Common Core State Standards & Long-Term Learning Targets

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READ ME FIRST – Overview of EL’s Common Core Learning Targets

What We Have Created and Why

• A group of 15 EL staff members wrote long-term learning targets aligned with the Common Core State Standards for English Language Arts (K-12), Disciplinary Reading (6-12), and Math.

• EL is committed to purposeful learning; to that end, learning targets are a key resource for students, teachers, and instructional leaders. Our hope is that these targets help launch teachers into what we’ve learned is the most powerful work: engaging students with targets during the learning process.

• The Common Core State Standards (CCSS) unite us nationally. The standards, along with these long-term learning targets provide us with a common framework and language.

• We offer these targets as an open educational resource (OER), intended to be shared publicly at no charge.

Next Steps for Schools and Teachers

• Determine importance and sort for long-term vs. supporting targets.

In most cases, there are more targets here than teachers can realistically instruct to and assess, and not each target is “worthy” of being a long-term target. We suggest that leadership teams, disciplinary teams, or grade-level teams analyze these targets to determine which ones you consider to be truly long-term versus supporting. Reorganize them as necessary to make them yours.

• Build out contextualized supporting targets and assessments, looking back at the full text of the standard. Our intention is to offer a “clean translation” of the standards in student-friendly language to serve as a jumping-off point for teachers when developing daily targets used with students during instruction and formative assessment.

Resources

• A specific resource we recommend is The Common Core: Clarifying Expectations for Teachers & Students (2012), by Align Assess, Achieve, LLC and distributed through McGraw Hill. These are a series of grade level booklets for Math, ELA, and Literacy in Science, Social Studies & Technology. They include enduring understandings, essential questions, suggested daily-level learning targets and vocabulary broken out by cluster and standard. Find more information at aaa/index.php?page=flipbooks. (Each grade-level booklet costs $15-25.)

• We also recommend installing the free Common Core Standards app by MasteryConnect. It’s very useful to have the standards at your fingertips!

Quick Links

Kindergarten ELA

1st Grade ELA

2nd Grade ELA

3rd Grade ELA

4th Grade ELA

5th Grade ELA

6th Grade ELA

7th Grade ELA

8th Grade ELA

9th-10th Grade ELA

11th-12th Grade ELA

6th-8th Grade Disciplinary Reading

9th-10th Grade Disciplinary Reading

11th-12th Grade Disciplinary Reading

ELA Common Core State Standards and Long-Term Learning Targets Kindergarten

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.K.1. With prompting and support, ask and answer questions about key |With support, I can ask questions about important details in a literary |

|details in a text. |text. |

| | |

| |With support, I can answer questions about important details in a literary|

| |text. |

|RL.K.2. With prompting and support, retell familiar stories, including key|With support, I can retell a story I know using important details. |

|details. | |

|RL.K.3. With prompting and support, identify characters, settings, and |With support, I can describe the characters, setting and major events of a|

|major events in a story. |story using details. |

|RL.K.4. Ask and answer questions about unknown words in a text. |I can ask questions about words I don’t know in a literary text. |

| | |

| |I can answer questions about words I don’t know in a literary text. |

|RL.K.5. Recognize common types of texts (e.g., storybooks, poems). |I can identify different types of literary texts. (e.g., storybooks, |

| |poems). |

|RL.K.6. With prompting and support, name the author and illustrator of a |With support, I can describe the author's job in telling a story. |

|story and define the role of each in telling the story. | |

| |With support, I can describe the illustrator's job in telling a story. |

|RL.K.7. With prompting and support, describe the relationship between |With support, I can make connections between pictures and words in a |

|illustrations and the story in which they appear (e.g., what moment in a |story. |

|story an illustration depicts). | |

|RL.K.9. With prompting and support, compare and contrast the adventures |With support, I can compare and contrast things that happen to characters |

|and experiences of characters in familiar stories. |in stories that I know. |

|RL.K.10. Actively engage in group reading activities with purpose and |I can actively participate in group reading activities. |

|understanding. | |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.K.1. With prompting and support, ask and answer questions about key |With support, I can ask questions about important details in an |

|details in a text. |informational text. |

| | |

| |With support, I can answer questions about important details in an |

| |informational text. |

|RI.K.2. With prompting and support, identify the main topic and retell key|With support, I can identify the main topic and details of an |

|details of a text. |informational text. |

|RI.K.3. With prompting and support, describe the connection between two |With support, I can describe how two people, events, and/or ideas are |

|individuals, events, ideas, or pieces of information in a text. |connected in informational texts. |

|RI.K.4. With prompting and support, ask and answer questions about unknown|With support, I can ask questions about words I don't know in |

|words in a text. |informational texts. |

| | |

| |With support, I can answer questions about words I don't know in |

| |informational texts. |

|RI.K.5. Identify the front cover, back cover, and title page of a book. |I can identify the front cover, back cover and title page of an |

| |informational text. |

|RI.K.6. Name the author and illustrator of a text and define the role of |I can describe the author's role in creating an informational text. |

|each in presenting the ideas or information in a text. | |

| |I can describe the illustrator’s role in creating an informational text. |

|RI.K.7. With prompting and support, describe the relationship between |With support, I can make connections between the pictures and words in an |

|illustrations and the text in which they appear (e.g., what person, place,|informational text. |

|thing, or idea in the text an illustration depicts). | |

|RI.K.8. With prompting and support, identify the reasons an author gives |With support, I can describe details an author gives in an informational |

|to support points in a text. |text. |

|RI.K.9. With prompting and support, identify basic similarities in and |With support, I can compare and contrast informational texts about the |

|differences between two texts on the same topic (e.g., in illustrations, |same topic (illustrations, descriptions, procedures). |

|descriptions, or procedures). | |

|RI.K.10. Actively engage in group reading activities with purpose and |I can actively participate in group reading activities. |

|understanding. | |

|CCS Standards: Reading – Foundational Skills |Long-Term Target(s) |

|RF.K.1. Demonstrate understanding of the organization and basic features |I can show how words are organized and used in a text. |

|of print. |I can follow words from left to right, top to bottom and page by page. |

|Follow words from left to right, top to bottom, and page by page. |I can describe how words I hear can be written in letters. |

|Recognize that spoken words are represented in written language by |I can identify spaces between words in print. |

|specific sequences of letters. |I can name all upper and lower case letters of the alphabet |

|Understand that words are separated by spaces in print. | |

|Recognize and name all upper- and lowercase letters of the alphabet. | |

|RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds |I can use sound patterns to read words. |

|(phonemes). |I can identify rhyming words. |

|Recognize and produce rhyming words. |a. I can make rhyming words. |

|Count, pronounce, blend, and segment syllables in spoken words. |I can count the number of syllables in a word I hear. |

|Blend and segment onsets and rimes of single-syllable spoken words. |b. I can say each syllable in a word I hear. |

|Isolate and pronounce the initial, medial vowel, and final sounds |b. I can break up words I hear into syllables. |

|(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) |I can put syllables together in words I hear. |

|words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) |c. I can blend onsets and rimes in one syllable words. |

|Add or substitute individual sounds (phonemes) in simple, one-syllable |c. I can identify onsets and rimes in one-syllable words. |

|words to make new words. |I can say the beginning, middle and end sounds of c-v-c words. |

| |I can change sounds in simple, one syllable words to make new words. |

|RF.K.3. Know and apply grade-level phonics and word analysis skills in |I can read words using different strategies. |

|decoding words. |I can match consonants with the sounds they make (say). |

|Demonstrate basic knowledge of letter-sound correspondences by producing |I can say the long sound for each vowel. |

|the primary or most frequent sound for each consonant. |b. I can say the short sound for each vowel. |

|Associate the long and short sounds with the common spellings (graphemes) |I can read common sight words in a snap. (e.g.,  |

|for the five major vowels. |the, of, to, you, she, my, is, are, do, does) |

|Read common high-frequency words by sight |I can identify which letters and sounds are different when looking at |

|(e.g., the, of, to, you, she, my, is, are, do, does). |similar words. |

|Distinguish between similarly spelled words by identifying the sounds of | |

|the letters that differ. | |

|RF.K.4. Read emergent-reader texts with purpose and understanding. |I can read kindergarten texts to make meaning. |

|Standards: Writing |Long-Term Target(s) |

|W.K.1. Use a combination of drawing, dictating, and writing to compose |I can share my thoughts and opinions about a book using pictures and |

|opinion pieces in which they tell a reader the topic or the name of the |words. |

|book they are writing about and state an opinion or preference about the | |

|topic or book (e.g., My favorite book is...). | |

|W.K.2. Use a combination of drawing, dictating, and writing to compose |I can teach my reader about a topic using pictures and words. |

|informative/explanatory texts in which they name what they are writing | |

|about and supply some information about the topic. | |

|W.K.3. Use a combination of drawing, dictating, and writing to narrate a |I can tell a story to my reader using pictures and words. |

|single event or several loosely linked events, tell about the events in | |

|the order in which they occurred, and provide a reaction to what happened.| |

|W.K.5. With guidance and support from adults, respond to questions and |With support from adults, I can use feedback from peers to make my writing|

|suggestions from peers and add details to strengthen writing as needed. |stronger. |

| | |

| |With support from adults, I can revise my writing by adding details. |

|W.K.6. With guidance and support from adults, explore a variety of digital|With support from adults, I can use digital tools to publish my writing. |

|tools to produce and publish writing, including in collaboration with | |

|peers. | |

|W.K.7. Participate in shared research and writing projects (e.g., explore |I can participate in shared research projects. |

|a number of books by a favorite author and express opinions about them). | |

| |I can participate in shared writing projects. |

|W.K.8. With guidance and support from adults, recall information from |With support from adults, I can answer questions about things I’ve done or|

|experiences or gather information from provided sources to answer a |learned about. |

|question. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.K.1. Participate in collaborative conversations with diverse partners |I can participate in small and larger group conversations with peers and |

|about kindergarten topics and texts with peers and adults in small and |adults about kindergarten topics and texts. |

|larger groups. |I can follow our class norms when I participate in a conversation. |

|Follow agreed-upon rules for discussions (e.g., listening to others and |I can build upon what others say when I participate in a conversation. |

|taking turns speaking about the topics and texts under discussion). | |

|Continue a conversation through multiple exchanges. | |

|SL.K.2. Confirm understanding of a text read aloud or information |I can ask questions when I am confused about a text or information that |

|presented orally or through other media by asking and answering questions |has been read aloud or shown to me. |

|about key details and requesting clarification if something is not | |

|understood. |I can answer questions to show what I know about a text or information |

| |that has been read aloud or shown to me. |

|SL.K.3. Ask and answer questions in order to seek help, get information, |I can ask questions when I am confused. |

|or clarify something that is not understood. | |

| |I can answer questions to show what I know. |

|SL.K.4. Describe familiar people, places, things, and events and, with |I can describe people, places, things, and events that I know. (with |

|prompting and support, provide additional detail. |support) |

| | |

| |With support, I can use details when I speak to send a clear message to my|

| |listener. |

|SL.K.5. Add drawings or other visual displays to descriptions as desired |I can use pictures to send a clear message to my listener. |

|to provide additional detail. | |

|SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. |I can speak in a loud and clear voice so my listener can understand me. |

|CCS Standards: Language |Long-Term Target(s) |

|L.K.1. Demonstrate command of the conventions of standard English grammar |I can use grammar conventions to send a clear message to a reader or |

|and usage when writing or speaking. |listener. |

|Print many upper- and lowercase letters. |I can print many upper and lower case letters. |

|Use frequently occurring nouns and verbs. |I can use common nouns and verbs. |

|Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; |I can write regular plural nouns. (e.g., dog, dogs; wish, wishes) |

|wish, wishes). |I can use question words. (e.g., who, what, where, when, why, how) |

|Understand and use question words (interrogatives) (e.g., who, what, |I can use common prepositions. (e.g., to, from, in, out, on, off, for, of,|

|where, when, why, how). |by, with) |

|Use the most frequently occurring prepositions (e.g., to, from, in, out, |I can write complete sentences when working with a group. |

|on, off, for, of, by, with). | |

|Produce and expand complete sentences in shared language activities. | |

|L.K.2. Demonstrate command of the conventions of standard English |I can use conventions to send a clear message to my reader. |

|capitalization, punctuation, and spelling when writing. |I can capitalize the first word in a sentence. |

|Capitalize the first word in a sentence and the pronoun I. |a. I can capitalize the pronoun I. |

|Recognize and name end punctuation. |I can identify ending punctuation marks. |

|Write a letter or letters for most consonant and short-vowel sounds |I can write letters for consonant sounds. |

|(phonemes). |c. I can write letters for short-vowel sounds. |

|Spell simple words phonetically, drawing on knowledge of sound-letter |I can use sound patterns to spell words I don't know. |

|relationships. | |

|L.K.4. Determine or clarify the meaning of unknown and multiple-meaning |I can use a variety of strategies to read words I don’t know. |

|words and phrases based on kindergarten reading and content. |I can identify new meanings for words I know. |

|Identify new meanings for familiar words and apply them accurately (e.g., |a. I can use words I know in different ways that make sense. (e.g., |

|knowing duck is a bird and learning the verb to duck). |knowing duck is a bird and learning the verb to duck). |

|Use the most frequently occurring inflections and affixes (e.g., -ed, -s, |I can use common beginnings and endings to help me know what a word means.|

|re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. |(e.g., -ed, -s, re-, un-, pre-, -ful, -less) |

|L.K.5. With guidance and support from adults, explore word relationships |I can use a variety of strategies to figure out what words mean. (with |

|and nuances in word meanings. |support) |

|Sort common objects into categories (e.g., shapes, foods) to gain a sense |I can sort words into categories. |

|of the concepts the categories represent. |I can identify antonyms of common verbs and adjectives. This means I can |

|Demonstrate understanding of frequently occurring verbs and adjectives by |name the opposite words for common verbs and adjectives. |

|relating them to their opposites (antonyms). |I can make connections between words and their use. |

|Identify real-life connections between words and their use (e.g., note |I can act out the meanings of similar action verbs to show that I know the|

|places at school that are colorful). |differences between them. |

|Distinguish shades of meaning among verbs describing the same general | |

|action (e.g., walk, march, strut, prance) by acting out the meanings. | |

|L.K.6. Use words and phrases acquired through conversations, reading and |I can speak using words I hear in conversations. |

|being read to, and responding to texts. | |

| |I can speak using words I hear in books. |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 1

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.1.1. Ask and answer questions about key details in a text. |I can ask questions about details in a literary text. |

| | |

| |I can answer questions about details in a literary text. |

|RL.1.2. Retell stories, including key details, and demonstrate |I can retell a story, including important details. |

|understanding of their central message or lesson. | |

| |I can explain the important message or lesson of a story. I can answer |

| |questions about details in a text |

|RL.1.3. Describe characters, settings, and major events in a story, using |I can describe the characters, setting and major events of a story using |

|key details. |details. |

|RL.1.4. Identify words and phrases in stories or poems that suggest |I can identify feeling and sense words in stories and poems. |

|feelings or appeal to the senses. | |

|RL.1.5. Explain major differences between books that tell stories and books|I can compare and contrast books that tell stories and books that give |

|that give information, drawing on a wide reading of a range of text types. |information. |

|RL.1.6. Identify who is telling the story at various points in a text. |I can identify who is telling the story at different places in a text. |

|RL.1.7. Use illustrations and details in a story to describe its |I can use pictures and details to describe the characters, setting and |

|characters, setting, or events. |events of a story. |

|RL.1.9. Compare and contrast the adventures and experiences of characters |I can compare and contrast things that happen to characters in stories. |

|in stories. | |

|RL.1.10. With prompting and support, read prose and poetry of appropriate |With support, I can read first grade literary texts. |

|complexity for grade 1. | |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.1.1. Ask and answer questions about key details in a text. |I can ask questions about details in informational text. |

| | |

| |I can answer questions about details in informational text. |

|RI.1.2. Identify the main topic and retell key details of a text. |I can identify the main idea of an informational text. |

| | |

| |I can retell details in an informational text. |

|RI.1.3. Describe the connection between two individuals, events, ideas, or |I can describe how two people, events, and/or ideas are connected in |

|pieces of information in a text. |informational texts. |

|RI.1.4. Ask and answer questions to help determine or clarify the meaning |I can ask questions about unknown words and phrases in informational |

|of words and phrases in a text. |texts. |

| | |

| |I can answer questions about unknown words and phrases in informational |

| |texts. |

|RI.1.5. Know and use various text features (e.g., headings, tables of |I can identify features of informational text. (e.g. headings, tables of |

|contents, glossaries, electronic menus, icons) to locate key facts or |contents, glossaries, electronic menus, icons). |

|information in a text. | |

| |I can use text features to find important facts in informational text. |

|RI.1.6. Distinguish between information provided by pictures or other |I can compare and contrast the facts from words and pictures in |

|illustrations and information provided by the words in a text. |informational texts. |

|RI.1.7. Use the illustrations and details in a text to describe its key |I can use pictures and details to describe the main ideas of informational|

|ideas. |text. |

|RI.1.8. Identify the reasons an author gives to support points in a text. |I can identify the author's reasons that support the main idea of an |

| |informational text. |

|RI.1.9. Identify basic similarities in and differences between two texts on|I can compare and contrast informational texts about the same topic. |

|the same topic (e.g., in illustrations, descriptions, or procedures). | |

|RI.1.10. With prompting and support, read informational texts appropriately|With support, I can read first grade informational texts. |

|complex for grade 1. | |

|CCS Standards: Reading – Foundational Skills |Long-Term Target(s) |

|RF.1.1. Demonstrate understanding of the organization and basic features of|I can explain how words are organized and used in a text. |

|print. |I can identify the parts of a sentence. |

|Recognize the distinguishing features of a sentence (e.g., first word, | |

|capitalization, ending punctuation). | |

|RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds |I can use sound patterns to read words. |

|(phonemes). |I can identify long and short vowels in one-syllable words I hear. |

|Distinguish long from short vowel sounds in spoken single-syllable words. |I can say one-syllable words by putting sounds together. |

|Orally produce single-syllable words by blending sounds (phonemes), |I can say the beginning, middle and end sounds of one- syllable words. |

|including consonant blends. |I can break up one syllable words into their sounds. |

|Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in| |

|spoken single-syllable words. | |

|Segment spoken single-syllable words into their complete sequence of | |

|individual sounds (phonemes). | |

|RF.1.3. Know and apply grade-level phonics and word analysis skills in |I can use a variety of strategies to read words. |

|decoding words. |I can match letters and sounds for common consonant teams. (digraph: two |

|Know the spelling-sound correspondences for common consonant digraphs (two |letters that make one sound). |

|letters that represent one sound). |I can read one-syllable words that" play fair" |

|Decode regularly spelled one-syllable words. |I can read long vowel words with a silent e. |

|Know final -e and common vowel team conventions for representing long vowel|c. I can read long vowel “team” words. |

|sounds. |I can use vowel sounds to identify the number of syllables in a word. |

|Use knowledge that every syllable must have a vowel sound to determine the |I can read two-syllable words that by breaking the words into syllables. |

|number of syllables in a printed word. |I can read words with endings (ing, ed, s, es). |

|Decode two-syllable words following basic patterns by breaking the words |I can read high frequency words that don't “play fair.” |

|into syllables. | |

|Read words with inflectional endings. | |

|Recognize and read grade-appropriate irregularly spelled words. | |

|RF.1.4. Read with sufficient accuracy and fluency to support comprehension.|I can read 1st grade level texts accurately and fluently to make meaning. |

|Read grade-level text with purpose and understanding. |I can read 1st grade level texts with purpose. |

|Read grade-level text orally with accuracy, appropriate rate, and |I can read 1st grade level texts with fluency. |

|expression. |I can use clues in the text to check my accuracy. |

|Use context to confirm or self-correct word recognition and understanding, |c. I can re-read to make sure that what I’m reading makes sense. |

|rereading as necessary. | |

|Standards: Writing |Long-Term Target(s) |

|W.1.1. Write opinion pieces in which they introduce the topic or name the |I can write an opinion piece (about a book) with a clear topic, support |

|book they are writing about, state an opinion, supply a reason for the |for my opinion, and closure. |

