Spreadsheet: 013d5239-0097-402e-b235-b2f4e4ee2f05
Sheet: Sheet1

Grade | Strand | Substrand | Standard | Code | Benchmark
K | Reading | 1. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 0.1.1.1 | With prompting and support, ask and answer questions about key details in a text.
K | Reading | 1. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 0.1.2.2 | With prompting and support, retell familiar stories, including key details.
K | Reading | 1. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 0.1.3.3 | With prompting and support, identify characters, settings, and major events in a story.
K | Reading | 1. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 0.1.4.4 | Ask and answer questions about unknown words in a text.
K | Reading | 1. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 0.1.5.5 | Recognize common types of texts (e.g., storybooks, poems).
K | Reading | 1. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 0.1.6.6 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
K | Reading | 1. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 0.1.7.7 | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
K | Reading | 1. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 0.1.9.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
K | Reading | 1. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 0.1.10.10 | Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
K | Reading | 2. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 0.2.1.1 | With prompting and support, ask and answer questions about key details in a text.
K | Reading | 2. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 0.2.2.2 | With prompting and support, identify the main topic and retell key details of a text.
K | Reading | 2. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 0.2.3.3 | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K | Reading | 2. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 0.2.4.4 | With prompting and support, ask and answer questions about unknown words in a text.
K | Reading | 2. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 0.2.5.5 | Identify the front cover, back cover, and title page of a book.
K | Reading | 2. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 0.2.6.6 | Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
K | Reading | 2. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 0.2.7.7 | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
K | Reading | 2. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 0.2.8.8 | With prompting and support, identify the reasons an author gives to support points in a text.
K | Reading | 2. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 0.2.9.9 | With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
K | Reading | 2. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 0.2.10.10 | Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
K | Reading | 3. [NAME] | 0. Foundational Skills Benchmarks - The Foundational Skills Benchmarks are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines. | 0.3.0.1 | Demonstrate understanding of the organization and basic features of print: (a) Follow words from left to right, top to bottom, and page by page. (b) Recognize that spoken words are represented in written language by specific sequences of letters. (c) Understand that words are separated by spaces in print. (d) Recognize and name all upper- and lowercase letters of the alphabet.
K | Reading | 3. [NAME] | 0. No anchor standard | 0.3.0.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes): (a) Recognize and produce rhyming words. (b) Count, pronounce, blend, and segment syllables in spoken words. (c) Blend and segment onsets and rimes of single-syllable spoken words. (d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) (e) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
K | Reading | 3. [NAME] | 0. No anchor standard | 0.3.0.3 | Know and apply grade-level phonics and word analysis skills in decoding words: (a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. (b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (c) Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (d) Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K | Reading | 3. [NAME] | 0. No anchor standard | 0.3.0.4 | Read emergent-reader texts with purpose and understanding.
K | Writing | 6. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 0.6.1.1 | Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...)
K | Writing | 6. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 0.6.2.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K | Writing | 6. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 0.6.3.3 | Use a combination of drawing, dictating, and writing to narrate 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.
K | Writing | 6. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 0.6.5.5 | With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.
K | Writing | 6. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 0.6.6.6 | With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
K | Writing | 6. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 0.6.7.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
K | Writing | 6. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 0.6.8.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 0.8.1.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges. (c) Listen to others and name emotions by observing facial expression and other nonverbal cues.(d) Follow basic oral directions.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 0.8.2.2 | Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 0.8.3.3 | Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 0.8.4.4 | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 0.8.5.5 | Add drawings or other visual displays to descriptions as desired to provide additional detail.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 0.8.6.6 | Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 0.8.7.7 | Distinguish among different types of print, digital, and multimodal media: (a) Recognize common signs and logos. (b) Identify commercials or advertisements.
K | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 0.8.8.8 | With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.)
K | [NAME] | 10. [NAME] | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 0.10.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Print many upper- and lowercase letters. (b) Use frequently occurring nouns and verbs. (c) Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (f) Produce and expand complete sentences in shared language activities.
K | [NAME] | 10. [NAME] | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 0.10.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short-vowel sounds (phonemes). (d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K | [NAME] | 10. [NAME] | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 0.10.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: (a) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (b) Use the most frequently occurring inflections and affixes (e.g., -ed, [NAME], re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
K | [NAME] | 10. [NAME] | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 0.10.5.5 | With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness: (a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (c) Identify real-life connections between words and their use (e.g., note places at school that are colorful). (d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
K | [NAME] | 10. [NAME] | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 0.10.6.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
1 | Reading | 1. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 1.1.1.1 | Ask and answer questions about key details in a text.
1 | Reading | 1. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 1.1.2.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1 | Reading | 1. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 1.1.3.3 | Describe characters, settings, and major events in a story, using key details.
1 | Reading | 1. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 1.1.4.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1 | Reading | 1. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 1.1.5.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1 | Reading | 1. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 1.1.6.6 | Identify who is telling the story at various points in a text.
1 | Reading | 1. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 1.1.7.7 | Use illustrations and details in a story to describe its characters, setting, or events.
1 | Reading | 1. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 1.1.9.9 | Compare and contrast the adventures and experiences of characters in stories.
1 | Reading | 1. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 1.1.10.10 | With prompting and support, read prose and poetry of appropriate complexity for grade 1 as well as select texts for personal enjoyment, interest, and academic tasks.
1 | Reading | 2. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 1.2.1.1 | Ask and answer questions about key details in a text.
1 | Reading | 2. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 1.2.2.2 | Identify the main topic and retell key details of a text.
1 | Reading | 2. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 1.2.3.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1 | Reading | 2. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 1.2.4.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1 | Reading | 2. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 1.2.5.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1 | Reading | 2. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 1.2.6.6 | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1 | Reading | 2. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 1.2.7.7 | Use the illustrations and details in a text to describe its key ideas.
1 | Reading | 2. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 1.2.8.8 | Identify the reasons an author gives to support points in a text.
1 | Reading | 2. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 1.2.9.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1 | Reading | 2. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 1.2.10.10 | With prompting and support, read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks.
1 | Reading | 3. [NAME] | 0. Foundational Skills Benchmarks - The Foundational Skills Benchmarks are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines. | 1.3.0.1 | Demonstrate understanding of the organization and basic features of print: (a) Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
1 | Reading | 3. [NAME] | 0. Foundational Skills Benchmarks - The Foundational Skills Benchmarks are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines. | 1.3.0.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes): (a) Distinguish long from short vowel sounds in spoken single-syllable words. (b) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (c) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
1 | Reading | 3. [NAME] | 0. Foundational Skills Benchmarks - The Foundational Skills Benchmarks are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines. | 1.3.0.3 | Know and apply grade-level phonics and word analysis skills in decoding words: (a) Know the spelling-sound correspondences for common consonant digraphs, and initial and final consonant blends. (b) Decode regularly spelled one-syllable words. (c) Know final -e and common vowel team conventions for representing long vowel sounds. (d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (e) Decode two-syllable words following basic patterns by breaking the words into syllables. (f) Read words with inflectional endings. (g) Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.
