Texas Essential Knowledge and Skills for English Language Arts and Reading

The student develops oral language through listening, speaking, and discussion.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan by generating ideas for writing through class discussions and drawings;

develop drafts in oral, pictorial, or written form by organizing ideas;

revise drafts by adding details in pictures or words;

complete sentences;

singular and plural nouns;

adjectives, including articles;

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

prepositions;

pronouns, including subjective, objective, and possessive cases;

capitalization of the first letter in a sentence and name;

punctuation marks at the end of declarative sentences; and

share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

dictate or compose literary texts, including personal narratives; and

dictate or compose informational texts.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

gather information from a variety of sources with adult assistance;

demonstrate understanding of information gathered with adult assistance; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively and ask questions to understand information and answer questions using multi-word responses;

restate and follow oral directions that involve a short, related sequence of actions;

share information and ideas by speaking audibly and clearly using the conventions of language;

work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and

develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants...

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to...

identifying and producing rhyming words;

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

identifying the individual words in a spoken sentence;

identifying syllables in spoken words;

manipulating syllables within a multisyllabic word; and

blending syllables to form multisyllabic words;

segmenting multisyllabic words into syllables;

blending spoken onsets and rimes to form simple words;

blending spoken phonemes to form one-syllable words;

segmenting spoken one-syllable words into individual phonemes;

identifying and matching the common sounds that letters represent;

using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;

recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and

identifying and reading at least 25 high-frequency words from a research-based list;

spelling words with VC, CVC, and CCVC;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

identifying the front cover, back cover, and title page of a book;

holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to rig...

recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;

recognizing the difference between a letter and a printed word; and

identifying all uppercase and lowercase letters; and

develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

The student uses newly acquired vocabulary expressively.

use a resource such as a picture dictionary or digital resource to find words;

use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textu...

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact indepe...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts with adult assistance;

generate questions about text before, during, and after reading to deepen understanding and gain information with adult ...

make and confirm predictions using text features and structures with adult assistance;

create mental images to deepen understanding with adult assistance;

make connections to personal experiences, ideas in other texts, and society with adult assistance;

make inferences and use evidence to support understanding with adult assistance;

evaluate details to determine what is most important with adult assistance;

synthesize information to create new understanding with adult assistance; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources;

provide an oral, pictorial, or written response to a text;

use text evidence to support an appropriate response;

retell texts in ways that maintain meaning;

interact with sources in meaningful ways such as illustrating or writing; and

respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

discuss topics and determine the basic theme using text evidence with adult assistance;

identify and describe the main characters;

describe the elements of plot development, including the main events, the problem, and the resolution for texts read alo...

describe the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, f...

discuss rhyme and rhythm in nursery rhymes and a variety of poems;

discuss main characters in drama;

the central idea and supporting evidence with adult assistance;

titles and simple graphics to gain information; and

the steps in a sequence with adult assistance;

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the r...

recognize characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

discuss with adult assistance the author's purpose for writing text;

discuss with adult assistance how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

discuss with adult assistance how the author uses words that help the reader visualize; and

listen to and experience first- and third-person texts.

The student develops oral language through listening, speaking, and discussion.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

discuss the author's purpose for writing text;

discuss how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

discuss how the author uses words that help the reader visualize; and

listen to and experience first- and third-person texts.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by generating ideas for writing such as by drawing and brainstorming;

organizing with structure; and

developing an idea with specific and relevant details;

revise drafts by adding details in pictures or words;

complete sentences with subject-verb agreement;

past and present verb tense;

singular, plural, common, and proper nouns;

adjectives, including articles;

punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

adverbs that convey time;

prepositions;

pronouns, including subjective, objective, and possessive cases;

capitalization for the beginning of sentences and the pronoun "I";

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult ass...

publish and share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

dictate or compose literary texts, including personal narratives and poetry;

dictate or compose informational texts, including procedural texts; and

dictate or compose correspondence such as thank you notes or letters.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

identify and gather relevant sources and information to answer the questions with adult assistance;

demonstrate understanding of information gathered with adult assistance; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

follow, restate, and give oral instructions that involve a short, related sequence of actions;

share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conv...

