Craft and Structure EE.RL.K.4 With guidance and support, indicate when an unknown word is used in a text. EE.RL.1.4 With guidance and support, identify sensory or feeling words in a familiar story. EE.RL.2.4 Use rhyming or repetition to identify words that meaningfully complete a familiar story, poem, or song. EE.RL.K.5 With guidance and support, recognize familiar texts (e.g., storybooks, poems). EE.RL.1.5 With guidance and support, identify a text as telling a story. EE.RL.2.5 Determine the beginning and ending of a familiar story with a logical order. EE.RL.K.6 With guidance and support, distinguish between and illustrations in a story. EE.RL.1.6 With guidance and support, identify a speaker within a familiar EE.RL.2.6 Identify the speakers in a dialogue. Integration of Knowledge and Ideas EE.RL.K.7 With guidance and support, identify illustrations or objects/tactual information that go with a familiar story. EE.RL.1.7 Identify illustrations or objects/tactual information that go with a familiar story. EE.RL.2.7 Identify illustrations or objects/tactual information in print or digital text that depict characters. EE.RL.K.8 (Not applicable to literature) EE.RL.1.8 (Not applicable to literature) EE.RL.2.8 (Not applicable to literature) EE.RL.K.9 With guidance and support, identify the adventures or experiences of a character in a familiar story. EE.RL.1.9 With guidance and support identify adventures or experiences of characters in a story as same or different. EE.RL.2.9 Identify similarities between two episodes in a story. Range of Reading and Level of Text Complexity EE.RL.K.10 With guidance and support, actively engage in shared reading. EE.RL.1.10 With guidance and support, actively engage in shared reading for a clearly stated purpose. EE.RL.2.10 Actively engage in shared reading of stories and poetry for clearly stated purposes. Third Grade Fourth Grade Fifth Grade
Range of Reading and Level of Text Complexity EE.RL.3.10 Demonstrate understanding while actively engaged in shared reading of stories, dramas, and poetry. EE.RL.4.10 Demonstrate understanding of text while actively engaging in shared reading of stories, dramas, and poetry. EE.RL.5.10 Demonstrate understanding of text while engaged in individual or group reading of stories, dramas, and poems. Sixth Grade Seventh Grade Eighth Grade Key Ideas and Details EE.RL.6.1 Determine what a text says explicitly as well as what simple inferences must be drawn. EE.RL.7.1 Analyze text to identify where information is explicitly stated and where inferences must be drawn. EE.RL.8.1 Cite text to support inferences from stories and poems. EE.RL.6.2 Identify details in a text that are related to the or central idea. EE.RL.7.2 Identify events in a text that are related to the theme or central idea. EERL.8.2 Recount an event related to the theme or central idea, including details about character and setting. EE.RL.6.3 Can identify how a character responds to a challenge in a story. EE.RL.7.3 Determine how two or more story elements are related. EE.RL.8.3 Identify which incidents in a story or drama lead to subsequent action. and Structure EE.RL.6.4 Determine how word choice changes the meaning in a text. EE.RL.7.4 Determine the meaning of simple idioms and figures of speech as they are used in a text. EERL.8.4 Determine connotative meanings of words and phrases in a text. EE.RL.6.5 Determine the structure of a text (e.g., story, poem, or drama). EE.RL.7.5 Compare the structure of two or more texts (e.g., stories, poems, or dramas). EE.RL.8.5 Compare and contrast the structure of two or more texts.
Kindergarten First Grade Second Grade Print Concepts EE.RF.K.1 Demonstrate emerging understanding of the organization of print. EE.RF.1.1 Demonstrate emerging understanding of the organization of print. EE.RF.K.1.a With guidance and support during shared reading, demonstrate understanding that books are read one page at a time from beginning to end. EE.RF.1.1.a Demonstrate understanding of the organization and basic features of print (e.g., top-to-bottom orientation of print, correspondence between written and spoken word). EE.RF.K.1.b NOT APPLICABLE EE.RF.1.1.b NOT APPLICABLE EE.RF.K.1.c NOT APPLICABLE EE.RF.1.1.c NOT APPLICABLE EE.RF.K.1.d NOT APPLICABLE Phonological Awareness EE.RF.K.2 Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes). EE.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). EE.RF.K.2.a With guidance and support, recognize rhyming EE.RF.1.2.a Recognize rhyming words. EE.RF.K.2.b With guidance and support, recognize the number of words in a spoken message. EE.RF.1.2.b With guidance and support, orally presented segmented phonemes (e.g., C-A-T) to pictures or words illustrating the corresponding word. EE.RF.K.2.c With guidance and support, identify single-syllable spoken words with the same onset (beginning sound) as a EE.RF.1.2.c Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word.