1 | Reading | 3. [NAME] | 0. Foundational Skills Benchmarks - The Foundational Skills Benchmarks are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines. | 1.3.0.4 | Read with sufficient accuracy and fluency to support comprehension: (a) Read grade-level text with purpose and understanding to promote oral and silent reading fluency. (b) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary.
1 | Writing | 6. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 1.6.1.1 | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
1 | Writing | 6. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 1.6.2.2 | Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1 | Writing | 6. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 1.6.3.3 | Write narratives and other creative texts in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
1 | Writing | 6. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 1.6.5.5 | With guidance and support from adults, focus on a topic, respond to questions and suggestions from adults and peers, and add details to strengthen writing as needed.
1 | Writing | 6. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 1.6.6.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1 | Writing | 6. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 1.6.7.7 | Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
1 | Writing | 6. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 1.6.8.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 1.8.1.1 | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. (d) Listen to others’ ideas and identify others’ points of view. (e) Follow two-step oral directions.
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 1.8.2.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media (e.g., stories, poems, rhymes, songs).
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 1.8.3.3 | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 1.8.4.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 1.8.5.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 1.8.6.6 | Produce complete sentences when appropriate to task and situation, and respond to stories, poems, rhymes and songs with expression. ([NAME] to grade 1 Language standards 1 and 3 for specific expectations.)
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 1.8.7.7 | Distinguish among and understand purposes of different types of print, digital, and multimodal media: (a) Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard or viewed. (b) Summarize ideas from media in own words.
1 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 1.8.8.8 | With prompting and support, create and share an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.)
1 | [NAME] | 10. [NAME] | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 1.10.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Print all upper- and lowercase letters. (b) Use common, proper, and possessive nouns. (c) Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). (e) Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (f) Use frequently occurring adjectives. (g) Use frequently occurring conjunctions (e.g., and, but, or, so, because). (h) Use determiners (e.g., articles, demonstratives). (i) Use frequently occurring prepositions (e.g., during, beyond, toward). (j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1 | [NAME] | 10. [NAME] | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 1.10.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Capitalize dates and names of people. (b) Use end punctuation for sentences. (c) Use commas in dates and to separate single words in a series. (d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
1 | [NAME] | 10. [NAME] | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 1.10.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Use frequently occurring affixes as a clue to the meaning of a word. (c) Identify frequently occurring base words and root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
1 | [NAME] | 10. [NAME] | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 1.10.5.5 | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness: (a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (b) Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (c) Identify real-life connections between words and their use (e.g., note places at home that are cozy). (d) Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
1 | [NAME] | 10. [NAME] | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 1.10.6.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
2 | Reading | 1. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 2.1.1.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2 | Reading | 1. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 2.1.2.2 | Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2 | Reading | 1. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 2.1.3.3 | Describe how characters in a story respond to major events and challenges.
2 | Reading | 1. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 2.1.4.4 | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
2 | Reading | 1. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 2.1.5.5 | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
2 | Reading | 1. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 2.1.6.6 | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2 | Reading | 1. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 2.1.7.7 | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2 | Reading | 1. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 2.1.9.9 | Compare and contrast two or more versions of the same story (e.g., [NAME] stories) by different authors or from different cultures, including those by or about Minnesota American Indians.
2 | Reading | 1. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 2.1.10.10 | By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 | Reading | 2. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 2.2.1.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2 | Reading | 2. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 2.2.2.2 | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
2 | Reading | 2. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 2.2.3.3 | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2 | Reading | 2. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 2.2.4.4 | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2 | Reading | 2. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 2.2.5.5 | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
2 | Reading | 2. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 2.2.6.6 | Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2 | Reading | 2. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 2.2.7.7 | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
2 | Reading | 2. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 2.2.8.8 | Describe how reasons support specific points the author makes in a text.
2 | Reading | 2. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 2.2.9.9 | Compare and contrast the most important points presented by two texts on the same topic.
2 | Reading | 2. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 2.2.10.10 | By the end of year, select, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.
2 | Reading | 3. [NAME] | 0. No anchor standard | 2.3.0.3 | Know and apply grade-level phonics and word analysis skills in decoding words: (a) Distinguish long and short vowels when reading regularly spelled one-syllable words. (b) Know spelling-sound correspondences for additional common vowel teams. (c) Decode regularly spelled two-syllable words with long vowels. (d) Decode words with common prefixes and suffixes. (e) Identify words with inconsistent but common spelling-sound correspondences. (f) Recognize and read grade-appropriate irregularly spelled words, including high-frequency words.
2 | Reading | 3. [NAME] | 0. No anchor standard | 2.3.0.4 | Read with sufficient accuracy and fluency to support comprehension: (a) Read grade-level text with purpose and understanding to promote oral and silent reading fluency. (b) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary.
2 | Writing | 6. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 2.6.1.1 | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2 | Writing | 6. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 2.6.2.2 | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2 | Writing | 6. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 2.6.3.3 | Write narratives and other creative texts in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
2 | Writing | 6. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 2.6.5.5 | With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing.
2 | Writing | 6. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 2.6.6.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
2 | Writing | 6. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 2.6.7.7 | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2 | Writing | 6. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 2.6.8.8 | Recall information from experiences or gather information from provided sources to answer a question.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 2.8.1.1 | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups: (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. (d) Cooperate for productive group discussion. (e) Follow two- and three-step oral directions.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 2.8.2.2 | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 2.8.3.3 | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issues.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 2.8.4.4 | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, avoid plagiarism by identifying sources, and speak audibly in coherent sentences.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 2.8.5.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 2.8.6.6 | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ([NAME] to grade 2 Language standards 1 and 3 for specific expectations.)
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 2.8.7.7 | Distinguish, understand, and use different types of print, digital, and multimodal media: (a) Use tools for locating print and electronic materials appropriate to the purpose.
2 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 2.8.8.8 | With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.): (a) With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. (b) Share the work with an audience.
