V-Speeds Reference for the Robinson R44 Raven II

Vocabulary .......................................................................................................................................... 73 Sample texts by benchmark .................................................................................................................... 75 6th-8th Grade .............................................................................................................................................. 78 6th Grade................................................................................................................................................. 78 Reading ............................................................................................................................................... 78 Communication ................................................................................................................................... 80 Vocabulary .......................................................................................................................................... 82 Sample texts by benchmark ..................................................................................................................... 83 7th Grade................................................................................................................................................. 86 Reading ............................................................................................................................................... 86 Communication ................................................................................................................................... 88 Vocabulary .......................................................................................................................................... 90 Sample texts by benchmark ..................................................................................................................... 91 8th Grade................................................................................................................................................. 95 Reading ............................................................................................................................................... 95 Communication ................................................................................................................................... 97 Vocabulary .......................................................................................................................................... 99 Sample texts by benchmark ................................................................................................................... 100 9th-12th Grade .......................................................................................................................................... 104 9th Grade............................................................................................................................................... 104 Reading ............................................................................................................................................. 104 Communication ................................................................................................................................. 107 Vocabulary ........................................................................................................................................ 109 3 Sample texts by benchmark .................................................................................................................. 110 10th Grade............................................................................................................................................. 114 Reading ............................................................................................................................................. 114 Communication ................................................................................................................................. 116 Vocabulary ........................................................................................................................................ 118 Sample texts by benchmark .................................................................................................................. 119 11th Grade............................................................................................................................................. 125 Reading ............................................................................................................................................. 125 Communication ................................................................................................................................. 128 Vocabulary ........................................................................................................................................ 130 Sample texts by benchmark .................................................................................................................. 131 12th Grade............................................................................................................................................. 136 Reading ............................................................................................................................................. 136 Communication ................................................................................................................................. 139 Vocabulary ........................................................................................................................................ 140 Sample texts by benchmark .................................................................................................................. 142 6-12 Foundational Reading Intervention Standards .................................................................................. 145 Appendix A: K-12 ELA Expectations for Students .................................................................................. 147 K-12 ELA Expectations ........................................................................................................................ 147 Appendix B: Reading ................................................................................................................................ 148 What is a Text?...................................................................................................................................... 148 Text Complexity ............................................................................................................................... 148 Sample Titles of Complex Texts by Grade Level ............................................................................. 151 Literary Periods ................................................................................................................................. 165 Background Knowledge........................................................................................................................ 168 Civic Literacy Reading List .............................................................................................................. 168 Text Features......................................................................................................................................... 172 Text Structures ...................................................................................................................................... 174 Figurative Language ......................................................................................................................... 175 Rhetoric ............................................................................................................................................. 177 Archetypes ........................................................................................................................................ 178 Types of Logical Reasoning ............................................................................................................. 180 4 Fallacies in Reasoning (Informal) ..................................................................................................... 181 Appendix C: Communication ................................................................................................................... 183 Communicating Through Writing ......................................................................................................... 183 Writing Types ................................................................................................................................... 183 Narrative Techniques ........................................................................................................................ 184 Elaborative Techniques ..................................................................................................................... 185 Oral Communication............................................................................................................................. 186 Elementary Oral Communication Rubric.......................................................................................... 