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking ...

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and ex...

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to...

producing a series of rhyming words;

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

distinguishing between long and short vowel sounds in one-syllable words;

recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

manipulating phonemes within base words; and

segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial an...

decoding words in isolation and in context by applying common letter sound correspondences;

decoding words with initial and final consonant blends, digraphs, and trigraphs;

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthong...

using knowledge of base words to decode common compound words and contractions;

decoding words with inflectional endings, including -ed, -s, and -es; and

identifying and reading at least 100 high-frequency words from a research-based list;

spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

spelling words with initial and final consonant blends, digraphs, and trigraphs;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

demonstrate print awareness by identifying the information that different parts of a book provide;

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

The student uses newly acquired vocabulary expressively.

use a resource such as a picture dictionary or digital resource to find words;

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

identify the meaning of words with the affixes -s, -ed, and -ing; and

identify and use words that name actions, directions, positions, sequences, categories, and locations.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency ra...

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact indepe...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts with adult assistance;

generate questions about text before, during, and after reading to deepen understanding and gain information with adult ...

make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistanc...

create mental images to deepen understanding with adult assistance;

make connections to personal experiences, ideas in other texts, and society with adult assistance;

make inferences and use evidence to support understanding with adult assistance;

evaluate details to determine what is most important with adult assistance;

synthesize information to create new understanding with adult assistance; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources;

write brief comments on literary or informational texts;

use text evidence to support an appropriate response;

retell texts in ways that maintain meaning;

interact with sources in meaningful ways such as illustrating or writing; and

respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

discuss topics and determine theme using text evidence with adult assistance;

describe the main characters and the reasons for their actions;

describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independent...

describe the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, f...

discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

discuss elements of drama such as characters and setting;

the central idea and supporting evidence with adult assistance;

features and simple graphics to locate or gain information; and

organizational patterns such as chronological order and description with adult assistance;

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the r...

recognize characteristics of multimodal and digital texts.

The student develops oral language through listening, speaking, and discussion.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

discuss the author's purpose for writing text;

discuss how the use of text structure contributes to the author's purpose;

discuss the author's use of print and graphic features to achieve specific purposes;

discuss the use of descriptive, literal, and figurative language;

identify the use of first or third person in a text; and

identify and explain the use of repetition.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by generating ideas for writing such as drawing and brainstorming;

organizing with structure; and

developing an idea with specific and relevant details;

complete sentences with subject-verb agreement;

past, present, and future verb tense;

singular, plural, common, and proper nouns;

adjectives, including articles;

capitalization of months, days of the week, and the salutation and conclusion of a letter;

adverbs that convey time and adverbs that convey place;

prepositions and prepositional phrases;

pronouns, including subjective, objective, and possessive cases;

coordinating conjunctions to form compound subjects and predicates;

end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

publish and share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts, including personal narratives and poetry;

compose informational texts, including procedural texts and reports; and

compose correspondence such as thank you notes or letters.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

identify and gather relevant sources and information to answer the questions;

identify primary and secondary sources;

demonstrate understanding of information gathered;

cite sources appropriately; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

follow, restate, and give oral instructions that involve a short, related sequence of actions;

share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using ...

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking ...

develop social communication such as distinguishing between asking and telling.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to...

producing a series of rhyming words;

distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;

recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and

manipulating phonemes within base words;

decoding words with short, long, or variant vowels, trigraphs, and blends;

decoding words with silent letters such as knife and gnat;

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and d...

decoding compound words, contractions, and common abbreviations;

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er,...

identifying and reading high-frequency words from a research-based list;

spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, includi...

spelling words with silent letters such as knife and gnat;

spelling compound words, contractions, and common abbreviations;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of th...

spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er,...

alphabetize a series of words and use a dictionary or glossary to find words; and

develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

The student uses newly acquired vocabulary expressively.

use print or digital resources to determine meaning and pronunciation of unknown words;

use context within and beyond a sentence to determine the meaning of unfamiliar words;

identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est comparative and superlative, and -ion/ti...

identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency ra...