2 | [NAME] | 10. [NAME] | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 2.10.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Use collective nouns (e.g., group). (b) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (c) Use reflexive pronouns (e.g., myself, ourselves). (d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (e) Use adjectives and adverbs, and choose between them depending on what is to be modified. (f) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
2 | [NAME] | 10. [NAME] | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 2.10.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Capitalize holidays, product names, and geographic names. (b) Use commas in greetings and closings of letters. (c) Use an apostrophe to form contractions and frequently occurring possessives. (d) [NAME] learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (e) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
2 | [NAME] | 10. [NAME] | 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | 2.10.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Compare formal and informal uses of English.
2 | [NAME] | 10. [NAME] | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 2.10.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies: (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (d) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (e) Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2 | [NAME] | 10. [NAME] | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 2.10.5.5 | Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness: (a) Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). (b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2 | [NAME] | 10. [NAME] | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 2.10.6.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
3 | Reading | 1. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 3.1.1.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3 | Reading | 1. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 3.1.2.2 | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
3 | Reading | 1. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 3.1.3.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3 | Reading | 1. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 3.1.4.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.
3 | Reading | 1. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 3.1.5.5 | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
3 | Reading | 1. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 3.1.6.6 | Distinguish their own point of view from that of the narrator or those of the characters.
3 | Reading | 1. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 3.1.7.7 | 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).
3 | Reading | 1. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 3.1.9.9 | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
3 | Reading | 1. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 3.1.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
3 | Reading | 2. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 3.2.1.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3 | Reading | 2. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 3.2.2.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea.
3 | Reading | 2. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 3.2.3.3 | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3 | Reading | 2. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 3.2.4.4 | Determine the meaning of general academic    and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
3 | Reading | 2. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 3.2.5.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate  information relevant to a given topic efficiently.
3 | Reading | 2. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 3.2.6.6 | Distinguish their own point of view from that of the author of a text.
3 | Reading | 2. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 3.2.7.7 | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
3 | Reading | 2. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 3.2.8.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
3 | Reading | 2. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 3.2.9.9 | Compare and contrast the most important points and key details presented in two texts on the same topic.
3 | Reading | 2. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 3.2.10.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
3 | Reading | 3. [NAME] | 0. No anchor standard | 3.3.0.3 | Know and apply grade-level phonics and word analysis skills in decoding words: (a) Identify and know the meaning of the most common prefixes and derivational suffixes. (b) Decode words with common Latin suffixes. (c) Decode multisyllable words. (d) Read grade-appropriate irregularly spelled words, including high-frequency words.
3 | Reading | 3. [NAME] | 0. No anchor standard | 3.3.0.4 | Read with sufficient accuracy and fluency to support comprehension: (a) Read grade-level text with purpose and understanding. (b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3 | Writing | 6. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 3.6.1.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons: (a) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (b) Provide reasons that support the opinion. (c) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (d) Provide a concluding statement or section.
3 | Writing | 6. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 3.6.2.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly: (a) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (b) Develop the topic with facts, definitions, and details. (c) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (d) Provide a concluding statement or section.
3 | Writing | 6. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 3.6.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: (a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (c) Use temporal words and phrases to signal event order. (d) Provide a sense of closure.
3 | Writing | 6. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 3.6.4.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
3 | Writing | 6. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 3.6.5.5 | With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on page 41-42.)
3 | Writing | 6. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 3.6.6.6 | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
3 | Writing | 6. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 3.6.7.7 | Conduct short research projects that build knowledge about a topic.
3 | Writing | 6. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 3.6.8.8 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
3 | Writing | 6. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 3.6.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 3.8.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (b)   Follow agreed-upon rules for discussions (e.g.,  gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (c) Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (d) Explain their own ideas and understanding in light of the discussion. (e) Cooperate and compromise as appropriate for productive group discussion. (f) Follow multi-step oral directions.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 3.8.2.2 | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 3.8.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 3.8.4.4 | Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 3.8.5.5 | 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.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 3.8.6.6 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ([NAME] to grade 3 Language standards 1 and 3 for specific expectations.)
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 3.8.7.7 | Distinguish among, understand, and use different types of print, digital, and multimodal media: (a) Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). (b) Locate and use information in print, non-print, and digital resources, and identify reasons for choosing information used. (c) Check for accuracy in pictures and images. (d) Recognize safe practices in personal media communications.
3 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 3.8.8.8 | With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.): (a) With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. (b) Share the work with an audience.
3 | [NAME] | 10. [NAME] | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 3.10.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (b) Form and use regular and irregular plural nouns. (c) Use abstract nouns (e.g., childhood). (d) Form and use regular and irregular verbs. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subject-verb and pronoun-antecedent agreement.* (g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (h) Use coordinating and subordinating conjunctions. (i) Produce simple, compound, and complex sentences.
3 | [NAME] | 10. [NAME] | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 3.10.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Capitalize appropriate words in titles. (b) Use commas in addresses. (c) Use commas and quotation marks in dialogue. (d) Form and use possessives. (e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (g) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
3 | [NAME] | 10. [NAME] | 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | 3.10.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose words and phrases for effect. (b) Recognize and observe differences between the conventions of spoken and written standard English.
3 | [NAME] | 10. [NAME] | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 3.10.4.4 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: (a) Use sentence-level context as a clue to the meaning of a word or phrase. (b) Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (d) Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
3 | [NAME] | 10. [NAME] | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 3.10.5.5 | Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness: (a) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (c) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
3 | [NAME] | 10. [NAME] | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 3.10.6.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
4 | Reading | 1. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 4.1.1.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4 | Reading | 1. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 4.1.2.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4 | Reading | 1. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 4.1.3.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
4 | Reading | 1. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 4.1.4.4 | Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., [NAME]).
4 | Reading | 1. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 4.1.5.5 | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
4 | Reading | 1. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 4.1.6.6 | Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4 | Reading | 1. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 4.1.7.7 | 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.
4 | Reading | 1. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 4.1.9.9 | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures, including American Indian.
4 | Reading | 1. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 4.1.10.10 | By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
4 | Reading | 2. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 4.2.1.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4 | Reading | 2. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 4.2.2.2 | Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4 | Reading | 2. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 4.2.3.3 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4 | Reading | 2. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 4.2.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4 | Reading | 2. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 4.2.5.5 | Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4 | Reading | 2. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 4.2.6.6 | Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.
4 | Reading | 2. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 4.2.7.7 | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
4 | Reading | 2. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 4.2.8.8 | Explain how an author uses reasons and evidence to support particular points in a text.
4 | Reading | 2. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 4.2.9.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4 | Reading | 2. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 4.2.10.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
4 | Reading | 3. [NAME] | 0. No anchor standard | 4.3.0.3 | Know and apply grade-level phonics and word analysis skills in decoding words: (a) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
4 | Reading | 3. [NAME] | 0. No anchor standard | 4.3.0.4 | Read with sufficient accuracy and fluency to support comprehension: (a) Read grade-level text with purpose and understanding. (b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4 | Writing | 6. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 4.6.1.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information: (a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. (b) Provide reasons that are supported by facts and details. (c) Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). (d) Provide a concluding statement or section related to the opinion presented.
