.1
E07.C.1.3.3
E07.C.1.3.5
CC.1.4.8.P
Organize an event sequence that unfolds
									 naturally and logically using a variety of transition words, phrases, and
									 clauses to convey sequence, signal shifts from one time frame or setting to
									 another and show the relationships among experiences and events; provide a
									 conclusion that follows from and reflects on the narrated experiences or
									 events.
E08.C.1.3.1
E08.C.1.3.3
E08.C.1.3.5
CC.1.4.9-10.P
Create a smooth progression of experiences or
									 events using a variety of techniques to sequence events so that they build on
									 one another to create a coherent whole; provide a conclusion that follows from
									 and reflects on what is experienced, observed, or resolved over the course of
									 the narrative.
CC.1.4.11-12.P
Create a smooth progression of experiences or
									 events using a variety of techniques to sequence events so that they build on
									 one another to create a coherent whole and build toward a particular tone and
									 outcome; provide a conclusion that follows from and reflects on what is
									 experienced, observed, or resolved over the course of the narrative.
Narrative Style
CC.1.4.6.Q
Write with an awareness of the stylistic
									 aspects of writing. Vary sentence patterns for meaning, reader/listener
									 interest, and style. Use precise language. Develop and maintain a consistent
									 voice.
E06.C.1.3.4
E06.D.2.1.1
E06.D.2.1.2
E06.D.2.1.3
E06.D.2.1.4
E06.D.2.1.5
E06.E.1.1.4
CC.1.4.7.Q
Write with an awareness of the stylistic
									 aspects of writing. Choose language that expresses ideas precisely and
									 concisely, recognizing and eliminating wordiness and redundancy. Use sentences
									 of varying lengths and complexities. Use precise language. Develop and maintain
									 a consistent voice.
E07.C.1.3.4
E07.D.2.1.1
E07.D.2.1.2
E07.D.2.1.3
E07.D.2.1.4
E07.D.2.1.5
CC.1.4.8.Q
Write with an awareness of the stylistic
									 aspects of writing. Use verbs in the active and passive voice and in the
									 conditional and subjunctive mood to achieve particular effects. Use sentences
									 of varying lengths and complexities. Create tone and voice through precise
									 language.
E08.C.1.3.4
E08.D.2.1.1
E08.D.2.1.2
E08.D.2.1.3
E08.D.2.1.4
E08.D.2.1.5
E08.D.2.1.6
CC.1.4.9-10.Q
Write with an awareness of the stylistic
									 aspects of writing. Use parallel structure. Use various types of phrases and
									 clauses to convey meaning and add variety and interest.
CC.1.4.11-12.Q
Write with an awareness of the stylistic
									 aspects of writing. Use parallel structure. Use various types of phrases and
									 clauses to convey specific meanings and add variety and interest. Use precise
									 language, domain-specific vocabulary, and techniques such as metaphor, simile,
									 and analogy to manage the complexity of the topic.
Narrative Conventions of
									 Language
CC.1.4.6.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E06.D.1.1.1
E06.D.1.1.2
E06.D.1.1.3
E06.D.1.1.4
E06.D.1.1.5
E06.D.1.1.6
E06.D.1.1.7
E06.D.1.1.8
E06.D.1.2.1
E06.D.1.2.2
E06.D.1.2.3
CC.1.4.7.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E07.D.1.1.1
E07.D.1.1.2
E07.D.1.1.3
E07.D.1.1.4
E07.D.1.1.5
E07.D.1.1.6
E07.D.1.1.7
E07.D.1.1.8
E07.D.1.1.9
E07.D.1.2.1
E07.D.1.2.2
E07.D.1.2.3
E07.D.1.2.4
CC.1.4.8.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
E08.D.1.1.1
E08.D.1.1.2
E08.D.1.1.3
E08.D.1.1.4
E08.D.1.1.5
E08.D.1.1.6
E08.D.1.1.7
E08.D.1.1.8
E08.D.1.1.9
E08.D.1.1.10
E08.D.1.1.11
E08.D.1.2.1
E08.D.1.2.2
E08.D.1.2.3
E08.D.1.2.4
E08.D.1.2.5
CC.1.4.9-10.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
CC.1.4.11-12.R
Demonstrate a grade-appropriate command of the
									 conventions of standard English grammar, usage, capitalization, punctuation,
									 and spelling.
Response to Literature
CC.1.4.6.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and literary nonfiction.