EE.RF.K.4 Engage in purposeful shared reading of familiar text. EE.RF.1.4 Begin to attend to words in print. EE.RF.2.4 Attend to words in print. EE.RF.1.4.a Engage in sustained, independent study of books. EE.RF.2.4.a Read familiar text comprised of known words. EE.RF.1.4.b Participate in shared reading of a variety of reading materials reflecting a variety of text EE.RF.2.4.b NOT APPLICABLE EE.RF.1.4.c NOT APPLICABLE EE.RF.2.4.c NOT APPLICABLE Third Grade Fourth Grade Fifth Grade Phonics and Word Recognition
EE.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products. EE.W.11-12.6 Use technology, including the Internet, to produce, publish and update an individual or shared writing project. Research to Build and Present Knowledge EE.W.9-10.7 Conduct research projects to answer questions posed by self and others using multiple sources of information. EE.W.11-12.7 Conduct research projects to answer questions posed by self and others using multiple sources of information. EE.W.9-10.8 Write answers to research questions by selecting relevant information from multiple resources. EE.W.11-12.8 Write answers to research questions by selecting relevant information from multiple resources. EE.W.9-10.9 Use information from literary and informational text to support writing. EE.W.11-12.9 Cite evidence from literary or informational texts. EE.W.9-10.9.a Apply Essential Elements of Grade 9-10 Reading Standards to literature (e.g., “Identify when an author has drawn upon or included references to another text.”). EE.W.11-12.9.a Apply Grades 11-12 Essential Elements for Reading Standards to literature (e.g., “Compare and contrast elements of American literature to other literary works, self, or one’s world. [Compare themes, topics, locations, context, and point of view].”). EE.W.9-10.9.b Essential Elements of Grade 9-10 Reading Standards to informational texts (e.g., “Use sound reasons for supporting the claims and argument.”). EE.W.11-12.9.b Grades 11-12 Essential Elements for Reading Standards to informational texts (eg., “Compare and contrast reasoning and arguments used in one's work with those used in seminal U.S. texts.”). Range of Writing EE.W.9-10.10 Write routinely over time for a range of tasks, purposes, and audiences. EE.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences.
Kindergarten Grade Second Grade Comprehension and Collaboration EE.SL.K.1 Participate in conversations with others. EE.SL.1.1 Participate in conversations with adults. EE.SL.2.1 Participate in conversations with adults and EE.SL.K.1.a Communicate directly with supportive adults or peers. EE.SL.1.1.a Engage in multiple-turn exchanges with supportive adults. EE.SL.2.1.a Engage in multiple-turn exchanges with peers with support from an adult. EE.SL.K.1.b Participate in multiple-turn communication exchanges with support from adults. EE.SL.1.1.b Build on comments or topics initiated by an adult. EE.SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others. NOT APPLICABLE EE.SL.1.1.c Uses one or two words to ask questions related to personally relevant topics. EE.SL.2.1.c Ask for clarification and further explanation as needed the topics and texts under discussion. EE.SL.K.2 Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions. EE.SL.1.2 During shared reading activities, answer questions about details presented orally or through other media. EE.SL.2.2 During shared reading activities, ask and answer questions about details presented orally or through other media. EE.SL.K.3 Ask for help when needed. EE.SL.1.3 Communicate confusion or lack of understanding ("I don't know."). EE.SL.2.3 Answer questions about the details provided by the speaker. Presentation of Knowledge and Ideas EE.SL.K.4 With guidance and support, identify familiar people, places, things, and events. EE.SL.1.4 Identify familiar people, places, things, and events. EE.SL.2.4 Identify a photograph or object that reflects a personal experience and tell one detail it.