|opinion, and provide some sense of closure. | |

|W.1.2. Write informative/explanatory texts in which they name a topic, |I can write an informational text that has a clear topic. |

|supply some facts about the topic, and provide some sense of closure. | |

| |I can include supporting facts about a topic in an informational text. |

| | |

| |I can include an ending to my informational text. |

|W.1.3. Write narratives in which they recount two or more appropriately |I can sequence at least two events in a story. |

|sequenced events, include some details regarding what happened, use | |

|temporal words to signal event order, and provide some sense of closure. |I can include details that tell what happened in my story. |

| | |

| |I can use transitional words and expressions in my story. |

| | |

| |I can include an ending for my story. |

|W.1.5. With guidance and support from adults, focus on a topic, respond to |With support from adults, I can use feedback from peers to make my writing|

|questions and suggestions from peers, and add details to strengthen writing|stronger. |

|as needed. | |

| |With support from adults, I can revise my writing by adding details. |

|W.1.6. With guidance and support from adults, use a variety of digital |With support from adults, I can use digital tools to publish my writing. |

|tools to produce and publish writing, including in collaboration with | |

|peers. | |

|W.1.7. Participate in shared research and writing projects (e.g., explore a|I can participate in shared research projects. |

|number of “how-to” books on a given topic and use them to write a sequence | |

|of instructions). | |

|W.1.8. With guidance and support from adults, recall information from |With support from adults, I can answer questions about things I’ve done or|

|experiences or gather information from provided sources to answer a |learned about. |

|question. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.1.1. Participate in collaborative conversations with diverse partners |I can participate in small and larger group conversations with peers and |

|about grade 1 topics and texts with peers and adults in small and larger |adults about 1st grade topics and texts. |

|groups. |a. I can follow our class norms when I participate |

|Follow agreed-upon rules for discussions (e.g., listening to others with |in a conversation. |

|care, speaking one at a time about the topics and texts under discussion). |I can build upon what others say when I |

|Build on others’ talk in conversations by responding to the comments of |participate in a conversation. |

|others through multiple exchanges. |I can ask questions so I’m clear about what is |

|Ask questions to clear up any confusion about the topics and texts under |being discussed. |

|discussion. | |

|SL.1.2. Ask and answer questions about key details in a text read aloud or |I can ask questions about a text or information that has been read aloud |

|information presented orally or through other media. |or shown to me. |

| | |

| |I can answer questions to show what I know about a text or information |

| |that has been read aloud or shown to me. |

|SL.1.3. Ask and answer questions about what a speaker says in order to |I can ask questions when I am confused or want more information when |

|gather additional information or clarify something that is not understood. |listening to a speaker. |

| | |

| |I can answer questions to show what I know after listening to a speaker. |

|SL.1.4. Describe people, places, things, and events with relevant details, |I can describe people, places, things, and events with appropriate |

|expressing ideas and feelings clearly. |details. |

|SL.1.5. Add drawings or other visual displays to descriptions when |I can use drawings or other visual displays to help me express myself. |

|appropriate to clarify ideas, thoughts, and feelings. | |

|SL.1.6. Produce complete sentences when appropriate to task and situation. |I can speak in complete sentences. |

| | |

|CCS Standards: Language |Long-Term Target(s) |

|L.1.1. Demonstrate command of the conventions of standard English grammar |I can use grammar conventions to send a clear message to a reader or |

|and usage when writing or speaking. |listener. |

|Print all upper- and lowercase letters. |I can print all upper and lower case letters. |

|Use common, proper, and possessive nouns. |I can use common, proper and possessive nouns in my writing. |

|Use singular and plural nouns with matching verbs in basic sentences (e.g.,|I can write basic sentences that include nouns and matching verbs. |

|He hops; We hop). |I can use pronouns in my writing. (e.g., I, me, my; they, them, their, |

|Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, |anyone, everything) |

|them, their, anyone, everything). |I can use verbs to show past, present, and future. (e.g., Yesterday I |

|Use verbs to convey a sense of past, present, and future (e.g., Yesterday I|walked home; Today I walk home; Tomorrow I will walk home) |

|walked home; Today I walk home; Tomorrow I will walk home). |I can use common adjectives in my writing. |

|Use frequently occurring adjectives. |I can use conjunctions in my writing. (e.g., and, but, or, so, because) |

|Use frequently occurring conjunctions (e.g., and, but, or, so, because). |I can use words that point out a specific noun (e.g. this, that, the). |

|Use determiners (e.g., articles, demonstratives). |I can use common prepositions in my writing. (e.g., during, beyond, |

|Use frequently occurring prepositions (e.g., during, beyond, toward). |toward) |

|Produce and expand complete simple and compound declarative, interrogative,|I can write complex and compound sentences. |

|imperative, and exclamatory sentences in response to prompts. | |

|L.1.2. Demonstrate command of the conventions of standard English |I can use grammar conventions to send a clear message to a reader. |

|capitalization, punctuation, and spelling when writing. |I can capitalize dates and names of people. |

|Capitalize dates and names of people. |I can use ending punctuation in sentences. |

|Use end punctuation for sentences. |I can use commas in dates and when writing a list. |

|Use commas in dates and to separate single words in a series. |I can spell grade-level words correctly. |

|Use conventional spelling for words with common spelling patterns and for |I can use sound patterns to spell words I don't know. |

|frequently occurring irregular words. | |

|Spell untaught words phonetically, drawing on phonemic awareness and | |

|spelling conventions. | |

|L.1.4. Determine or clarify the meaning of unknown and multiple-meaning |I can use a variety of strategies to determine what word means. |

|words and phrases based on grade 1 reading and content, choosing flexibly |I can use sentence clues to help me determine what a word means. |

|from an array of strategies. |I can use prefixes and suffixes to determine the meaning of a word |

|Use sentence-level context as a clue to the meaning of a word or phrase. |I can identify common root words and their endings. |

|Use frequently occurring affixes as a clue to the meaning of a word. | |

|Identify frequently occurring root words (e.g., look) and their | |

|inflectional forms (e.g., looks, looked, looking). | |

|L.1.5. With guidance and support from adults, demonstrate understanding of |With support, I can describe what figurative and complex words and phrases|

|figurative language, word relationships and nuances in word meanings. |mean. |

|Sort words into categories (e.g., colors, clothing) to gain a sense of the |I can sort words into categories. |

|concepts the categories represent. |I can sort words by one or more attributes. |

|Define words by category and by one or more key attributes (e.g., a duck is|I can identify real-life connection between words and their uses. |

|a bird that swims; a tiger is a large cat with stripes). |I can tell the difference between similar verbs and adjectives. |

|Identify real-life connections between words and their use (e.g., note | |

|places at home that are cozy). | |

|Distinguish shades of meaning among verbs differing in manner (e.g., look, | |

|peek, glance, stare, glare, scowl) and adjectives differing in intensity | |

|(e.g., large, gigantic) by defining or choosing them or by acting out the | |

|meanings. | |

|L.1.6. Use words and phrases acquired through conversations, reading and |I can speak using words I hear in conversations. |

|being read to, and responding to texts, including using frequently | |

|occurring conjunctions to signal simple relationships (e.g., because). |I can speak using words I hear in books. |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 2

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.2.1. Ask and answer such questions as who, what, where, when, why, |I can ask questions before, during and after reading that help me |

|and how to demonstrate understanding of key details in a text. |understanding the meaning of a literary text. (e.g.; who, what, where, |

| |when, why, and how) |

| | |

| |I can answer questions during and after reading to show my understanding |

| |of a literary text. |

|RL.2.2. Recount stories, including fables and folktales from diverse |I can retell a story using important details. |

|cultures, and determine their central message, lesson, or moral. | |

| |I can determine the important message, lesson or moral in a story. |

|RL.2.3. Describe how characters in a story respond to major events and |I can describe how characters in story solve problems and overcome |

|challenges. |challenges. |

|RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, |I can describe how rhymes, repeated lines, and alliteration supply rhythm |

|rhymes, repeated lines) supply rhythm and meaning in a story, poem, or |and meaning in songs and poems. |

|song. | |

|RL.2.5. Describe the overall structure of a story, including describing how|I can describe the structure of a story. |

|the beginning introduces the story and the ending concludes the action. | |

|RL.2.6. Acknowledge differences in the points of view of characters, |I can identify different characters' points of view in a story. |

|including by speaking in a different voice for each character when reading | |

|dialogue aloud. |I can speak in different voices to match the characters’ dialogue when I |

| |read a story out loud. |

|RL.2.7. Use information gained from the illustrations and words in a print |I can use pictures from text to describe a story’s characters, setting and|

|or digital text to demonstrate understanding of its characters, setting, or|plot. |

|plot. | |

|RL.2.9. Compare and contrast two or more versions of the same story (e.g., |I can compare and contrast the same story by different authors or from |

|Cinderella stories) by different authors or from different cultures. |different cultures. (e.g., Cinderella stories) |

|RL.2.10. By the end of the year, read and comprehend literature, including |I can make meaning from 2nd grade stories and poems. |

|stories and poetry, in the grades 2–3 text complexity band proficiently, | |

|with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.2.1. Ask and answer such questions as who, what, where, when, why, |I can ask questions to find information (who, what, where, when, why and |

|and how to demonstrate understanding of key details in a text. |how) in text. |

| | |

| |I can answer questions to show what I learned in an informational text. |

|RI.2.2. Identify the main topic of a multi-paragraph text as well as the |I can identify the main idea of each paragraph in an informational text. |

|focus of specific paragraphs within the text. | |

| |I can identify the main idea of a multi-paragraph informational text. |

|RI.2.3. Describe the connection between a series of historical events, |I can describe the connection between events, ideas or concepts in an |

|scientific ideas or concepts, or steps in technical procedures in a text. |informational text. |

|RI.2.4. Determine the meaning of words and phrases in a text relevant to |I can find the meaning of words and phrases in 2nd grade informational |

|a grade 2 topic or subject area. |texts. |

|RI.2.5. Know and use various text features (e.g., captions, bold print, |I can use text features (bold, captions, subheadings, glossaries, indexes,|

|subheadings, glossaries, indexes, electronic menus, icons) to locate key |icons) to efficiently find facts in informational texts. |

|facts or information in a text efficiently. | |

|RI.2.6. Identify the main purpose of a text, including what the author |I can identify the main idea of an informational text. |

|wants to answer, explain, or describe. | |

|RI.2.7. Explain how specific images (e.g., a diagram showing how a machine |I can explain how images help a reader make meaning from informational |

|works) contribute to and clarify a text. |texts. (e.g., a diagram showing how a machine works) |

|RI.2.8. Describe how reasons support specific points the author makes in a |I can describe how reasons (details) support an author’s facts. |

|text. | |

|RI.2.9. Compare and contrast the most important points presented by two |I can compare and contrast the most important points in two texts on the |

|texts on the same topic. |same topic. |

|RI.2.10. By the end of year, read and comprehend informational texts, |I can make meaning from 2nd grade informational texts. |

|including history/social studies, science, and technical texts, in the | |

|grades 2–3 text complexity band proficiently, with scaffolding as needed at|I can read above-grade informational texts with scaffolding and support. |

|the high end of the range. | |

|CCS Standards: Reading – Foundational Skills |Long-Term Target(s) |

|RF.2.3. Know and apply grade-level phonics and word analysis skills in |I can use a variety of strategies to read words. |

|decoding words. |I can identify long and short vowels in one-syllable words. |

|Distinguish long and short vowels when reading regularly spelled |I can match letters and sounds for common vowel teams. |

|one-syllable words. |I can read two-syllable words with long vowels. |

|Know spelling-sound correspondences for additional common vowel teams. |I can read words with prefixes and suffixes. |

|Decode regularly spelled two-syllable words with long vowels. |I can read words that sound the way they are spelled, even when they don’t|

|Decode words with common prefixes and suffixes. |follow a normal pattern. |

|Identify words with inconsistent but common spelling-sound correspondences.|I can read high frequency words that don’t “play fair.” |

|Recognize and read grade-appropriate irregularly spelled words. | |

|RF.2.4. Read with sufficient accuracy and fluency to support comprehension.|I can read 2nd grade level texts accurately and fluently to make meaning. |

|Read grade-level text with purpose and understanding. |I can read 2nd grade level texts with purpose. |

|Read grade-level text orally with accuracy, appropriate rate, and |I can read 2nd grade level texts with fluency. |

|expression. |I can use clues in the text to check my accuracy. |

|Use context to confirm or self-correct word recognition and understanding, |c. I can re-read to make sure that what I’m reading makes sense. |

|rereading as necessary. | |

|Standards: Writing |Long-Term Target(s) |

|W.2.1. Write opinion pieces in which they introduce the topic or book they |I can write an opinion piece with a clear topic. |

|are writing about, state an opinion, supply reasons that support the | |

|opinion, use linking words (e.g., because, and, also) to connect opinion |I can include reasons that support my opinion. |

|and reasons, and provide a concluding statement or section. | |

| |I can use linking words to connect my opinion and reasons. |

|W.2.2. Write informative/explanatory texts in which they introduce a topic,|I can write an informative/explanatory text that has a clear topic. |

|use facts and definitions to develop points, and provide a concluding | |

|statement or section. |I can include supporting facts about a topic in an informative/explanatory|

| |text. |

| | |

| |I can construct a closure on the topic of an informative/explanatory text.|

|W.2.3. Write narratives in which they recount a well-elaborated event or |I can write a story that has a clear sequence of events. |

|short sequence of events, include details to describe actions, thoughts, | |

|and feelings, use temporal words to signal event order, and provide a sense|I can include details that tell what happened in my story. |

|of closure. | |

| |I can use transitional words and expressions in my story. |

| | |

| |I can close my story. |

|W.2.5. With guidance and support from adults and peers, focus on a topic |With support, I can strengthen my writing through revising. |

|and strengthen writing as needed by revising and editing. | |

| |With support, I can strengthen my writing through editing. |

|W.2.6. With guidance and support from adults, use a variety of digital |With support, I can use digital tools to publish my writing. |

|tools to produce and publish writing, including in collaboration with | |

|peers. | |

|W.2.7. Participate in shared research and writing projects (e.g., read a |I can participate in shared research projects. |

|number of books on a single topic to produce a report; record science | |

|observations). | |

|W.2.8. Recall information from experiences or gather information from |I can answer questions about things I’ve done or learned about. |

|provided sources to answer a question. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.2.1. Participate in collaborative conversations with diverse partners |I can participate in small and larger group conversations with peers and |

|about grade 2 topics and texts with peers and adults in small and larger |adults about 2nd grade topics and texts. |

|groups. |I can follow our class norms when I participate in a conversation. |

|Follow agreed-upon rules for discussions (e.g., gaining the floor in |I can build upon what others say when I participate in a conversation. |

|respectful ways, listening to others with care, speaking one at a time |I can ask questions so I’m clear about what is being discussed. |

|about the topics and texts under discussion). | |

|Build on others’ talk in conversations by linking their comments to the | |

|remarks of others. | |

|Ask for clarification and further explanation as needed about the topics | |

|and texts under discussion. | |

|SL.2.2. Recount or describe key ideas or details from a text read aloud or |I can describe key ideas or details about a text or information that has |

|information presented orally or through other media. |been read aloud or shown to me. |

|SL.2.3. Ask and answer questions about what a speaker says in order to |I can ask questions when I am confused, to learn new things or to deepen |

|clarify comprehension, gather additional information, or deepen |my understanding of a topic when listening to a speaker. |

|understanding of a topic or issue. | |

| |I can answer questions to show what I know when listening to a speaker. |

|SL.2.4. Tell a story or recount an experience with appropriate facts and |I can tell a story or describe an experience using facts and details. |

|relevant, descriptive details, speaking audibly in coherent sentences. | |

| |I can speak clearly and use full sentences to tell a story or describe an |

| |experience. |

|SL.2.5. Create audio recordings of stories or poems; add drawings or other |I can create a recording of a story or poem. |

|visual displays to stories or recounts of experiences when appropriate to | |

|clarify ideas, thoughts, and feelings. |I can use drawings or other visual displays to support what I say. |

|SL.2.6. Produce complete sentences when appropriate to task and situation |I can speak in complete sentences. |

|in order to provide requested detail or clarification. | |

|CCS Standards: Language |Long-Term Target(s) |

|L.2.1. Demonstrate command of the conventions of standard English grammar |I can use grammar conventions to send a clear message to a reader or |

|and usage when writing or speaking. |listener. |

|Use collective nouns (e.g., group). |I can use collective nouns. (e.g., group) |

|Form and use frequently occurring irregular plural nouns (e.g., feet, |I can use irregular plural nouns. (e.g., feet, children, teeth, mice, |

|children, teeth, mice, fish). |fish) |

|Use reflexive pronouns (e.g., myself, ourselves). |I can use reflexive pronouns. (e.g., myself, ourselves) |

|Form and use the past tense of frequently occurring irregular verbs |I can use the past tense of irregular verbs. (e.g., sat, hid, told) |

|(e.g., sat, hid, told). |I can use adjectives to describe nouns. |

|Use adjectives and adverbs, and choose between them depending on what is to|e. I can use adverbs to describe actions. |

|be modified. |I can create, expand, and rearrange complete simple and compound |

|Produce, expand, and rearrange complete simple and compound sentences |sentences. |

|(e.g., The boy watched the movie; The little boy watched the movie; The | |

|action movie was watched by the little boy). | |

|L.2.2. Demonstrate command of the conventions of standard English |I can use conventions to send a clear message to my reader. |

|capitalization, punctuation, and spelling when writing. |I can capitalize holidays, product names, and geographic names. |

|Capitalize holidays, product names, and geographic names. |I can use commas in greetings and closings of letters. |

|Use commas in greetings and closings of letters. |I can use apostrophes to form contractions and possessives. |

|Use an apostrophe to form contractions and frequently occurring |I can use spelling patterns to spell words correctly. |

|possessives. |I can use resources to check and correct my spelling. |

|Generalize learned spelling patterns when writing words (e.g., cage → | |

|badge; boy → boil). | |

|Consult reference materials, including beginning dictionaries, as needed to| |

|check and correct spellings. | |

|L.2.3. Use knowledge of language and its conventions when writing, |I can express myself using language correctly. |

|speaking, reading, or listening. | |

|Compare formal and informal uses of English. |I can compare formal and informal language. |

|L.2.4. Determine or clarify the meaning of unknown and multiple-meaning |I can use a variety of strategies to determine the meaning of a word. |

|words and phrases based on grade 2 reading and content, choosing flexibly |I can use sentence clues to help me to determine what a word means. |

|from an array of strategies. |I can use common prefixes to help me determine what a word means. |

|Use sentence-level context as a clue to the meaning of a word or phrase. |I can use root words to determine what a word means. (e.g., addition, |

|Determine the meaning of the new word formed when a known prefix is added |additional) |

|to a known word (e.g., happy/unhappy, tell/retell). |I can predict the meaning of compound words by knowing the meaning of the |

|Use a known root word as a clue to the meaning of an unknown word with the |individual words. (e.g., birdhouse, lighthouse, housefly; bookshelf, |

|same root (e.g., addition, additional). |notebook, bookmark) |

|Use knowledge of the meaning of individual words to predict the meaning of |I can use resource materials (glossaries and dictionaries) to help me |

|compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,|determine the meaning of unknown words and phrases. |

|bookmark). | |

|Use glossaries and beginning dictionaries, both print and digital, to | |

|determine or clarify the meaning of words and phrases. | |

|L.2.5. Demonstrate understanding of figurative language, word relationships|I can describe what figurative words mean. |

|and nuances in word meanings. |I can identify real-life connections between words and their uses. |

|Identify real-life connections between words and their use (e.g., describe |(e.g., describe foods that are spicy or juicy) |

|foods that are spicy or juicy). |I can identify synonyms. |

|Distinguish shades of meaning among closely related verbs (e.g., toss, | |

|throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, | |

|scrawny). | |

|L.2.6. Use words and phrases acquired through conversations, reading and |I can speak using words I hear in conversations. |

|being read to, and responding to texts, including using adjectives and | |

|adverbs to describe (e.g., When other kids are happy that makes me happy). |I can speak using words I hear in books. |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 3