186 Secondary Oral Communication Rubric ........................................................................................... 189 Conventions Progression by Grade Level ............................................................................................. 196 Appendix D: Vocabulary .......................................................................................................................... 198 Selecting Academic Vocabulary for Direct Instruction ........................................................................ 198 Morphology........................................................................................................................................... 199 Base Words ....................................................................................................................................... 199 Greek and Latin Roots ...................................................................................................................... 200 Common Prefixes.............................................................................................................................. 202 Common Suffixes ............................................................................................................................. 203 Foreign Words and Phrases................................................................................................................... 204 Context Clues ........................................................................................................................................ 205 Word Relationships............................................................................................................................... 205 Appendix E: Reading Foundations ........................................................................................................... 206 Introduction ........................................................................................................................................... 206 Fluency.................................................................................................................................................. 207 Dolch Word Lists .............................................................................................................................. 207 Fry Word Lists .................................................................................................................................. 208 Measures of Fluency ......................................................................................................................... 209 Interventions for Secondary Students ................................................................................................... 211 Learner Profiles ................................................................................................................................. 211 Learning Environment Considerations ............................................................................................. 211 Glossary of Terms ..................................................................................................................................... 212 5 Introduction On January 31, 2019, Governor DeSantis issued Executive Order 19-32, outlining a path for Florida to improve its education system by eliminating Common Core and paving the way for Florida students to receive a world-class education to prepare them for jobs of the future. The task from Governor DeSantis to Commissioner Corcoran was clear: Create literacy standards for our Florida students that will shape their education and secure their position as leading the charge to make Florida the most literate state in the nation. The outcome is Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for English Language Arts (ELA), a product of Florida literacy experts, Florida educators, and vested stakeholders. Florida’s B.E.S.T. Standards encourage educators to act on Douglass’ reminder of the ultimate purpose of education. His words confirm that education must be enlightening, noble, and good. He speaks from a tradition that holds education in the highest regard. The Latin root of the word education is educare, which means “to bring forth, to bring up.” Douglass understood that education is the way to bring forth our greatest capacities. Knowledge is the pathway to liberty, which is a fundamental value guaranteed by our government. Florida’s B.E.S.T. Standards promote Douglass’ noble view of education. The implementation of these standards will encourage schools, districts, and educators to adopt and build a rich, deep, and meaningful curriculum that “uplifts the soul.” It is important to note that these standards are only the framework. It is up to Florida educators to use these standards to build knowledge-rich curricula that will nurture students by immersing them in the study of great works of literature, history, and the arts. The goal of these standards is to restore teachers to their true calling: educating the hearts, souls, and minds of their students, bringing them “into the glorious light of truth.” In the words of John Adams, “Let us tenderly and kindly cherish, therefore, the means of knowledge. Let us dare to read, think, speak, and write.” 6 What Matters: Cornerstones of Reading Comprehension These standards emphasize that literacy is not achievable merely through a skills-based approach to reading comprehension. Lessons designed to instill background knowledge and a deep respect for literary works that transcend time because of the truth of their content and the beauty of their craft are critical to building life-long learners. Foundational Instruction Matters In the early grades, the standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. “Readers who have strong decoding skills can figure out unfamiliar words so quickly that the process requires no conscious effort,” says Dr. Holly Lane, Director, University of Florida Literacy Institute. When decoding is effortless, a reader’s limited working memory is freed up so the reader can focus on meaning. Knowledge Matters Reading comprehension depends more on relevant background knowledge than on mastery of reading strategies. Knowledge acquisition should be the primary purpose of any reading approach, starting at the earliest grades. The systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. Knowledge builds upon knowledge. Reading comprehension develops as students engage with literary and informational text selections that are complex, rich, and meaningful. The greatest reading comprehension tool is not a set of strategies or tools that are content-free; rather, it is a well-stocked mind. Critical thinking cannot be separated from the object of that thinking. We cannot think deeply, creatively, or critically about a subject if we have little knowledge of it. Thus, the key to developing real critical thinking skills in our students is to increase knowledge about a breadth of subjects by reading rich texts on the subjects. Curriculum Matters If knowledge acquisition is a core component of reading comprehension, then how the content is organized and presented to students is the foundation of an effective curriculum. The specificity of these standards, along with the clarifications and appendices, will make it easier for educators, schools, and districts to build or select a coherent, cumulative, and knowledge-based curriculum that is vertically aligned across grades and horizontally aligned across subjects within a grade. These standards are the foundation on which a robust curriculum will be built with a full appreciation of history, art, music, and other disciplines that were sidelined in favor of a focus on abstract reading strategies. These standards encourage a broader view of literacy that promotes knowledge-building across varied domains and subjects, making the integration of content and collaboration among teachers much easier to achieve. 7 Leadership Matters Governor DeSantis, upon taking office, realized that for an education system to be successful, choice and excellence had to be the pillars of the system. Recognizing that our students and their families required and deserved more from their education, he issued the executive order to create the best standards in the nation. The Florida B.E.S.T. Standards are the pathway. In moving forward, the Florida Department of Education is committed to maximizing student potential and creating citizens well-poised to shape the future of Florida and the world. Design of Standards The standards are designed to be user-friendly, so every stakeholder will understand what students are expected to master. Taken together, the benchmarks, clarifications, and appendices represent the expected outcomes for the students of Florida and carry the full weight of the standards. Florida’s B.E.S.T. Standards for ELA are built on the following premises: • English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. • The standards are clear and concise so they are easily understood by every stakeholder. • The texts students read are meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community. • Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The benchmarks for the standards are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. If skills are not mastered, students will be given instruction and practice opportunities to address skill gaps from previous grades. The reading and writing standards have been written in such