Indiana Academic Standards

Students actively listen and participate in discussions using details and answering questions.

Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)

Ask questions to seek help, obtain information, or clarify something that is not understood.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (E)

Audibly recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events. With support, provide additional details on these topics.

Follow simple two or three-step oral directions.

Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

With support, ask and answer questions about main topics and key details in a text heard or read.

With support, retell familiar stories, poems, and nursery rhymes, including key details. (K)

Identify important elements within a text (e.g., characters, settings, or events). (K)

With support, make predictions about what will happen in a text.

With support, retell the main idea and key details of a text.

Identify text features of a nonfiction text (e.g., title, author, illustrations), and describe the relationship between those features and the text in which they appear. (E)

Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E)

Students develop word recognition by building on print concepts, phonological awareness, and phonics to decode.

Demonstrate understanding that print moves from left to right across the page and from top to bottom.

Recognize that written words are made up of sequences of letters.

Orally pronounce, blend, and segment words into syllables. (E)

Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words.

Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)

Orally read decodable texts with appropriate accuracy and automaticity.

Students produce writing for a variety of purposes, applying their knowledge of language and sentence structure.

Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.

Write by moving from left to right across the page and top to bottom.

Use words and pictures to develop a main idea and provide information about a topic. (E)

Use words, pictures, and dictation to narrate a single event or simple story, arranging ideas in order. (E)

Plan by generating ideas for writing through oral discussions and drawings;

Develop drafts in pictorial or written form by organizing ideas;

Revise writing by adding details in pictures or words; and

Use available technology to produce and publish writing.

With support, build understanding of a topic using various sources.

Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic.

Nouns/Pronouns – Using sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats).

Verbs – Using sentences that include verbs.

Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something).

Encoding – Spelling simple words phonetically, drawing on phonemic awareness.

Students actively listen and participate in discussions using details and answering questions.

Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)

Listen to others, take turns speaking about the topic, and add one's own ideas in small group discussions or tasks.

Ask and answer questions about what a speaker says to clarify something that is not understood.

Ask and answer questions about key details in what is read, heard, or viewed to demonstrate comprehension. (E)

Speaking audibly and using appropriate language, recite poems, rhymes, songs, and stories, with careful attention to sensory detail when describing people, places, things, and events.

Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.

Give and follow oral directions with two or three steps.

Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)

Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate comprehension of their central message or lesson.

Using key details, identify and describe the elements of plot, character, and setting. (E)

Make and confirm predictions about what will happen next in a story.

Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).

Retell main ideas and key details of a text. (E)

Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.

Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship. (E)

Demonstrate comprehension that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.

Define and sort words into categories (e.g., antonyms, living things, synonyms). (E)

Students develop word recognition by building on print concepts, phonemic awareness, and phonics to decode.

Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)

Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)

Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. (E)

Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)

Decode grade-appropriate base words and affixes including common prefixes plurals, verb tense, inflectional suffixes (e.g., plurals, verb tenses), simple compound words (e.g., cupcake), and contractions (e.g., isn't). (E)

Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.

Students produce writing for a variety of purposes applying their knowledge of language and sentence structure.

Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.

Produce (when writing or speaking) logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate), and give reasons why the proposal should be considered. (E)

Produce (when writing or speaking) a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement. (E)

Produce (when writing or speaking) narratives using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (E)

Plan by generating ideas for writing through oral discussions and drawings;

Develop drafts in pictorial or written form by organizing ideas;

Revise writing to add details in pictures or words (e.g., sentence structure); edit writing for conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and

Use available technology to produce and publish legible documents.

With support, conduct research on a topic.

Identify several sources of information and indicate the sources.

Organize information, using graphic organizers or other aids.

Make informal presentations on information gathered.

Nouns/Pronouns – Using sentences that include common and proper nouns and personal pronouns.

Usage – Using complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I .

Punctuation –

Correctly using a period, question mark, and exclamation mark at the end of a sentence.

Using commas in dates and to separate items in a series.

Encoding –

Correctly spelling words with common spelling patterns.

Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)

Students actively listen and participate in discussions using details and answering questions.

Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)

Listen to others, take one's turn in respectful ways, and speak one at a time about the topics and text under discussion.