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.3.1. Ask and answer questions to demonstrate understanding of a text, |I can ask questions to deepen my understanding of a literary text. |

|referring explicitly to the text as the basis for the answers. | |

| |I can answer questions using specific details from literary text. |

|RL.3.2. Recount stories, including fables, folktales, and myths from diverse |I can retell a story using key details from the text. |

|cultures; determine the central message, lesson, or moral and explain how it is| |

|conveyed through key details in the text. |I can identify the main message or lesson of a story using key details |

| |from the text. |

|RL.3.3. Describe characters in a story (e.g., their traits, motivations, or |I can describe the characters in a story (traits, motivations, |

|feelings) and explain how their actions contribute to the sequence of events. |feelings). |

| | |

| |I can explain how a character's actions contribute to the events in the|

| |story. |

|RL.3.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words using clues from the story. |

|distinguishing literal from nonliteral language. | |

| |I can identify literal and nonliteral language in a story. |

|RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking |I can use literary terms to describe parts of a story or poem (e.g., |

|about a text, using terms such as chapter, scene, and stanza; describe how each|chapter, scene stanza). |

|successive part builds on earlier sections. | |

| |I can describe how parts of a story build on one another. |

|RL.3.6. Distinguish their own point of view from that of the narrator or those |I can distinguish between a narrator or character's point of view and |

|of the characters. |my own. |

|RL.3.7. Explain how specific aspects of a text’s illustrations contribute to |I can explain how an illustration contributes to the story (e.g., mood,|

|what is conveyed by the words in a story (e.g., create mood, emphasize aspects |tone, character, setting). |

|of a character or setting). | |

|RL.3.9. Compare and contrast the themes, settings, and plots of stories written|I can compare and contrast stories (themes, setting, plots) of stories |

|by the same author about the same or similar characters (e.g., in books from a |by the same author (e.g. series books). |

|series). | |

|RL.3.10. By the end of the year, read and comprehend literature, including |I can read grade-level literacy texts proficiently and independently. |

|stories, dramas, and poetry, at the high end of the grades 2–3 text complexity | |

|band independently and proficiently. | |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.3.1. Ask and answer questions to demonstrate understanding of a text, |I can ask questions to deepen my understanding of informational text. |

|referring explicitly to the text as the basis for the answers. | |

| |I can answer questions using specific details from informational text. |

|RI.3.2. Determine the main idea of a text; recount the key details and explain |I can determine the main idea of an informational text. |

|how they support the main idea. | |

| |I can retell key ideas from an informational text. |

|RI.3.3. Describe the relationship between a series of historical events, |I can describe how events, ideas, or concepts in an informational text |

|scientific ideas or concepts, or steps in technical procedures in a text, using|are related. |

|language that pertains to time, sequence, and cause/effect. | |

| |I can describe steps in a procedure, in the order they should happen. |

|RI.3.4. Determine the meaning of general academic and domain-specific words and|I can determine the meaning of unknown words in informational text. |

|phrases in a text relevant to a grade 3 topic or subject area. | |

|RI.3.5. Use text features and search tools (e.g., key words, sidebars, |I can use text features to locate information efficiently. |

|hyperlinks) to locate information relevant to a given topic efficiently. | |

|RI.3.6. Distinguish their own point of view from that of the author of a text. |I can distinguish between my point of view and the author's point of |

| |view. |

|RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and|I can use information from illustrations (maps, photographs) to |

|the words in a text to demonstrate understanding of the text (e.g., where, |understand informational texts. |

|when, why, and how key events occur). | |

| |I can use information from the words to understand informational texts.|

|RI.3.8. Describe the logical connection between particular sentences and |I can make connections between specific sentences and paragraphs and |

|paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a |the overall text. (e.g., comparison, cause/effect, first/second/third |

|sequence). |in a sequence) |

|RI.3.9. Compare and contrast the most important points and key details |I can compare and contrast the main ideas and key details in two texts |

|presented in two texts on the same topic. |on the same topic. |

|RI.3.10. By the end of the year, read and comprehend informational texts, |I can read grade-level informational texts proficiently and |

|including history/social studies, science, and technical texts, at the high end|independently. |

|of the grades 2–3 text complexity band independently and proficiently. | |

|CCS Standards: Reading – Foundational Skills |Long-Term Target(s) |

|RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding|I can use a variety of strategies to read words. |

|words. |I can identify the meaning of common prefixes and suffixes. |

|Identify and know the meaning of the most common prefixes and derivational |I can read words with common suffixes. |

|suffixes. |I can read words with more than one syllable. |

|Decode words with common Latin suffixes. |I can read high-frequency words that don’t “play fair.” |

|Decode multi-syllable words. | |

|Read grade-appropriate irregularly spelled words. | |

|RF.3.4. Read with sufficient accuracy and fluency to support comprehension. |I can read 3rd grade level texts accurately and fluently to make |

|Read grade-level text with purpose and understanding. |meaning. |

|Read grade-level prose and poetry orally with accuracy, appropriate rate, and |I can read 3rd grade level texts with purpose. |

|expression. |I can read 3rd grade level texts with fluency. |

|Use context to confirm or self-correct word recognition and understanding, |I can use clues in the text to check my accuracy. |

|rereading as necessary. |c. I can re-read to make sure that what I’m |

| |reading makes sense. |

|Standards: Writing |Long-Term Target(s) |

|W.3.1. Write opinion pieces on topics or texts, supporting a point of view with|I can write an opinion piece that supports a point of view with |

|reasons. |reasons. . |

|Introduce the topic or text they are writing about, state an opinion, and |I can introduce the topic of my opinion piece. |

|create an organizational structure that lists reasons. |a. I can create an organizational structure that |

|Provide reasons that support the opinion. |lists reasons for my opinion. |

|Use linking words and phrases (e.g., because, therefore, since, for example) to|I can identify reasons that support my opinion. |

|connect opinion and reasons. |I can use linking words to connect my opinion and reasons. |

|Provide a concluding statement or section. |I can construct a concluding statement or section for my opinion piece.|

|W.3.2. Write informative/explanatory texts to examine a topic and convey ideas |I can write informative/explanatory texts that convey ideas and |

|and information clearly. |information clearly. |

|Introduce a topic and group related information together; include illustrations|I can write an informative/explanatory text that has a clear topic. |

|when useful to aiding comprehension. |a. I can group supporting facts together about a |

|Develop the topic with facts, definitions, and details. |topic in an informative/explanatory text using |

|Use linking words and phrases (e.g., also, another, and, more, but) to connect |both text and illustrations. |

|ideas within categories of information. |I can develop the topic with facts, definitions, and details. |

|Provide a concluding statement or section. |I can use linking words and phrases to connect ideas within categories |

| |of information. (e.g.,  also, another, and,  more, but) |

| |I can construct a closure on the topic of an informative/explanatory |

| |text. |

|W.3.3. Write narratives to develop real or imagined experiences or events using|I can craft narrative texts about real or imagined experiences or |

|effective technique, descriptive details, and clear event sequences. |events. |

|Establish a situation and introduce a narrator and/or characters; organize an |a. I can establish a situation. |

|event sequence that unfolds naturally. |I can introduce the narrator and/or characters of my narrative. |

|Use dialogue and descriptions of actions, thoughts, and feelings to develop |a. I can organize events in an order that makes |

|experiences and events or show the response of characters to situations. |sense in my narrative. |

|Use temporal words and phrases to signal event order. |I can use dialogue to show the actions, thoughts and feelings of my |

|Provide a sense of closure. |characters. |

| |b. I can use descriptive words to show the |

| |actions, thoughts and feelings of my characters. |

| |I can use transitional words and expressions to show passage of time in|

| |a narrative text. |

| |I can write a conclusion to my narrative. |

|W.3.4. With guidance and support from adults, produce writing in which the |With support from adults, I can produce writing that is appropriate to |

|development and organization are appropriate to task and purpose. |task and purpose. (with support) |

|(Grade-specific expectations for writing types are defined in standards 1–3 | |

|above.) | |

|W.3.5. With guidance and support from peers and adults, develop and strengthen |With support from peers and adults, I can a the writing process to |

|writing as needed by planning, revising, and editing. |plan, revise and edit my writing. |

| | |

|W.3.6. With guidance and support from adults, use technology to produce and |With support from adults, I can use technology to publish a piece of |

|publish writing (using keyboarding skills) as well as to interact and |writing. |

|collaborate with others. | |

| |I can use technology to collaborate with others on a piece of writing. |

|W.3.7. Conduct short research projects that build knowledge about a topic. |I can conduct a research project to become knowledgeable about a topic.|

|W.3.8. Recall information from experiences or gather information from print and|I can recall information from experiences. |

|digital sources; take brief notes on sources and sort evidence into provided | |

|categories. |I can document what I learn about a topic by taking notes. |

| | |

| |I can sort evidence into provided categories. |

|W.3.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different time frames, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes, and audiences. |

|two) for a range of discipline-specific tasks, purposes, and audiences. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one,|I can effectively engage in discussions with diverse partners about 3rd|

|in groups, and teacher-led) with diverse partners on grade 3 topics and texts, |grade topics and texts. |

|building on others’ ideas and expressing their own clearly. | |

|Come to discussions prepared, having read or studied required material; |I can express my own ideas clearly during discussions. |

|explicitly draw on that preparation and other information known about the topic| |

|to explore ideas under discussion. |I can build on other’s ideas during discussions. |

|Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful| |

|ways, listening to others with care, speaking one at a time about the topics |I can prepare myself to participate in discussions. |

|and texts under discussion). |a. I can draw on information to explore the |

|Ask questions to check understanding of information presented, stay on topic, |ideas in a discussion. |

|and link their comments to the remarks of others. |I can follow our class norms when I participate in a conversation. |

|Explain their own ideas and understanding in light of the discussion. |I can ask questions so I’m clear about what is being discussed. |

| |c. I can ask questions that are on the topic |

| |being discussed. |

| |c. I can connect my questions to what others |

| |say. |

| |I can explain what I understand about the topic being discussed. |

|SL.3.2. Determine the main ideas and supporting details of a text read aloud or|I can determine the main idea and supporting details in text that is |

|information presented in diverse media and formats, including visually, |read aloud to me. |

|quantitatively, and orally. | |

| |I can determine the main idea and supporting details of information |

| |that is presented in visual media and/or numbers. |

|SL.3.3. Ask and answer questions about information from a speaker, offering |I can ask questions when I am confused about what a speaker is saying. |

|appropriate elaboration and detail. | |

| |I can answer questions to show what I know when listening to a speaker.|

|SL.3.4. Report on a topic or text, tell a story, or recount an experience with |I can use facts and details to tell about a story or experience. |

|appropriate facts and relevant, descriptive details, speaking clearly at an | |

|understandable pace. |I can speak clearly and at an understandable pace. |

|SL.3.5. Create engaging audio recordings of stories or poems that demonstrate |I can demonstrate fluency when reading stories or poems for an audio |

|fluid reading at an understandable pace; add visual displays when appropriate |recording. |

|to emphasize or enhance certain facts or details. | |

| |I can use drawings or other visual displays to support what I say. |

|SL.3.6. Speak in complete sentences when appropriate to task and situation in |I can speak in complete sentences with appropriate detail. |

|order to provide requested detail or clarification. | |

|CCS Standards: Language |Long-Term Target(s) |

|L.3.1. Demonstrate command of the conventions of standard English grammar and |I can use grammar conventions to send a clear message to a reader or |

|usage when writing or speaking. |listener. |

|Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in |I can explain the functions of (nouns, pronouns, verbs, adjectives, and|

|general and their functions in particular sentences. |adverbs). |

|Form and use regular and irregular plural nouns. |I can use regular and irregular plural nouns. |

|Use abstract nouns (e.g., childhood). |I can use abstract nouns. (e.g., childhood) |

|Form and use regular and irregular verbs. |I can use regular and irregular verbs. |

|Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. |I can use simple verb tenses. (e.g., I walked; I walk; I will walk) |

|Ensure subject-verb and pronoun-antecedent agreement.* |I can make subjects and verbs agree in my writing. |

|Form and use comparative and superlative adjectives and adverbs, and choose |f. I can make pronouns and antecedents agree |

|between them depending on what is to be modified. |in my writing. |

|Use coordinating and subordinating conjunctions. |I can use adjectives to describe nouns. |

|Produce simple, compound, and complex sentences. |g. I can use adverbs to describe actions. |

| |I can use coordinating and subordinating conjunctions. |

| |I can write simple, complex and compound sentences. |

|L.3.2. Demonstrate command of the conventions of standard English |I can use conventions to send a clear message to my reader. |

|capitalization, punctuation, and spelling when writing. |I can capitalize appropriate words in titles. |

|Capitalize appropriate words in titles. |I can use commas in addresses. |

|Use commas in addresses. |I can use commas and quotation marks in dialogue. |

|Use commas and quotation marks in dialogue. |I can use possessives in my writing. |

|Form and use possessives. |I can spell words that have suffixes added to base words correctly. |

|Use conventional spelling for high-frequency and other studied words and for |I can use spelling patterns to spell words correctly. |

|adding suffixes to base words (e.g., sitting, smiled, cries, happiness). |I can use resources to check and correct my spelling. |

|Use spelling patterns and generalizations (e.g., word families, position-based | |

|spellings, syllable patterns, ending rules, meaningful word parts) in writing | |

|words. | |

|Consult reference materials, including beginning dictionaries, as needed to | |

|check and correct spellings. | |

|L.3.3. Use knowledge of language and its conventions when writing, speaking, |I can express ideas using carefully chosen words. |

|reading, or listening. | |

|Choose words and phrases for effect.* |I can compare how people use language when they write versus when they |

|Recognize and observe differences between the conventions of spoken and written|talk. |

|standard English. | |

|L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word |I can use a variety of strategies to determine the meaning of words and|

|and phrases based on grade 3 reading and content, choosing flexibly from a |phrases. |

|range of strategies. |I can use what the sentence says to help me to determine what a word or|

|Use sentence-level context as a clue to the meaning of a word or phrase. |phrase means. |

|Determine the meaning of the new word formed when a known affix is added to a |I can use common prefixes to help me determine what a word means. |

|known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, |(e.g., agreeable/disagreeable, comfortable/uncomfortable, |

|care/careless, heat/preheat). |care/careless, heat/preheat) |

|Use a known root word as a clue to the meaning of an unknown word with the same|I can use the meaning of root words to help me determine the meaning of|

|root (e.g., company, companion). |new words with the same root. (e.g., company, companion) |

|Use glossaries or beginning dictionaries, both print and digital, to determine |I can use resource materials (glossaries and dictionaries) to help me |

|or clarify the precise meaning of key words and phrases. |determine the meaning of key words and phrases. |

|L.3.5. Demonstrate understanding of figurative language, word relationships and|I can analyze figurative language, word relationships, and slight |

|nuances in word meanings. |differences in word meanings. |

|Distinguish the literal and nonliteral meanings of words and phrases in context|I can describe the difference between literal and non-literal meaning |

|(e.g., take steps). |of words and phrases in context. (e.g., take steps) |

|Identify real-life connections between words and their use (e.g., describe |I can identify real-life connections between words and their uses. |

|people who are friendly or helpful). |(e.g., describe people who are friendly  or helpful) |

|Distinguish shades of meaning among related words that describe states of mind |I can tell the difference between related words. (e.g., knew, believed,|

|or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). |suspected, heard, wondered) |

|L.3.6. Acquire and use accurately grade-appropriate conversational, general |I can accurately use 3rd grade academic vocabulary to express my ideas.|

|academic, and domain-specific words and phrases, including those that signal | |

|spatial and temporal relationships (e.g., After dinner that night we went | |

|looking for them). | |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 4

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.4.1. Refer to details and examples in a text when explaining what the text |I can explain what a text says using specific details from the text. |

|says explicitly and when drawing inferences from the text. | |

| |I can make inferences using specific details from text. |

|RL.4.2. Determine a theme of a story, drama, or poem from details in the text; |I can determine the theme of a story, drama, or poem. |

|summarize the text. | |

| |I can summarize a story, drama, or poem. |

|RL.4.3. Describe in depth a character, setting, or event in a story or drama, |I can describe a story's character, setting, or events using specific |

|drawing on specific details in the text (e.g., a character’s thoughts, words, |details from the text. |

|or actions). | |

|RL.4.4. Determine the meaning of words and phrases as they are used in a text, |I can determine word meaning in a text. |

|including those that allude to significant characters found in mythology (e.g.,| |

|Herculean). |I can identify word meaning alluding from classic mythology. |

|RL.4.5. Explain major differences between poems, drama, and prose, and refer to|I can use literary terms to describe parts of a story, poem, or drama |

|the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., |(e.g., verse, rhythm, meter, casts of characters, settings, |

|casts of characters, settings, descriptions, dialogue, stage directions) when |descriptions, dialogue, stage directions). |

|writing or speaking about a text. | |

| |I can describe the differences in structure of poems, drama and prose. |

|RL.4.6. Compare and contrast the point of view from which different stories are|I can compare and contrast different narrators’ points of view. |

|narrated, including the difference between first- and third-person narrations. | |

|RL.4.7. Make connections between the text of a story or drama and a visual or |I can make connections between a text and the text's visuals. |

|oral presentation of the text, identifying where each version reflects specific| |

|descriptions and directions in the text. | |

|RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., |I can compare how similar ideas and stories are portrayed between |

|opposition of good and evil) and patterns of events (e.g., the quest) in |different cultures. |

|stories, myths, and traditional literature from different cultures. | |

|RL.4.10. By the end of the year, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poetry, in the grades 4–5 text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.4.1. Refer to details and examples in a text when explaining what the text |I can explain what a text says using specific details from the text. |

|says explicitly and when drawing inferences from the text. | |

| |I can make inferences using specific details from the text. |

|RI.4.2. Determine the main idea of a text and explain how it is supported by |I can determine the main idea using specific details from the text. |

|key details; summarize the text. | |

| |I can summarize informational or persuasive text. |

|RI.4.3. Explain events, procedures, ideas, or concepts in a historical, |I can explain the main points in a historical, scientific, or technical|

|scientific, or technical text, including what happened and why, based on |text, using specific details in the text. |

|specific information in the text. | |

|RI.4.4. Determine the meaning of general academic and domain-specific words or |I can determine the meaning of academic words or phrases in an |

|phrases in a text relevant to a grade 4 topic or subject area. |informational text. |

| | |

| |I can determine the meaning of content words or phrases in an |

| |informational text. |

|RI.4.5. Describe the overall structure (e.g., chronology, comparison, |I can describe the organizational structure in informational or |

|cause/effect, problem/solution) of events, ideas, concepts, or information in a|persuasive text (chronology, comparison, cause/effect, |

|text or part of a text. |problem/solution). |

|RI.4.6. Compare and contrast a firsthand and secondhand account of the same |I can compare and contrast a first-hand and second-hand account of the |

|event or topic; describe the differences in focus and the information provided.|same event or topic. |

|RI.4.7. Interpret information presented visually, orally, or quantitatively |I can interpret information presented through charts, graphs, |

|(e.g., in charts, graphs, diagrams, time lines, animations, or interactive |timelines, or websites. |

|elements on Web pages) and explain how the information contributes to an | |

|understanding of the text in which it appears. |I can explain how visual or graphic information helps me understand the|

| |text around it. |

|RI.4.8. Explain how an author uses reasons and evidence to support particular |I can explain how an author uses reasons and evidence to support |

|points in a text. |particular points in a text. |

|RI.4.9. Integrate information from two texts on the same topic in order to |I can accurately synthesize information from two texts on the same |

|write or speak about the subject knowledgeably. |topic. |

| | |

|RI.4.10. By the end of year, read and comprehend informational texts, including|I can read grade-level informational texts proficiently and |

|history/social studies, science, and technical texts, in the grades 4–5 text |independently. |

|complexity band proficiently, with scaffolding as needed at the high end of the| |

|range. |I can read above-grade informational texts with scaffolding and |

| |support. |

|CCS Standards: Reading – Foundational Skills |Long-Term Target(s) |

|RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding|I can use a variety of strategies to read words. |