E06.E.1.1.1
E06.E.1.1.2
E06.E.1.1.3
E06.E.1.1.4
E06.E.1.1.5
E06.E.1.1.6
CC.1.4.7.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and literary nonfiction.
E07.E.1.1.1
E07.E.1.1.2
E07.E.1.1.3
E07.E.1.1.4
E07.E.1.1.5
E07.E.1.1.6
CC.1.4.8.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and literary nonfiction.
E08.E.1.1.1
E08.E.1.1.2
E08.E.1.1.3
E08.E.1.1.4
E08.E.1.1.5
E08.E.1.1.6
CC.1.4.9-10.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and literary nonfiction.
CC.1.4.11-12.S
Draw evidence from literary or informational
									 texts to support analysis, reflection, and research, applying grade-level
									 reading standards for literature and literary nonfiction.
Production and Distribution of Writing Writing
									 Process
CC.1.4.6.T
With guidance and support from peers and
									 adults, develop and strengthen writing as needed by planning, revising,
									 editing, rewriting, or trying a new approach.
CC.1.4.7.T
With some guidance and support from peers and
									 adults, develop and strengthen writing as needed by planning, revising,
									 editing, rewriting, or trying a new approach, focusing on how well purpose and
									 audience have been addressed.
CC.1.4.8.T
With some guidance and support from peers and
									 adults, develop and strengthen writing as needed by planning, revising,
									 editing, rewriting, or trying a new approach, focusing on how well purpose and
									 audience have been addressed.
CC.1.4.9-10.T
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.
CC.1.4.11-12.T
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.
Technology and Publication
CC.1.4.6.U
Use technology, including the Internet, to
									 produce and publish writing as well as to interact and collaborate with others;
									 demonstrate sufficient command of keyboarding skills to type a minimum of three
									 pages in a single sitting.
CC.1.4.7.U
Use technology, including the Internet, to
									 produce and publish writing and link to and cite sources as well as to interact
									 and collaborate with others, including linking to and citing sources.
CC.1.4.8.U
Use technology, including the Internet, to
									 produce and publish writing and present the relationships between information
									 and ideas efficiently as well as to interact and collaborate with
									 others.
CC.1.4.9-10.U
Use technology, including the Internet, to
									 produce, publish, and update individual or shared writing products, taking
									 advantage of technology's capacity to link to other information and to display
									 information flexibly and dynamically.
CC.1.4.11-12.U
Use technology, including the Internet, to
									 produce, publish, and update individual or shared writing products in response
									 to ongoing feedback, including new arguments and information.
Conducting Research
CC.1.4.6.V
Conduct short research projects to answer a
									 question, drawing on several sources and refocusing the inquiry when
									 appropriate.
CC.1.4.7.V
Conduct short research projects to answer a
									 question, drawing on several sources and generating additional related, focused
									 questions for further research and investigation.
CC.1.4.8.V
Conduct short research projects to answer a
									 question (including a self-generated question), drawing on several sources and
									 generating additional related, focused questions that allow for multiple
									 avenues of exploration.
CC.1.4.9-10.V
Conduct short as well as more sustained
									 research projects to answer a question (including a self-generated question) or
									 solve a problem; narrow or broaden the inquiry when appropriate; synthesize
									 multiple sources on the subject, demonstrating understanding of the subject
									 under investigation.
CC.1.4.11-12.V
Conduct short as well as more sustained
									 research projects to answer a question (including a self-generated question) or
									 solve a problem; narrow or broaden the inquiry when appropriate; synthesize
									 multiple sources on the subject, demonstrating understanding of the subject
									 under investigation.
Credibility, Reliability, and Validity of
									 Sources
CC.1.4.6.W
Gather relevant information from multiple print
									 and digital sources; assess the credibility of each source; and quote or
									 paraphrase the data and conclusions of others while avoiding plagiarism and
									 providing basic bibliographic information for sources.
CC.1.4.7.W
Gather relevant information from multiple print
									 and digital sources, using search terms effectively; assess the credibility and
									 accuracy of each source; and quote or paraphrase the data and conclusions of
									 others while avoiding plagiarism and following a standard format for citation.
CC.1.4.8.W
Gather relevant information from multiple print
									 and digital sources, using search terms effectively; assess the credibility and
									 accuracy of each source; and quote or paraphrase the data and conclusions of
									 others while avoiding plagiarism and following a standard format for citation.