4 | Writing | 6. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 4.6.2.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly: (a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Provide a concluding statement or section related to the information or explanation presented.
4 | Writing | 6. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 4.6.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and description to develop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words and phrases to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4 | Writing | 6. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 4.6.4.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
4 | Writing | 6. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 4.6.5.5 | With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 on page 41-42.)
4 | Writing | 6. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 4.6.6.6 | With some guidance and support from adults, 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.
4 | Writing | 6. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 4.6.7.7 | Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4 | Writing | 6. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 4.6.8.8 | 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.
4 | Writing | 6. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 4.6.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].”). (b) Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
4 | Writing | 6. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 4.6.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 4.8.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (b) Follow agreed-upon rules for discussions and carry out assigned roles. (c) [NAME] and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (d) Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (e) Cooperate and problem solve as appropriate for productive group discussion.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 4.8.2.2 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 4.8.3.3 | Identify the reasons and evidence a speaker provides to support particular points.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 4.8.4.4 | Report on a topic or text and avoid plagiarism by identifying sources, 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 at an understandable pace.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 4.8.5.5 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 4.8.6.6 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. ([NAME] to grade 4 Language standards 1 and 3 for specific expectations.)
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 4.8.7.7 | Distinguish among, understand, and use different types of print, digital, and multimodal media: (a) Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). (b) Locate and use information in print, non-print, and digital resources using a variety of strategies. (c) Check for accuracy of information between two different sources. (d) Recognize safe practices in social and personal media communications.
4 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 4.8.8.8 | Create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.): (a) Evaluate the Fair Use of each visual element or piece of music used in a media work and create a list documenting the source for each found image or piece of music. (b) Publish the work and share it with an audience.
4 | [NAME] | 10. [NAME] | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 4.10.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (b) Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (c) Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (d) Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (e) Form and use prepositional phrases. (f) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [NAME] use frequently confused words (e.g., to, too, two; there, their).
4 | [NAME] | 10. [NAME] | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 4.10.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use correct capitalization. (b) Use commas and quotation marks to mark direct speech and quotations from a text. (c) Use a comma before a coordinating conjunction in a compound sentence. (d) Spell grade-appropriate words correctly, consulting references as needed.
4 | [NAME] | 10. [NAME] | 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | 4.10.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose words and phrases to convey ideas precisely. (b) Choose punctuation for effect. (c) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4 | [NAME] | 10. [NAME] | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 4.10.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
4 | [NAME] | 10. [NAME] | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 4.10.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness: (a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (b) Recognize and explain the meaning of common idioms, adages, and proverbs. (c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
4 | [NAME] | 10. [NAME] | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 4.10.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
5 | Reading | 1. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 5.1.1.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5 | Reading | 1. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 5.1.2.2 | Determine a theme of a story, drama, or poem 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.
5 | Reading | 1. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 5.1.3.3 | Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5 | Reading | 1. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 5.1.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5 | Reading | 1. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 5.1.5.5 | Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5 | Reading | 1. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 5.1.6.6 | Describe how a narrator's or speaker's point of view influences how events are described.
5 | Reading | 1. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 5.1.7.7 | 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).
5 | Reading | 1. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 5.1.9.9 | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
5 | Reading | 1. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 5.1.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4-5 text complexity band proficiently and independently: (a) Self -select texts for personal enjoyment, interest, and academic tasks.
5 | Reading | 2. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 5.2.1.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5 | Reading | 2. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 5.2.2.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5 | Reading | 2. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 5.2.3.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5 | Reading | 2. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 5.2.4.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5 | Reading | 2. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 5.2.5.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
5 | Reading | 2. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 5.2.6.6 | Analyze multiple accounts by various cultures of the same event or topic, noting important similarities and differences in the point of view they represent.
5 | Reading | 2. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 5.2.7.7 | 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.
5 | Reading | 2. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 5.2.8.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
5 | Reading | 2. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 5.2.9.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5 | Reading | 2. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 5.2.10.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
5 | Reading | 3. [NAME] | 0. No anchor standard | 5.3.0.3 | Know and apply grade-level phonics and word analysis skills in decoding words: (a) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5 | Reading | 3. [NAME] | 0. No anchor standard | 5.3.0.4 | Read with sufficient accuracy and fluency to support comprehension: (a) Read grade-level text with purpose and understanding. (b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5 | Writing | 6. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 5.6.1.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information: (a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. (b) Provide logically ordered reasons that are supported by facts and details. (c) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (d) Provide a concluding statement or section related to the opinion presented.
5 | Writing | 6. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 5.6.2.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly: (a) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (c) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (d) Use precise language and domain-specific vocabulary to inform about or explain the topic.  (e) Provide a concluding statement or section related to the information or explanation presented.
5 | Writing | 6. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 5.6.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use literary and narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
5 | Writing | 6. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 5.6.4.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 5.6.1.1, 5.6.1.2, and 5.6.1.3.)
5 | Writing | 6. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 5.6.5.5 | With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)
5 | Writing | 6. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 5.6.6.6 | With some guidance and support from adults, 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.
5 | Writing | 6. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 5.6.7.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5 | Writing | 6. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 5.6.8.8 | 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.
5 | Writing | 6. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 5.6.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). (b) Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
5 | Writing | 6. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 5.6.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 5.8.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (b) Follow agreed-upon rules for discussions and carry out assigned roles. (c) [NAME] and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (d) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (e) Cooperate and problem solve to make decisions as appropriate for productive group discussion.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 5.8.2.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 5.8.3.3 | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker's opinions and verifiable facts.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 5.8.4.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; avoid plagiarism by identifying sources; speak clearly at an understandable pace.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 5.8.5.5 | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 5.8.6.6 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. ([NAME] to grade 5 Language standards 1 and 3 for specific expectations.)
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 5.8.7.7 | Distinguish among, understand, and use different types of print, digital, and multimodal media: (a) Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). (b) Locate and use information in print, non-print, and digital resources using a variety of strategies. (c) Evaluate the accuracy and credibility of information found in digital sources. (d) Recognize ethical standards and safe practices in social and personal media communications.
5 | Speaking, Viewing, Listening and Media Literacy | 8. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 5.8.8.8 | Create an individual or shared multimedia work or digital text for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.): (a) Evaluate the Fair Use of each visual element or piece of music used in a media work and create a list documenting the source for each found image or piece of music. (b) Publish the work and share it with an audience.