Develop simple presentations that maintain a clear focus, using various media when appropriate to clarify ideas, thoughts, and feelings. (E)

Give and follow oral directions with three or more steps. (E)

Recognize that media can be sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. (E)

Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

Ask and answer questions about the main idea and key details in a text to demonstrate comprehension. (E)

Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Describe how characters in a story respond to major events and how characters affect the plot.

Acknowledge differences in the points of view of characters, and identify dialogue as words spoken by characters, usually enclosed in quotation marks.

Identify the main idea of a multiparagraph text and the topic of each paragraph.

Use various text features (e.g., table of contents, index, headings, captions) to locate key facts or information, and explain how they contribute to and clarify a text.

Identify how a nonfiction text can be structured to compare and contrast, to describe a procedure, and to explain a cause and effect relationship. (E)

Describe how an author uses facts to support specific points in a text.

Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determine the meanings of unknown words.

Identify relationships among words, including common synonyms and antonyms, and simple, multiple-meaning words (e.g., change, duck). (E)

Students develop word recognition by building on print concepts, phonemic awareness, and phonics to decode.

Use knowledge of the six major syllable types (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words, independent of context. (E)

Apply knowledge of short and long vowels (including vowel teams) when reading regularly-spelled, one-syllable words.

Decode multisyllabic words composed of base, prefixes, and suffixes; read contractions, possessives (e.g., kitten's, sisters'), and compound words. (E)

Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.

Students produce writing for a variety of purposes, applying their knowledge of language and sentence structure.

Write legibly by forming letters correctly and spacing words and sentences properly. (E)

Write pieces that introduce an opinion, give reasons that support the opinion, use linking words (e.g., because, and, also), include a concluding statement or section, and include multiple reasons to explain why a certain course of action should be followed. (E)

Write informative/explanatory pieces on a main idea that introduces a topic, provides facts and details about the topic, and includes a concluding statement. (E)

Include a beginning;

Use temporal words to signal event order (e.g., first of all);

Provide details to describe actions, thoughts, and feelings; and

Provide a middle and an ending. (E)

Plan by generating ideas for writing by drawing and brainstorming; with support, revise writing by adding details (e.g., organization, sentence structure, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation); and provide feedback to other writers.

Use available technology to produce and publish legible documents.

With support, conduct research on a topic.

Find information on a topic of interest (e.g., cardinals).

Identify various visual and text reference sources.

Organize, summarize, and present the information, choosing from a variety of formats.

Nouns/Pronouns – Using sentences that include common, proper, possessive, and collective nouns, irregular plural nouns, and personal and possessive pronouns.

Using sentences that use the past tense of frequently occurring irregular verbs.

Understanding the functions of different types of verbs (e.g., action, linking) in sentences.

Adjectives/Adverbs – Using sentences that use adjectives and adverbs.

Usage – Using complete simple and compound declarative, interrogative, imperative, and exclamatory sentences correctly. (E)

Capitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names.

Punctuation –

Correctly using a period, question mark, or exclamation mark at the end of a sentence.

Using an apostrophe to form contractions and singular possessive nouns.

Using commas in greetings and closings of letters, dates, and to separate items in a series.

Encoding –

Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns.

Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)

Students participate and engage in collaborative discussions and paraphrase information provided in grade-level texts and presentations.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others' ideas and expressing personal ideas clearly. (E)

Explore ideas under discussion by drawing on readings and other information.

Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively (e.g., charts and graphs), and orally. (E)

Use appropriate language to report on a topic or text, or provide a narrative that organizes ideas chronologically using major points of information. Use appropriate facts and relevant, descriptive details, speaking at an understandable pace in a clear and concise manner. (E)

Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details.

Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture. (E)

Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works. (E)

Describe characters in a story (e.g., their traits, motivations, or feelings), and explain how their actions contribute to the plot.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.

Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).

Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. (E)

Distinguish between fact and opinion; explain how an author uses reasons and facts to support specific points in a text.

Apply context clues (e.g., word, phrase, and sentence-level context) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words.

Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire). (E)

Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.

Students read grade-level text independently and fluently.

Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words. (E)

Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu- ; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural).

Know and use more difficult word families when reading unfamiliar words (e.g., -ight).

Read multisyllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won't) and possessives (e.g., children's, Dennis's). (E)

Orally read grade-level appropriate or higher texts smoothly and accurately with expression that connotes comprehension.