CC.1.4.9-10.W
Gather relevant information from multiple
									 authoritative print and digital sources, using advanced searches effectively;
									 assess the usefulness of each source in answering the research question;
									 integrate information into the text selectively to maintain the flow of ideas,
									 avoiding plagiarism and following a standard format for
									 citation.
CC.1.4.11-12.W
Gather relevant information from multiple
									 authoritative print and digital sources, using advanced searches effectively;
									 assess the strengths and limitations of each source in terms of the task,
									 purpose, and audience; integrate information into the text selectively to
									 maintain the flow of ideas, avoiding plagiarism and overreliance on any one
									 source and following a standard format for citation.
Range of Writing
CC.1.4.6.X
Write routinely over extended time frames (time
									 for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.7.X
Write routinely over extended time frames (time
									 for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.8.X
Write routinely over extended time frames (time
									 for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.9-10.X
Write routinely over extended time frames (time
									 for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
CC.1.4.11-12.X
Write routinely over extended time frames (time
									 for research, reflection, and revision) and shorter time frames (a single
									 sitting or a day or two) for a range of discipline-specific tasks, purposes,
									 and audiences.
1.5
Speaking and Listening
Students present appropriately in formal
									 speaking situations, listen critically, and respond intelligently as
									 individuals or in group discussions.
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
Comprehension and Collaboration Collaborative
									 Discussion
CC.1.5.6.A
Engage effectively in a range of collaborative
									 discussions, on grade-level topics, texts, and issues, building on others'
									 ideas and expressing their own clearly.
CC.1.5.7.A
Engage effectively in a range of collaborative
									 discussions, on grade-level topics, texts, and issues, building on others'
									 ideas and expressing their own clearly.
CC.1.5.8.A
Engage effectively in a range of collaborative
									 discussions, on grade-level topics, texts, and issues, building on others'
									 ideas and expressing their own clearly.
CC.1.5.9-10.A
Initiate and participate effectively in a range
									 of collaborative discussions on grade-level topics, texts, and issues, building
									 on others' ideas and expressing their own clearly and
									 persuasively.
CC.1.5.11-12.A
Initiate and participate effectively in a range
									 of collaborative discussions on grade-level topics, texts, and issues, building
									 on others' ideas and expressing their own clearly and persuasively.
Comprehension and Collaboration Critical
									 Listening
CC.1.5.6.B
Delineate a speaker's argument and specific
									 claims by identifying specific reasons and evidence and recognize arguments or
									 claims not supported by factual evidence.
CC.1.5.7.B
Delineate a speaker's argument and specific
									 claims, evaluating the soundness of the reasoning and the relevance and
									 sufficiency of the evidence.
CC.1.5.8.B
Delineate a speaker's argument and specific
									 claims, evaluating the soundness of the reasoning and the relevance and
									 sufficiency of the evidence.
CC.1.5.9-10.B
Evaluate a speaker's perspective, reasoning,
									 and use of evidence and rhetoric, identifying any fallacious reasoning or
									 exaggerated or distorted evidence.
CC.1.5.11-12.B
Evaluate how the speaker's perspective,
									 reasoning, and use of evidence and rhetoric affect the credibility of an
									 argument through the author's stance, premises, links among ideas, word choice,
									 points of emphasis, and tone.
Comprehension and CollaborationEvaluating
									 Information
CC.1.5.6.C
Interpret information presented in diverse
									 media and formats (e.g., visually, quantitatively, orally) and explain how it
									 contributes to a topic, text, or issue under study.
CC.1.5.7.C
Analyze the main ideas and supporting details
									 presented in diverse media formats (e.g., visually, quantitatively, orally) and
									 explain how the ideas clarify a topic, text, or issue under
									 study.
CC.1.5.8.C
Analyze the purpose of information presented in
									 diverse media formats (e.g., visually, quantitatively, orally) and evaluate the
									 motives (e.g., social, commercial, political) behind its
									 presentation.
CC.1.5.9-10.C
Integrate multiple sources of information
									 presented in diverse media or formats (e.g., visually, quantitatively, orally)
									 evaluating the credibility and accuracy of each source.
CC.1.5.11-12.C
Integrate multiple sources of information
									 presented in diverse formats and media (e.g., visually, quantitatively, orally)
									 in order to make informed decisions and solve problems, evaluating the
									 credibility and accuracy of each source and noting any discrepancies among the
									 data.