a way that they progress together and students are able to use the texts they are reading as accompanying texts for their writing. As a part of that focus, rhetoric will be introduced earlier, now during 6th grade, so that students will have an understanding of the appeals – logos, pathos, and ethos – when starting argumentative writing. It is vital that students have the tools of understanding how argumentation works as they are learning to write arguments. Foundational reading standards are included for secondary students who have a reading deficiency and need targeted instruction. These standards will apply to elective intensive reading and intensive language arts course codes, not core ELA courses. The goal is for targeted skill instruction, outlined by the standards, to make proficient readers of all of Florida’s students, no matter their grade level. Throughout this year-long process of evaluating, listening, rethinking, and ultimately, rewriting Florida’s standards, the Florida Department of Education repeatedly engaged numerous stakeholders, including many educators, through a multi-faceted public input process. The success of this process was 8 rooted in the collective thought and input of many Floridians who held student-centered results close to heart. It is also recommended that this review process be repeated every seven years, if not sooner. Florida’s B.E.S.T. Standards for English Language Arts – Organization and Coding Scheme Organization The ELA Expectations are those overarching skills that run through every component of language arts. These are skills that students should be using throughout the strands. For purposes of instruction, the ELA Expectations are interconnected and should be developed over time. See ELA Expectations in Appendix A for incorporating the Expectations into instruction of the standards. ELA Expectation ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning. ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. ELA.K12.EE.3.1 Make inferences to support comprehension. ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work. ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing. The mastery standards themselves represent end-of-the-year goals students should master and are divided into four strands: Foundations, Reading, Communication, and Vocabulary. • Foundations The Foundations Strand has been adapted to meet the needs of the traditional beginning reader and expanded to include remediation for secondary students who are not yet proficient readers. Additional resources related to the Foundations standards are in Appendix E. • Reading The Reading Strand is divided into three standards: reading prose and poetry, reading informational text, and reading across genres. For all Reading standards, when evaluating text complexity to determine if a text is appropriate to the grade level, quantitative, qualitative, and student-centered demands should be considered together. See Text Complexity. Additional resources related to the Reading standards are in Appendix B. • Communication The Communication Strand is divided into five standards: communicating through writing, communicating orally, following conventions, researching, and creating and collaborating. Additional resources related to the Communication standards are in Appendix C. 9 • Vocabulary The Vocabulary Strand is comprised of one standard: finding meaning. Vocabulary is a building block of knowledge and essential to a thorough understanding of text. Additional resources related to the Vocabulary standards are in Appendix D. Coding Scheme ELA.1.R.1.3 The Florida Department of Education would like to thank all of the Floridians who contributed to this project. In particular, we would like to thank the teacher experts who served on review committees to represent Florida teachers and students. Grade Level Standard Strand Benchmark ELA Expectations EE Foundations Reading Communication Vocabulary F R C V Strands: Subject Code 10 Standards Map Strand Standard Benchmark Code Foundations (F) Learning and Applying Foundational Reading Skills Print Concepts F.1.1 Phonological Awareness F.1.2 Phonics and Word Analysis F.1.3 Fluency F.1.4 Applying Foundational Reading Skills for Secondary Students Needing Reading Interventions Phonological Awareness F.2.1 Phonics F.2.2 Encoding F.2.3 Fluency F.2.4 Reading (R) Reading Prose and Poetry Literary Elements R.1.1 Theme R.1.2 Perspective and Point of View R.1.3 Poetry R.1.4 Reading Informational Text Structure R.2.1 Central Idea R.2.2 Purpose and Perspective R.2.3 Argument R.2.4 Reading Across Genres Interpreting Figurative Language R.3.1 Paraphrasing and Summarizing R.3.2 Comparative Reading R.3.3 Understanding Rhetoric R.3.4 Communication (C) Communicating Through Writing Handwriting C.1.1 Narrative Writing C.1.2 Argumentative Writing C.1.3 Expository Writing C.1.4 Improving Writing C.1.5 Communicating Orally Oral Presentation C.2.1 Following Conventions Conventions C.3.1 Researching Researching and Using Information C.4.1 Creating and Collaborating Multimedia C.5.1 Technology in Communication C.5.2 Vocabulary (V) Finding Meaning Academic Vocabulary V.1.1 Morphology V.1.2 Context and Connotation V.1.3 11 Progression of Foundations Benchmarks These are the progressions of the Foundations benchmarks. Foundations benchmarks do not spiral in the same way as those in the other strands. The other strands appear in spiraled progressions in the next section. Progression of Foundational Skills Print Concepts ELA.K.F.1.1 Demonstrate knowledge of the basic concepts of print. a. Locate a printed word on a page. b. Distinguish letters from words within sentences. c. Match print to speech to demonstrate that language is represented by print. d. Identify parts of a book (front cover, back cover, title page). e. Move top to bottom and left to right on the printed page, returning to the beginning of the next line. f. Identify all upper- and lowercase letters of the alphabet. g. Recognize that print conveys specific meaning and pictures may support meaning. ELA.1.F.1.1 Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books. Phonological Awareness ELA.K.F.1.2 Demonstrate phonological awareness. a. Blend and segment syllables in spoken words. b. Identify and produce alliterative and rhyming words. c. Blend and segment onset and rimes of single-syllable words. d. Identify the initial, medial, and final sound of spoken words. e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. f. Segment and blend phonemes in single-syllable spoken words. ELA.1.F.1.2 Demonstrate phonological awareness. a. Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs. b. Orally blend initial, medial, and final phonemes together to produce a single- syllable word that includes digraphs, blends, or trigraphs. c. Blend single-syllable spoken words with at least five phonemes. d. Segment single-syllable spoken words with at least five phonemes. e. Segment and blend phonemes in multi-syllable spoken words. ELA.612.F.2.1 Demonstrate an understanding of spoken words, syllables, and sounds. a. Orally produce single-syllable and multisyllabic words by accurately blending sounds. b. Accurately segment single-syllable and multisyllabic words. Phonics and Word Analysis ELA.K.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Demonstrate knowledge of the most frequent sound for each consonant. b. Demonstrate knowledge of the short and long sounds for the five major vowels. c. Decode consonant-vowel-consonant (CVC) words. d. Encode consonant-vowel-consonant (CVC) words. ELA.1.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. b. Decode simple words with r-controlled vowels. c. Decode and encode regularly spelled one-syllable words. d. Decode words with inflectional endings. 12 Phonics and Word Analysis e. Decode two-syllable words with regular patterns by breaking the words into syllables. f. Decode words that use final -e and vowel teams to make long-vowel sounds. ELA.2.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. a. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow). b. Decode regularly spelled two-syllable words with long and short vowels. c. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble). d. Decode words with common prefixes and suffixes. e. Decode words with silent letter combinations (e.g., knight, comb, island, ghost). ELA.3.F.1.3 Use knowledge of grade-level phonics and word-analysis skills to decode words. a. Decode words with common Greek and Latin roots and affixes. (See 3.V.1.2) b. Decode words with common derivational suffixes and describe how they turn words into different parts of speech (e.g., -ful, -less, -est). c. Decode multisyllabic words. ELA.4.F.1.3 Use knowledge of grade-level phonics and word-analysis skills to decode words. a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context. ELA.5.F.1.3 Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context. ELA.612.F.2.2 Know and apply phonics and word analysis skills in decoding words. a. Use an array of strategies to decode single-syllable and multisyllabic words. b. Accurately read multisyllabic words using a combined knowledge of all letter- sound correspondences and syllabication patterns. ELA.612.F.2.3 Know and apply phonics and word analysis skills in encoding words. a. Use an array of strategies to accurately encode single-syllable and multisyllabic words. Fluency ELA.K.F.1.4 Recognize and read with automaticity grade-level high frequency words. ELA.1.