5 | [NAME] | 10. [NAME] | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 5.10.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (b) Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (c) Use verb tense to convey various times, sequences, states, and conditions. (d) Recognize and correct inappropriate shifts in verb tense. (e) Use correlative conjunctions (e.g., either/or, neither/nor).
5 | [NAME] | 10. [NAME] | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 5.10.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation to separate items in a series. (b) Use a comma to separate an introductory element from the rest of the sentence. (c) Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, [NAME]?). (d) Use underlining, quotation marks, or italics to indicate titles of works. (e) Spell grade-appropriate words correctly, consulting references as needed.
5 | [NAME] | 10. [NAME] | 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | 5.10.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (b) Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5 | [NAME] | 10. [NAME] | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 5.10.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5 | [NAME] | 10. [NAME] | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 5.10.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness: (a) Interpret figurative language, including similes and metaphors, in context. (b) Recognize and explain the meaning of common idioms, adages, and proverbs. (c) Use the relationship between particular words (e.g., synonyms, [NAME], homographs) to better understand each of the words.
5 | [NAME] | 10. [NAME] | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 5.10.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
6 | Reading | 4. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 6.4.1.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 6.4.2.2 | Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 6.4.3.3 | Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
6 | Reading | 4. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 6.4.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
6 | Reading | 4. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 6.4.5.5 | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 6.4.6.6 | Explain how an author develops the point of view of the narrator or speaker in a text, including those by or about Minnesota American Indians.
6 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 6.4.7.7 | Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
6 | Reading | 4. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 6.4.9.9 | Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
6 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 6.4.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.
6 | Reading | 5. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 6.5.1.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 6.5.2.2 | Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 6.5.3.3 | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
6 | Reading | 5. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 6.5.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6 | Reading | 5. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 6.5.5.5 | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
6 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 6.5.6.6 | Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
6 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 6.5.7.7 | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6 | Reading | 5. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 6.5.8.8 | Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
6 | Reading | 5. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 6.5.9.9 | Compare and contrast one author's presentation of events, including events related to Minnesota American Indians, with that of another (e.g., a memoir written by and a biography on the same person).
6 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 6.5.10.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
6 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 6.7.1.1 | Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s) and organize the reasons and evidence clearly. (b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from the argument presented.
6 | Writing | 7. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 6.7.2.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from the information or explanation presented.
6 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 6.7.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use  literary and narrative techniques, such as dialogue, pacing, rhythm and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
6 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 6.7.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 6.7.1.1, 6.7.2.2, and 6.7.3.3.)
6 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 6.7.5.5 | With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)
6 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 6.7.6.6 | Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
6 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 6.7.7.7 | Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
6 | Writing | 7. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 6.7.8.8 | Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
6 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 6.7.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (b) Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
6 | Writing | 7. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 6.7.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 6.9.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (c) [NAME] and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 6.9.2.2 | Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 6.9.3.3 | Delineate a speaker's argument, specific claims, and intended audience, distinguishing claims that are supported by reasons and evidence from claims that are not.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 6.9.4.4 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 6.9.5.5 | Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 6.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. ([NAME] to grade 6 Language standards 1 and 3 for specific expectations.)
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 6.9.7.7 | Understand, analyze, and use different types of print, digital, and multimodal media: (a)  Evaluate mass media with regard to quality of production (e.g., film, television, radio, advertisements). (b)  Evaluate mass media with regard to accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, print and digital media, advertisements). (c)  Recognize ethical standards and safe practices in social and personal media communications.
6 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 6.9.8.8 | As an individual or in collaboration, create an informative multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a)   Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative  Commons licenses and the effect of genre on conventions of attribution and citation. (b)   Publish the work and share with an audience.
6 | [NAME] | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 6.11.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Ensure that pronouns are in the proper case (subjective, objective, possessive). (b) Use intensive pronouns (e.g., myself, ourselves). (c) Recognize and correct inappropriate shifts in pronoun number and person. (d) Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). (e) Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
6 | [NAME] | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 6.11.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (b) Spell correctly.
6 | [NAME] | 11. Language Benchmarks | 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | 6.11.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Vary sentence patterns for meaning, reader/listener interest, and style. (b) Maintain consistency in style and tone.
6 | [NAME] | 11. Language Benchmarks | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 6.11.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
6 | [NAME] | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 6.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a)  Interpret figures of speech (e.g., personification) in context. (b) Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (c)  [NAME] among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6 | [NAME] | 11. Language Benchmarks | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 6.11.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
7 | Reading | 4. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 7.4.1.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 7.4.2.2 | Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 7.4.3.3 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7 | Reading | 4. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 7.4.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
7 | Reading | 4. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 7.4.5.5 | Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
7 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 7.4.6.6 | Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures.
7 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 7.4.7.7 | Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
7 | Reading | 4. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 7.4.9.9 | Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, 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.
7 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 7.4.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple  perspectives and pluralistic viewpoints.
7 | Reading | 5. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 7.5.1.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 7.5.2.2 | 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.
7 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 7.5.3.3 | Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
7 | Reading | 5. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 7.5.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
7 | Reading | 5. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 7.5.5.5 | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
7 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 7.5.6.6 | Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
7 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 7.5.7.7 | Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
7 | Reading | 5. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 7.5.8.8 | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
7 | Reading | 5. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 7.5.9.9 | Analyze how two or more authors writing about the same topic including topics about Minnesota American Indians; shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
7 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 7.5.10.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks.
7 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 7.7.1.1 | Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.
7 | Writing | 7. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 7.7.2.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
7 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 7.7.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme, and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events.
7 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 7.7.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
7 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 7.7.5.5 | With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)
7 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 7.7.6.6 | Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
7 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 7.7.7.7 | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
7 | Writing | 7. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 7.7.8.8 | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
7 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 7.7.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, 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”). (b) Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
7 | Writing | 7. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 7.7.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 7.9.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (d) Acknowledge new information expressed by others and, when warranted, modify their own views. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 7.9.2.2 | Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 7.9.3.3 | Delineate a speaker's argument, specific claims, and intended audience, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 7.9.4.4 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 7.9.5.5 | Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 7.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 7.9.7.7 | Understand, analyze, and use different types of print, digital, and multimodal media: (a)   Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, and advertisements). (b)  Analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c)  Recognize ethical standards and safe practices in social and personal media communications.
7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 7.9.8.8 | As an individual or in collaboration, create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a)   Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b)  Publish the work and share with an audience.
7 | [NAME] | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 7.11.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of phrases and clauses in general and their function in specific sentences. (b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (c) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
7 | [NAME] | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 7.11.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (b) Spell correctly.