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independen...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources;

write brief comments on literary or informational texts that demonstrate an understanding of the text;

use text evidence to support an appropriate response;

retell and paraphrase texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as illustrating or writing; and

respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

discuss topics and determine theme using text evidence with adult assistance;

describe the main character's characters' internal and external traits;

describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud...

describe the importance of the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, a...

explain visual patterns and structures in a variety of poems;

discuss elements of drama such as characters, dialogue, and setting;

the central idea and supporting evidence with adult assistance;

features and graphics to locate and gain information; and

organizational patterns such as chronological order and cause and effect stated explicitly;

stating what the author is trying to persuade the reader to think or do; and

distinguishing facts from opinion; and

recognize characteristics of multimodal and digital texts.

The student develops oral language through listening, speaking, and discussion.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

explain the author's purpose and message within a text;

explain how the use of text structure contributes to the author's purpose;

explain the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onom...

identify the use of literary devices, including first- or third-person point of view;

discuss how the author's use of language contributes to voice; and

identify and explain the use of hyperbole.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such a...

organizing with purposeful structure, including an introduction and a conclusion; and

developing an engaging idea with relevant details;

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for co...

complete simple and compound sentences with subject-verb agreement;

past, present, and future verb tense;

singular, plural, common, and proper nouns;

adjectives, including their comparative and superlative forms;

capitalization of official titles of people, holidays, and geographical names and places;

adverbs that convey time and adverbs that convey manner;

prepositions and prepositional phrases;

pronouns, including subjective, objective, and possessive cases;

coordinating conjunctions to form compound subjects, predicates, and sentences;

punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a...

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts, including personal narratives and poetry, using genre characteristics and craft;

compose informational texts, including brief compositions that convey information about a topic, using a clear central i...

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

compose correspondence such as thank you notes or letters.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate questions on a topic for formal and informal inquiry;

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

identify primary and secondary sources;

demonstrate understanding of information gathered;

recognize the difference between paraphrasing and plagiarism when using source materials;

create a works cited page; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the co...

work collaboratively with others by following agreed-upon rules, norms, and protocols; and

develop social communication such as conversing politely in all situations.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to...

decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and d...

decoding compound words, contractions, and abbreviations;

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;

decoding words using knowledge of prefixes;

decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i...

identifying and reading high-frequency words from a research-based list;

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and d...

spelling homophones;

spelling compound words, contractions, and abbreviations;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i...

alphabetize a series of words to the third letter; and

write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.

The student uses newly acquired vocabulary expressively.

use print or digital resources to determine meaning, syllabication, and pronunciation;

use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

identify the meaning of and use words with affixes such as im- into, non-, dis-, in- not, non, pre-, -ness, -y, and -ful...

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency ra...

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independen...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotat...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write a response to a literary or informational text that demonstrates an understanding of a text;

use text evidence to support an appropriate response;

retell and paraphrase texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate; and

discuss specific ideas in the text that are important to the meaning.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

infer the theme of a work, distinguishing theme from topic;

explain the relationships among the major and minor characters;

analyze plot elements, including the sequence of events, the conflict, and the resolution; and

explain the influence of the setting on the plot.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, f...

explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

discuss elements of drama such as characters, dialogue, setting, and acts;

the central idea with supporting evidence;

features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understa...

organizational patterns such as cause and effect and problem and solution;

identifying the claim;

distinguishing facts from opinion; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

The student develops oral language through listening, speaking, and discussion.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

explain the author's purpose and message within a text;

explain how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices...

identify and understand the use of literary devices, including first- or third-person point of view;

discuss how the author's use of language contributes to voice; and

identify and explain the use of anecdote.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such a...

organizing with purposeful structure, including an introduction, transitions, and a conclusion; and

developing an engaging idea with relevant details;

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for co...

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

past tense of irregular verbs;

singular, plural, common, and proper nouns;

adjectives, including their comparative and superlative forms;

capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, ...

adverbs that convey frequency and adverbs that convey degree;

prepositions and prepositional phrases;

pronouns, including reflexive;

coordinating conjunctions to form compound subjects, predicates, and sentences;

punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; ...