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. a. Recognize and read with automaticity the grade-level sight words. ELA.2.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.3.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.4.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.5.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. ELA.612.F.2.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. 13 Spiraled Standards in a Vertical Progression For each standard in the reading, communication, and vocabulary strands, the benchmarks are listed starting from grade 12 and ending at kindergarten to assist with vertical planning. Since all content in kindergarten is new, the entire benchmark is bolded. Moving up from kindergarten, the bolded language shows the new concept added at that grade level. This chart can help with vertical planning within a district or school system. It also helps to provide a framework for teachers to enable scaffolds for students who may need remediation. Reading Standards Reading Prose and Poetry R.1.1 Literary Elements ELA.12.R.1.1 Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text. ELA.11.R.1.1 Evaluate how key elements enhance or add layers of meaning and/or style in a literary text. ELA.10.R.1.1 Analyze how key elements enhance or add layers of meaning and/or style in a literary text. ELA.9.R.1.1 Explain how key elements enhance or add layers of meaning and/or style in a literary text. ELA.8.R.1.1 Analyze the interaction between character development, setting, and plot in a literary text. ELA.7.R.1.1 Analyze the impact of setting on character development and plot in a literary text. ELA.6.R.1.1 Analyze how the interaction between characters contributes to the development of a plot in a literary text. ELA.5.R.1.1 Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text. ELA.4.R.1.1 Explain how setting, events, conflict, and character development contribute to the plot in a literary text. ELA.3.R.1.1 Explain how one or more characters develop throughout the plot in a literary text. ELA.2.R.1.1 Identify plot structure and describe main story elements in a literary text. ELA.1.R.1.1 Identify and describe the main story elements in a story. ELA.K.R.1.1 Describe the main character(s), setting, and important events in a story. R.1.2 Theme ELA.12.R.1.2 Analyze two or more themes and evaluate their development throughout a literary text. ELA.11.R.1.2 Track and analyze universal themes in literary texts from different times and places. ELA.10.R.1.2 Analyze and compare universal themes and their development throughout a literary text. ELA.9.R.1.2 Analyze universal themes and their development throughout a literary text. ELA.8.R.1.2 Analyze two or more themes and their development throughout a literary text. ELA.7.R.1.2 Compare two or more themes and their development throughout a literary text. ELA.6.R.1.2 Analyze the development of stated or implied theme(s) throughout a literary text. ELA.5.R.1.2 Explain the development of stated or implied theme(s) throughout a literary text. ELA.4.R.1.2 Explain a stated or implied theme and how it develops, using details, in a literary text. ELA.3.R.1.2 Explain a theme and how it develops, using details, in a literary text. ELA.2.R.1.2 Identify and explain a theme of a literary text. ELA.1.R.1.2 Identify and explain the moral of a story. This benchmark is not present in kindergarten. 14 R.1.3 Perspective and Point of View ELA.12.R.1.3 Evaluate the development of character perspective, including conflicting perspectives. ELA.11.R.1.3 Analyze the author’s choices in using juxtaposition to define character perspective. ELA.10.R.1.3 Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives. ELA.9.R.1.3 Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire. ELA.8.R.1.3 Analyze how an author develops and individualizes the perspectives of different characters. ELA.7.R.1.3 Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text. ELA.6.R.1.3 Explain the influence of multiple narrators and/or shifts in point of view in a literary text. ELA.5.R.1.3 Describe how an author develops a character’s perspective in a literary text. ELA.4.R.1.3 Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character perspective in a literary text. ELA.3.R.1.3 Explain different characters’ perspectives in a literary text. ELA.2.R.1.3 Identify different characters’ perspectives in a literary text. ELA.1.R.1.3 Explain who is telling the story using context clues. ELA.K.R.1.3 Explain the roles of author and illustrator of a story. R.1.4 Poetry ELA.12.R.1.4 Evaluate works of major poets in their historical context. ELA.11.R.1.4 Analyze ways in which poetry reflects themes and issues of its time period. ELA.10.R.1.4 Analyze how authors create multiple layers of meaning and/or ambiguity in a poem. ELA.9.R.1.4 Analyze the characters, structures, and themes of epic poetry. ELA.8.R.1.4 Analyze structure, sound, imagery, and figurative language in poetry. ELA.7.R.1.4 Analyze the impact of various poetic forms on meaning and style. ELA.6.R.1.4 Describe the impact of various poetic forms on meaning and style. ELA.5.R.1.4 Explain how figurative language and other poetic elements work together in a poem. ELA.4.R.1.4 Explain how rhyme and structure create meaning in a poem. ELA.3.R.1.4 Identify types of poems: free verse, rhymed verse, haiku, and limerick. ELA.2.R.1.4 Identify rhyme schemes in poems. ELA.1.R.1.4 Identify stanzas and line breaks in poems. ELA.K.R.1.4 Identify rhyme in a poem. 15 Reading Informational Text R.2.1 Structure ELA.12.R.2.1 Evaluate the structure(s) and features in text(s), identifying how the author could make the text(s) more effective. ELA.11.R.2.1 Evaluate the structure(s) and features in texts. ELA.10.R.2.1 Analyze the impact of multiple text structures and the use of features in text(s). ELA.9.R.2.1 Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts. ELA.8.R.2.1 Analyze how individual text sections and/or features convey a purpose and/or meaning in texts. ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts. ELA.6.R.2.1 Explain how individual text sections and/or features convey meaning in texts. ELA.5.R.2.1 Explain how text structures and/or features contribute to the overall meaning of texts. ELA.4.R.2.1 Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts. ELA.3.R.2.1 Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts. ELA.2.R.2.1 Explain how text features—including titles, headings, captions, graphs, maps, glossaries, and/or illustrations—contribute to the meaning of texts. ELA.1.R.2.1 Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts. ELA.K.R.2.1 Use titles, headings, and illustrations to predict and confirm the topic of texts. R.2.2 Central Idea ELA.12.R.2.2 Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective. ELA.11.R.2.2 Analyze the central idea(s) of speeches and essays from the Classical Period. ELA.10.R.2.2 Analyze the central idea(s) of historical American speeches and essays. ELA.9.R.2.2 Evaluate the support an author uses to develop the central idea(s) throughout a text. ELA.8.R.2.2 Analyze two or more central ideas and their development throughout a text. ELA.7.R.2.2 Compare two or more central ideas and their development throughout a text. ELA.6.R.2.2 Analyze the central idea(s), implied or explicit, and its development throughout a text. ELA.5.R.2.2 Explain how relevant details support the central idea(s), implied or explicit. ELA.4.R.2.2 Explain how relevant details support the central idea, implied or explicit. ELA.3.R.2.2 Identify the central idea and explain how relevant details support that idea in a text. ELA.2.R.2.2 Identify the central idea and relevant details in a text. ELA.1.R.2.2 Identify the topic of and relevant details in a text. ELA.K.R.2.2 Identify the topic of and multiple details in a text. 16 R.2.3 Author’s Purpose and Perspective ELA.12.R.2.3 Evaluate an author’s choices in establishing and achieving purpose(s). ELA.11.R.2.3 Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period. ELA.10.R.2.3 Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays. ELA.9.R.2.3 Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language. ELA.8.R.2.3 Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language. ELA.7.R.2.3 Explain how an author establishes and achieves purpose(s) through diction and syntax. ELA.6.R.2.3 Analyze authors’ purpose(s) in multiple accounts of the same event or topic. ELA.5.R.2.3 Analyze an author’s purpose and/or perspective in an informational text. ELA.4.R.2.3 Explain an author’s perspective toward a topic in an informational text. ELA.3.R.2.3 Explain the development of an author's purpose in an informational text. ELA.2.R.2.3 Explain an author’s purpose in an informational text. ELA.1.R.2.3 Explain similarities and differences between information provided in visuals and words in an informational text. This benchmark is not present in kindergarten. R.2.4 Argument ELA.12.R.2.4 Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric. ELA.11.R.2.4 Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends. ELA.10.R.2.4 Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims and analyzing the ways in which the authors use the same information to achieve different ends. ELA.9.R.2.4 Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims. ELA.8.R.2.4 Track the development of an argument, analyzing the types of reasoning used and their effectiveness and identifying ways in which the argument could be improved. ELA.7.R.2.4 Track the development of an argument, analyzing the types of reasoning used and their effectiveness. ELA.6.R.2.4 Track the development of an argument, identifying the types of reasoning used. ELA.5.R.2.4 Track the development of an argument, identifying the specific claim(s), evidence, and reasoning. ELA.4.R.2.4 Explain an author’s claim and the reasons and evidence used to support the claim. ELA.3.R.2.4 Identify an author’s claim and explain how an author uses evidence to support the claim. ELA.2.R.2.4 Explain an author’s opinion(s) and supporting evidence. ELA.1.R.2.4 Identify an author’s opinion(s) about the topic. ELA.K.R.2.4 Explain the difference between opinions and facts about a topic. 