Students research and write for various purposes using processes and applying their knowledge of language and sentence structure.

Write legibly in print or cursive, leaving space between letters in a word, words, in a sentence, and words and the edges of the paper.

State the opinion in an introductory statement or section.

Support the opinion with reasons in an organized way.

State the topic, develop a main idea for the introductory paragraph, and group related information together.

Develop the topic with facts and details.

Use text features (e.g., photographs, maps) when useful to aid comprehension.

Establish an introduction (e.g., situation, narrator, characters).

Include specific descriptive details and clear event sequences.

Include dialogue.

Connect ideas and events using introduction and transition words.

Provide an ending. (E)

Apply the writing process to –

Generate a draft by developing, selecting, and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).

Use available technology to produce and publish legible documents.

Conduct research on a topic.

Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?).

Locate information in reference texts, electronic resources, or through interviews.

Recognize that some sources may be more reliable than others.

Record relevant information in their own words.

Present the information, choosing from a variety of formats. (E)

Nouns/Pronouns – Writing sentences using abstract nouns (e.g., hope, thought).

Verbs – Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.

Adjectives/ Adverbs – Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is being modified, and explaining their functions in the sentence.

Usage – Writing complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or) correctly. (E)

Capitalization – Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.

Punctuation –

Correctly using apostrophes to form contractions and singular and plural possessives.

Using quotation marks to mark direct speech.

Using commas in locations and addresses, to mark direct speech, and for coordinating adjectives (e.g., a small, red bicycle).

Spelling –

Using correct spelling for irregularly spelled words (e.g., said, does, gone) and other studied words and for adding affixes to base words.

Students participate and engage in collaborative discussions and paraphrase information provided in grade-level texts and presentations.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others' ideas and expressing personal ideas clearly. (E)

Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (E)

Identify and use evidence a speaker provides to support particular points.

Use appropriate language to report on a topic or text, or provide a narrative that organizes ideas appropriately using effective introductions and conclusions. Use appropriate structure, facts, and relevant, descriptive details to support main ideas or themes, speaking at an understandable pace in a clear and concise manner. (E)

Create oral presentations that maintain a clear focus, using multimedia to enhance the development of main ideas and themes that engage the audience.

Recognize claims in print, image, and multimedia and identify evidence used to support these claims. (E)

Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

Paraphrase or summarize the main events in a story, myth, legend, or novel; identify the theme and provide evidence for the interpretation. (E)

Describe a character, setting, or event in a story or play, drawing on specific details in the text, and how that impacts the plot.

Apply knowledge of text features to locate information and gain meaning from a text (e.g., charts, tables, graphs, headings, subheadings, font/format).

Distinguish between fact and opinion; explain how an author uses reasons and evidence to support a statement or position (claim) in a text.

Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.

Apply context clues (e.g., word, phrase, sentence, and paragraph context) and text features (e.g., charts, headings/subheadings, font/format) to determine the meanings of unknown words.

Identify relationships among words, including more complex homographs, homonyms, synonyms, antonyms, and multiple meanings. (E)

Apply knowledge of word structure elements (e.g., suffixes, prefixes, common Greek and Latin affixes and roots), known words, and word patterns to determine meaning.

Determine how words and phrases provide meaning to works of literature, including figurative language (e.g., similes, metaphors, or hyperbole).

Students read grade-level text independently and fluently.

Use the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to read unknown words.

Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar, multisyllabic words in context. (E)

Orally read grade-level appropriate or higher texts smoothly and accurately with expression that connotes comprehension.

Students research and write for various purposes using processes and applying their knowledge of language and sentence structure.

In an introductory statement, clearly state an opinion to a particular audience.

Support the opinion with facts and details from various sources, including texts.

Use an organizational structure to group related ideas that support the purpose.

Provide an introductory paragraph with a clear main idea.

Provide supporting paragraphs with topic and summary sentences.

Provide facts, specific details, and examples from various sources and texts to support ideas and extend explanations.

Connect ideas using words and phrases.

Include text features (e.g., formatting, photographs, maps) and multimedia when useful to aid comprehension.

Use language and vocabulary appropriate to the audience and topic.

Establish an introduction with context to allow the reader to imagine the world of the event or experience.

Organize events that unfold naturally, using meaningful paragraphing and transitional words and phrases.