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as personal narratives and poetry using genre characteristics and craft;

compose informational texts, including brief compositions that convey information about a topic, using a clear central i...

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

compose correspondence that requests information.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate and clarify questions on a topic for formal and informal inquiry;

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

identify primary and secondary sources;

demonstrate understanding of information gathered;

recognize the difference between paraphrasing and plagiarism when using source materials;

develop a bibliography; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the...

work collaboratively with others to develop a plan of shared responsibilities.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to...

decoding words with specific orthographic patterns and rules, including regular and irregular plurals;

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and d...

decoding words using advanced knowledge of syllable division patterns such as VV;

decoding words using knowledge of prefixes;

decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i...

identifying and reading high-frequency words from a research-based list;

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and d...

spelling homophones;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using advanced knowledge of syllable division patterns;

spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i...

write legibly in cursive to complete assignments.

The student uses newly acquired vocabulary expressively.

use print or digital resources to determine meaning, syllabication, and pronunciation;

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words...

determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph...

identify, use, and explain the meaning of homophones such as reign/rain.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency ra...

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independen...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotat...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of s...

use text evidence to support an appropriate response;

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate; and

discuss specific ideas in the text that are important to the meaning.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

infer basic themes supported by text evidence;

explain the interactions of the characters and the changes they undergo;

analyze plot elements, including the rising action, climax, falling action, and resolution; and

explain the influence of the setting, including historical and cultural settings, on the plot.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, l...

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

explain structure in drama such as character tags, acts, scenes, and stage directions;

the central idea with supporting evidence;

features such as pronunciation guides and diagrams to support understanding; and

organizational patterns such as compare and contrast;

identifying the claim;

explaining how the author has used facts for an argument; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

The student develops oral language through listening, speaking, and discussion.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

explain the author's purpose and message within a text;

analyze how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices...

identify and understand the use of literary devices, including first- or third-person point of view;

examine how the author's use of language contributes to voice; and

explain the purpose of hyperbole, stereotyping, and anecdote.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such a...

organizing with purposeful structure, including an introduction, transitions, and a conclusion; and

developing an engaging idea reflecting depth of thought with specific facts and details;

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for co...

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

past tense of irregular verbs;

collective nouns;

adjectives, including their comparative and superlative forms;

capitalization of abbreviations, initials, acronyms, and organizations;

conjunctive adverbs;

prepositions and prepositional phrases and their influence on subject-verb agreement;

pronouns, including indefinite;

subordinating conjunctions to form complex sentences;

punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and unde...

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

compose informational texts, including brief compositions that convey information about a topic, using a clear central i...

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

compose correspondence that requests information.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate and clarify questions on a topic for formal and informal inquiry;

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

understand credibility of primary and secondary sources;

demonstrate understanding of information gathered;

differentiate between paraphrasing and plagiarism when using source materials;

develop a bibliography; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

follow, restate, and give oral instructions that include multiple action steps;

give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventi...

work collaboratively with others to develop a plan of shared responsibilities.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to...

decoding words with consonant changes, including /t/ to /sh/ such as in select and selection and /k/ to/sh/ such as musi...

decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and di...

decoding words using advanced knowledge of syllable division patterns;

decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and

identifying and reading high-frequency words from a research-based list;

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and d...

spelling words with consonant changes, including /t/ to /sh/ such as in select and selection and /k/ to /sh/ such as mus...

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using advanced knowledge of syllable division patterns;

spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i...

write legibly in cursive.

The student uses newly acquired vocabulary expressively.

use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words...

identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and pho...

identify, use, and explain the meaning of adages and puns.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency ra...