|words. | |

|Use combined knowledge of all letter-sound correspondences, syllabication | |

|patterns, and morphology (e.g., roots and affixes) to read accurately | |

|unfamiliar multisyllabic words in context and out of context. | |

|RF.4.4. Read with sufficient accuracy and fluency to support comprehension. |I can read 4th grade level texts accurately and fluently to make |

|Read grade-level text with purpose and understanding. |meaning. |

|Read grade-level prose and poetry orally with accuracy, appropriate rate, and |I can read 4th grade level texts with purpose. |

|expression. |I can read 4th grade level texts with fluency. |

|Use context to confirm or self-correct word recognition and understanding, |I can use clues in the text to check my accuracy. |

|rereading as necessary. |c. I can re-read to make sure that what I’m |

| |reading makes sense. |

|Standards: Writing |Long-Term Target(s) |

|W.4.1. Write opinion pieces on topics or texts, supporting a point of view with|I can write an opinion piece that supports a point of view with reasons|

|reasons and information. |and information. |

|Introduce a topic or text clearly, state an opinion, and create an |I can introduce the topic of my opinion piece. |

|organizational structure in which related ideas are grouped to support the |a. I can create an organizational structure in |

|writer’s purpose. |which I group together related ideas. |

|Provide reasons that are supported by facts and details. |I can identify reasons that support my opinion. |

|Link opinion and reasons using words and phrases (e.g., for instance, in order |I can use linking words to connect my opinion and reasons. |

|to, in addition). |I can construct a concluding statement or section for my opinion piece.|

|Provide a concluding statement or section related to the opinion presented. | |

|W.4.2. Write informative/explanatory texts to examine a topic and convey ideas |I can write informative/explanatory texts that convey ideas and |

|and information clearly. |information clearly. |

|Introduce a topic clearly and group related information in paragraphs and |I can introduce a topic clearly. |

|sections; include formatting (e.g., headings), illustrations, and multimedia |a. I can group supporting facts together about a |

|when useful to aiding comprehension. |topic in an informative/explanatory text |

|Develop the topic with facts, definitions, concrete details, quotations, or |a. I can use text, formatting, illustrations, and |

|other information and examples related to the topic. |multi-media to support my topic. |

|Link ideas within categories of information using words and phrases |I can develop the topic with facts, definitions, details, and |

|(e.g., another, for example, also, because). |quotations. |

|Use precise language and domain-specific vocabulary to inform about or explain |I can use linking words and phrases to connect ideas within categories |

|the topic. |of information. (e.g., another, for example, also, because) |

|Provide a concluding statement or section related to the information or |I can use precise, content-specific language/vocabulary to inform or |

|explanation presented. |explain about a topic. |

| |I can construct a concluding statement or section of an |

| |informative/explanatory text. |

|W.4.3. Write narratives to develop real or imagined experiences or events using|I can write narrative text about real or imagined experiences or |

|effective technique, descriptive details, and clear event sequences. |events. |

|Orient the reader by establishing a situation and introducing a narrator and/or|a. I can establish a situation. |

|characters; organize an event sequence that unfolds naturally. |a. I can introduce the narrator and/or characters of my narrative. |

|Use dialogue and description to develop experiences and events or show the |a. I can organize events in an order that makes |

|responses of characters to situations. |sense in my narrative. |

|Use a variety of transitional words and phrases to manage the sequence of |I can use dialogue and descriptions to show the actions, thoughts and |

|events. |feelings of my characters. |

|Use concrete words and phrases and sensory details to convey experiences and |I can use transitional words and phrases to show the sequence of events|

|events precisely. |in a narrative text. |

|Provide a conclusion that follows from the narrated experiences or events. |I can use sensory details to describe experiences and events precisely.|

| |I can write a conclusion to my narrative. |

|W.4.4. Produce clear and coherent writing in which the development and |I can produce writing that is appropriate to task, purpose, and |

|organization are appropriate to task, purpose, and audience. |audience. |

|W.4.5. With guidance and support from peers and adults, develop and strengthen |With support from peers and adults, I can use the writing process to |

|writing as needed by planning, revising, and editing. |produce clear and coherent writing (with support). |

|W.4.6. With some guidance and support from adults, use technology, including |With support, I can use technology to publish a piece of writing. |

|the Internet, to produce and publish writing as well as to interact and | |

|collaborate with others; demonstrate sufficient command of keyboarding skills |I can use technology to collaborate with others to produce a piece of |

|to type a minimum of one page in a single sitting. |writing. |

| | |

| |I can type at least one page of writing in a single setting. |

|W.4.7. Conduct short research projects that build knowledge through |I can conduct a research project to become knowledgeable about a topic.|

|investigation of different aspects of a topic. | |

|W.4.8. Recall relevant information from experiences or gather relevant |I can recall information that is important to a topic. |

|information from print and digital sources; take notes and categorize | |

|information, and provide a list of sources. |I can document what I learn about a topic by taking notes. |

| | |

| |I can sort my notes into categories. |

| | |

| |I can provide a list of sources I used to gather information. |

|W.4.9. Draw evidence from literary or informational texts to support analysis, |I can choose evidence from literary or informational texts to support |

|reflection, and research. |analysis, reflection and research. |

|Apply grade 4 Reading standards to literature (e.g., “Describe in depth a |(e.g., “Describe in depth a character, setting, or event in a story or |

|character, setting, or event in a story or drama, drawing on specific details |drama, drawing on specific details in the text [e.g., a character’s |

|in the text [e.g., a character’s thoughts, words, or actions].”). |thoughts, words, or actions].”). |

|Apply grade 4 Reading standards to informational texts (e.g., “Explain how an |(e.g., “Explain how an author uses reasons and evidence to support |

|author uses reasons and evidence to support particular points in a text”). |particular points in a text”). |

|W.4.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different time frames, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes, and audiences. |

|two) for a range of discipline-specific tasks, purposes, and audiences. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one,|I can effectively engage in discussions with diverse partners about 4th|

|in groups, and teacher-led) with diverse partners on grade 4 topics and texts, |grade topics and texts. |

|building on others’ ideas and expressing their own clearly. | |

|Come to discussions prepared, having read or studied required material; |I can express my own ideas clearly during discussions. |

|explicitly draw on that preparation and other information known about the topic| |

|to explore ideas under discussion. |I can build on other’s ideas during discussions. |

|Follow agreed-upon rules for discussions and carry out assigned roles. | |

|Pose and respond to specific questions to clarify or follow up on information, | |

|and make comments that contribute to the discussion and link to the remarks of |I can prepare myself to participate in discussions. |

|others. |a. I can draw on information to explore ideas in |

|Review the key ideas expressed and explain their own ideas and understanding in|the discussion. |

|light of the discussion. |I can follow our class norms when I participate in a conversation. |

| |I can ask questions that are on the topic being discussed. |

| |c. I can answer questions about the topic being |

| |discussed. |

| |c. I can connect my questions and responses to |

| |what others say. |

| |After a discussion, I can explain what I understand about the topic |

| |being discussed. |

|SL.4.2. Paraphrase portions of a text read aloud or information presented in |I can paraphrase portions of a text that is read aloud to me. |

|diverse media and formats, including visually, quantitatively, and orally. | |

| |I can paraphrase information that is presented in visual media and/or |

| |numbers. |

|SL.4.3. Identify the reasons and evidence a speaker provides to support |I can identify the reason a speaker provides to support a particular |

|particular points. |point. |

| | |

| |I can identify evidence a speaker provides to support particular |

| |points. |

|SL.4.4. Report on a topic or text, tell a story, or recount an experience in an|I can report on a topic or text using organized facts and details. |

|organized manner, using appropriate facts and relevant, descriptive details to | |

|support main ideas or themes; speak clearly at an understandable pace. |I can speak clearly and at an understandable pace. |

|SL.4.5. Add audio recordings and visual displays to presentations when |I can add audio or visual support to a presentation in order to enhance|

|appropriate to enhance the development of main ideas or themes. |main ideas or themes. |

|SL.4.6. Differentiate between contexts that call for formal English (e.g., |I use formal English when appropriate. |

|presenting ideas) and situations where informal discourse is appropriate (e.g.,| |

|small-group discussion); use formal English when appropriate to task and | |

|situation. | |

|CCS Standards: Language |Long-Term Target(s) |

|L.4.1. Demonstrate command of the conventions of standard English grammar and |I can use grammar conventions to send a clear message to a reader or |

|usage when writing or speaking. |listener. |

|Use relative pronouns (who, whose, whom, which, that) and relative adverbs |I can use relative pronouns. (e.g.; who, whose, whom, which, that) |

|(where, when, why). |a. I can use relative adverbs. (e.g.; where, when, |

|Form and use the progressive (e.g., I was walking; I am walking; I will be |why) |

|walking) verb tenses. |I can use progressive verb tenses. (e.g., I was walking; I am walking; |

|Use modal auxiliaries (e.g., can, may, must) to convey various conditions. |I will be walking) |

|Order adjectives within sentences according to conventional patterns (e.g., a |I can use ‘can’, ‘may’, and ‘must’ correctly.” |

|small red bag rather than a red small bag). |I can use conventional patterns to order adjectives within sentences. |

|Form and use prepositional phrases. |(e.g., a small red bag rather than a red small bag) |

|Produce complete sentences, recognizing and correcting inappropriate fragments |I can use prepositional phrases. |

|and run-ons.* |I can write complete sentences. |

|Correctly use frequently confused words (e.g., to, too, two; there, their).* |f. I can recognize fragmented and run-on |

| |sentences. |

| |I can correctly use homophones. (e.g., to, too, two; there, their) |

|L.4.2. Demonstrate command of the conventions of standard English |I can use conventions to send a clear message to my reader. |

|capitalization, punctuation, and spelling when writing. |I can use correct capitalization in my writing. |

|Use correct capitalization. |I can use commas and quotation marks to identify speech and quotations |

|Use commas and quotation marks to mark direct speech and quotations from a |from a text. |

|text. |I can use a comma before a coordinating conjunction in a compound |

|Use a comma before a coordinating conjunction in a compound sentence. |sentence. |

|Spell grade-appropriate words correctly, consulting references as needed. |I can spell grade-appropriate words correctly. |

| |d. I can use resources to check and correct my |

| |spelling. |

|L.4.3. Use knowledge of language and its conventions when writing, speaking, |I can express ideas using carefully chosen words. |

|reading, or listening. | |

|Choose words and phrases to convey ideas precisely.* |I can choose punctuation for effect in my writing. |

|Choose punctuation for effect.* | |

|Differentiate between contexts that call for formal English (e.g., presenting |I use formal English when appropriate. |

|ideas) and situations where informal discourse is appropriate (e.g., | |

|small-group discussion). | |

|L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words |I can use a variety of strategies to determine the meaning of words and|

|and phrases based on grade 4 reading and content, choosing flexibly from a |phrases. |

|range of strategies. |I can use context to help me to determine what a word or phrase means. |

|Use context (e.g., definitions, examples, or restatements in text) as a clue to|I can use common affixes and roots as clues to help me determine what a|

|the meaning of a word or phrase. |word means. (e.g., telegraph, photograph, autograph) |

|Use common, grade-appropriate Greek and Latin affixes and roots as clues to the|I can use resource materials (glossaries, dictionaries, thesauruses) to|

|meaning of a word (e.g., telegraph, photograph, autograph). |help me determine the pronunciation and meaning of key words and |

|Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both|phrases. |

|print and digital, to find the pronunciation and determine or clarify the | |

|precise meaning of key words and phrases. | |

|L.4.5. Demonstrate understanding of figurative language, word relationships, |I can analyze figurative language, word relationships, and slight |

|and nuances in word meanings. |differences in word meanings. |

|Explain the meaning of simple similes and metaphors (e.g., as pretty as a |I can explain the meaning of simple similes in context. |

|picture) in context. |a. I can explain the meaning of simple |

|Recognize and explain the meaning of common idioms, adages, and proverbs. |metaphors in context. |

|Demonstrate understanding of words by relating them to their opposites |I can explain the meaning of common idioms. |

|(antonyms) and to words with similar but not identical meanings (synonyms). |b. I can explain the meaning of common |

| |adages. |

| |b. I can explain the meaning of common |

| |proverbs. |

| |I can name synonyms and antonyms for vocabulary words. |

|L.4.6. Acquire and use accurately grade-appropriate general academic and |I can accurately use 4th grade academic vocabulary to express my ideas.|

|domain-specific words and phrases, including those that signal precise actions,| |

|emotions, or states of being (e.g., quizzed, whined, stammered) and that are | |

|basic to a particular topic (e.g., wildlife, conservation, and endangered when | |

|discussing animal preservation). | |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 5

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.5.1. Quote accurately from a text when explaining what the text says |I can explain what a text says using quotes from the text. |

|explicitly and when drawing inferences from the text. | |

| |I can make inferences using quotes from text. |

|RL.5.2. Determine a theme of a story, drama, or poem from details in the text, |I can determine a theme based on details in a literary text. |

|including how characters in a story or drama respond to challenges or how the | |

|speaker in a poem reflects upon a topic; summarize the text. |I can summarize a literary text. |

| | |

|RL.5.3. Compare and contrast two or more characters, settings, or events in a |I can compare and contrast literary elements using details from the |

|story or drama, drawing on specific details in the text (e.g., how characters |text (two or more characters' points of view, settings, events). |

|interact). | |

|RL.5.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of literal and figurative language |

|including figurative language such as metaphors and similes. |(metaphors and similes) in text. |

|RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to |I can explain how a series of chapters, scenes of stanzas fit together |

|provide the overall structure of a particular story, drama, or poem. |to create a larger literary text. |

|RL.5.6. Describe how a narrator’s or speaker’s point of view influences how |I can describe how a narrator's point of view influences the |

|events are described. |description of events. |

|RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, |I can analyze how visual and multimedia elements add to the meaning, |

|tone, or beauty of a text (e.g., graphic novel, multimedia presentation of |tone or beauty of literary text. |

|fiction, folktale, myth, poem). | |

|RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and |I can compare and contrast stories in the same genre for approach to |

|adventure stories) on their approaches to similar themes and topics. |theme and topic. |

|RL.5.10. By the end of the year, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poetry, at the high end of the grades 4–5 text complexity | |

|band independently and proficiently. | |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.5.1. Quote accurately from a text when explaining what the text says |I can explain what a text says using quotes from the text. |

|explicitly and when drawing inferences from the text. | |

| |I can make inferences using quotes from the text. |

|RI.5.2. Determine two or more main ideas of a text and explain how they are |I can determine the main idea(s) of an informational text based on key |

|supported by key details; summarize the text. |details. |

| | |

| |I can summarize an informational text. |

|RI.5.3. Explain the relationships or interactions between two or more |I can explain important relationships between people, events, and ideas|

|individuals, events, ideas, or concepts in a historical, scientific, or |in a historical, scientific, or technical text using specific details |

|technical text based on specific information in the text. |in the text. |

|RI.5.4. Determine the meaning of general academic and domain-specific words and|I can determine the meaning of academic words or phrases in an |

|phrases in a text relevant to a grade 5 topic or subject area. |informational text. |

| | |

| |I can determine the meaning of content words or phrases in an |

| |informational text. |

|RI.5.5. Compare and contrast the overall structure (e.g., chronology, |I can compare and contrast the organizational structure of different |

|comparison, cause/effect, problem/solution) of events, ideas, concepts, or |informational texts. |

|information in two or more texts. | |

|RI.5.6. Analyze multiple accounts of the same event or topic, noting important |I can compare and contrast multiple accounts of the same event or |

|similarities and differences in the point of view they represent. |topic. |

|RI.5.7. Draw on information from multiple print or digital sources, |I can locate an answer or solve a problem efficiently, drawing from |

|demonstrating the ability to locate an answer to a question quickly or to solve|multiple informational sources. |

|a problem efficiently. | |

|RI.5.8. Explain how an author uses reasons and evidence to support particular |I can explain how authors use evidence and reasons to support their |

|points in a text, identifying which reasons and evidence support which |points in informational texts. |

|point(s). | |

|RI.5.9. Integrate information from several texts on the same topic in order to |I can accurately synthesize information from multiple texts on the same|

|write or speak about the subject knowledgeably. |topic. |

|RI.5.10. By the end of the year, read and comprehend informational texts, |I can read grade-level informational texts proficiently and |

|including history/social studies, science, and technical texts, at the high end|independently. |

|of the grades 4–5 text complexity band independently and proficiently. | |

|CCS Standards: Reading – Foundational Skills |Long-Term Target(s) |

|RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding|I can use a variety of strategies to read words. |

|words. | |

|Use combined knowledge of all letter-sound correspondences, syllabication | |

|patterns, and morphology (e.g., roots and affixes) to read accurately | |

|unfamiliar multisyllabic words in context and out of context. | |

|RF.5.4. Read with sufficient accuracy and fluency to support comprehension. |I can read 5th grade level texts accurately and fluently to make |

|Read grade-level text with purpose and understanding. |meaning. |

|Read grade-level prose and poetry orally with accuracy, appropriate rate, and |I can read 5th grade texts with purpose and understanding. |

|expression. |I can read 5th grade texts with fluency. |

|Use context to confirm or self-correct word recognition and understanding, |I can use clues in the text to check my accuracy. |

|rereading as necessary. |c. I can re-read to make sure that what I’m |

| |reading makes sense. |

|Standards: Writing |Long-Term Target(s) |

|W.5.1. Write opinion pieces on topics or texts, supporting a point of view with|I can write an opinion piece that supports a point of view with reasons|

|reasons and information. |and information. |

|Introduce a topic or text clearly, state an opinion, and create an |I can introduce the topic of my opinion piece. |

|organizational structure in which ideas are logically grouped to support the |a. I can create an organizational structure in |

|writer’s purpose. |which I group together related ideas. |

|Provide logically ordered reasons that are supported by facts and details. |I can identify reasons that support my opinion. |

|Link opinion and reasons using words, phrases, and clauses (e.g., consequently,|I can use linking words to connect my opinion and reasons. |

|specifically). |I can construct a concluding statement or section for my opinion piece.|

|Provide a concluding statement or section related to the opinion presented. | |

|W.5.2. Write informative/explanatory texts to examine a topic and convey ideas |I can write informative/explanatory texts that convey ideas and |

|and information clearly. |information clearly. |

|Introduce a topic clearly, provide a general observation and focus, and group |I can introduce a topic clearly. |

|related information logically; include formatting (e.g., headings), |a. I can group supporting facts together about a |

|illustrations, and multimedia when useful to aiding comprehension. |topic in an informative/explanatory text |

|Develop the topic with facts, definitions, concrete details, quotations, or |a. I can use text, formatting, illustrations, and |

|other information and examples related to the topic. |multi-media to support my topic. |

|Link ideas within and across categories of information using words, phrases, |I can develop the topic with facts, definitions, details, and |

|and clauses (e.g., in contrast, especially). |quotations. |

|Use precise language and domain-specific vocabulary to inform about or explain |I can use linking words and phrases to connect ideas within categories |

|the topic. |of information. (e.g., in contrast, especially) |

|Provide a concluding statement or section related to the information or |I can use precise, content-specific vocabulary to inform or explain |

|explanation presented. |about a topic. |

| |I can construct a concluding statement or section of an |

| |informative/explanatory text. |

|W.5.3. Write narratives to develop real or imagined experiences or events using|I can write narrative texts about real or imagined experiences using |

|effective technique, descriptive details, and clear event sequences. |descriptive details and clearly sequenced events. |

|Orient the reader by establishing a situation and introducing a narrator and/or|I can establish a situation. |

|characters; organize an event sequence that unfolds naturally. |a. I can introduce the narrator and/or |

|Use narrative techniques, such as dialogue, description, and pacing, to develop|characters of my narrative. |

|experiences and events or show the responses of characters to situations. |a. I can organize events in an order that makes |

|Use a variety of transitional words, phrases, and clauses to manage the |sense in my narrative. |

|sequence of events. |I can show the actions, thoughts and feelings of my characters through |

|Use concrete words and phrases and sensory details to convey experiences and |dialogue, description, and careful pacing. |

|events precisely. |I can use transitional words, phrases and clauses to show the order of |