Use dialogue and descriptive details to develop events and reveal characters' personalities, feelings, and responses to situations.

Employ vocabulary with sufficient sensory (i.e., sight, sound, smell, touch, taste) details to give clear pictures of ideas and events.

Generate a draft by developing, selecting, and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).

Use technology to interact and collaborate with others to produce and publish legible documents.

Conduct research on a topic.

Identify a specific question to address (e.g., What is the history of the Indy 500?).

Use organizational features of print and digital sources to efficiently locate further information.

Determine the reliability of the sources.

Summarize and organize information in their own words, giving credit to the source.

Present the research information, choosing from a variety of formats. (E)

Nouns/Pronouns – Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in the sentence.

Writing sentences that use progressive verb tenses.

Recognizing and correcting inappropriate shifts in verb tense.

Using modal auxiliaries (e.g., can, may, must).

Adjectives/Adverbs – Writing sentences using relative adverbs (e.g., where, when), explaining their functions in the sentence.

Prepositions – Writing sentences that include prepositions, explaining their functions in the sentence.

Usage – Writing complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., yet, nor, so) correctly. (E)

Capitalization – Capitalizing names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.

Punctuation –

Correctly using apostrophes to form possessives and contractions.

Correctly using quotation marks and commas to mark direct speech.

Spelling – Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) in writing single and multisyllable words. (E)

Students participate and engage in collaborative discussions and paraphrase information provided in grade-level texts and presentations.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others' ideas and expressing personal ideas clearly. (E)

Orally summarize or respond to a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (E)

Use appropriate language to present on a topic or text, or provide a narrative or opinion that organizes ideas appropriately using effective introductions and conclusions. Use appropriate structure, facts, and relevant, descriptive details to support main ideas or themes, speaking at an understandable pace and in a clear and concise manner. (E)

Create engaging presentations that include multimedia components and visual displays when appropriate to enhance the development of main ideas or themes.

Review claims made in various types of media and evaluate evidence used to support these claims.

Identify the role of the media in focusing people's attention on events and in forming their opinions on issues. (E)

Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through writing.

Describe two or more characters, settings, or events in a story or play, drawing on specific details in the text and how they impact the plot.

Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.

Explain how an author uses reasons and evidence to support claims in a text, identifying which reasons and evidence support which claims. (E)

Combine information from several texts or digital sources on the same topic in order to demonstrate knowledge about the subject.

Select and apply context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine the meanings of unknown words.

Identify relationships among words, including multiple meanings, synonyms and antonyms, homographs, metaphors, similes, and analogies.

Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., word origins, common Greek and Latin affixes and roots, parts of speech). (E)

Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).

Students read grade-level text independently and fluently.

Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar, multisyllabic words in context. (E)

Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension.

Students research and write for various purposes using processes and applying their knowledge of language and sentence structure.

Clearly present a position in an introductory statement to an identified audience.

Support the position with qualitative and quantitative facts and details from various sources, including texts.

Use an organizational structure to group related ideas that support the purpose.

Use language appropriate for the identified audience.

Introduce a topic; organize sentences and paragraphs logically, using an organizational form that suits the topic.

Employ sufficient examples, facts, quotations, or other information from various sources and text to give clear support for topics.

Connect ideas within and across categories using transition words (e.g., therefore, in addition).

Include text features (e.g., formatting, photographs, maps, diagrams) and multimedia when useful to aid comprehension.

Use appropriate language, vocabulary, and sentence variety to convey meaning; for effect; and to support a tone and formality appropriate to the topic and audience.

Develop the exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters).

Develop an event sequence (e.g., conflict, climax, resolution) that unfolds naturally, connecting ideas and events using transitions.

Use precise and expressive vocabulary and figurative language for effect.

Apply the writing process to –

Generate a draft by developing, selecting, and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and standard English conventions.

Use technology to interact and collaborate with others to publish legible documents.

Conduct research assignments and tasks on a topic.

With support, formulate a research question (e.g., What were John Wooden's greatest contributions to college basketball?).

Identify and acquire information through reliable primary and secondary sources.

Summarize and paraphrase important ideas and supporting details, and include direct quotations where appropriate, citing the source of information.

Avoid plagiarism and follow copyright guidelines for use of sources whenever appropriate (e.g., text, images, multimedia).