17 Reading Across Genres R.3.1 Figurative Language ELA.12.R.3.1 Evaluate an author’s use of figurative language. ELA.11.R.3.1 Analyze the author’s use of figurative language and explain examples of allegory. ELA.10.R.3.1 Analyze how figurative language creates mood in text(s). ELA.9.R.3.1 Explain how figurative language creates mood in text(s). ELA.8.R.3.1 Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s). ELA.7.R.3.1 Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s). ELA.6.R.3.1 Explain how figurative language contributes to tone and meaning in text(s). ELA.5.R.3.1 Analyze how figurative language contributes to meaning in text(s). ELA.4.R.3.1 Explain how figurative language contributes to meaning in text(s). ELA.3.R.3.1 Identify and explain metaphors, personification, and hyperbole in text(s). ELA.2.R.3.1 Identify and explain similes, idioms, and alliteration in text(s). ELA.1.R.3.1 Identify and explain descriptive words and phrases in text(s). ELA.K.R.3.1 Identify and explain descriptive words in text(s). R.3.2 Paraphrase and Summarize ELA.12.R.3.2 Paraphrase content from grade-level texts. ELA.11.R.3.2 Paraphrase content from grade-level texts. ELA.10.R.3.2 Paraphrase content from grade-level texts. ELA.9.R.3.2 Paraphrase content from grade-level texts. ELA.8.R.3.2 Paraphrase content from grade-level texts. ELA.7.R.3.2 Paraphrase content from grade-level texts. ELA.6.R.3.2 Paraphrase content from grade-level texts. ELA.5.R.3.2 Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Include the central idea and relevant details for an informational text. ELA.4.R.3.2 Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Include the central idea and relevant details for an informational text. ELA.3.R.3.2 Summarize a text to enhance comprehension: a. Include plot and theme for a literary text; b. Use the central idea and relevant details for an informational text. ELA.2.R.3.2 Retell a text to enhance comprehension: a. Use main story elements in a logical sequence for a literary text; b. Use the central idea and relevant details for an informational text. ELA.1.R.3.2 Retell a text in oral or written form to enhance comprehension: a. Use main story elements at the beginning, middle, and end for a literary text; b. Use topic and important details for an informational text. ELA.K.R.3.2 Retell a text orally to enhance comprehension: a. Use main character(s), setting, and important events for a story. b. Use topic and details for an informational text. 18 R.3.3 Comparative Reading ELA.12.R.3.3 Analyze the influence of classic literature on contemporary world texts. ELA.11.R.3.3 Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning and analyzing the texts within the context of the time period. ELA.10.R.3.3 Analyze how mythical, classical, or religious texts have been adapted. ELA.9.R.3.3 Compare and contrast the ways in which authors have adapted mythical, classical, or religious texts. ELA.8.R.3.3 Compare and contrast the use or discussion of archetypes in texts. ELA.7.R.3.3 Compare and contrast how authors with differing perspectives address the same or related topics or themes. ELA.6.R.3.3 Compare and contrast how authors from different time periods address the same or related topics. ELA.5.R.3.3 Compare and contrast primary and secondary sources related to the same topic. ELA.4.R.3.3 Compare and contrast accounts of the same event using primary and/or secondary sources. ELA.3.R.3.3 Compare and contrast how two authors present information on the same topic or theme. ELA.2.R.3.3 Compare and contrast important details presented by two texts on the same topic or theme. ELA.1.R.3.3 Compare and contrast two texts on the same topic. ELA.K.R.3.3 Compare and contrast characters’ experiences in stories. R.3.4 Understanding Rhetoric ELA.12.R.3.4 Evaluate rhetorical choices across multiple texts. ELA.11.R.3.4 Evaluate an author’s use of rhetoric in text. ELA.10.R.3.4 Analyze an author’s use of rhetoric in a text. ELA.9.R.3.4 Explain an author’s use of rhetoric in a text. ELA.8.R.3.4 Explain how an author uses rhetorical devices to support or advance an appeal. ELA.7.R.3.4 Explain the meaning and/or significance of rhetorical devices in a text. ELA.6.R.3.4 Identify rhetorical appeals in a text. Communication Standards Communicating Through Writing C.1.1 Handwriting ELA.5.C.1.1 Demonstrate fluent and legible cursive writing skills. ELA.4.C.1.1 Demonstrate legible cursive writing skills. ELA.3.C.1.1 Write in cursive all upper- and lowercase letters. ELA.2.C.1.1 Demonstrate legible printing skills. ELA.1.C.1.1 Print all upper- and lowercase letters. ELA.K.C.1.1 Print many upper- and lowercase letters. 19 C.1.2 Narrative Writing ELA.12.C.1.2 Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes. ELA.11.C.1.2 Write complex narratives using appropriate techniques to establish multiple perspectives. ELA.10.C.1.2 Write narratives using an appropriate pace to create tension, mood, and/or tone. ELA.9.C.1.2 Write narratives using narrative techniques, varied transitions, and a clearly established point of view. ELA.8.C.1.2 Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view. ELA.7.C.1.2 Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language. ELA.6.C.1.2 Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language. ELA.5.C.1.2 Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases. ELA.4.C.1.2 Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases. ELA.3.C.1.2 Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending. ELA.2.C.1.2 Write personal or fictional narratives using a logical sequence of events, transitions, and an ending. ELA.1.C.1.2 Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure. ELA.K.C.1.2 Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order. C.1.3 Argumentative Writing ELA.12.C.1.3 Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject. ELA.11.C.1.3 Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements. ELA.10.C.1.3 Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone. ELA.9.C.1.3 Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task. ELA.8.C.1.3 Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from multiple sources, elaboration, and using a logical organizational structure. 20 C.1.3 Argumentative Writing ELA.7.C.1.3 Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim. ELA.6.C.1.3 Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, and a logical organizational structure with varied transitions. ELA.5.C.1.3 Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions. ELA.4.C.1.3 Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions. ELA.3.C.1.3 Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion. ELA.2.C.1.3 Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion. ELA.1.C.1.3 Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure. ELA.K.C.1.3 Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason. C.1.4 Expository Writing ELA.12.C.1.4 Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject. ELA.11.C.1.4 Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject. ELA.10.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task. ELA.9.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task. ELA.8.C.1.4 Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions. ELA.7.C.1.4 Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern. ELA.6.C.1.4 Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions. ELA.5.C.1.4 Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions. ELA.4.C.1.4 Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions. ELA.3.C.1.4 Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion. ELA.2.C.1.4 Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion. ELA.1.C.1.4 Write expository texts about a topic, using a source, providing facts and a sense of closure. ELA.K.C.1.4 Using a combination of drawing, dictating, and/or writing, provide factual information about a topic. 21 C.1.5 Improving Writing ELA.12.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style. ELA.11.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style. ELA.10.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience. ELA.9.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness. ELA.8.C.1.5 Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness. ELA.7.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and peers. ELA.6.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and peers. ELA.5.C.1.5 Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers. ELA.4.C.1.5 Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers. ELA.3.C.1.5 Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers. ELA.2.C.1.5 Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers. ELA.1.C.1.5 With guidance and support from adults, improve writing, as needed, by planning, revising, and editing. ELA.K.C.1.5 With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing. Communicating Orally C.2.1 Oral Presentation ELA.12.