EE.SL.3.6 Combine words for effective communication to clarify thoughts, feelings, and ideas in various contexts. EE.SL.4.6 Differentiate between communication partners and contexts that call for formal and informal communication. EE.SL.5.6 Differentiate between contexts that require formal and informal communication. Sixth Grade Seventh Grade Eighth Grade Comprehension and Collaboration EE.SL.6.1 Engage in collaborative discussions. EE.SL.7.1 Engage in collaborative discussions. EE.SL.8.1 Engage in collaborative discussions. EE.SL.6.1.a Come to discussions prepared to information. EE.SL.7.1.a Come to discussions prepared to share information. EE.SL.8.1.a Come to discussions prepared to information previously studied. EE.SL.6.1.b With guidance and support from adults and peers, follow simple, agreed-upon rules for discussions and contribute information. EE.SL.7.1.b With guidance and support from adults and peers, follow simple, agreed-upon rules for discussions and carry out assigned roles. EE.SL.8.1.b Follow simple rules and carry out assigned roles during discussions. EE.SL.6.1.c Ask and answer questions specific to the text, or issue under discussion. EE.SL.7.1.c Remain on the topic of the discussion when answering questions or making other contributions to a discussion. EE.SL.8.1.c Remain on the topic of the discussion when asking or answering questions or making other contributions to a discussion. EE.SL.6.1.d Restate key ideas expressed in the discussion. EE.SL.7.1.d Acknowledge new information expressed by others in a discussion. EE.SL.8.1.d Acknowledge new information expressed by others in a discussion and relate it to own ideas. EE.SL.6.2 Identify information presented in diverse media and formats (e.g., visually, quantitatively, orally) that relates to a topic, text, or issue under study. EE.SL.7.2 Identify details related to the main idea of a text presented orally or through other media. EE.SL.8.2 Determine the purpose of information presented in graphic, oral, visual, or multimodal formats.
EE.SL.6.3 Identify the reasons and evidence supporting the claims made by the speaker. EE.SL.7.3 Determine whether the claims made by a speaker are fact or opinion. EE.SL.8.3 Determine the argument made by a speaker on a topic. Presentation of Knowledge and EE.SL.6.4 Present findings on a topic including descriptions, facts, or details. EE.SL.7.4 Present findings on a topic including relevant descriptions, facts, or details. EE.SL.8.4 Present descriptions, facts, or details supporting specific points made on a topic. EE.SL.6.5 Select an auditory, visual, or tactual display to clarify the information in presentations. EE.SL.7.5 Select or create audio recordings and visual/tactile displays to emphasize specific points in a presentation. EE.SL.8.5 Include multimedia and visual information into presentations. EE.SL.6.6 Use formal and informal language as appropriate to the communication partner. EE.SL.7.6 Communicate precisely (i.e., provide complete information) or efficiently (i.e., telegraphic communication) as required by the context, task, and communication partner. EE.SL.8.6 Adapt communication to a variety of contexts and tasks.
EE.L.K.4.a With guidance and support, demonstrate understanding of used in every day routines. EE.L.1.4.a Demonstrate understanding of words used in every day routines. EE.L.2.4.a Demonstrate knowledge of new vocabulary from reading and content areas. EE.L.K.4.b NOT APPLICABLE EE.L.1.4.b NOT APPLICABLE EE.L.2.4.b NOT APPLICABLE EE.L.1.4.c NOT APPLICABLE EE.L.2.4.c NOT APPLICABLE EE.L.2.4.d Identify the comprising compound words. EE.L.2.4.e NOT APPLICABLE EE.L.K.5 Demonstrate emerging understanding of word relationships. EE.L.1.5 Demonstrate emerging understanding of word relationships. EE.L.2.5 Demonstrate understanding of word relationships and use. EE.L.K.5.a With guidance and support, sort common objects into familiar categories. EE.L.1.5.a With guidance and support, sort common objects into familiar categories. EE.L.2.5.a Identify real-life connections between words and their use (e.g., happy: “I am happy.”). EE.L.K.5.b With guidance and support, demonstrate understanding of frequently occurring opposites. EE.L.1.5.b With guidance and support, identify attributes of familiar words. EE.L.2.5.b Demonstrate understanding of the meaning of common verbs. EE.L.K.5.c With guidance and support, use words to communicate in real-life situations. EE.L.1.5.c With guidance and support, demonstrate understanding of words by identifying real-life connections between words and their use. EE.L.K.5.d With guidance and support, demonstrate an understanding of common verbs. EE.L.1.5.d NOT APPLICABLE EE.L.K.6 With guidance and support, use words acquired through conversations, being read to, and during shared reading activities. EE.L.1.6 With guidance and support, use words acquired through conversations, being read to, and during shared reading activities. EE.L.2.6 Use words acquired through conversations, being read to, and during shared reading activities.
EE.L.3.6 Demonstrate understanding of words that signal spatial and temporal relationships (e.g., behind, under, after, soon, next, later). EE.L.4.6 Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words. EE.L.5.6 Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.
EE.L.6.5.b Demonstrate understanding of by identifying other words with similar and different meanings. EE.L.7.5.b Demonstrate understanding of synonyms and antonyms. EE.L.8.5.b Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse, household). EE.L.6.5.c NOT APPLICABLE EE.L.7.5.c NOT APPLICABLE EE.L.8.5.c Use descriptive words to add meaning when writing and communicating. EE.L.6.6 Use general academic and words and phrases across contexts. EE.L.7.6 Use general academic and words and phrases across contexts. EE.L.8.6 Use general academic and words and phrases across contexts.