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independen...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotat...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of s...

use text evidence to support an appropriate response;

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate; and

discuss specific ideas in the text that are important to the meaning.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

infer multiple themes within a text using text evidence;

analyze the relationships of and conflicts among the characters;

analyze plot elements, including rising action, climax, falling action, and resolution; and

analyze the influence of the setting, including historical and cultural settings, on the plot.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, l...

explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems acros...

explain structure in drama such as character tags, acts, scenes, and stage directions;

the central idea with supporting evidence;

features such as insets, timelines, and sidebars to support understanding; and

organizational patterns such as logical order and order of importance;

identifying the claim;

explaining how the author has used facts for or against an argument; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

The student develops oral language through listening, speaking, and discussion.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strat...

organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, an...

developing an engaging idea reflecting depth of thought with specific facts and details;

revise drafts for clarity, development, organization, style, word choice, and sentence variety;

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

consistent, appropriate use of verb tenses;

conjunctive adverbs;

prepositions and prepositional phrases and their influence on subject-verb agreement;

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too...

pronouns, including relative;

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;

capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

punctuation marks, including commas in complex sentences, transitions, and introductory elements; and

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear contr...

compose multi-paragraph argumentative texts using genre characteristics and craft; and

compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendl...

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate student-selected and teacher-guided questions for formal and informal inquiry;

develop and revise a plan;

refine the major research question, if necessary, guided by the answers to a secondary set of questions;

identify and gather relevant information from a variety of sources;

differentiate between primary and secondary sources;

synthesize information from a variety of sources;

differentiate between paraphrasing and plagiarism when using source materials;

reliability, credibility, and bias; and

faulty reasoning such as hyperbole, emotional appeals, and stereotype;

display academic citations and use source materials ethically; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively to interpret a message, ask clarifying questions, and respond appropriately;

follow and give oral instructions that include multiple action steps;

give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunci...

participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, ...

The student uses newly acquired vocabulary expressively.

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

use context such as definition, analogy, and examples to clarify the meaning of words; and

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit...

The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when readin...

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independen...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected text;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotat...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

use text evidence to support an appropriate response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice; and

reflect on and adjust responses as new evidence is presented.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

infer multiple themes within and across texts using text evidence;

analyze how the characters' internal and external responses develop the plot;

analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flas...

analyze how the setting, including historical and cultural settings, influences character and plot development.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, hu...

analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;

analyze how playwrights develop characters through dialogue and staging;

the controlling idea or thesis with supporting evidence;

features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and

organizational patterns such as definition, classification, advantage, and disadvantage;

identifying the claim;

explaining how the author uses various types of evidence to support the argument;

identifying the intended audience or reader; and

analyze characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

explain the author's purpose and message within a text;

analyze how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;

identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;

analyze how the author's use of language contributes to mood and voice; and

explain the differences between rhetorical devices and logical fallacies.

Oral language. The student develops oral language through listening, speaking, and discussion

Composition: listening, speaking, reading, writing, and thinking using multiple texts

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strat...

develop drafts into a focused, structured, and coherent piece of writing by: organizing with purposeful structure, inclu...

revise drafts for clarity, development, organization, style, word choice, and sentence variety

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments

consistent, appropriate use of verb tenses

conjunctive adverbs

prepositions and prepositional phrases and their influence on subject-verb agreement

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too

pronoun-antecedent agreement

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor

correct capitalization

punctuation, including commas to set off words, phrases, and clauses, and semicolons

publish written work for appropriate audiences

Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft

compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear contr...

compose multi-paragraph argumentative texts using genre characteristics and craft

compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendl...

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in b...

generate student-selected and teacher-guided questions for formal and informal inquiry

develop and revise a plan

refine the major research question, if necessary, guided by the answers to a secondary set of questions

identify and gather relevant information from a variety of sources

differentiate between primary and secondary sources

synthesize information from a variety of sources

differentiate between paraphrasing and plagiarism when using source materials

examine sources for: reliability, credibility, and bias, and faulty reasoning such as hyperbole, emotional appeals, and ...

display academic citations and use source materials ethically

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

listen actively to interpret a message and ask clarifying questions that build on others' ideas

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems

present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunc...

engage in meaningful discourse and provide and accept constructive feedback from others

Vocabulary. The student uses newly acquired vocabulary expressively

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech

use context such as contrast or cause and effect to clarify the meaning of words

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, l...

Fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency wh...

Self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select ...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts

establish purpose for reading assigned and self-selected texts

generate questions about text before, during, and after reading to deepen understanding and gain information

make and correct or confirm predictions using text features, characteristics of genre, and structures

create mental images to deepen understanding

make connections to personal experiences, ideas in other texts, and society

make inferences and use evidence to support understanding

evaluate details read to determine key ideas

synthesize information to create new understanding

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotat...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed

describe personal connections to a variety of sources, including self-selected texts

write responses that demonstrate understanding of texts, including comparing sources within and across genres

use text evidence to support an appropriate response

paraphrase and summarize texts in ways that maintain meaning and logical order

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating

respond using newly acquired vocabulary as appropriate

discuss and write about the explicit or implicit meanings of text

respond orally or in writing with appropriate register, vocabulary, tone, and voice

reflect on and adjust responses as new evidence is presented

Literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditio...

infer multiple themes within and across texts using text evidence

analyze how characters' qualities influence events and resolution of the conflict

analyze plot elements, including the use of foreshadowing and suspense, to advance the plot

analyze how the setting influences character and plot development

Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across i...

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, hu...

analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across...

analyze how playwrights develop characters through dialogue and staging

analyze characteristics and structural elements of informational text, including: the controlling idea or thesis with su...

analyze characteristics and structures of argumentative text by: identifying the claim, explaining how the author uses v...

analyze characteristics of multimodal and digital texts

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

explain the author's purpose and message within a text

analyze how the use of text structure contributes to the author's purpose

analyze the author's use of print and graphic features to achieve specific purposes

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes

identify the use of literary devices, including subjective and objective point of view

analyze how the author's use of language contributes to mood, voice, and tone

explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as ...

The student develops oral language through listening, speaking, and discussion.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate convent...

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strat...

organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, an...

developing an engaging idea reflecting depth of thought with specific facts, details, and examples;

revise drafts for clarity, development, organization, style, word choice, and sentence variety;

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

consistent, appropriate use of verb tenses and active and passive voice;

prepositions and prepositional phrases and their influence on subject-verb agreement;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas in non-restrictive phrases and clauses, semicolons, colons, and parentheses; and

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too...

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear contr...

compose multi-paragraph argumentative texts using genre characteristics and craft; and

compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendl...

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

generate student-selected and teacher-guided questions for formal and informal inquiry;

develop and revise a plan;

refine the major research question, if necessary, guided by the answers to a secondary set of questions;

identify and gather relevant information from a variety of sources;

differentiate between primary and secondary sources;

synthesize information from a variety of sources;

differentiate between paraphrasing and plagiarism when using source materials;

reliability, credibility, and bias, including omission; and

faulty reasoning such as bandwagon appeals, repetition, and loaded language;

display academic citations and use source materials ethically; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

listen actively to interpret a message by summarizing, asking questions, and making comments;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;

advocate a position using anecdotes, analogies, and/or illustrations employing eye contact, speaking rate, volume, enunc...

participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, t...

The student uses newly acquired vocabulary expressively.

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qu...

The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when readin...

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independen...

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotat...

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

use text evidence to support an appropriate response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses as new evidence is presented; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, ...

analyze how themes are developed through the interaction of characters and events;

analyze how characters' motivations and behaviors influence events and resolution of the conflict;

analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compar...

explain how the setting influences the values and beliefs of characters.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasin...

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, hu...

analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms s...

analyze how playwrights develop dramatic action through the use of acts and scenes;

the controlling idea or thesis with supporting evidence;

features such as footnotes, endnotes, and citations; and

multiple organizational patterns within a text to develop the thesis;

identifying the claim and analyzing the argument;

identifying and explaining the counter argument; and

identifying the intended audience or reader; and

analyze characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within ...

explain the author's purpose and message within a text;

analyze how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of figurative language such as extended metaphor achieves specific purposes;

identify and analyze the use of literary devices, including multiple points of view and irony;

analyze how the author's use of language contributes to the mood, voice, and tone; and

explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon a...