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate. ELA.11.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate. ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective. ELA.9.C.2.1 Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective. ELA.8.C.2.1 Present information orally, in a logical sequence, supporting the central idea with credible evidence. ELA.7.C.2.1 Present information orally, in a logical sequence, emphasizing key points that support the central idea. ELA.6.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing. ELA.5.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing. 22 C.2.1 Oral Presentation ELA.4.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation. ELA.3.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation. ELA.2.C.2.1 Present information orally using complete sentences, appropriate volume, and clear pronunciation. ELA.1.C.2.1 Present information orally using complete sentences and appropriate volume. ELA.K.C.2.1 Present information orally using complete sentences. Conventions See Conventions Progression Chart. Researching C.4.1 Researching and Using Information ELA.12.C.4.1 Conduct research on a topical issue to answer a question and synthesize information from a variety of sources. ELA.11.C.4.1 Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts and synthesizing information from primary and secondary sources. ELA.10.C.4.1 Conduct research to answer a question, refining the scope of the question to align with findings and synthesizing information from multiple reliable and valid sources. ELA.9.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings. ELA.8.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research. ELA.7.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research. ELA.6.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and refocusing the inquiry when appropriate. ELA.5.C.4.1 Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources. ELA.4.C.4.1 Conduct research to answer a question, organizing information about the topic and using multiple valid sources. ELA.3.C.4.1 Conduct research to answer a question, organizing information about the topic from multiple sources. ELA.2.C.4.1 Participate in research to gather information to answer a question about a single topic using multiple sources. ELA.1.C.4.1 Participate in research to gather information to answer a question about a single topic. ELA.K.C.4.1 Recall information to answer a question about a single topic. 23 Creating and Collaborating C.5.1 Multimedia ELA.12.C.5.1 Design and evaluate digital presentations for effectiveness. ELA.11.C.5.1 Create digital presentations to improve the experience of the audience. ELA.10.C.5.1 Create digital presentations to improve understanding of findings, reasoning, and evidence. ELA.9.C.5.1 Create digital presentations with coherent ideas and a clear perspective. ELA.8.C.5.1 Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks. ELA.7.C.5.1 Integrate diverse digital media to build cohesion in oral or written tasks. ELA.6.C.5.1 Integrate diverse digital media to enhance audience engagement in oral or written tasks. ELA.5.C.5.1 Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks. ELA.4.C.5.1 Arrange multimedia elements to create emphasis in oral or written tasks. ELA.3.C.5.1 Use two or more multimedia elements to enhance oral or written tasks. ELA.2.C.5.1 Use one or more multimedia element(s) to enhance oral or written tasks. ELA.1.C.5.1 Use a multimedia element to enhance oral or written tasks. ELA.K.C.5.1 Use a multimedia element to enhance oral or written tasks. C.5.2 Technology in Communication ELA.12.C.5.2 Create, publish, and share multimedia texts through a variety of digital formats. ELA.11.C.5.2 Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site. ELA.10.C.5.2 Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements. ELA.9.C.5.2 Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience. ELA.8.C.5.2 Use a variety of digital tools to collaborate with others to produce writing. ELA.7.C.5.2 Use digital tools to produce and share writing. ELA.6.C.5.2 Use digital tools to produce writing. ELA.5.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing. ELA.4.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing. ELA.3.C.5.2 Use digital writing tools individually or collaboratively to plan, draft, and revise writing. ELA.2.C.5.2 Use digital tools to produce and publish writing individually or with peers and with support from adults. ELA.1.C.5.2 Identify and use digital tools to produce and publish writing individually or with peers and with support from adults. 24 Vocabulary Finding Meaning V.1.1 Academic Vocabulary ELA.12.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.11.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.10.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.9.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.7.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.6.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing. ELA.5.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.4.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.3.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.2.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.1.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. ELA.K.V.1.1 Use grade-level academic vocabulary appropriately in speaking and writing. V.1.2 Morphology ELA.12.V.1.2 Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content. ELA.11.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content. ELA.10.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content. ELA.9.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content. ELA.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. ELA.7.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. ELA.6.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. ELA.5.V.1.2 Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content. ELA.4.V.1.2 Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content. ELA.3.V.1.2 Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content. ELA.2.V.1.2 Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content. ELA.1.V.1.2 Identify and use frequently occurring base words and their common inflections in grade-level content. ELA.K.V.1.2 Ask and answer questions about unfamiliar words in grade-level content. 25 V.1.3 Context and Connotation ELA.12.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.11.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.10.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.9.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.7.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.6.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. ELA.5.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level. ELA.4.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level. ELA.3.V.1.3 Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level. ELA.2.V.1.3 Identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words. ELA.1.V.1.3 Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words. ELA.K.V.1.3 Identify and sort common words into basic categories, relating vocabulary to background knowledge. 26 Kindergarten “Oh, magic hour, when a child first knows she can read printed words!” – Betty Smith Instruction at this grade level should be characterized by a focus on explicit and systematic approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension. Foundational Skills ELA.K.F.1 Learning and Applying Foundational Reading Skills Print Concepts ELA.K.F.1.1: Demonstrate knowledge of the basic concepts of print. a. Locate a printed word on a page. b. Distinguish letters from words within sentences. c. Match print to speech to demonstrate that language is represented by print. d. Identify parts of a book (front cover, back cover, title page). e. Move top to bottom and left to right on the printed page, returning to the beginning of the next line. f. Identify all upper- and lowercase letters of the alphabet. g. Recognize that print conveys specific meaning and pictures may support meaning. Benchmark Clarifications: Clarification 1: Matching print to speech involves making a one-to-one correspondence between a spoken word and the print on the page. This can be accomplished by having the child point to each word in a sentence as it is read by an adult. Phonological Awareness ELA.K.F.1.2: Demonstrate phonological awareness. a. Blend and segment syllables in spoken words. b. Identify and produce alliterative and rhyming words. c. Blend and segment onset and rimes of single-syllable words. d. Identify the initial, medial, and final sound of spoken words. e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. f. Segment and blend phonemes in single-syllable spoken words. Benchmark Clarifications: Clarification 1: Phonological awareness only refers to what can be done orally at the syllable, onset-rime, and phoneme levels. It does not involve print or letter knowledge. 27 Phonics and Word Analysis ELA.K.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Demonstrate knowledge of the most frequent sound for each consonant. b. Demonstrate knowledge of the short and long sounds for the five major vowels. c. Decode consonant-vowel-consonant (CVC) words. d. Encode consonant-vowel-consonant (CVC) words. Benchmark Clarifications: Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See K.