Present the research information, choosing from a variety of sources. (E)

Writing sentences that use the correct (e.g., I have walked, I had walked, I will have walked) verb tenses.

Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise).

Prepositions – Writing sentences that include prepositional phrases and explaining their functions in the sentence.

Usage – Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor). (E)

Punctuation –

Applying correct usage of apostrophes and quotation marks in writing.

Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address.

Students actively engage in listening, discussing, and presenting ideas using text and other sources of evidence to drive and demonstrate their thoughts.

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) on grade appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly. (E)

Develop engaging presentations that include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Use evidence to evaluate the accuracy of information presented in multiple media messages. (E)

Students analyze the author's technique, structure, main ideas, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Determine how a theme or central idea of a work of literature is conveyed through particular details; provide a detailed, objective summary of the text. (E)

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a work of literature and contributes to the development of the theme, characterization, setting, or plot. (E)

Integrate information presented in different media or formats (e.g., visually, quantitatively, verbally) to demonstrate a coherent understanding of a topic or issue.

Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes.

Introduce claim(s) using strategies such as textual analysis, comparison/contrast, and cause/effect.

Use an organizational structure to group related ideas that support the argument.

Establish and maintain a consistent style and tone appropriate to the purpose and audience.

Use appropriate transitions that enhance the progression of the text and clarify the relationships among claim(s) and reasons.

Introduce a topic; organize ideas, concepts, and information using strategies such as definition and classification.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.

Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.

Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Establish and maintain a writing style appropriate to the purpose and audience.

Engage and orient the reader by developing an exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters).

Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative.

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, and edit to produce and strengthen writing that is clear and coherent with some guidance and support from peers and adults.

Use technology to interact and collaborate with others to generate, produce, and publish writing.

Conduct research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate a research question (e.g., In what ways did Madame Walker influence Indiana society?).

Gather relevant information from multiple sources and annotate sources.

Assess the credibility of each source.

Quote or paraphrase the information and conclusions of others.

Avoid plagiarism and provide basic bibliographic information for sources.

Present information, choosing from a variety of formats. (E)

Pronouns – Using a variety of pronouns, including subject, object, possessive, and reflexive; ensuring pronoun antecedent agreement; recognizing and correcting vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Usage – Writing simple, compound, complex, and compound-complex sentences; recognizing sentence fragments and run-ons. (E)

Punctuation –

Using semicolons to connect main clauses and colons to introduce a list or quotation. (E)

Students actively engage in listening, discussing, and presenting ideas using text and other sources of evidence to drive and demonstrate their thoughts.

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly. (E)

Acknowledge new information expressed by others, and consider it in relation to one's own views. (E)

Develop engaging presentations that include multimedia components and visual displays to clarify claims and findings and emphasize salient points.

Analyze the ways that the media use words and images to attract the public's attention. (E)

Students analyze the author's technique, structure, main ideas, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Analyze the development of a theme or central idea over the course of a work of literature; provide a detailed summary that supports the analysis. (E)

Analyze how a work of literature's structural elements such as subplots, parallel episodes, climax, and conflicts contribute to its meaning and plot. (E)

Analyze the development of two or more central ideas over the course of a text; provide a detailed, objective summary of the text.

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, noting instances of bias and stereotyping. (E)

Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes.

Introduce claim(s), acknowledge alternate or opposing claims, and use appropriate organizational structures.

Establish and maintain a consistent style and tone appropriate for the purpose and audience.

Use effective transitions to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.

Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Establish and maintain a style appropriate for the purpose and audience.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, and edit to produce and strengthen writing that is clear and coherent with some guidance and support from peers and adults.

Use technology to interact and collaborate with others to generate, produce, and publish writing and link to sources.

Conduct research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate a research question.

Gather relevant information from multiple sources, using search terms effectively and annotate sources.

Assess the credibility and accuracy of each source.

Quote or paraphrase the information and conclusions of others.

Avoid plagiarism and follow a standard format for citation.

Present information, choosing from a variety of formats. (E)

Verbs – Recognizing and correcting problems with subject/verb agreement.

Phrases and Clauses – Recognizing and correcting misplaced and dangling modifiers.