7 | [NAME] | 11. Language Benchmarks | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 7.11.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
7 | [NAME] | 11. Language Benchmarks | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 7.11.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
7 | [NAME] | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 7.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a)  Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
7 | [NAME] | 11. Language Benchmarks | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 7.11.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8 | Reading | 4. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 8.4.1.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 8.4.2.2 | Determine a theme or central idea of a text, including those by and about Minnesota American Indians, 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.
8 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 8.4.3.3 | Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
8 | Reading | 4. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 8.4.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8 | Reading | 4. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 8.4.5.5 | Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
8 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 8.4.6.6 | Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
8 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 8.4.7.7 | Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
8 | Reading | 4. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 8.4.9.9 | Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new.
8 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 8.4.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.
8 | Reading | 5. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 8.5.1.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 8.5.2.2 | Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
8 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 8.5.3.3 | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
8 | Reading | 5. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 8.5.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8 | Reading | 5. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 8.5.5.5 | Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 8.5.6.6 | Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
8 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 8.5.7.7 | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8 | Reading | 5. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 8.5.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
8 | Reading | 5. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 8.5.9.9 | Analyze a case in which two or more texts, including one text by or about Minnesota American Indians or other diverse cultures, provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
8 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 8.5.10.10 | By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
8 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 8.7.1.1 | Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.
8 | Writing | 7. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 8.7.2.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful on aiding comprehension.  b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
8 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 8.7.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, description, rhythm, repetition, rhyme, and reflection, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the  genre) that follows from and reflects on the narrated experiences or events.
8 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 8.7.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 8.7.1.1, 8.7.2.2, and 8.7.3.3.)
8 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 8.7.5.5 | With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.)
8 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 8.7.6.6 | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 8.7.7.7 | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8 | Writing | 7. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 8.7.8.8 | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 8.7.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new”). (b) Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
8 | Writing | 7. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 8.7.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 8.9.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (d) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (e) Cooperate, mediate, and problem solve to make decisions or build consensus as appropriate for productive group discussion.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 8.9.2.2 | Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 8.9.3.3 | Delineate and respond to a speaker's argument, specific claim, and intended audience, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 8.9.4.4 | Present claims and findings, respect intellectual properties emphasize 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.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 8.9.5.5 | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 8.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. ([NAME] to grade 8 Language standards 1 and 3 for specific expectations.)
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 8.9.7.7 | Understand, analyze, and use different types of print, digital, and multimodal media: (a)   Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, advertisements). (b)   Critically analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c)   Analyze design elements of various kinds of media productions to observe that media messages are constructed for a specific purpose.
8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 8.9.8.8 | As an individual or in collaboration, create a persuasive multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.
8 | [NAME] | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 8.11.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (b) Form and use verbs in the active and passive voice. (c) Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (d) Recognize and correct inappropriate shifts in verb voice and mood.
8 | [NAME] | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 8.11.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation (comma, ellipsis, dash) to indicate a pause or break. (b) Use an ellipsis to indicate an omission. (c) Spell correctly.
8 | [NAME] | 11. Language Benchmarks | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 8.11.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
8 | [NAME] | 11. Language Benchmarks | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 8.11.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
8 | [NAME] | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 8.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g. verbal irony, puns) in context. (b) Use the relationship between particular words to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
8 | [NAME] | 11. Language Benchmarks | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 8.11.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
9-10 | Reading | 4. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 9.4.1.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 9.4.2.2 | 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.
9-10 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 9.4.3.3 | Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
9-10 | Reading | 4. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 9.4.4.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
9-10 | Reading | 4. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 9.4.5.5 | Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
9-10 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 9.4.6.6 | Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
9-10 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 9.4.7.7 | Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., [NAME]'s “Musée des Beaux Arts” and Breughel's Landscape with the Fall of Icarus).
9-10 | Reading | 4. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 9.4.9.9 | Analyze how an author draws on and transforms source material in a specific work (e.g., how [NAME] treats a theme or topic from [NAME] or the Bible or how a later author draws on a play by [NAME] or how a Minnesota American Indian author uses oral tradition to create works of literature).
9-10 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 9.4.10.10 | By the end of grade 9, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints. By the end of grade 10, read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9-10 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.
9-10 | Reading | 5. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 9.5.1.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 9.5.2.2 | 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.
9-10 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 9.5.3.3 | Analyze how the 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.
9-10 | Reading | 5. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 9.5.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
9-10 | Reading | 5. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 9.5.5.5 | Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 9.5.6.6 | Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
9-10 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 9.5.7.7 | 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.
9-10 | Reading | 5. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 9.5.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9-10 | Reading | 5. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 9.5.9.9 | Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and [NAME]), including how they address related themes and concepts.
9-10 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 9.5.10.10 | By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
9-10 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 9.7.1.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (b) Develop claim(s) and counterclaims 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) 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. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from and supports the argument presented.
9-10 | Writing | 7. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 9.7.2.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content: (a) Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (c) Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
9-10 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 9.7.3.3 | Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences: (a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. (d) Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.
9-10 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 9.7.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 9.7.1.1, 9.7.2.2, and 9.7.3.3.)
9-10 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 9.7.5.5 | Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)
9-10 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 9.7.6.6 | 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.
9-10 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 9.7.7.7 | 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.
9-10 | Writing | 7. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 9.7.8.8 | 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.
9-10 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 9.7.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how [NAME] treats a theme or topic from [NAME] or the Bible or how a later author draws on a play by [NAME]]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
9-10 | Writing | 7. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 9.7.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 9.9.1.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians,  building on others’ ideas and expressing their own clearly and persuasively: (a)   Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (b)   Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (c)   Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (d)   [NAME] thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 9.9.2.2 | Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 9.9.3.3 | Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 9.9.4.4 | While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 9.9.5.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 9.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. ([NAME] to grades 9-10 Language standards 1 and 3 for specific expectations.): (a) Apply assessment criteria to evaluate oral presentations by self and others.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 9.9.7.7 | Understand, analyze, evaluate, and use different types of print, digital, and multimodal media: (a) Evaluate the content and effect of persuasive techniques used in different mass media. (b) Synthesize information and recognize categories, trends, and themes across multiple sources. (c) Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior. (d) Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.
9-10 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 9.9.8.8 | As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.): (a) Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses. (b) Publish the work and share with an audience.
9-10 | [NAME] | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 9.11.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Use parallel structure. (b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9-10 | [NAME] | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 9.11.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (b) Use a colon to introduce a list or quotation. (c) Spell correctly.
9-10 | [NAME] | 11. Language Benchmarks | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 9.11.3.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening: (a) Write and edit work so that it conforms to the guidelines in a style manual (e.g., [NAME], [NAME]'s Manual for Writers) appropriate for the discipline and writing type.