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. Fluency ELA.K.F.1.4: Recognize and read with automaticity grade-level high frequency words. Benchmark Clarifications: Clarification 1: See Dolch and Fry word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See K.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. Reading ELA.K.R.1 Reading Prose and Poetry Literary Elements ELA.K.R.1.1: Describe the main character(s), setting, and important events in a story. Benchmark Clarifications: Clarification 1: In describing the main character, students can describe appearance, actions, feelings, and thoughts of the character. Students will explain what in the text their description is based on. Clarification 2: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated. Clarification 3: Descriptions can be oral, either in response to a question or through discussion. 28 Perspective and Point of View ELA.K.R.1.3: Explain the roles of author and illustrator of a story. Benchmark Clarifications: Clarification 1: Students will explain that the author writes the words and the illustrator creates the pictures, recognizing that sometimes one person does both jobs, as in Dr. Seuss’ Hop on Pop where Dr. Seuss performs both roles. Clarification 2: Students should also explain that both authors and illustrators contribute to the meaning of the text. Poetry ELA.K.R.1.4: Identify rhyme in a poem. Benchmark Clarifications: Clarification 1: This benchmark builds on the skills from the phonological awareness benchmark K.F.1.2(b): Identify and produce alliterative and rhyming words. The expectation is that students identify rhyming words in a poem that is read aloud. Clarification 2: Students will also note where the rhyme is coming, e.g., at the end of a line. ELA.K.R.2 Reading Informational Text Structure ELA.K.R.2.1: Use titles, headings, and illustrations to predict and confirm the topic of texts. Benchmark Clarifications: Clarification 1: The step of confirming the prediction is essential to mastery of this benchmark. Central Idea ELA.K.R.2.2: Identify the topic of and multiple details in a text. Benchmark Clarifications: Clarification 1: The topic is the general subject of the text, a word or a short phrase describing what the text is about. For example, the main topic of the book, Why Should I Recycle?, is recycling. Argument ELA.K.R.2.4: Explain the difference between opinions and facts about a topic. Benchmark Clarifications: Clarification 1: Students will explain which statements are fact and which are opinion within a text. Clarification 2: Students will orally explain that facts are things that a person knows about something and that can be proven true or false. Students will orally explain that opinions are what a person thinks about something, often related to feelings or beliefs. Opinions cannot be proven true or false. Example: “Dogs need food and water to survive” is a fact. It can be proven to be true. “Dogs are the best pets” is an opinion. It’s what someone may think, but it can’t be proven. 29 ELA.K.R.3 Reading Across Genres Interpreting Figurative Language ELA.K.R.3.1: Identify and explain descriptive words in text(s). Benchmark Clarifications: Clarification 1: Students will explain examples of descriptive words in text and how they add meaning. Clarification 2: Students will be introduced to the academic vocabulary word “adjective.” However, students are not expected to use the word independently. Discussion should focus on how the descriptive words add meaning to the text. Paraphrasing and Summarizing ELA.K.R.3.2: Retell a text orally to enhance comprehension: a. Use main character(s), setting, and important events for a story. b. Use topic and details for an informational text. Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark. Comparative Reading ELA.K.R.3.3: Compare and contrast characters’ experiences in stories. Benchmark Clarifications: Clarification 1: Students will orally compare and contrast the experiences that characters have had, comparing them to those experienced by other characters, in the same story or a different story. Those experiences can be expressed as events, feelings, or behaviors. Communication ELA.K.C.1 Communicating Through Writing Handwriting ELA.K.C.1.1: Print many upper- and lowercase letters. Benchmark Clarifications: Clarification 1: Students should attend to spacing between letters. Clarification 2: Of the many letters students need to be able to print, all vowels must be included. For example, a student who can print 22 letters, both upper- and lowercase, but not “a” or “A” has not mastered the benchmark. Narrative Writing ELA.K.C.1.2: Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order. Benchmark Clarifications: Clarification 1: The product can be written, drawn, dictated, or a combination of all. Clarification 2: See Writing Types. 30 Argumentative Writing ELA.K.C.1.3: Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason. Benchmark Clarifications: Clarification 1: The product can be written, oral, drawn, dictated, or a combination of all. Clarification 2: See Writing Types. Expository Writing ELA.K.C.1.4: Using a combination of drawing, dictating, and/or writing, provide factual information about a topic. Benchmark Clarifications: Clarification 1: The product can be written, drawn, dictated, or a combination of all. Clarification 2: Some opinion can be added to the information, but it should mostly be factual. It is important that students understand the difference between writing to explain and writing to express an opinion. Clarification 3: See Writing Types. Improving Writing ELA.K.C.1.5: With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing. Benchmark Clarifications: Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. For example, a lesson may focus on planning. In those instances, only the planning step would be focused on. By the end of the year, students should have ample opportunities to engage in planning, revising, and editing. ELA.K.C.2 Communicating Orally Oral Presentation ELA.K.C.2.1: Present information orally using complete sentences. Benchmark Clarifications: Clarification 1: For further guidance, see the Elementary Oral Communication Rubric. 31 ELA.K.C.3 Following Conventions Conventions ELA.K.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows: • Begin each sentence with a capital letter and use ending punctuation. • Capitalize the days of the week, the months of the year, and the pronoun I. • Form regular plural nouns orally by adding /s/ or /es/. • Use interrogatives to ask questions. Skills to be implemented but not yet mastered are as follows: • Capitalize proper nouns. • Form and use simple verb tenses for regular verbs by adding the affix -ed. • Form and use complete simple sentences. • Use possessives. • Use subject-verb agreement in simple sentences. Clarification 2: See Convention Progression by Grade Level for more information. ELA.K.C.4 Researching Researching and Using Information ELA.K.C.4.1: Recall information to answer a question about a single topic. ELA.K.C.5 Creating and Collaborating Multimedia ELA.K.C.5.1: Use a multimedia element to enhance oral or written tasks. Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, and audio or digital representation. At this grade level, the element should relate to the task, but that relationship may be tangential. It does not require, but can include, the use of computers. 32 Vocabulary ELA.K.V.1 Finding Meaning Academic Vocabulary ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing. Benchmark Clarifications: Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction. Morphology ELA.K.V.1.2: Ask and answer questions about unfamiliar words in grade-level content. Context and Connotation ELA.K.V.1.3: Identify and sort common words into basic categories, relating vocabulary to background knowledge. Benchmark Clarifications: Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. Clarification 2: See Context Clues and Word Relationships. Sample texts by benchmark ELA.K. R.1.1 ELA.K. R.1.3 ELA.K. R.1.4 ELA.K. R.2.1 ELA.K. R.2.2 ELA.K. R.2.4 ELA.K. R.3.1 ELA.K. R.3.2 ELA.K. R.3.3 Describe the main character(s), setting, and important events in a story. Explain the roles of author and illustrator of a story. Identify rhyme in a poem. Use titles, headings, and illustrations to predict and confirm the topic of texts. Identify the topic of and multiple details in a text. Explain the difference between opinions and facts about a topic. Identify and explain descriptive words in text(s). Retell a text orally to enhance comprehension. Compare and contrast characters’ experiences in stories. “At the Seaside” by Robert Louis Stevenson ● ● “The Clock” – a Mother Goose Poem by Unknown ● ● ● A Mother for Choco by Keiko Kasza ● ● ● ● Brown Bear, Brown Bear by Bill Martin, Jr. ● ● ● ● Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault ● ● Corduroy by Don Freeman ● ● ● ● Curious George by H.A. Rey ● ● ● ● ● Hop on Pop by Dr. Seuss ● ● ● I Am Jackie Robinson by Brad Meltzer ● ● ● ● ● Mission to Space by John Herrington ● ● ● ● ● Now We Are Six by A.A. Milne ● ● On a Farm by Alexa Andrews ● ● ● 33 ELA.K. R.1.1 ELA.K. R.1.3 ELA.K. R.1.4 ELA.K. R.2.1 ELA.K. R.2.2 ELA.K. R.2.4 ELA.K. R.3.1 ELA.K. R.3.2 ELA.K. R.3.3 Describe the main character(s), setting, and important events in a story. Explain the roles of author and illustrator of a