Presentation of Knowledge and Ideas Purpose,
									 Audience, and Task
CC.1.5.6.D
Present claims and findings, sequencing ideas
									 logically and using pertinent descriptions, facts, and details to accentuate
									 main ideas or themes; use appropriate eye contact, adequate volume, and clear
									 pronunciation.
CC.1.5.7.D
Present claims and findings, emphasizing
									 salient points in a focused, coherent manner with pertinent descriptions,
									 facts, details, and examples; use appropriate eye contact, adequate volume, and
									 clear pronunciation.
CC.1.5.8.D
Present claims and findings, emphasizing
									 salient points in a focused, coherent manner with relevant evidence, sound,
									 valid reasoning, and well-chosen details; use appropriate eye contact, adequate
									 volume and clear pronunciation.
CC.1.5.9-10.D
Present information, findings, and supporting
									 evidence clearly, concisely, and logically such that listeners can follow the
									 line of reasoning; ensure that the presentation is appropriate to purpose,
									 audience, and task.
CC.1.5.11-12.D
Present information, findings, and supporting
									 evidence, conveying a clear and distinct perspective; organization,
									 development, substance, and style are appropriate to purpose, audience, and
									 task.
Presentation of Knowledge and Ideas
									 Context
CC.1.5.6.E
Adapt speech to a variety of contexts and
									 tasks.
CC.1.5.7.E
Adapt speech to a variety of contexts and
									 tasks.
CC.1.5.8.E
Adapt speech to a variety of contexts and
									 tasks.
CC.1.5.9-10.E
Adapt speech to a variety of contexts and
									 tasks.
CC.1.5.11-12E
Adapt speech to a variety of contexts and
									 tasks.
Integration of Knowledge and Ideas
									 Multimedia
CC.1.5.6.F
Include multimedia components and visual
									 displays in presentations to clarify information.
CC.1.5.7.F
Include multimedia components and visual
									 displays in presentations to clarify claims and findings and emphasize salient
									 points.
CC.1.5.8.F
Integrate multimedia and visual displays into
									 presentations to add interest, clarify information, and strengthen claims and
									 evidence.
CC.1.5.9-10.F
Make strategic use of digital media in
									 presentations to add interest and enhance understanding of findings, reasoning,
									 and evidence.
CC.1.5.11-12.F
Make strategic use of digital media in
									 presentations to add interest and enhance understanding of findings, reasoning,
									 and evidence.
Conventions of Standard English
CC.1.5.6.G
Demonstrate command of the conventions of
									 standard English when speaking based on Grade 6 level and
									 content.
CC.1.5.7.G
Demonstrate command of the conventions of
									 standard English when speaking based on Grade 7 level and
									 content.
CC.1.5.8.G
Demonstrate command of the conventions of
									 standard English when speaking based on Grade 8 level and
									 content.
CC.1.5.9-10.G
Demonstrate command of the conventions of
									 standard English when speaking based on Grades 9-10 level and
									 content.
CC.1.5.11-12.G
Demonstrate command of the conventions of
									 standard English when speaking based on Grades 11-12 level and
									 content.
Pennsylvania Core Standards for
						Mathematics
Grades PreK-High
						School
INTRODUCTION
The Pennsylvania Core Standards in Mathematics in grades
						PreK-5 lay a solid foundation in whole numbers, addition, subtraction,
						multiplication, division, fractions, and decimals. Taken together, these
						elements support a student's ability to learn and apply more demanding math
						concepts and procedures. The middle school and high school standards call on
						students to practice applying mathematical ways of thinking to real world
						issues and challenges; they prepare students to think and reason
						mathematically. Additionally, they set a rigorous definition of college and
						career readiness by demanding that students develop a depth of understanding
						and ability to apply mathematics to novel situations, as college students and
						employees regularly do. Although the standards are not a curriculum or a
						prescribed series of activities, school entities will use them to develop a
						local school curriculum that will meet local students' needs.
This document includes PA Core Standards for Mathematical
						Content and Mathematical Practice. The mathematics standards define what
						students should understand and be able to do. Mathematical Practice Standards
						describes the habits of mind required to reach a level of mathematical
						proficiency.
PA Core
									 Standards
Mathematical
									 Content and Mathematical Practice
Standards for Mathematical
									 Content
Standards for Mathematical Practice
2.1 Numbers and Operations
A) Counting and Cardinality
B) Numbers and Operations in Base Ten
C) Numbers and Operations-Fractions
D) Ratios and Proportional
									 Relationships
E) The Number System
F) Number and Quantity
* Make sense of problems and persevere in
									 solving them.