Usage – Writing simple, compound, complex, and compound-complex sentences; recognizing and correcting sentence fragments and run-ons; varying sentence patterns for meaning, reader interest, and style. (E)

Punctuation – Using commas with subordinate clauses. (E)

Students actively engage in listening, discussing, and presenting ideas justified by sound reasoning and textual evidence.

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly. (E)

Identify and analyze persuasive and propaganda techniques used in visual and verbal messages by electronic, print, and mass media, and identify false or misleading information. (E)

Students analyze the author's technique, structure, main ideas, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Analyze what a text says explicitly as well as draw inferences through strong and supportive textual evidence. (E)

Analyze the development of a theme or central idea over the course of a work of literature, including its relationship to the characters, setting, and plot; provide a detailed summary that supports the analysis. (E)

Compare and contrast the structure of two or more related works of literature (e.g., similar topic or theme), and analyze and evaluate how the differing structure of each text contributes to its meaning and style. (E)

Analyze the development of a central idea over the course of a text, including its relationship to supporting ideas; provide a detailed, objective summary of the text.

Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes.

Use effective transitions to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a consistent style and tone appropriate for the purpose and audience.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.

Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Establish and maintain a style appropriate for the purpose and audience.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, and edit to produce and strengthen writing that is clear and coherent with some guidance and support from peers and adults.

Use technology to interact and collaborate with others to generate, produce, and publish writing and present information and ideas efficiently.

Conduct research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate a research question.

Gather relevant information from multiple sources, using search terms effectively, and annotate sources.

Assess the credibility and accuracy of each source.

Quote or paraphrase the information and conclusions of others.

Avoid plagiarism and follow a standard format for citation.

Present information, choosing from a variety of formats. (E)

Demonstrate command of English grammar and usage, focusing on: a. Verbs – Explaining the function of verbals (e.g., gerunds, participles, infinitives) in general and their function in particular sentences; forming and using active and passive voice; recognizing and correcting inappropriate shifts in verb voice. (E)

Punctuation – Using punctuation (e.g., comma, ellipsis, dash) to indicate a pause, break, or omission. (E)

Students actively engage in listening, discussing, and presenting ideas justified by sound reasoning and textual evidence while also evaluating and identifying fallacious reasoning or distorted evidence.

Initiate and participate effectively in a range of collaborative discussions on grade-appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly and persuasively. (E)

Examine, analyze, and reflect on ideas under discussion by providing textual evidence to support or refute those ideas. (E)

Analyze multiple sources of information presented in diverse media and formats while evaluating the credibility and accuracy of each source.

Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or distorted evidence.

Present information, findings, and supporting evidence logically so that listeners can follow the line of reasoning, ensuring organization and development are appropriate to purpose, audience, and task.

Analyze bias in media through the inclusion or exclusion of information and reliability of the source from visual and verbal messages to achieve a desired result. (E)

Students analyze the author's technique, structure, main ideas, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Analyze in detail the development of two or more themes over the course of a work of literature, including how they emerge and are specific and refined by specific details. (E)

Analyze and evaluate how an author's choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) contribute to the overall meaning and effect of a work.

Analyze in detail the development of two or more central ideas over the course of a text, including how they build on one another to provide a complex analysis.

Analyze a series of ideas or events, including the order in which the points are made and developed, and the connections that are drawn between them.

Analyze U.S. and world documents of historical and literary significance, including how they address related themes and concepts.

Analyze the meaning of words and phrases as they are used in works of literature, including figurative, connotative, and denotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings. (E)

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, denotative, and technical meanings; evaluate the effectiveness of specific word choices on meaning and tone in multiple and varied contexts.

Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes; compositions will include correct use of standard formatting (e.g., MLA, APA) with correctly cited sources.

Introduce 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.

Use rhetorical strategies to enhance the effectiveness of the claim.

Establish and maintain a consistent style and tone appropriate for the purpose and audience.

Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions.

Develop the topic utilizing credible sources with relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Choose language and content-specific vocabulary that express ideas precisely and concisely to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

Establish and maintain a style appropriate for the purpose and audience.

Provide a concluding statement or section that follows and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (E)

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.

Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative.

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, focusing on addressing what is most significant for a specific purpose and audience, and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, 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 (e.g., use of publishing programs, integration of multimedia).