story. Identify rhyme in a poem. Use titles, headings, and illustrations to predict and confirm the topic of texts. Identify the topic of and multiple details in a text. Explain the difference between opinions and facts about a topic. Identify and explain descriptive words in text(s). Retell a text orally to enhance comprehension. Compare and contrast characters’ experiences in stories. Red is Best by Kathy Stinson ● ● ● Rumble in the Jungle by Giles Andreae ● ● Swimmy by Leo Lionni ● ● ● ● ● The Bald Eagle by Norman Pearl ● ● ● ● ● ● ● The Carrot Seed by Ruth Krauss ● ● ● ● The Sky Painter: Louis Fuertes, Bird Artist by Margarita Engle ● ● ● ● ● ● The Very First Americans by Cara Ashrose ● ● ● ● ● ● Two Ways to Count to Ten: A Liberian Folktale by Ruby Dee ● ● ● ● ● Wandering Whale Sharks by Susumu Shingu ● ● ● ● ● We Have a Little Garden by Beatrix Potter ● ● ● Where the Wild Things Are by Maurice Sendak ● ● ● ● 34 35 1st Grade “I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” – Roald Dahl Students will continue to receive instruction in recognizing grapheme-phoneme correspondences, and they will begin decoding and encoding longer words. There is a greater focus on finding meaning in text. Students are able to identify which details are more important, a beginning step in identifying relevancy. They are also including a sense of closure in their writing. Foundational Skills ELA.1.F.1 Learning and Applying Foundational Reading Skills Print Concepts ELA.1.F.1.1: Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books. Phonological Awareness ELA.1.F.1.2: Demonstrate phonological awareness. a. Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs. b. Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs. c. Blend single-syllable spoken words with at least five phonemes. d. Segment single-syllable spoken words with at least five phonemes. e. Segment and blend phonemes in multi-syllable spoken words. Benchmark Clarifications: Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. Phonics and Word Analysis ELA.1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. a. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. b. Decode simple words with r-controlled vowels. c. Decode and encode regularly spelled one-syllable words. d. Decode words with inflectional endings. e. Decode two-syllable words with regular patterns by breaking the words into syllables. f. Decode words that use final –e and vowel teams to make long-vowel sounds. Benchmark Clarifications: Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See 1.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. 36 Fluency ELA.1.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. a. Recognize and read with automaticity the grade-level sight words. Benchmark Clarifications: Clarification 1: See Dolch and Fry word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See 1.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity. Clarification 3: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with speed. Clarification 4: “Appropriate prosody” refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. Clarification 5: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures. Reading ELA.1.R.1 Reading Prose and Poetry Literary Elements ELA.1.R.1.1: Identify and describe the main story elements in a story. Benchmark Clarifications: Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and sequence of events of a story. Clarification 2: In describing the characters, students can describe appearance, actions, feelings, and thoughts of the characters. Students will explain what in the text their description is based on. Clarification 3: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated. Theme ELA.1.R.1.2: Identify and explain the moral of a story. Benchmark Clarifications: Clarification 1: This benchmark introduces the moral of a story as a precursor to theme in 2nd grade. A moral is the lesson of a story. During instruction, let students know that not all stories have a lesson by referring to stories read that did not have a moral or a lesson. Perspective and Point of View ELA.1.R.1.3: Explain who is telling the story using context clues. Benchmark Clarifications: Clarification 1: Students will use the term narrator to refer to the speaker telling the story. Students will determine if the narrator is a character in the story or a speaker outside of the story. Students will give reasons why they know who is speaking. 37 Poetry ELA.1.R.1.4: Identify stanzas and line breaks in poems. Benchmark Clarifications: Clarification 1: This benchmark can be paired with R.1.1, R.1.2, R.1.3, and R.3.2 for instruction with story poems. ELA.1.R.2 Reading Informational Text Structure ELA.1.R.2.1: Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts. Central Idea ELA.1.R.2.2: Identify the topic of and relevant details in a text. Purpose and Perspective ELA.1.R.2.3: Explain similarities and differences between information provided in visuals and words in an informational text. Benchmark Clarifications: Clarification 1: When explaining similarities and differences, students will also explain how the visuals and words help the reader make sense of the topic. Clarification 2: During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts. Argument ELA.1.R.2.4: Identify an author’s opinion(s) about the topic. ELA.1.R.3 Reading Across Genres Interpreting Figurative Language ELA.1.R.3.1: Identify and explain descriptive words and phrases in text(s). Benchmark Clarifications: Clarification 1: Continue to expose students to the academic vocabulary word “adjective.” Discussion should focus on how the descriptive words add meaning to the text. Paraphrasing and Summarizing ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension. a. Use main story elements at the beginning, middle, and end for a literary text. b. Use topic and important details for an informational text. Benchmark Clarifications: Clarification 1: Most grade-level texts are appropriate for this benchmark. 38 Comparative Reading ELA.1.R.3.3: Compare and contrast two texts on the same topic. Benchmark Clarifications: Clarification 1: Students are being asked to compare and contrast. During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts. Communication ELA.1.C.1 Communicating Through Writing Handwriting ELA.1.C.1.1: Print all upper- and lowercase letters. Benchmark Clarifications: Clarification 1: Students should have adequate spacing between letters and/or words. Narrative Writing ELA.1.C.1.2: Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure. Benchmark Clarifications: Clarification 1: See Writing Types. Argumentative Writing ELA.1.C.1.3: Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure. Benchmark Clarifications: Clarification 1: See Writing Types. Expository Writing ELA.1.C.1.4: Write expository texts about a topic, using a source, providing facts and a sense of closure. Benchmark Clarifications: Clarification 1: See Writing Types. Improving Writing ELA.1.C.1.5: With guidance and support from adults, improve writing, as needed, by planning, revising, and editing. Benchmark Clarifications: Clarification 1: As needed refers to the fact that sometimes instruction will focus on a specific skill or part of the process. In those instances, only the applicable activity will be engaged in. 39 ELA.1.C.2 Communicating Orally Oral Presentation ELA.1.C.2.1: Present information orally using complete sentences and appropriate volume. Benchmark Clarifications: Clarification 1: For further guidance, see the Elementary Oral Communication Rubric. ELA.1.C.4 Researching Researching and Using Information ELA.1.C.4.1: Participate in research to gather information to answer a question about a single topic. Benchmark Clarifications: Clarification 1: The question could ask for an explanation or could ask how to do something, where the appropriate response could be to give a sequence of steps or instructions. ELA.1.C.3 Following Conventions Conventions ELA.1.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. Benchmark Clarifications: Clarification 1: Skills to be mastered at this grade level are as follows: • Capitalize proper nouns. • Form and use simple verb tenses for regular verbs by adding the affix -ed. • Form and use complete simple sentences. • Use possessives. • Use subject-verb agreement in simple sentences. Skills to be implemented but not yet mastered are as follows: • Form plurals -y to -ies. • Conjugate regular and irregular verb tenses. • Form and use regular and frequently occurring irregular plural nouns. • Form and use the past tense of frequently occurring irregular verbs. • Use apostrophes to form contractions. • Appropriately use pronouns. • Use commas in a series. • Use plural possessives. • Use interjections. Clarification 2: See Convention Progression by Grade Level for more information. 40 ELA.1.C.5 Creating and Collaborating Multimedia ELA.1.C.5.1: Use a multimedia element to enhance oral or written tasks. Benchmark Clarifications: Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, and audio or digital representation. At this grade level, the element should relate to the task. As long as the student is able to explain how the picture relates, the multimedia element is suitable. The element may be shared at the beginning or added on to the end instead of shared during the course of the task. There is no expectation that the element be integrated into the task. Technology in Communication ELA.1.C.5.2: Identify and use digi