* Reason abstractly and quantitatively.
* Construct viable arguments and critique the
									 reasoning of others.
* Model with mathematics. * Use appropriate
									 tools strategically.
* Attend to precision. * Look for and make use
									 of structure.
* Look for and make sense of regularity in
									 repeated reasoning.
2.2 Algebraic Concepts
A) Operations and Algebraic Thinking
B) Expressions & Equations
C) Functions
D) Algebra
2.3 Geometry
A) Geometry
2.4 Measurement, Data, and
									 Probability
A) Measurement and Data
B) Statistics and Probability
Standards cannot be viewed or addressed in isolation, as
						each standard depends upon or may lead into multiple standards across grades;
						thus, it is imperative that educators are familiar with both the standards that
						come before and those that follow a particular grade level. These revised
						standards reflect instructional shifts that cannot occur without the integrated
						emphasis on content and practice.
Standards are overarching statements of what a proficient
						math student should know and be able to do. The Pennsylvania Assessment Anchors
						and Eligible Content closely align with the revised standards and are an
						invaluable source for greater detail.
Key Points in Mathematics
* The standards stress both procedural skills and
						conceptual understanding to ensure students are learning and applying the
						critical information they need to succeed at higher levels.
* K-5 standards, which provide students with a
solid foundation in whole numbers, addition, subtraction,
						multiplication, division, fractions, and decimals
, help young students
						build the foundation to successfully apply more demanding math concepts and
						procedures, and move into application. They also provide detailed guidance to
						teachers on how to navigate their way through topics such as
fractions,
						negative numbers, and geometry
, and do so by maintaining a continuous
						progression from grade to grade.
* Having built a strong foundation at K-5, students can
						do hands-on learning in geometry, algebra, and probability and statistics.
						Students who have mastered the content and skills through the seventh grade
						will be
well-prepared for algebra
in grade 8.
* High school standards emphasize
practicing
						applying mathematical ways of thinking to real world issues and
						challenges
.
The PA Core Standards for Mathematics detail four
						standard areas:
Numbers and Operations, Algebraic Concepts,
						Geometry,
and
Measurement, Data, and Probability
.
						These standard areas are reflective of the reporting categories in the PA Core
						Assessment Anchors and Eligible Content. The intent of this document is to
						provide a useful tool for designing curriculum, instruction, and assessment.
						The grade level curriculum and instructional shifts in mathematics cannot occur
						without the integrated emphasis on content and practice. The chart below
						illustrates the four standard areas and the development and progression of the
						strands, with an understanding that all is framed around the Standards for
						Mathematical Practice.
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Key Terms for this Document
Standards for Mathematical
						Contents
-These standards define what students should know and be able
						to do in their study of mathematics.
Standards for Mathematical
						Practice
-These standards describe the processes and proficiencies in
						which all students grades K-12 should engage. Educators must instill these
						standards of practice in their students so that they become habitual. The
						standards for mathematical practice should be used as the vehicle to deliver
						the standards of mathematical content.
Standard Algorithm
-A locally agreed upon
						method of computation which is conventionally taught for solving mathematical
						problems.
Decimal Fraction
-A fraction whose
						denominator is a power of ten (examples: 2/100, 8/10). These fractions are
						commonly expressed as decimals.
Unit Fraction
-A rational number written
						as a fraction where the numerator is one and the denominator is a positive
						integer (example: 1/20).
Bivariate Data
-The data involves two
						variables and is usually represented as a scatter plot.
Rule
-A single operation (examples: add
						5, multiply by 2).
The provisions of this Appendix A-2 issued under
						  sections 121, 2603-B and 2604-B of the Public School Code of 1949
						  (24
						  P. S. §§
														1-121,
						  26-2603-B and 26-2604-B),
						  unless otherwise noted.
This appendix cited in 22 Pa. Code §
													4.12 (relating to academic
						  standards); 22 Pa. Code §
													4.24 (relating to high school
						  graduation requirements); 22 Pa. Code §
													4.51 (relating to state assessment
						  system); 22 Pa. Code §
													4.51a (relating to Pennsylvania
						  System of School Assessment); and 22 Pa. Code §
													4.51b (relating to Keystone
						  Exams).