Utilize a standard style guide framework for in-text documentation, formatting, and works cited in order to properly credit sources in all writing types, utilizing multiple sources when appropriate.

Conduct more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate an inquiry question and refine and narrow the focus as research evolves.

Gather relevant information from multiple authoritative sources, using advanced searches effectively, and annotate sources.

Assess the usefulness of each source in answering the research question.

Synthesize and integrate information into the text selectively to maintain the flow of ideas.

Avoid plagiarism and over reliance on any one source and follow a standard format (e.g., MLA, APA) for citation.

Present information, choosing from a variety of formats. (E)

Usage – Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis. (E)

Punctuation – Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses. (E)

Students discuss and debate ideas based on research and specific evidence, allowing for all perspectives to be heard, and assessing and analyzing a speaker's stylistic choices.

Initiate and engage in a range of collaborative discussions on grade-appropriate topics, texts, and issues, building on others' ideas and expressing personal ideas clearly and persuasively.

Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific evidence. (E)

Expand 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.

Conduct, debate, and discuss to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task. (E)

Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, as well as assessing stylistic choices such as word choice, points of emphasis, and tone. (E)

Using a range of informal and formal tasks, present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning. Address opposing perspectives, ensuring the organization, development, substance, and style are appropriate to purpose and audience.

Develop engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance audience understanding of findings, reasoning, and evidence. (E)

Analyze the impact of the media on the public, including identifying and analyzing rhetorical and logical fallacies. (E)

Students analyze the author's technique, purpose, and perspective in grade-level fiction and nonfiction text, using textual evidence to support analysis.

Analyze what a text says explicitly and implicitly (e.g., inferences and interpretations) by citing strong and thorough textual evidence to support and explain how the evidence develops the analysis, including where the text leaves matters uncertain. (E)

Compare and contrast the development of similar themes across two or more works of literature, and analyze how they emerge and are shaped and refined by specific details.

Analyze and evaluate how an author's choices concerning how to structure specific parts of a work of literature (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 meaning and effect of a work. (E)

Analyze and evaluate works of literary or cultural significance in history for the way in which these works have used archetypes drawn from myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topics, and maintain relevance for current audiences.

Analyze the development of similar central ideas across two or more texts and determine how specific details shape and refine the central idea. (E)

Analyze a complex set of ideas or sequence of events and explain how specific ideas, events, and individuals develop throughout the text.

Determine an author's perspective or purpose in a text in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences, anticipates and addresses reader concerns and counterclaims), and analyze how style and content contribute to the power and persuasiveness of the text. (E)

Delineate and evaluate the arguments and specific claims in U.S. and world texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; analyze the impact of false statements and fallacious reasoning.

Analyze and synthesize foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features

Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, denotative, and technical meanings; evaluate the cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text. (E)

Learning Outcome: Students compose writing and presentations for various genres which demonstrate a command of English grammar and usage through the writing and research processes; compositions will include correct use of standard formatting (e.g., MLA, APA) with sources correctly cited.

Introduce precise 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.

Use rhetorical strategies to enhance the effectiveness of the claim.

Use effective and varied transitions 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.

Establish and maintain a consistent style and tone appropriate for the purpose and audience.

Provide a concluding statement or section that follows and supports the argument presented. (E)

Utilizing credible sources, 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.

Choose language, content-specific vocabulary, and techniques to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

Establish and maintain a style appropriate for the purpose and audience.

Provide a concluding statement or section that follows and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (E)

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.

Plan and develop, draft, and revise writing using appropriate reference materials. Rewrite, try a new approach, focusing on addressing what is most significant for a specific purpose and audience, and edit to produce and strengthen writing that is clear and coherent.

Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Utilize a standard style guide framework for in-text documentation, formatting, and works cited in order to properly credit sources in all writing types, utilizing multiple sources when appropriate.

Conduct more sustained research assignments and tasks to build knowledge about the research process and the topic understudy.

Formulate an inquiry question and refine and narrow the focus as research evolves.

Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources.

Assess the strengths and limitations of each source in terms of the task, purpose, and audience.

Synthesize and integrate information into the text selectively to maintain the flow of ideas.

Avoid plagiarism and over reliance on any one source and follow a standard format (e.g., MLA, APA) for citation.

Present information, choosing from a variety of formats. (E)