9-10 | [NAME] | 11. Language Benchmarks | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 9.11.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
9-10 | [NAME] | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 9.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: (a)   Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. (b) Analyze nuances in the meaning of words with similar denotations.
9-10 | [NAME] | 11. Language Benchmarks | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 9.11.6.6 | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
11-12 | Reading | 4. Literature | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 11.4.1.1. | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 11.4.2.2 | Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
11-12 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 11.4.3.3 | Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
11-12 | Reading | 4. Literature | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 11.4.4.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include [NAME] as well as other authors.)
11-12 | Reading | 4. Literature | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 11.4.5.5 | Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
11-12 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 11.4.6.6 | Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
11-12 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 11.4.7.7 | 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 [NAME] and one play by an American dramatist.)
11-12 | Reading | 4. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 11.4.9.9 | Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including American Indian and other diverse cultures' texts and how two or more texts from the same period treat similar themes or topics.
11-12 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 11.4.10.10 | By the end of grade 11, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints. By the end of grade 12, read and comprehend literature and other texts including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.
11-12 | Reading | 5. Informational Text | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 11.5.1.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 11.5.2.2 | Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
11-12 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 11.5.3.3 | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
11-12 | Reading | 5. Informational Text | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 11.5.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how [NAME] defines faction in Federalist No. 10).
11-12 | Reading | 5. Informational Text | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 11.5.5.5 | 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.
11-12 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 11.5.6.6 | Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
11-12 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 11.5.7.7 | 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.
11-12 | Reading | 5. Informational Text | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 11.5.8.8 | Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
11-12 | Reading | 5. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 11.5.9.9 | Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
11-12 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 11.5.10.10 | By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.
11-12 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 11.7.1.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence: (a) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (b) 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. (c) Use words, phrases, and clauses as well as varied syntax 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. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from and supports the argument presented.
11-12 | Writing | 7. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 11.7.2.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content: (a) Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop 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. (c) Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (d) Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
11-12 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 11.7.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences: (a) Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (c) Use 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 (e.g., a sense of mystery, suspense, growth, or resolution). (d) Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.
11-12 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 11.7.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 11.7.1.1, 11.7.2.2, and 11.7.3.3.)
11-12 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 11.7.5.5 | Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)
11-12 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 11.7.6.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 11.7.7.7 | 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.
11-12 | Writing | 7. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 11.7.8.8 | 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.
11-12 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 11.7.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). (b) Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
11-12 | Writing | 7. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 11.7.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 11.9.1.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, including those by and about Minnesota American Indians,  building on others’ ideas and expressing their own clearly and persuasively: (a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (b) Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (d) [NAME] thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 11.9.2.2 | 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.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 11.9.3.3 | Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 11.9.4.4 | While respecting intellectual property, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks (e.g., persuasion, argumentation, debate).
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 11.9.5.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 11.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating a command of formal English when indicated or appropriate. ([NAME] to grades 11-12 Language standards 1 and 3 for specific expectations.): (a) Apply assessment criteria to evaluate oral presentations by self and others.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 11.9.7.7 | Understand, analyze, evaluate, and use different types of print, digital, and multimodal media: (a) Evaluate the aural, visual, and written images and other special effects used in mass media for their ability to inform, persuade, and entertain. (b) Examine the intersections and conflicts between visual (e.g., media images, painting, film, graphic arts) and verbal messages. (c) Recognize how visual techniques or design elements (e.g., special effects, camera angles) carry or influence messages in various media. (d) Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.
11-12 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 11.9.8.8a | As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to connect literature to a culture or a literary period, to recast a piece of literature into a different time period or culture, to critique popular culture, to create a parody or satire): (a) Present, transform or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and the different types of Creative Commons licenses. (b) Publish the work and share with an audience.
11-12 | [NAME] | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 11.11.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (b) Resolve issues of complex or contested usage, consulting references (e.g., [NAME] of English Usage, Garner’s Modern American Usage) as needed.
11-12 | [NAME] | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 11.11.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Observe hyphenation conventions. (b) Spell correctly.
11-12 | [NAME] | 11. Language Benchmarks | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 11.11.3.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening: (a) Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
11-12 | [NAME] | 11. Language Benchmarks | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 11.11.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
11-12 | [NAME] | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 11.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: (a) Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. (b) Analyze nuances in the meaning of words with similar denotations.
11-12 | [NAME] | 11. Language Benchmarks | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 11.11.6.6 | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
6-8 | Reading | 12. Reading  in History/Social Studies | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 6.12.1.1 | Cite specific textual, visual or physical evidence to support analysis of primary and secondary sources.
6-8 | Reading | 12. Reading in History/Social Studies | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 6.12.2.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
6-8 | Reading | 12. Reading in History/Social Studies | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 6.12.3.3 | Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered, how individuals become noteworthy, how ideas develop, how geography influences history).
6-8 | Reading | 12. Reading in History/Social Studies | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 6.12.4.4 | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6-8 | Reading | 12. Reading in History/Social Studies | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 6.12.5.5 | Describe how a text presents information (e.g., sequentially, comparatively, causally).
6-8 | Reading | 12. Reading in History/Social Studies | 6. Assess how point of view or purpose shapes the content and style of a text. | 6.12.6.6 | Identify aspects of a text that reveal an author's or creator's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts or ideas, use of color, formatting).
6-8 | Reading | 12. Reading in History/Social Studies | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 6.12.7.7 | Integrate visual information (e.g., in charts, graphs, photographs, videos, maps) with other information in print and digital texts.
6-8 | Reading | 12. Reading in History/Social Studies | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 6.12.8.8 | Distinguish among fact, opinion, and reasoned judgment in a text.
6-8 | Reading | 12. Reading in History/Social Studies | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 6.12.9.9 | Analyze the relationship between a primary and secondary source on the same topic.
6-8 | Reading | 12. Reading in History/Social Studies | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 6.12.10.10 | By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
6-8 | Reading | 13. Reading in Science and Technical Subjects | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 6.13.1.1 | Cite specific textual evidence to support analysis of science and technical texts.
6-8 | Reading | 13. Reading in Science and Technical Subjects | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 6.13.2.2 | Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
6-8 | Reading | 13. Reading in Science and Technical Subjects | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 6.13.3.3 | Follow precisely a multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks.
6-8 | Reading | 13.Reading in Science and Technical Subjects | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 6.13.4.4 | Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
6-8 | Reading | 13. Reading in Science and Technical Subjects | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 6.13.5.5 | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
6-8 | Reading | 13. Reading in Science and Technical Subjects | 6. Assess how point of view or purpose shapes the content and style of a text. | 6.13.6.6 | Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text.