|Provide a conclusion that follows from the narrated experiences or events. |events in a narrative text. |

| |I can use sensory details to describe experiences and events precisely.|

| |I can write a conclusion to my narrative. |

|W.5.4. Produce clear and coherent writing in which the development and |I can produce clear and coherent writing that is appropriate to task, |

|organization are appropriate to task, purpose, and audience. |purpose, and audience. |

|W.5.5. With guidance and support from peers and adults, develop and strengthen |With support from peers and adults, I can use a writing process to |

|writing as needed by planning, revising, editing, rewriting, or trying a new |produce clear and coherent writing. |

|approach. | |

|W.5.6. With some guidance and support from adults, use technology, including |With support from adults, I can use technology to publish a piece of |

|the Internet, to produce and publish writing as well as to interact and |writing. |

|collaborate with others; demonstrate sufficient command of keyboarding skills | |

|to type a minimum of two pages in a single sitting. |I can use technology to collaborate with others to produce a piece of |

| |writing. |

| | |

| |I can use type a minimum of two pages in a single sitting. |

|W.5.7. Conduct short research projects that use several sources to build |I can build knowledge about multiple aspects of a topic by conducting |

|knowledge through investigation of different aspects of a topic. |research. |

| | |

| |I can use several sources to build my knowledge about a topic. |

|W.5.8. Recall relevant information from experiences or gather relevant |I can recall information that is important to a topic. |

|information from print and digital sources; summarize or paraphrase information| |

|in notes and finished work, and provide a list of sources. |I can document what I learn about a topic by taking notes. |

| | |

| |I can summarize or paraphrase information in my notes and in finished |

| |work. |

| | |

| |I can provide a list of sources I used to gather information. |

|W.5.9. Draw evidence from literary or informational texts to support analysis, |I can choose evidence from literary or informational texts to support |

|reflection, and research. |analysis, reflection and research. |

|Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two |(e.g., “Compare and contrast two or more characters, settings, or |

|or more characters, settings, or events in a story or a drama, drawing on |events in a story or a drama, drawing on specific details in the text |

|specific details in the text [e.g., how characters interact]”). |[e.g., how characters interact]”) |

|Apply grade 5 Reading standards to informational texts (e.g., “Explain how an |(e.g., “Explain how an author uses reasons and evidence to support |

|author uses reasons and evidence to support particular points in a text, |particular points in a text, identifying which reasons and evidence |

|identifying which reasons and evidence support which point[s]”). |support which point[s]”) |

|W.5.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different time frames, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes, and audiences. |

|two) for a range of discipline-specific tasks, purposes, and audiences. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one,|I can effectively engage in discussions with diverse partners about 5th|

|in groups, and teacher-led) with diverse partners on grade 5 topics and texts, |grade topics and texts. |

|building on others’ ideas and expressing their own clearly. | |

|Come to discussions prepared, having read or studied required material; |I can express my own ideas clearly during discussions. |

|explicitly draw on that preparation and other information known about the topic| |

|to explore ideas under discussion. |I can build on other’s ideas during discussions. |

|Follow agreed-upon rules for discussions and carry out assigned roles. | |

|Pose and respond to specific questions by making comments that contribute to |I can prepare myself to participate in discussions. |

|the discussion and elaborate on the remarks of others. |a. I can draw on information to explore ideas in |

|Review the key ideas expressed and draw conclusions in light of information and|the discussion. |

|knowledge gained from the discussions. |I can follow our class norms when I participate in a conversation. |

| |I can ask questions that are on the topic being discussed. |

| |c. I can connect my questions and responses to what others say. |

| |After a discussion, I can explain key ideas about the topic being |

| |discussed. |

|SL.5.2. Summarize a written text read aloud or information presented in diverse|I can summarize text that is read aloud to me. |

|media and formats, including visually, quantitatively, and orally. | |

| |I can summarize information that is presented in visual media and/or |

| |numbers. |

|SL.5.3. Summarize the points a speaker makes and explain how each claim is |I can summarize the points a speaker provides. |

|supported by reasons and evidence. | |

| |I can explain how the evidence a speaker provides supports the points |

| |they’re trying to make. |

|SL.5.4. Report on a topic or text or present an opinion, sequencing ideas |I can report on a topic or text using organized facts and details. |

|logically and using appropriate facts and relevant, descriptive details to | |

|support main ideas or themes; speak clearly at an understandable pace. |I can speak clearly and at an understandable pace. |

|SL.5.5. Include multimedia components (e.g., graphics, sound) and visual |I can include multimedia components or visual support to a presentation|

|displays in presentations when appropriate to enhance the development of main |in order to enhance main ideas or themes. |

|ideas or themes. | |

|SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English |I can adapt my speech for a variety of contexts and tasks, using formal|

|when appropriate to task and situation. |English when appropriate. |

|CCS Standards: Language |Long-Term Target(s) |

|L.5.1. Demonstrate command of the conventions of standard English grammar and |I can use grammar conventions to send a clear message to a reader or |

|usage when writing or speaking. |listener. |

|Explain the function of conjunctions, prepositions, and interjections in |I can explain what conjunctions, prepositions, and interjections are |

|general and their function in particular sentences. |and how they’re used in sentences. |

|Form and use the perfect (e.g., I had walked; I have walked; I will have |I can use the perfect verb tenses. (e.g., I had walked; I have walked; |

|walked) verb tenses. |I will have walked) |

|Use verb tense to convey various times, sequences, states, and conditions. |I can use verb tense to convey various times, sequences, states, and |

|Recognize and correct inappropriate shifts in verb tense.* |conditions. |

|Use correlative conjunctions (e.g., either/or, neither/nor). |I can identify an inappropriate shift in verb tense. |

| |d. I can correct an inappropriate shift in verb |

| |tense. |

| |I can use correlative conjunctions. (e.g., either/or, neither/nor) |

|L.5.2. Demonstrate command of the conventions of standard English |I can use conventions to send a clear message to my reader. |

|capitalization, punctuation, and spelling when writing. |I can use punctuation to separate items in a series. |

|Use punctuation to separate items in a series.* |I can use a comma to separate an introductory word or phrase from the |

|Use a comma to separate an introductory element from the rest of the sentence. |rest of the sentence. |

|Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off |I can use a comma to set off the words yes and no. (e.g., Yes, thank |

|a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and |you) |

|to indicate direct address (e.g., Is that you, Steve?). |c. I can use a comma to set off a tag question |

|Use underlining, quotation marks, or italics to indicate titles of works. |from the rest of the sentence. (e.g., It’s true, |

|Spell grade-appropriate words correctly, consulting references as needed. |isn’t it?) |

| |c. I can use a comma to indicate direct address. |

| |(e.g., Is that you, Steve?) |

| |I can use underlining, quotation marks, or italics to indicate titles |

| |of works. |

| |I can spell grade-appropriate words correctly. |

| |e. I can consult reference materials to check |

| |and correct my spelling. |

|L.5.3. Use knowledge of language and its conventions when writing, speaking, |I can use my knowledge of language and its conventions when writing, |

|reading, or listening. |speaking, reading, or listening. |

|Expand, combine, and reduce sentences for meaning, reader/listener interest, |I can use a variety of sentence structures in my writing. |

|and style. |I can compare and contrast the varieties of English (e.g., dialects, |

|Compare and contrast the varieties of English (e.g., dialects, registers) used |registers) used in different kinds of texts. (e.g., stories, dramas, |

|in stories, dramas, or poems. |poems) |

|L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words |I can use a variety of strategies to read grade appropriate words and |

|and phrases based on grade 5 reading and content, choosing flexibly from a |phrases I don’t know. |

|range of strategies. |I can use context (e.g., cause/effect relationships and comparisons in |

|Use context (e.g., cause/effect relationships and comparisons in text) as a |text) to help me understand the meaning of a word or phrase. |

|clue to the meaning of a word or phrase. |I can use common Greek and Latin affixes (prefixes) and roots as clues |

|Use common, grade-appropriate Greek and Latin affixes and roots as clues to the|to help me know what a word means. (e.g., photograph, photosynthesis) |

|meaning of a word (e.g., photograph, photosynthesis). |I can use resource materials (glossaries, dictionaries, thesauruses) to|

|Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both|help me determine or clarify the pronunciation and meaning of key words|

|print and digital, to find the pronunciation and determine or clarify the |and phrases. |

|precise meaning of key words and phrases. | |

|L.5.5. Demonstrate understanding of figurative language, word relationships, |I can analyze figurative language, word relationships, and slight |

|and nuances in word meanings. |differences in word meanings. |

|Interpret figurative language, including similes and metaphors, in context. |I can interpret the meaning of similes in context. |

|Recognize and explain the meaning of common idioms, adages, and proverbs. |a. I can interpret the meaning of metaphors in |

|Use the relationship between particular words (e.g., synonyms, antonyms, |context. |

|homographs) to better understand each of the words. |I can explain the meaning of common idioms. |

| |b. I can explain the meaning of common |

| |adages. |

| |b. I can explain the meaning of common |

| |proverbs. |

| |c. I can use relationships between words |

| |(synonyms, antonyms, and homographs) to |

| |help me understand words. |

|L.5.6. Acquire and use accurately grade-appropriate general academic and |I can accurately use 5th grade academic vocabulary to express my ideas.|

|domain-specific words and phrases, including those that signal contrast, | |

|addition, and other logical relationships (e.g., however, although, | |

|nevertheless, similarly, moreover, in addition). | |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 6

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.6.1. Cite textual evidence to support analysis of what the text says |I can cite text-based evidence to support an analysis of literary text.|

|explicitly as well as inferences drawn from the text. | |

|RL.6.2. Determine a theme or central idea of a text and how it is conveyed |I can determine a theme based on details in a literary text. |

|through particular details; provide a summary of the text distinct from | |

|personal opinions or judgments. |I can summarize a literary text using only information from the text. |

|RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series |I can describe how the plot evolves throughout a literary text. |

|of episodes as well as how the characters respond or change as the plot moves | |

|toward a resolution. |I can describe how the characters change throughout a literary text. |

|RL.6.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of literal and figurative language |

|including figurative and connotative meanings; analyze the impact of a specific|(metaphors and similes) in literary text. |

|word choice on meaning and tone. | |

| |I can analyze how an author's word choice affects tone and meaning. |

|RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into |I can analyze how a particular sentence, stanza, scene, or chapter fits|

|the overall structure of a text and contributes to the development of the |in and contributes to the development of a literary text. |

|theme, setting, or plot. | |

|RL.6.6. Explain how an author develops the point of view of the narrator or |I can analyze how an author develops a narrator or speaker’s point of |

|speaker in a text. |view. |

|RL.6.7. Compare and contrast the experience of reading a story, drama, or poem |I can compare and contrast how reading a text is different from |

|to listening to or viewing an audio, video, or live version of the text, |watching a movie or listening to a literary text. |

|including contrasting what they “see” and “hear” when reading the text to what | |

|they perceive when they listen or watch. | |

|RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories |I can compare and contrast how different genres communicate the same |

|and poems; historical novels and fantasy stories) in terms of their approaches |theme or idea. |

|to similar themes and topics. | |

|RL.6.10. By the end of the year, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poems, in the grades 6–8 text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.6.1. Cite textual evidence to support analysis of what the text says |I can cite text-based evidence to support an analysis of informational |

|explicitly as well as inferences drawn from the text. |text. |

|RI.6.2. Determine a central idea of a text and how it is conveyed through |I can determine the main idea of an informational text based on details|

|particular details; provide a summary of the text distinct from personal |in the text. |

|opinions or judgments. | |

| |I can summarize an informational text using only information from the |

| |text. |

|RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, |I can analyze how key individuals, events, or ideas are developed |

|illustrated, and elaborated in a text (e.g., through examples or anecdotes). |throughout a text. |

|RI.6.4. Determine the meaning of words and phrases as they are used in a text, |I can use a variety of strategies to determine word meaning in |

|including figurative, connotative, and technical meanings. |informational texts. |

|RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits |I can analyze how a particular sentence, paragraph, chapter, or section|

|into the overall structure of a text and contributes to the development of the |fits in and contributes to the development of ideas in a text. |

|ideas. | |

|RI.6.6. Determine an author’s point of view or purpose in a text and explain |I can determine an author’s point of view or purpose in an |

|how it is conveyed in the text. |informational text. |

| | |

| |I can explain how an author’s point of view is conveyed in an |

| |informational text. |

|RI.6.7. Integrate information presented in different media or formats (e.g., |I can use a variety of media to develop and deepen my understanding of |

|visually, quantitatively) as well as in words to develop a coherent |a topic or idea. |

|understanding of a topic or issue. | |

|RI.6.8. Trace and evaluate the argument and specific claims in a text, |I can identify the argument and specific claims in a text. |

|distinguishing claims that are supported by reasons and evidence from claims | |

|that are not. |I can evaluate the argument and specific claims for sufficient |

| |evidence. |

|RI.6.9. Compare and contrast one author’s presentation of events with that of |I can compare how different authors portray the same idea or event. |

|another (e.g., a memoir written by and a biography on the same person). | |

|RI.6.10. By the end of the year, read and comprehend literary nonfiction in the|I can read grade-level informational texts proficiently and |

|grades 6–8 text complexity band proficiently, with scaffolding as needed at the|independently. |

|high end of the range. | |

| |I can read above-grade informational texts with scaffolding and |

| |support. |

|Standards: Writing |Long-Term Target(s) |

|W.6.1. Write arguments to support claims with clear reasons and relevant |I can write arguments to support claims with clear reasons and relevant|

|evidence. |evidence. |

|Introduce claim(s) and organize the reasons and evidence clearly. |I can create an introduction that states my main argument and |

|Support claim(s) with clear reasons and relevant evidence, using credible |foreshadows the organization of my piece. |

|sources and demonstrating an understanding of the topic or text. |I can support my claim(s) with clear reasons and relevant evidence. |

|Use words, phrases, and clauses to clarify the relationships among claim(s) and|b. I can use credible sources to support my claim(s) |

|reasons. |I can identify the relationship between my claim(s) and reasons by |

|Establish and maintain a formal style. |using linking words, phrases and clauses. |

|Provide a concluding statement or section that follows from the argument |I can maintain a formal style in my writing. |

|presented. |I can construct a concluding statement or section that reinforces my |

| |main argument. |

|W.6.2. Write informative/explanatory texts to examine a topic and convey ideas,|I can write informative/explanatory texts that convey ideas and |

|concepts, and information through the selection, organization, and analysis of |concepts using relevant information that is carefully selected and |

|relevant content. |organized. |

|Introduce a topic; organize ideas, concepts, and information, using strategies |I can introduce the topic of my text. |

|such as definition, classification, comparison/contrast, and cause/effect; |a. I can organize my information using various |

|include formatting (e.g., headings), graphics (e.g., charts, tables), and |strategies (e.g. definition/classification, |

|multimedia when useful to aiding comprehension. |comparison/contrast, cause/effect.) |

|Develop the topic with relevant facts, definitions, concrete details, |a. I can include headings, graphics, and |

|quotations, or other information and examples. |multimedia to help readers understand my |

|Use appropriate transitions to clarify the relationships among ideas and |ideas. |

|concepts. |I can develop the topic with relevant facts, definitions, concrete |

|Use precise language and domain-specific vocabulary to inform about or explain |details, and quotations. |

|the topic. |I can use transitions to clarify relationships among my ideas. |

|Establish and maintain a formal style. |I can use contextually specific language/vocabulary to inform or |

|Provide a concluding statement or section that follows from the information or |explain about a topic |

|explanation presented. |I can establish and maintain a formal style in my writing. |

| |I can construct a concluding statement or section of an |

| |informative/explanatory text. |

|W.6.3. Write narratives to develop real or imagined experiences or events using|I can write narrative texts about real or imagined experiences using |

|effective technique, relevant descriptive details, and well-structured event |relevant details and event sequences that make sense. |

|sequences. |I can establish a context for my narrative. |

|Engage and orient the reader by establishing a context and introducing a |a. I can introduce the narrator/characters of my |

|narrator and/or characters; organize an event sequence that unfolds naturally |narrative. |

|and logically. |a. I can organize events in a logical sequence. |

|Use narrative techniques, such as dialogue, pacing, and description, to develop|I can use dialogue and descriptions to show the actions, thoughts and |

|experiences, events, and/or characters. |feelings of my characters. |

|Use a variety of transition words, phrases, and clauses to convey sequence and |I can use transitional words, phrases and clauses to show passage of |

|signal shifts from one time frame or setting to another. |time in a narrative text. |

|Use precise words and phrases, relevant descriptive details, and sensory |I can use precise words and phrases and sensory language to convey |

|language to convey experiences and events. |experiences and events to my reader. |

|Provide a conclusion that follows from the narrated experiences or events. |d. I can use relevant descriptive details to |

| |convey experiences and events. |

| |I can write a conclusion to my narrative that makes sense to a reader. |

|W.6.4. Produce clear and coherent writing in which the development, |I can produce clear and coherent writing that is appropriate to task, |

|organization, and style are appropriate to task, purpose, and audience. |purpose, and audience. |

|W.6.5. With some guidance and support from peers and adults, develop and |With support from peers and adults, I can use a writing process to |

|strengthen writing as needed by planning, revising, editing, rewriting, or |produce clear and coherent writing. |

|trying a new approach. | |

|W.6.6. Use technology, including the Internet, to produce and publish writing |I can use technology to publish a piece of writing. |

|as well as to interact and collaborate with others; demonstrate sufficient | |

|command of keyboarding skills to type a minimum of three pages in a single |I can use technology to collaborate with others to produce a piece of |

|sitting. |writing. |

| | |

| |I can use type at least three pages of writing in a single sitting. |

|W.6.7. Conduct short research projects to answer a question, drawing on several|I can conduct short research projects to answer a question. |

|sources and refocusing the inquiry when appropriate. | |

| |I can use several sources in my research. |

| | |

| |I can refocus or refine my question when appropriate. |

|W.6.8. Gather relevant information from multiple print and digital sources; |I can gather relevant information from a variety of sources. |

|assess the credibility of each source; and quote or paraphrase the data and | |

|conclusions of others while avoiding plagiarism and providing basic |I can assess the credibility of each source I use. |

|bibliographic information for sources. | |

| |I can quote or paraphrase what others say about my topic while avoiding|

| |plagiarism. |

| | |

| |I can provide a list of sources I used to gather information in a |

| |bibliography. |

|W.6.9. Draw evidence from literary or informational texts to support analysis, |I can use evidence from a variety of grade appropriate texts to support|

|reflection, and research. |analysis, reflection, and research. |

|Apply grade 6 Reading standards to literature (e.g., “Compare and contrast | |

|texts in different forms or genres [e.g., stories and poems; historical novels | |

|and fantasy stories] in terms of their approaches to similar themes and | |

|topics”). | |

|Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and | |

|evaluate the argument and specific claims in a text, distinguishing claims that| |

|are supported by reasons and evidence from claims that are not”). | |

|W.6.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different time frames, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes, and audiences. |

|two) for a range of discipline-specific tasks, purposes, and audiences. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one,|I can effectively engage in discussions with diverse partners about 6th|

|in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and|grade topics, texts, and issues. |

|issues, building on others’ ideas and expressing their own clearly. | |

|Come to discussions prepared, having read or studied required material; |I can express my own ideas clearly during discussions. |

|explicitly draw on that preparation by referring to evidence on the topic, | |

|text, or issue to probe and reflect on ideas under discussion. |I can build on other’s ideas during discussions. |

|Follow rules for collegial discussions, set specific goals and deadlines, and | |

|define individual roles as needed. | |

|Pose and respond to specific questions with elaboration and detail by making |I can prepare myself to participate in discussions. |

|comments that contribute to the topic, text, or issue under discussion. |I can follow our class norms when I participate in a discussion. |

|Review the key ideas expressed and demonstrate understanding of multiple |I can pose questions that help me clarify what is being discussed. |

|perspectives through reflection and paraphrasing. |c. I can pose questions that elaborate on the |

| |topic being discussed. |

| |c. I can respond to questions with elaboration |

| |and detail that connect with the topic being |

| |discussed. |

| |After a discussion, I can paraphrase what I understand about the topic |

| |being discussed. |

|SL.6.2. Interpret information presented in diverse media and formats (e.g., |I can interpret information presented in different media and formats. |