6-8 | Reading | 13.Reading in Science and Technical Subjects | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 6.13.7.7 | Compare and integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, table, map).
6-8 | Reading | 13. Reading in Science and Technical Subjects | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 6.13.8.8 | Distinguish among claims, evidence, reasoning, facts, and reasoned judgment based on research findings, and speculation in a text.
6-8 | Reading | 13. Readingin Science and Technical Subjects | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 6.13.9.9 | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
6-8 | Reading | 13. Reading in Science and Technical Subjects | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 6.13.10.10 | By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.1.1 | Write arguments focused on discipline-specific content: (a) Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant, accurate data and credible evidence that demonstrate an understanding of the topic or text, using credible sources. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.2.2 | Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant, credible, sufficient, and well-chosen facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style and objective tone. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.5.5 | With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose, discipline, and audience have been addressed.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.6.6 | Use technology, including, but not limited to, the Internet, to produce and publish writing and multi-media texts,  and present the relationships between information and ideas clearly and efficiently.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.7.7 | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.8.8 | Gather relevant information from multiple data,  print, physical (e.g., artifacts, objects, images), 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.
6-8 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.
6-8 | Writing | 14.Writing in History/Social Studies, Science, and Technical Subjects |  | 6.14.10.10 | Write routinely over extended time frames (time for 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.
9-10 | Reading | 12. Reading in History/Social Studies | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 9.12.1.1 | Cite specific textual visual or physical evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10 | Reading | 12. Reading in History/Social Studies | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 9.12.2.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
9-10 | Reading | 12. Reading in History/Social Studies | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 9.12.3.3 | Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10 | Reading | 12. Reading in History/Social Studies | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 9.12.4.4 | Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, geographic, historical, or economic aspects of history/social studies.
9-10 | Reading | 12. Reading in History/Social Studies | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 9.12.5.5 | Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
9-10 | Reading | 12. Reading in History/Social Studies | 6. Assess how point of view or purpose shapes the content and style of a text. | 9.12.6.6 | Compare the point of view of two or more authors or creators for how they treat the same or similar topics, including which details they include and emphasize or exclude in their respective accounts including points of view about Minnesota American Indian history.
9-10 | Reading | 12. Reading in History/Social Studies | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 9.12.7.7 | Integrate quantitative or technical analysis (e.g., charts, maps, research data) with qualitative analysis in print or digital text.
9-10 | Reading | 12. Reading in History/Social Studies | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 9.12.8.8 | Assess the extent to which the reasoning and evidence in a text support the author's claims.
9-10 | Reading | 12. Reading in History/Social Studies | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 9.12.9.9 | Compare and contrast treatments of the same topic in several primary and secondary sources, including texts from various cultures and Minnesota American Indian culture.
9-10 | Reading | 12. Reading in History/Social Studies | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 9.12.10.10 | By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 9.13.1.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 9.13.2.2 | Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 9.13.3.3 | Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks, attending to special cases (constraints) or exceptions defined in the text.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 9.13.4.4 | Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 9.13.5.5 | Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
9-10 | Reading | 13. Reading in Science and Technical Subjects | 6. Assess how point of view or purpose shapes the content and style of a text. | 9.13.6.6 | Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, defining the question the author seeks to address.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 9.13.7.7 | Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 9.13.8.8 | Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 9.13.9.9 | Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
9-10 | Reading | 13. Reading in Science and Technical Subjects | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 9.13.10.10 | By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.1.1 | Write arguments focused on discipline-specific content: (a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (b) Develop claim(s) and counterclaims fairly, supplying data and credible evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. (c) 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. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from or supports the argument presented.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.2.2 | Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes: (a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with well-chosen, relevant, credible and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the  information or explanation presented (e.g., articulating implications or the significance of the topic).
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.5.5 | Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience, and appropriate to the discipline.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.6.6 | Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.7.7 | 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 ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.8.8 | Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), 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.
9-10 | Writing | 14. [NAME], Science, and Technical Subjects |  | 9.14.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 9.14.10.10 | Write routinely over extended time frames (time for 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.
11-12 | Reading | 12. Reading in History/Social Studies | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 11.12.1.1 | Cite specific textual visual or physical evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
11-12 | Reading | 12. Reading in History/Social Studies | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 11.12.2.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
11-12 | Reading | 12. Reading in History/Social Studies | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 11.12.3.3 | Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
11-12 | Reading | 12. Reading in History/Social Studies | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 11.12.4.4 | Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses, reinforces, and refines the meaning of a key term over the course of a text (e.g., how [NAME] defines faction in Federalist No. 10).
11-12 | Reading | 12. Reading in History/Social Studies | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 11.12.5.5 | Analyze in detail how a complex primary or secondary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
11-12 | Reading | 12. Reading in History/Social Studies | 6. Assess how point of view or purpose shapes the content and style of a text. | 11.12.6.6 | Evaluate authors' differing points of view, including differing points of view about Minnesota American Indian history, on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
11-12 | Reading | 12. Reading in History/Social Studies | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 11.12.7.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, spatially, aurally, physically as well as in words) in order to address a question or solve a problem.
11-12 | Reading | 12. Reading in History/Social Studies | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 11.12.8.8 | Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
11-12 | Reading | 12. Reading in History/Social Studies | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 11.12.9.9 | Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11-12 | Reading | 12. Reading in History/Social Studies | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 11.12.10.10 | By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12  text complexity band independently and proficiently.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 11.13.1.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 11.13.2.2 | Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 11.13.3.3 | Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 11.13.4.4 | Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 11.13.5.5 | Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 6. Assess how point of view or purpose shapes the content and style of a text. | 11.13.6.6 | Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unresolved.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 11.13.7.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 11.13.8.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 11.13.9.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
11-12 | Reading | 13. Reading in Science and Technical Subjects | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 11.13.10.10 | By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.1.1 | Write arguments focused on discipline-specific content: (a) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. (b) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and credible evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. (c) Use words, phrases, and clauses as well as varied syntax 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. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from or supports the argument presented.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.2.2 | Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes: (a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic thoroughly by selecting the most significant, credible, sufficient, and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (d) Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.5.5 | Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience, and appropriate to the discipline.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.6.6 | Use technology, including, but not limited to, the Internet, to produce, publish, and update individual or shared writing products and multi-media texts in response to ongoing feedback, including new arguments or information.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.7.7 | 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 ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.8.8 | Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific 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.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.
11-12 | Writing | 14. Writing in History/Social Studies, Science, and Technical Subjects |  | 11.14.10.10 | Write routinely over extended time frames (time for 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.