|visually, quantitatively, orally) and explain how it contributes to a topic, | |

|text, or issue under study. |I can explain how new information connects to a topic, text, or issue I|

| |am studying. |

|SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing |I can outline a speaker’s argument and specific claims. |

|claims that are supported by reasons and evidence from claims that are not. | |

| |I can determine whether a speaker’s argument is supported by reasons |

| |and evidence or not. |

|SL.6.4. Present claims and findings, sequencing ideas logically and using |I can present claims and findings in a logical order. |

|pertinent descriptions, facts, and details to accentuate main ideas or themes; | |

|use appropriate eye contact, adequate volume, and clear pronunciation. |I can support my main points with descriptions, facts, and details. |

| | |

| |I can use effective speaking techniques (appropriate eye contact, |

| |adequate volume, and clear pronunciation). |

|SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) |I can include multimedia components and visual displays in a |

|and visual displays in presentations to clarify information. |presentation to clarify information. |

|SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command |I can adapt my speech for a variety of contexts and tasks, using formal|

|of formal English when indicated or appropriate. |English when indicated or appropriate. |

|CCS Standards: Language |Long-Term Target(s) |

|L.6.1. Demonstrate command of the conventions of standard English grammar and |I can use correct grammar and usage when writing or speaking. |

|usage when writing or speaking. |I can use the proper case of pronouns in my writing. |

|Ensure that pronouns are in the proper case (subjective, objective, |I can use intensive pronouns. (e.g., myself, ourselves) |

|possessive). |I can correct inappropriate shifts in pronoun number and person. |

|Use intensive pronouns (e.g., myself, ourselves). |I can correct vague pronouns. (i.e., ones with unclear or ambiguous |

|Recognize and correct inappropriate shifts in pronoun number and person.* |antecedents) |

|Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous |I can identify when Standard English is and isn’t being used. |

|antecedents).* |e. I can convert language into Standard English. |

|Recognize variations from standard English in their own and others' writing and| |

|speaking, and identify and use strategies to improve expression in conventional| |

|language.* | |

|L.6.2. Demonstrate command of the conventions of standard English |I can use correct capitalization, punctuation, and spelling to send a |

|capitalization, punctuation, and spelling when writing. |clear message to my reader. |

|Use punctuation (commas, parentheses, dashes) to set off |I can use punctuation (commas, parentheses, dashes) to set off |

|nonrestrictive/parenthetical elements.* |nonrestrictive/parenthetical elements. |

|Spell correctly. |I can spell correctly. |

|L.6.3. Use knowledge of language and its conventions when writing, speaking, |I can use a variety of sentence structures to make my writing and |

|reading, or listening. |speaking more interesting. |

|Vary sentence patterns for meaning, reader/listener interest, and style.* | |

|Maintain consistency in style and tone.* |I can maintain consistency in style and tone when writing and speaking.|

|L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words |I can use a variety of strategies to determine the meaning of unknown |

|and phrases based on grade 6 reading and content, choosing flexibly from a |words and phrases. |

|range of strategies. |I can use context (e.g., the overall meaning of a sentence or |

|Use context (e.g., the overall meaning of a sentence or paragraph; a word’s |paragraph; a word’s position or function in a sentence) to determine |

|position or function in a sentence) as a clue to the meaning of a word or |the meaning of a word or phrase. |

|phrase. |I can use common Greek and Latin affixes (prefixes) and roots as clues |

|Use common, grade-appropriate Greek or Latin affixes and roots as clues to the |to help me determine the meaning of a word. (e.g., audience, auditory, |

|meaning of a word (e.g., audience, auditory, audible). |audible) |

|Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both|I can use resource materials (glossaries, dictionaries, thesauruses) to|

|print and digital, to find the pronunciation of a word or determine or clarify |help me determine or clarify the pronunciation, meaning of key words |

|its precise meaning or its part of speech. |and phrases, and its part of speech. |

|Verify the preliminary determination of the meaning of a word or phrase (e.g., |I can check the accuracy of my guess about the meaning of a word or |

|by checking the inferred meaning in context or in a dictionary). |phrase by using resource materials. |

|L.6.5. Demonstrate understanding of figurative language, word relationships, |I can analyze figurative language, word relationships, and nuances in |

|and nuances in word meanings. |word meanings. |

|Interpret figures of speech (e.g., personification) in context. |I can interpret figures of speech in context. (e.g., personification) |

|Use the relationship between particular words (e.g., cause/effect, part/whole, |I can use the relationship between particular words to better |

|item/category) to better understand each of the words. |understand each of the words. (e.g., cause/effect, part/whole, |

|Distinguish among the connotations (associations) of words with similar |item/category) |

|denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, |I can distinguish among the connotations (associations) of words with |

|thrifty). |similar denotations (definitions.) (e.g., stingy, scrimping, |

| |economical, unwasteful, thrifty) |

|L.6.6. Acquire and use accurately grade-appropriate general academic and |I can accurately use 6th grade academic vocabulary to express my ideas.|

|domain-specific words and phrases; gather vocabulary knowledge when considering| |

|a word or phrase important to comprehension or expression. |I can use resources to build my vocabulary. |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 7

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.7.1. Cite several pieces of textual evidence to support analysis of what the|I can cite several pieces of text-based evidence to support an analysis|

|text says explicitly as well as inferences drawn from the text. |of informational text. |

|RL.7.2. Determine a theme or central idea of a text and analyze its development|I can determine a theme or the central ideas literary text. |

|over the course of the text; provide an objective summary of the text. | |

| |I can analyze the development of a theme or central idea throughout a |

| |literary text. |

| | |

| |I can objectively summarize literary text. |

|RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how|I can analyze the interaction of literary elements of a story or drama.|

|setting shapes the characters or plot). | |

|RL.7.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words and phrases in literary text |

|including figurative and connotative meanings; analyze the impact of rhymes and|(figurative, connotative, and technical meanings). |

|other repetitions of sounds (e.g., alliteration) on a specific verse or stanza | |

|of a poem or section of a story or drama. |I can analyze the impact of rhymes and repetitions of sound on a |

| |specific section of poetry, story or drama. |

|RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, |I can analyze how a drama’s or poem’s form or structure contributes to |

|sonnet) contributes to its meaning. |its meaning. |

|RL.7.6. Analyze how an author develops and contrasts the points of view of |I can analyze how an author develops and contrasts the points of view |

|different characters or narrators in a text. |of characters and narrators in a literary text. |

|RL.7.7. Compare and contrast a written story, drama, or poem to its audio, |I can compare and contrast different media versions of a literary text |

|filmed, staged, or multimedia version, analyzing the effects of techniques |(written vs. audio vs. film vs. staged, etc.). |

|unique to each medium (e.g., lighting, sound, color, or camera focus and angles| |

|in a film). |I can analyze the impact of the techniques unique to each medium. |

|RL.7.9. Compare and contrast a fictional portrayal of a time, place, or |I can compare and contrast a fictional and historical account of a |

|character and a historical account of the same period as a means of |time, place or character. |

|understanding how authors of fiction use or alter history. | |

| |I can analyze how authors of fiction use or alter history based on my |

| |comparison of a fictional and historical account of the same time, |

| |place or character. |

|RL.7.10. By the end of the year, read and comprehend literature, including |I can read grade level literary texts proficiently and independently. |

|stories, dramas, and poems, in the grades 6–8 text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above grade level texts with scaffolding and support. |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.7.1. Cite several pieces of textual evidence to support analysis of what the|I can cite several pieces of text-based evidence to support an analysis|

|text says explicitly as well as inferences drawn from the text. |of informational text. |

|RI.7.2. Determine two or more central ideas in a text and analyze their |I can determine a theme or the central ideas informational text. |

|development over the course of the text; provide an objective summary of the | |

|text. |I can analyze the development of a theme or central idea throughout the|

| |text. |

| | |

| |I can objectively summarize informational text. |

|RI.7.3. Analyze the interactions between individuals, events, and ideas in a |I can analyze the interactions between individuals, events and ideas in|

|text (e.g., how ideas influence individuals or events, or how individuals |a text. |

|influence ideas or events). | |

|RI.7.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words and phrases in text (figurative, |

|including figurative, connotative, and technical meanings; analyze the impact |connotative, and technical meanings). |

|of a specific word choice on meaning and tone. | |

| |I can analyze the impact of word choice on meaning and tone. |

|RI.7.5. Analyze the structure an author uses to organize a text, including how |I can analyze the organization of an informational text (including how |

|the major sections contribute to the whole and to the development of the ideas.|the major sections contribute to the whole and to the development of |

| |the ideas). |

|RI.7.6. Determine an author’s point of view or purpose in a text and analyze |I can determine an author’s point of view or purpose in informational |

|how the author distinguishes his or her position from that of others. |text. |

| | |

| |I can analyze how the author distinguishes his/her position from |

| |others’. |

|RI.7.7. Compare and contrast a text to an audio, video, or multimedia version |I can compare and contrast different media versions of informational |

|of the text, analyzing each medium’s portrayal of the subject (e.g., how the |text (written vs. audio vs. film vs. staged, etc.). |

|delivery of a speech affects the impact of the words). | |

| |I can analyze impact of the techniques unique to each medium. |

|RI.7.8. Trace and evaluate the argument and specific claims in a text, |I can identify the argument and specific claims in a text. |

|assessing whether the reasoning is sound and the evidence is relevant and | |

|sufficient to support the claims. |I can evaluate the argument and specific claims in a text for sound |

| |reasoning and relevant, sufficient evidence. |

|RI.7.9. Analyze how two or more authors writing about the same topic shape |I can contrast how multiple authors emphasize evidence or interpret |

|their presentations of key information by emphasizing different evidence or |facts differently when presenting information on the same topic. |

|advancing different interpretations of facts. | |

|RI.7.10. By the end of the year, read and comprehend literary nonfiction in the|I can read grade-level informational texts proficiently and |

|grades 6–8 text complexity band proficiently, with scaffolding as needed at the|independently. |

|high end of the range. | |

| |I can read above grade level texts with scaffolding and support. |

|Standards: Writing |Long-Term Target(s) |

|W.7.1. Write arguments to support claims with clear reasons and relevant |I can write arguments to support claims with clear reasons and relevant|

|evidence. |evidence. |

|Introduce claim(s), acknowledge alternate or opposing claims, and organize the | |

|reasons and evidence logically. | |

|Support claim(s) with logical reasoning and relevant evidence, using accurate, | |

|credible sources and demonstrating an understanding of the topic or text. | |

|Use words, phrases, and clauses to create cohesion and clarify the | |

|relationships among claim(s), reasons, and evidence. | |

|Establish and maintain a formal style. | |

|Provide a concluding statement or section that follows from and supports the | |

|argument presented. | |

|W.7.2. Write informative/explanatory texts to examine a topic and convey ideas,|I can write informative/explanatory texts that convey ideas and |

|concepts, and information through the selection, organization, and analysis of |concepts using relevant information that is carefully selected and |

|relevant content. |organized. |

|Introduce a topic clearly, previewing what is to follow; organize ideas, | |

|concepts, and information, using strategies such as definition, classification,| |

|comparison/contrast, and cause/effect; include formatting (e.g., headings), | |

|graphics (e.g., charts, tables), and multimedia when useful to aiding | |

|comprehension. | |

|Develop the topic with relevant facts, definitions, concrete details, | |

|quotations, or other information and examples. | |

|Use appropriate transitions to create cohesion and clarify the relationships | |

|among ideas and concepts. | |

|Use precise language and domain-specific vocabulary to inform about or explain | |

|the topic. | |

|Establish and maintain a formal style. | |

|Provide a concluding statement or section that follows from and supports the | |

|information or explanation presented. | |

|W.7.3. Write narratives to develop real or imagined experiences or events using|I can write narrative texts about real or imagined experiences using |

|effective technique, relevant descriptive details, and well-structured event |relevant details and event sequences that make sense. |

|sequences. | |

|Engage and orient the reader by establishing a context and point of view and | |

|introducing a narrator and/or characters; organize an event sequence that | |

|unfolds naturally and logically. | |

|Use narrative techniques, such as dialogue, pacing, and description, to develop| |

|experiences, events, and/or characters. | |

|Use a variety of transition words, phrases, and clauses to convey sequence and | |

|signal shifts from one time frame or setting to another. | |

|Use precise words and phrases, relevant descriptive details, and sensory | |

|language to capture the action and convey experiences and events. | |

|Provide a conclusion that follows from and reflects on the narrated experiences| |

|or events. | |

|W.7.4. Produce clear and coherent writing in which the development, |I can produce clear and coherent writing that is appropriate to task, |

|organization, and style are appropriate to task, purpose, and audience. |purpose and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 | |

|above.) | |

|W.7.5. With some guidance and support from peers and adults, develop and |With support from peers and adults, I can use a writing process to |

|strengthen writing as needed by planning, revising, editing, rewriting, or |ensure that purpose and audience have been addressed. |

|trying a new approach, focusing on how well purpose and audience have been | |

|addressed. | |

|W.7.6. Use technology, including the Internet, to produce and publish writing |I can use technology to produce and publish a piece of writing with |

|and link to and cite sources as well as to interact and collaborate with |links to cited sources. |

|others, including linking to and citing sources. |I can use technology to collaborate with others while producing a piece|

| |of writing, linking to cited sources. |

|W.7.7. Conduct short research projects to answer a question, drawing on several|I can conduct short research projects to answer a question. |

|sources and generating additional related, focused questions for further | |

|research and investigation. |I can use several sources in my research. |

| | |

| |I can generate additional questions for further research. |

|W.7.8. Gather relevant information from multiple print and digital sources, |I can gather relevant information from a variety of sources. |

|using search terms effectively; assess the credibility and accuracy of each | |

|source; and quote or paraphrase the data and conclusions of others while |I can use search terms effectively. |

|avoiding plagiarism and following a standard format for citation. | |

| |I can evaluate the credibility and accuracy of each source. |

| | |

| |I can quote or paraphrase others’ work while avoiding plagiarism. |

| | |

| |I can use a standard format for citation. |

|W.7.9. Draw evidence from literary or informational texts to support analysis, |I can select evidence from literary or informational texts to support |

|reflection, and research. |analysis, reflection and research. |

|Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a | |

|fictional portrayal of a time, place, or character and a historical account of | |

|the same period as a means of understanding how authors of fiction use or alter| |

|history”). | |

|Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and | |

|evaluate the argument and specific claims in a text, assessing whether the | |

|reasoning is sound and the evidence is relevant and sufficient to support the | |

|claims”). | |

|W.7.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different timeframes, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes and audiences. |

|two) for a range of discipline-specific tasks, purposes, and audiences. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one,|I can effectively engage in discussions with diverse partners about 7th|

|in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and|grade topics, texts, and issues. |

|issues, building on others’ ideas and expressing their own clearly. | |

|Come to discussions prepared, having read or researched material under study; |I can express my own ideas clearly during discussions. |

|explicitly draw on that preparation by referring to evidence on the topic, | |

|text, or issue to probe and reflect on ideas under discussion. |I can build on other’s ideas during discussions. |

|Follow rules for collegial discussions, track progress toward specific goals | |

|and deadlines, and define individual roles as needed. | |

|Pose questions that elicit elaboration and respond to others’ questions and | |

|comments with relevant observations and ideas that bring the discussion back on| |

|topic as needed. | |

|Acknowledge new information expressed by others and, when warranted, modify | |

|their own views. | |

|SL.7.2. Analyze the main ideas and supporting details presented in diverse |I can analyze the main ideas and supporting details presented in |

|media and formats (e.g., visually, quantitatively, orally) and explain how the |different media and formats. |

|ideas clarify a topic, text, or issue under study. | |

| |I can explain how ideas clarify a topic, text or issue. |

|SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the |I can outline a speaker’s argument and specific claims. |

|soundness of the reasoning and the relevance and sufficiency of the evidence. | |

| |I can evaluate the reasoning and evidence presented for soundness, |

| |relevance, and sufficiency. |

|SL.7.4. Present claims and findings, emphasizing salient points in a focused, |I can present claims and findings with descriptions, facts, details and|

|coherent manner with pertinent descriptions, facts, details, and examples; use |examples. |

|appropriate eye contact, adequate volume, and clear pronunciation. | |

| |I can use effective speaking techniques (appropriate eye contact, |

| |adequate volume and clear pronunciation). |

|SL.7.5. Include multimedia components and visual displays in presentations to |I can include multimedia components and visual displays in a |

|clarify claims and findings and emphasize salient points. |presentation to clarify claims and to add emphasis. |

|SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command |I can adapt my speech for a variety of contexts and tasks, using formal|

|of formal English when indicated or appropriate. |English when indicated or appropriate. |

|CCS Standards: Language |Long-Term Target(s) |

|L.7.1. Demonstrate command of the conventions of standard English grammar and |I can use correct grammar and usage when writing or speaking. |

|usage when writing or speaking. | |

|Explain the function of phrases and clauses in general and their function in | |

|specific sentences. | |

|Choose among simple, compound, complex, and compound-complex sentences to | |

|signal differing relationships among ideas. | |

|Place phrases and clauses within a sentence, recognizing and correcting | |

|misplaced and dangling modifiers.* | |

|L.7.2. Demonstrate command of the conventions of standard English |I can use correct capitalization, punctuation and spelling to send a |

|capitalization, punctuation, and spelling when writing. |clear message to my reader. |

|Use a comma to separate coordinate adjectives (e.g., It was a fascinating, | |

|enjoyable movie but not He wore an old[,] green shirt). | |

|Spell correctly. | |

|L.7.3. Use knowledge of language and its conventions when writing, speaking, |I can express ideas with precision. |

|reading, or listening. | |

|Choose language that expresses ideas precisely and concisely, recognizing and | |

|eliminating wordiness and redundancy.* | |

|L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words |I can use a variety of strategies to determine the meaning of unknown |

|and phrases based on grade 7 reading and content, choosing flexibly from a |words or phrases. |

|range of strategies. | |

|Use context (e.g., the overall meaning of a sentence or paragraph; a word’s | |

|position or function in a sentence) as a clue to the meaning of a word or | |

|phrase. | |

|Use common, grade-appropriate Greek or Latin affixes and roots as clues to the | |

|meaning of a word (e.g., belligerent, bellicose, rebel). | |

|Consult general and specialized reference materials (e.g., dictionaries, | |

|glossaries, thesauruses), both print and digital, to find the pronunciation of | |

|a word or determine or clarify its precise meaning or its part of speech. | |

|Verify the preliminary determination of the meaning of a word or phrase (e.g., | |

|by checking the inferred meaning in context or in a dictionary). | |

|L.7.5. Demonstrate understanding of figurative language, word relationships, |I can analyze figurative language, word relationships and nuances in |

|and nuances in word meanings. |word meanings. |

|Interpret figures of speech (e.g., literary, biblical, and mythological | |

|allusions) in context. | |

|Use the relationship between particular words (e.g., synonym/antonym, analogy) | |

|to better understand each of the words. | |

|Distinguish among the connotations (associations) of words with similar | |

|denotations (definitions) (e.g., refined, respectful, polite, diplomatic, | |

|condescending). | |

|L.7.6. Acquire and use accurately grade-appropriate general academic and |I can accurately use 7th grade academic vocabulary to express my ideas.|

|domain-specific words and phrases; gather vocabulary knowledge when considering| |

|a word or phrase important to comprehension or expression. |I can use resources to build my vocabulary. |

ELA Common Core State Standards and Long-Term Learning Targets

Grade 8

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.8.1. Cite the textual evidence that most strongly supports an analysis of |I can cite text-based evidence that provides the strongest support for |

|what the text says explicitly as well as inferences drawn from the text. |my analysis of literary text. |

|RL.8.2. Determine a theme or central idea of a text and analyze its development|I can determine a theme or the central ideas of literary text. |

|over the course of the text, including its relationship to the characters, |I can analyze the development of a theme or central idea throughout the|

|setting, and plot; provide an objective summary of the text. |text (including its relationship to the characters, setting, and plot).|

| | |

| |I can objectively summarize literary text. |

|RL.8.3. Analyze how particular lines of dialogue or incidents in a story or |I can analyze how specific dialogue or incidents in a plot propel the |

|drama propel the action, reveal aspects of a character, or provoke a decision. |action, reveal aspects of a character, or provoke a decision. |

|RL.8.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words and phrases in literary text |

|including figurative and connotative meanings; analyze the impact of specific |(figurative, connotative, and technical meanings) |

|word choices on meaning and tone, including analogies or allusions to other | |

|texts. |I can analyze the impact of word choice on meaning and tone (analogies |

| |or allusions). |

|RL.8.5. Compare and contrast the structure of two or more texts and analyze how|I can compare and contrast the structure of multiple texts. |

|the differing structure of each text contributes to its meaning and style. | |

| |I can analyze how different structures impact meaning and style of a |

| |text. |

|RL.8.6. Analyze how differences in the points of view of the characters and the|I can analyze how difference in points of view between characters and |

|audience or reader (e.g., created through the use of dramatic irony) create |audience create effects in writing. |

|such effects as suspense or humor. | |

|RL.8.7. Analyze the extent to which a filmed or live production of a story or |I can analyze the extent to which a filmed or live production follows |

|drama stays faithful to or departs from the text or script, evaluating the |the text or script of the same literary text. |

|choices made by the director or actors. | |

| |I can evaluate the choices made by director or actors in presenting an |

| |interpretation of a script. |

|RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of |I can analyze the connections between modern fiction and myths, |

|events, or character types from myths, traditional stories, or religious works |traditional stories or religious works (themes, patterns of events, |

|such as the Bible, including describing how the material is rendered new. |character types). |

|RL.8.10. By the end of the year, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poems, at the high end of grades 6–8 text complexity band | |

|independently and proficiently. |I can read above-grade literary texts with scaffolding and support. |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.8.1. Cite the textual evidence that most strongly supports an analysis of |I can cite text-based evidence that provides the strongest support for |

|what the text says explicitly as well as inferences drawn from the text. |an analysis of literary text. |

|RI.8.2. Determine a central idea of a text and analyze its development over the|I can determine a theme or the central ideas of an informational text. |

|course of the text, including its relationship to supporting ideas; provide an |I can analyze the development of a theme or central idea throughout the|

|objective summary of the text. |text (including its relationship to supporting ideas). |

| | |

| |I can objectively summarize informational text. |

|RI.8.3. Analyze how a text makes connections among and distinctions between |I can analyze the connections and distinctions between individuals, |

|individuals, ideas, or events (e.g., through comparisons, analogies, or |ideas or events in a text. |

|categories). | |

|RI.8.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words and phrases in text (figurative, |

|including figurative, connotative, and technical meanings; analyze the impact |connotative, and technical meanings). |

|of specific word choices on meaning and tone, including analogies or allusions | |

|to other texts. |I can analyze the impact of word choice on meaning and tone (analogies |

| |or allusions). |

|RI.8.5. Analyze in detail the structure of a specific paragraph in a text, |I can analyze the structure of a specific paragraph in a text |

|including the role of particular sentences in developing and refining a key |(including the role of particular sentences in developing and refining |

|concept. |a key concept). |

|RI.8.6. Determine an author’s point of view or purpose in a text and analyze |I can determine an author’s point of view or purpose in informational |

|how the author acknowledges and responds to conflicting evidence or viewpoints.|text. |

| | |

| |I can analyze how the author acknowledges and responds to conflicting |

| |evidence or viewpoints. |

|RI.8.7. Evaluate the advantages and disadvantages of using different mediums |I can evaluate the advantages and disadvantages of using different |

|(e.g., print or digital text, video, multimedia) to present a particular topic |mediums to present an idea. |

|or idea. | |

|RI.8.8. Delineate and evaluate the argument and specific claims in a text, |I can identify the argument and specific claims in a text. |

|assessing whether the reasoning is sound and the evidence is relevant and | |

|sufficient; recognize when irrelevant evidence is introduced. |I can evaluate the argument and specific claims in a text (assessing |

| |whether the reasoning is sound and the evidence is relevant and |

| |sufficient to support the claims). |

| | |

| |I can identify when irrelevant evidence is used. |

|RI.8.9. Analyze a case in which two or more texts provide conflicting |I can analyze texts for disagreement on facts or interpretation. |

|information on the same topic and identify where the texts disagree on matters | |

|of fact or interpretation. | |

|RI.8.10. By the end of the year, read and comprehend literary nonfiction at the|I can read grade-level informational texts proficiently and |

|high end of the grades 6–8 text complexity band independently and proficiently.|independently. |

| | |

| |I can read above-grade informational texts with scaffolding and |

| |support. |

|Standards: Writing |Long-Term Target(s) |

|W.8.1. Write arguments to support claims with clear reasons and relevant |I can write arguments to support claims with clear reasons and relevant|

|evidence. |evidence. |

|Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or | |

|opposing claims, and organize the reasons and evidence logically. | |

|Support claim(s) with logical reasoning and relevant evidence, using accurate, | |

|credible sources and demonstrating an understanding of the topic or text. | |

|Use words, phrases, and clauses to create cohesion and clarify the | |

|relationships among claim(s), counterclaims, reasons, and evidence. | |

|Establish and maintain a formal style. | |

|Provide a concluding statement or section that follows from and supports the | |

|argument presented. | |

|W.8.2. Write informative/explanatory texts to examine a topic and convey ideas,|I can write informative/explanatory texts that convey ideas and |

|concepts, and information through the selection, organization, and analysis of |concepts using relevant information that is carefully selected and |

|relevant content. |organized. |

|Introduce a topic clearly, previewing what is to follow; organize ideas, | |

|concepts, and information into broader categories; include formatting (e.g., | |

|headings), graphics (e.g., charts, tables), and multimedia when useful to | |

|aiding comprehension. | |

|Develop the topic with relevant, well-chosen facts, definitions, concrete | |

|details, quotations, or other information and examples. | |

|Use appropriate and varied transitions to create cohesion and clarify the | |

|relationships among ideas and concepts. | |

|Use precise language and domain-specific vocabulary to inform about or explain | |

|the topic. | |

|Establish and maintain a formal style. | |

|Provide a concluding statement or section that follows from and supports the | |

|information or explanation presented. | |

|W.8.3. Write narratives to develop real or imagined experiences or events using|I can write narrative texts about real or imagined experiences using |

|effective technique, relevant descriptive details, and well-structured event |relevant details and event sequences that make sense. |

|sequences. | |

|Engage and orient the reader by establishing a context and point of view and | |

|introducing a narrator and/or characters; organize an event sequence that | |

|unfolds naturally and logically. | |

|Use narrative techniques, such as dialogue, pacing, description, and | |

|reflection, to develop experiences, events, and/or characters. | |

|Use a variety of transition words, phrases, and clauses to convey sequence, | |

|signal shifts from one time frame or setting to another, and show the | |

|relationships among experiences and events. | |

|Use precise words and phrases, relevant descriptive details, and sensory | |

|language to capture the action and convey experiences and events. | |

|Provide a conclusion that follows from and reflects on the narrated experiences| |

|or events. | |

|W.8.4. Produce clear and coherent writing in which the development, |I can produce clear and coherent writing that is appropriate to task, |

|organization, and style are appropriate to task, purpose, and audience. |purpose and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 | |

|above.) | |

|W.8.5. With some guidance and support from peers and adults, develop and |With support from peers and adults, I can use the writing process to |

|strengthen writing as needed by planning, revising, editing, rewriting, or |ensure that purpose and audience have been addressed. |

|trying a new approach, focusing on how well purpose and audience have been | |

|addressed. | |

|W.8.6 |I can use technology to produce and publish writing that presents |

| |relationships between information and ideas efficiently. |

|. Use technology, including the Internet, to produce and publish writing and | |

|present the relationships between information and ideas efficiently as well as |I can use technology to collaborate with others while producing and |

|to interact and collaborate with others. |publishing writing. |

|W.8.7. Conduct short research projects to answer a question (including a |I can conduct short research projects to answer a question (including a|

|self-generated question), drawing on several sources and generating additional |self-generated question). |

|related, focused questions that allow for multiple avenues of exploration. | |

| |I can use several sources in my research. |

| | |

| |I can generate additional research questions for further exploration. |

|W.8.8. Gather relevant information from multiple print and digital sources, |I can gather relevant information from a variety of sources. |

|using search terms effectively; assess the credibility and accuracy of each | |

|source; and quote or paraphrase the data and conclusions of others while |I can use search terms effectively. |

|avoiding plagiarism and following a standard format for citation. | |

| |I can evaluate the credibility and accuracy of each source. |

| | |

| |I can quote and paraphrase others’ work while avoiding plagiarism. |

| | |

| |I can use a standard format for citation. |

|W.8.9. Draw evidence from literary or informational texts to support analysis, |I can use evidence from informational texts to support analysis, |

|reflection, and research. |reflection and research. |

|Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work| |

|of fiction draws on themes, patterns of events, or character types from myths, | |

|traditional stories, or religious works such as the Bible, including describing| |

|how the material is rendered new”). | |

|Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and | |

|evaluate the argument and specific claims in a text, assessing whether the | |

|reasoning is sound and the evidence is relevant and sufficient; recognize when | |

|irrelevant evidence is introduced”). | |

|W.8.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different timeframes. |

|reflection, and revision) and shorter time frames (a single sitting or a day or| |

|two. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one,|I can effectively engage in discussions with diverse partners about 8th|

|in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and|grade topics, texts, and issues. |

|issues, building on others’ ideas and expressing their own clearly. | |

|Come to discussions prepared, having read or researched material under study; |I can express my own ideas clearly during discussions. |

|explicitly draw on that preparation by referring to evidence on the topic, | |

|text, or issue to probe and reflect on ideas under discussion. |I can build on other’s ideas during discussions. |

|Follow rules for collegial discussions and decision-making, track progress | |

|toward specific goals and deadlines, and define individual roles as needed. | |

|Pose questions that connect the ideas of several speakers and respond to | |

|others’ questions and comments with relevant evidence, observations, and ideas.| |

|Acknowledge new information expressed by others, and, when warranted, qualify | |

|or justify their own views in light of the evidence presented. | |

|SL.8.2. Analyze the purpose of information presented in diverse media and |I can analyze the purpose of information presented in different media |

|formats (e.g., visually, quantitatively, orally) and evaluate the motives |and formats. |

|(e.g., social, commercial, political) behind its presentation. | |

| |I can evaluate the motives behind a presentation. |

|SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the |I can determine a speaker’s argument and specific claims. |

|soundness of the reasoning and relevance and sufficiency of the evidence and | |

|identifying when irrelevant evidence is introduced. |I can evaluate the reasoning and evidence presented for soundness and |

| |relevance. |

| | |

| |I can identify when irrelevant evidence is introduced. |

|SL.8.4. Present claims and findings, emphasizing salient points in a focused, |I can present claims and findings in a focused, coherent manner (use |

|coherent manner with relevant evidence, sound valid reasoning, and well-chosen |relevant evidence, sound reasoning and well-chosen details). |

|details; use appropriate eye contact, adequate volume, and clear pronunciation.| |

| |I can use effective speaking techniques (appropriate eye contact, |

| |adequate volume and clear pronunciation). |

|SL.8.5. Integrate multimedia and visual displays into presentations to clarify |I can integrate multimedia components and visual displays in a |

|information, strengthen claims and evidence, and add interest. |presentation to clarify information, strengthen claims and to add |

| |emphasis. |

|SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command |I can adapt my speech for a variety of contexts and tasks, using formal|

|of formal English when indicated or appropriate. |English when indicated or appropriate. |

|CCS Standards: Language |Long-Term Target(s) |

|L.8.1. Demonstrate command of the conventions of standard English grammar and |I can use correct grammar and usage when writing or speaking. |

|usage when writing or speaking. | |

|Explain the function of verbals (gerunds, participles, infinitives) in general | |

|and their function in particular sentences. | |

|Form and use verbs in the active and passive voice. | |

|Form and use verbs in the indicative, imperative, interrogative, conditional, | |

|and subjunctive mood. | |

|Recognize and correct inappropriate shifts in verb voice and mood.* | |

|L.8.2. Demonstrate command of the conventions of standard English |I can use correct capitalization, punctuation and spelling to send a |

|capitalization, punctuation, and spelling when writing. |clear message to my reader. |

|Use punctuation (comma, ellipsis, dash) to indicate a pause or break. | |

|Use an ellipsis to indicate an omission. | |

|Spell correctly. | |

|L.8.3. Use knowledge of language and its conventions when writing, speaking, |I can intentionally use verbs in active and passive voice and in the |

|reading, or listening. |conditional and subjunctive mood. |

|Use verbs in the active and passive voice and in the conditional and | |

|subjunctive mood to achieve particular effects (e.g., emphasizing the actor or | |

|the action; expressing uncertainty or describing a state contrary to fact). | |

|L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words |I can use a variety of strategies to determine the meaning of unknown |

|or phrases based on grade 8 reading and content, choosing flexibly from a range|words or phrases. |

|of strategies. | |

|Use context (e.g., the overall meaning of a sentence or paragraph; a word’s | |

|position or function in a sentence) as a clue to the meaning of a word or | |

|phrase. | |

|Use common, grade-appropriate Greek or Latin affixes and roots as clues to the | |

|meaning of a word (e.g., precede, recede, secede). | |

|Consult general and specialized reference materials (e.g., dictionaries, | |

|glossaries, thesauruses), both print and digital, to find the pronunciation of | |

|a word or determine or clarify its precise meaning or its part of speech. | |

|Verify the preliminary determination of the meaning of a word or phrase (e.g., | |

|by checking the inferred meaning in context or in a dictionary). | |

|L.8.5. Demonstrate understanding of figurative language, word relationships, |I can analyze figurative language, word relationships and nuances in |

|and nuances in word meanings. |word meanings. |

|Interpret figures of speech (e.g. verbal irony, puns) in context. | |

|Use the relationship between particular words to better understand each of the | |

|words. | |

|Distinguish among the connotations (associations) of words with similar | |

|denotations (definitions) (e.g., bullheaded, willful, firm, persistent, | |

|resolute). | |

|L.8.6. Acquire and use accurately grade-appropriate general academic and |I can accurately use 8th grade academic vocabulary to express my ideas.|

|domain-specific words and phrases; gather vocabulary knowledge when considering| |

|a word or phrase important to comprehension or expression. |I can use resources to build my vocabulary. |

ELA Common Core State Standards and Long-Term Learning Targets

Grades 9-10

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.9-10.1. Cite strong and thorough textual evidence to support analysis of |I can cite text-based evidence that provides strong and thorough |

|what the text says explicitly as well as inferences drawn from the text. |support for an analysis of literary text. |

|RL.9-10.2. Determine a theme or central idea of a text and analyze in detail |I can determine the theme or central idea of a literary text. |

|its development over the course of the text, including how it emerges and is | |

|shaped and refined by specific details; provide an objective summary of the |I can analyze the development of the theme or central idea over the |

|text. |course of the text (how it emerges and is shaped and refined by |

| |details). |

| | |

| |I can objectively summarize a literary text. |

|RL.9-10.3. Analyze how complex characters (e.g., those with multiple or |I can analyze how complex characters develop, interact with other |

|conflicting motivations) develop over the course of a text, interact with other|characters and advance the plot or theme. |

|characters, and advance the plot or develop the theme. | |

|RL.9-10.4. Determine the meaning of words and phrases as they are used in the |I can determine the meaning of words and phrases in literary text |

|text, including figurative and connotative meanings; analyze the cumulative |(figurative, connotative, and technical meanings). |

|impact of specific word choices on meaning and tone (e.g., how the language | |

|evokes a sense of time and place; how it sets a formal or informal tone). |I can analyze the overall impact of word choice on meaning and tone. |

|RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, |I can analyze how an author’s choices about how to structure text, |

|order events within it (e.g., parallel plots), and manipulate time (e.g., |order events and manipulate time create intended effects. |

|pacing, flashbacks) create such effects as mystery, tension, or surprise. | |

|RL.9-10.6. Analyze a particular point of view or cultural experience reflected |I can analyze a specific point of view or cultural experience in world |

|in a work of literature from outside the United States, drawing on a wide |literature. |

|reading of world literature. | |

|RL.9-10.7. Analyze the representation of a subject or a key scene in two |I can compare and contrast the representation of a subject or scene in |

|different artistic mediums, including what is emphasized or absent in each |two different mediums (including what is emphasized or absent in each |

|treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with |treatment). |

|the Fall of Icarus). | |

|RL.9-10.9. Analyze how an author draws on and transforms source material in a |I can analyze how an author uses and transforms source material in a |

|specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the |specific work. |

|Bible or how a later author draws on a play by Shakespeare). | |

|RL.9-10.10. By the end of grade 9, read and comprehend literature, including |I can read grade-level texts proficiently and independently. |

|stories, dramas, and poems, in the grades 9–10 text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

| | |

|By the end of grade 10, read and comprehend literature, including stories, | |

|dramas, and poems, at the high end of the grades 9–10 text complexity band | |

|independently and proficiently. | |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.9-10.1. Cite strong and thorough textual evidence to support analysis of |I can cite strong and thorough evidence to support an analysis of |

|what the text says explicitly as well as inferences drawn from the text. |informational text. |

|RI.9-10.2. Determine a central idea of a text and analyze its development over |I can determine the theme or central idea of a text. |

|the course of the text, including how it emerges and is shaped and refined by | |

|specific details; provide an objective summary of the text. |I can analyze the development of the theme or central idea over the |

| |course of the text (how it emerges and is shaped and refined by |

| |details). |

| | |

| |I can objectively summarize an informational text. |

|RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or |I can analyze how an author unfolds an analysis or series of ideas |

|events, including the order in which the points are made, how they are |(including the order in which the points are made, how they are |

|introduced and developed, and the connections that are drawn between them. |introduced and developed, and the connections that are drawn between |

| |them). |

|RI.9-10.4. Determine the meaning of words and phrases as they are used in a |I can determine the meaning of words and phrases in text (figurative, |

|text, including figurative, connotative, and technical meanings; analyze the |connotative, and technical meanings). |

|cumulative impact of specific word choices on meaning and tone (e.g., how the | |

|language of a court opinion differs from that of a newspaper). |I can analyze the overall impact of word choice on meaning and tone. |

|RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and |I can analyze how author’s ideas or claims are developed and refined by|

|refined by particular sentences, paragraphs, or larger portions of a text |other sections of text (sentences, paragraphs, or larger portions of |

|(e.g., a section or chapter). |text). |

|RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze|I can determine an author’s point of view of purpose in informational |

|how an author uses rhetoric to advance that point of view or purpose. |text. |

| | |

| |I can analyze how an author uses rhetoric to advance his/her point of |

| |view or purpose. |

|RI.9-10.7. Analyze various accounts of a subject told in different mediums |I can analyze accounts of the same subject from different mediums to |

|(e.g., a person’s life story in both print and multimedia), determining which |determine which details are emphasized. |

|details are emphasized in each account. | |

|RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, |I can identify the argument and specific claims in a text. |

|assessing whether the reasoning is valid and the evidence is relevant and | |

|sufficient; identify false statements and fallacious reasoning. |I can evaluate the argument and specific claims in a text (assessing |

| |whether the reasoning is sound and the evidence is relevant and |

| |sufficient to support the claims). |

| | |

| |I can identify false statements and flawed reasoning. |

|RI.9-10.9. Analyze seminal U.S. documents of historical and literary |I can analyze important US historical documents and literary texts for |

|significance (e.g., Washington’s Farewell Address, the Gettysburg Address, |related themes and concepts. |

|Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), | |

|including how they address related themes and concepts. | |

|RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in |I can read grade-level informational texts proficiently and |

|the grades 9–10 text complexity band proficiently, with scaffolding as needed |independently. |

|at the high end of the range. | |

| |I can read above-grade informational texts with scaffolding and |

|By the end of grade 10, read and comprehend literary nonfiction at the high end|support. |

|of the grades 9–10 text complexity band independently and proficiently. | |

|CCS Standards: Writing |Long-Term Target(s) |

|W.9-10.1. Write arguments to support claims in an analysis of substantive |I can write an analysis of substantive topics or texts, using valid |

|topics or texts, using valid reasoning and relevant and sufficient evidence. |reasoning and sufficient evidence. |

|Introduce precise claim(s), distinguish the claim(s) from alternate or opposing| |

|claims, and create an organization that establishes clear relationships among | |

|claim(s), counterclaims, reasons, and evidence. | |

|Develop claim(s) and counterclaims fairly, supplying evidence for each while | |

|pointing out the strengths and limitations of both in a manner that anticipates| |

|the audience’s knowledge level and concerns. | |

|Use words, phrases, and clauses to link the major sections of the text, create | |

|cohesion, and clarify the relationships between claim(s) and reasons, between | |

|reasons and evidence, and between claim(s) and counterclaims. | |

|Establish and maintain a formal style and objective tone while attending to the| |

|norms and conventions of the discipline in which they are writing. | |

|Provide a concluding statement or section that follows from and supports the | |

|argument presented. | |

|W.9-10.2. Write informative/explanatory texts to examine and convey complex |I can write informative/explanatory texts that convey complex ideas and|

|ideas, concepts, and information clearly and accurately through the effective |concepts clearly and accurately, using content that is carefully |

|selection, organization, and analysis of content. |selected, organized, and analyzed. |

|Introduce a topic; organize complex ideas, concepts, and information to make | |

|important connections and distinctions; include formatting (e.g., headings), | |

|graphics (e.g., figures, tables), and multimedia when useful to aiding | |

|comprehension. | |

|Develop the topic with well-chosen, relevant, and sufficient facts, extended | |

|definitions, concrete details, quotations, or other information and examples | |

|appropriate to the audience’s knowledge of the topic. | |

|Use appropriate and varied transitions to link the major sections of the text, | |

|create cohesion, and clarify the relationships among complex ideas and | |

|concepts. | |

|Use precise language and domain-specific vocabulary to manage the complexity of| |

|the topic. | |

|Establish and maintain a formal style and objective tone while attending to the| |

|norms and conventions of the discipline in which they are writing. | |

|Provide a concluding statement or section that follows from and supports the | |

|information or explanation presented (e.g., articulating implications or the | |

|significance of the topic). | |

|W.9-10.3. Write narratives to develop real or imagined experiences or events |I can write narrative texts about real or imagined experiences using |

|using effective technique, well-chosen details, and well-structured event |well-chosen details and effective event sequences. |

|sequences. | |

|Engage and orient the reader by setting out a problem, situation, or | |

|observation, establishing one or multiple point(s) of view, and introducing a | |

|narrator and/or characters; create a smooth progression of experiences or | |

|events. | |

|Use narrative techniques, such as dialogue, pacing, description, reflection, | |

|and multiple plot lines, to develop experiences, events, and/or characters. | |

|Use a variety of techniques to sequence events so that they build on one | |

|another to create a coherent whole. | |

|Use precise words and phrases, telling details, and sensory language to convey | |

|a vivid picture of the experiences, events, setting, and/or characters. | |

|Provide a conclusion that follows from and reflects on what is experienced, | |

|observed, or resolved over the course of the narrative. | |

|W.9-10.4. Produce clear and coherent writing in which the development, |I can produce clear and coherent writing appropriate to task, purpose |

|organization, and style are appropriate to task, purpose, and audience. |and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 | |

|above.) | |

|W.9-10.5. Develop and strengthen writing as needed by planning, revising, |I can use the writing process to focus on what is most significant for |

|editing, rewriting, or trying a new approach, focusing on addressing what is |a specific purpose and audience. |

|most significant for a specific purpose and audience. | |

|W.9-10.6. Use technology, including the Internet, to produce, publish, and |I can use technology to produce, publish, and update writing products |

|update individual or shared writing products, taking advantage of technology’s |that link to information and display information flexibily and |

|capacity to link to other information and to display information flexibly and |dynamically. |

|dynamically. | |

|W.9-10.7. Conduct short as well as more sustained research projects to answer a|I can conduct research projects to answer a question or solve a |

|question (including a self-generated question) or solve a problem; narrow or |problem. |

|broaden the inquiry when appropriate; synthesize multiple sources on the | |

|subject, demonstrating understanding of the subject under investigation. |I can narrow or broaden my inquiry appropriately. |

| | |

| |I can synthesize multiple sources on a subject. |

|W.9-10.8. Gather relevant information from multiple authoritative print and |I can gather relevant information from a variety of authoritative |

|digital sources, using advanced searches effectively; assess the usefulness of |sources. |

|each source in answering the research question; integrate information into the | |

|text selectively to maintain the flow of ideas, avoiding plagiarism and |I can use advanced searched effectively. |

|following a standard format for citation. | |

| |I can assess the usefulness of each source in answering the research |

| |question. |

| | |

| |I can selectively integrate information into the text, maintaining the |

| |flow of the piece. |

| | |

| |I can follow a standard format for citation. |

|W.9-10.9. Draw evidence from literary or informational texts to support |I can select evidence from literary informational texts to support |

|analysis, reflection, and research. |analysis, reflection and research. |

|Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author| |

|draws on and transforms source material in a specific work [e.g., how | |

|Shakespeare treats a theme or topic from Ovid or the Bible or how a later | |

|author draws on a play by Shakespeare]”). | |

|Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate | |

|and evaluate the argument and specific claims in a text, assessing whether the | |

|reasoning is valid and the evidence is relevant and sufficient; identify false | |

|statements and fallacious reasoning”). | |

|W.9-10.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different timeframes, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes and audiences. |

|two) for a range of tasks, purposes, and audiences. | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.9-10.1. Initiate and participate effectively in a range of collaborative |I can initiate effective discussions with diverse partners on grade |

|discussions (one-on-one, in groups, and teacher-led) with diverse partners on |9-10 topics, texts, and issues. |

|grades 9–10 topics, texts, and issues, building on others’ ideas and expressing| |

|their own clearly and persuasively. |I can express my own ideas clearly and persuasively. |

|Come to discussions prepared, having read and researched material under study; | |

|explicitly draw on that preparation by referring to evidence from texts and |I can build on other’s ideas. |

|other research on the topic or issue to stimulate a thoughtful, well-reasoned | |

|exchange of ideas. | |

|Work with peers to set rules for collegial discussions and decision-making | |

|(e.g., informal consensus, taking votes on key issues, presentation of | |

|alternate views), clear goals and deadlines, and individual roles as needed. | |

|Propel conversations by posing and responding to questions that relate the | |

|current discussion to broader themes or larger ideas; actively incorporate | |

|others into the discussion; and clarify, verify, or challenge ideas and | |

|conclusions. | |

|Respond thoughtfully to diverse perspectives, summarize points of agreement and| |

|disagreement, and, when warranted, qualify or justify their own views and | |

|understanding and make new connections in light of the evidence and reasoning | |

|presented. | |

|SL.9-10.2. Integrate multiple sources of information presented in diverse media|I can integrate multiple sources of information in various media or |

|or formats (e.g., visually, quantitatively, orally) evaluating the credibility |formats. |

|and accuracy of each source. | |

| |I can evaluate the credibility and accuracy of sources. |

|SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence |I can evaluate a speaker’s ideas. |

|and rhetoric, identifying any fallacious reasoning or exaggerated or distorted | |

|evidence. |I can identify fallacious reasoning, exaggeration or distorted |

| |evidence. |

|SL.9-10.4. Present information, findings, and supporting evidence clearly, |I can present information clearly, concisely and logically for the |

|concisely, and logically such that listeners can follow the line of reasoning |appropriate purpose, audience and task. |

|and the organization, development, substance, and style are appropriate to | |

|purpose, audience, and task. | |

|SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, |I can strategically use digital media in presentations to enhance |

|audio, visual, and interactive elements) in presentations to enhance |understanding of findings, reasoning, and evidence and to add interest.|

|understanding of findings, reasoning, and evidence and to add interest. | |

|SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating |I can adapt my speech for a variety of contexts and tasks, using formal|

|command of formal English when indicated or appropriate. |English when indicated or appropriate. |

|CCS Standards: Language |Long-Term Target(s) |

|L.9-10.1. Demonstrate command of the conventions of standard English grammar |I can use correct grammar and usage when writing or speaking. |

|and usage when writing or speaking. | |

|Use parallel structure.* | |

|Use various types of phrases (noun, verb, adjectival, adverbial, participial, | |

|prepositional, absolute) and clauses (independent, dependent; noun, relative, | |

|adverbial) to convey specific meanings and add variety and interest to writing | |

|or presentations. | |

|L.9-10.2. Demonstrate command of the conventions of standard English |I can use correct capitalization, punctuation and spelling to send a |

|capitalization, punctuation, and spelling when writing. |clear message to my reader. |

|Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely | |

|related independent clauses. | |

|Use a colon to introduce a list or quotation. | |

|Spell correctly. | |

|L.9-10.3. Apply knowledge of language to understand how language functions in |I can use a style manual appropriate for the discipline and type of |

|different contexts, to make effective choices for meaning or style, and to |writing. |

|comprehend more fully when reading or listening. | |

|Write and edit work so that it conforms to the guidelines in a style manual | |

|(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the | |

|discipline and writing type. | |

|L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning |I can use a variety of strategies to determine the meaning of unknown |

|words and phrases based on grades 9–10 reading and content, choosing flexibly |or multiple-meaning words and phrases. |

|from a range of strategies. | |

|Use context (e.g., the overall meaning of a sentence, paragraph, or text; a | |

|word’s position or function in a sentence) as a clue to the meaning of a word | |

|or phrase. | |

|Identify and correctly use patterns of word changes that indicate different | |

|meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, | |

|advocacy). | |

|Consult general and specialized reference materials (e.g., dictionaries, | |

|glossaries, thesauruses), both print and digital, to find the pronunciation of | |

|a word or determine or clarify its precise meaning, its part of speech, or its | |

|etymology. | |

|Verify the preliminary determination of the meaning of a word or phrase (e.g., | |

|by checking the inferred meaning in context or in a dictionary). | |

|L.9-10.5. Demonstrate understanding of figurative language, word relationships,|I can analyze figurative language, word relationships and nuances in |

|and nuances in word meanings. |word meanings. |

|Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze | |

|their role in the text. | |

|Analyze nuances in the meaning of words with similar denotations. | |

|L.9-10.6. Acquire and use accurately general academic and domain-specific words|I can accurately use 9th /10th grade academic vocabulary to express my |

|and phrases, sufficient for reading, writing, speaking, and listening at the |ideas. |

|college and career readiness level; demonstrate independence in gathering | |

|vocabulary knowledge when considering a word or phrase important to |I can use resources to build my vocabulary. |

|comprehension or expression. | |

ELA Common Core State Standards and Long-Term Learning Targets

Grades 11-12

|CCS Standards: Reading - Literature |Long-Term Target(s) |

|RL.11-12.1. Cite strong and thorough textual evidence to support analysis of |I can cite text-based evidence that provides strong and thorough |

|what the text says explicitly as well as inferences drawn from the text, |support for an analysis of literary text, including determining where |

|including determining where the text leaves matters uncertain. |the text leaves matters uncertain. |

| | |

| | |

|RL.11-12.2. Determine two or more themes or central ideas of a text and analyze|I can determine multiple themes or central ideas of a literary text. |

|their development over the course of the text, including how they interact and | |

|build on one another to produce a complex account; provide an objective summary|I can analyze the development of the theme or central idea over the |

|of the text. |course of the text (how they interact and build on one another to |

| |produce a complex account). |

| | |

| |I can objectively summarize a literary text. |

|RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop|I can analyze the impact of author’s choices on the development and |

|and relate elements of a story or drama (e.g., where a story is set, how the |relationship of elements of a story or drama. |

|action is ordered, how the characters are introduced and developed). | |

|RL.11-12.4. Determine the meaning of words and phrases as they are used in the |I can determine the meaning of words and phrases in literary text |

|text, including figurative and connotative meanings; analyze the impact of |(figurative, connotative, and technical meanings). |

|specific word choices on meaning and tone, including words with multiple | |

|meanings or language that is particularly fresh, engaging, or beautiful. |I can analyze the overall impact of word choices on meaning and tone |

|(Include Shakespeare as well as other authors.) |(including words with multiple meanings or language that is |

| |particularly fresh, engaging, or beautiful). |

|RL.11-12.5. Analyze how an author’s choices concerning how to structure |I can analyze how an author’s choices about how to structure specific |

|specific parts of a text (e.g., the choice of where to begin or end a story, |parts of a text contribute to the overall structure, meaning and |

|the choice to provide a comedic or tragic resolution) contribute to its overall|aesthetic impact. |

|structure and meaning as well as its aesthetic impact. | |

|RL.11-12.6. Analyze a case in which grasping a point of view requires |I can determine point of view whether it is expressed literally or |

|distinguishing what is directly stated in a text from what is really meant |figuratively. |

|(e.g., satire, sarcasm, irony, or understatement). | |

|RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., |I can analyze multiple representations of a story, drama or poem to |

|recorded or live production of a play or recorded novel or poetry), evaluating |evaluate each version’s interpretation of the source text. |

|how each version interprets the source text. (Include at least one play by | |

|Shakespeare and one play by an American dramatist. | |

|RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and |I can describe the foundational works of eighteenth-, nineteenth-, and |

|early-twentieth-century foundational works of American literature, including |twentieth-century American literature. |

|how two or more texts from the same period treat similar themes or topics. | |

| |I can compare and contrast how two or more texts from the same period |

| |treat similar themes or topics. |

|RL.11-12.10. By the end of grade 11, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poems, in the grades 11–CCR text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

| | |

|By the end of grade 12, read and comprehend literature, including stories, | |

|dramas, and poems, at the high end of the grades 11–CCR text complexity band | |

|independently and proficiently. | |

|CCS Standards: Reading – Informational Text |Long-Term Target(s) |

|RI.11-12.1. Cite strong and thorough textual evidence to support analysis of |I can cite strong and thorough evidence to support analysis of |

|what the text says explicitly as well as inferences drawn from the text, |informational text, including determining where the text leaves matters|

|including determining where the text leaves matters uncertain. |uncertain. |

|RI.11-12.2. Determine two or more central ideas of a text and analyze their |I can determine multiple themes or central ideas of an informational |

|development over the course of the text, including how they interact and build |text. |

|on one another to provide a complex analysis; provide an objective summary of | |

|the text. |I can analyze the development of the theme or central idea over the |

| |course of the text (how they interact and build on one another to |

| |produce a complex account). |

| | |

| |I can objectively summarize an informational text. |

|RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain |I can explain how specific individuals, ideas, or events interact and |

|how specific individuals, ideas, or events interact and develop over the course|develop in a text with a complex sequence of events or set of ideas. |

|of the text. | |

|RI.11-12.4. Determine the meaning of words and phrases as they are used in a |I can determine the meaning of words and phrases in text (figurative, |

|text, including figurative, connotative, and technical meanings; analyze how an|connotative, and technical meanings). |

|author uses and refines the meaning of a key term or terms over the course of a| |

|text (e.g., how Madison defines faction in Federalist No. 10). |I can analyze how an author uses and refines the meaning of key terms |

| |over the course of a text. |

|RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author |I can evaluate the effectiveness of the structure of an author’s |

|uses in his or her exposition or argument, including whether the structure |explanation or argument (including whether the structure makes points |

|makes points clear, convincing, and engaging. |clear, convincing and engaging). |

|RI.11-12.6. Determine an author’s point of view or purpose in a text in which |I can determine an author’s point of view or purpose in a text with |

|the rhetoric is particularly effective, analyzing how style and content |effective rhetoric. |

|contribute to the power, persuasiveness or beauty of the text. | |

| |I can analyze how style and content contribute to the power, |

| |persuasiveness or beauty of the text. |

|RI.11-12.7. Integrate and evaluate multiple sources of information presented in|I can integrate multiple sources of information presented in different |

|different media or formats (e.g., visually, quantitatively) as well as in words|media and formats to address a question or solve a problem. |

|in order to address a question or solve a problem. | |

| |I can evaluate multiple sources of information presented in different |

| |media or formats in order to address a question or solve a problem. |

|RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, |I can evaluate the reasoning (premises, purposes, and arguments) in |

|including the application of constitutional principles and use of legal |seminal US texts and works of public advocacy (including the |

|reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the |application of constitutional principles and use of legal reasoning). |

|premises, purposes, and arguments in works of public advocacy (e.g., The | |

|Federalist, presidential addresses). | |

|RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century |I can analyze the themes, purposes, and rhetorical features in US |

|foundational U.S. documents of historical and literary significance (including |documents of historical and literary significance from the |

|The Declaration of Independence, the Preamble to the Constitution, the Bill of |seventeenth-, eighteenth-, and nineteenth-centuries. |

|Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and| |

|rhetorical features. | |

|RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in|I can read grade-level informational texts proficiently and |

|the grades 11–CCR text complexity band proficiently, with scaffolding as needed|independently. |

|at the high end of the range. | |

| |I can read above-grade informational texts with scaffolding and |

|By the end of grade 12, read and comprehend literary nonfiction at the high end|support. |

|of the grades 11–CCR text complexity band independently and proficiently. | |

|Standards: Writing |Long-Term Target(s) |

|W.11-12.1. Write arguments to support claims in an analysis of substantive |I can write an analysis of substantive topics or text using valid |

|topics or texts, using valid reasoning and relevant and sufficient evidence. |reasoning and sufficient evidence. |

|Introduce precise, knowledgeable claim(s), establish the significance of the | |

|claim(s), distinguish the claim(s) from alternate or opposing claims, and | |

|create an organization that logically sequences claim(s), counterclaims, | |

|reasons, and evidence. | |

|Develop claim(s) and counterclaims fairly and thoroughly, supplying the most | |

|relevant evidence for each while pointing out the strengths and limitations of | |

|both in a manner that anticipates the audience’s knowledge level, concerns, | |

|values, and possible biases. | |

|Use words, phrases, and clauses as well as varied syntax to link the major | |

|sections of the text, create cohesion, and clarify the relationships between | |

|claim(s) and reasons, between reasons and evidence, and between claim(s) and | |

|counterclaims. | |

|Establish and maintain a formal style and objective tone while attending to the| |

|norms and conventions of the discipline in which they are writing. | |

|Provide a concluding statement or section that follows from and supports the | |

|argument presented. | |

|W.11-12.2. Write informative/explanatory texts to examine and convey complex |I can write informative/explanatory texts that convey complex ideas and|

|ideas, concepts, and information clearly and accurately through the effective |concepts clearly and accurately, using content that is carefully |

|selection, organization, and analysis of content. |selected, organized, and analyzed. |

|Introduce a topic; organize complex ideas, concepts, and information so that | |

|each new element builds on that which precedes it to create a unified whole; | |

|include formatting (e.g., headings), graphics (e.g., figures, tables), and | |

|multimedia when useful to aiding comprehension. | |

|Develop the topic thoroughly by selecting the most significant and relevant | |

|facts, extended definitions, concrete details, quotations, or other information| |

|and examples appropriate to the audience’s knowledge of the topic. | |

|Use appropriate and varied transitions and syntax to link the major sections of| |

|the text, create cohesion, and clarify the relationships among complex ideas | |

|and concepts. | |

|Use precise language, domain-specific vocabulary, and techniques such as | |

|metaphor, simile, and analogy to manage the complexity of the topic. | |

|Establish and maintain a formal style and objective tone while attending to the| |

|norms and conventions of the discipline in which they are writing. | |

|Provide a concluding statement or section that follows from and supports the | |

|information or explanation presented (e.g., articulating implications or the | |

|significance of the topic). | |

|W.11-12.3. Write narratives to develop real or imagined experiences or events |I can write narrative texts about real or imagined experiences using |

|using effective technique, well-chosen details, and well-structured event |well-chosen details and effective event sequences. |

|sequences. | |

|Engage and orient the reader by setting out a problem, situation, or | |

|observation and its significance, establishing one or multiple point(s) of | |

|view, and introducing a narrator and/or characters; create a smooth progression| |

|of experiences or events. | |

|Use narrative techniques, such as dialogue, pacing, description, reflection, | |

|and multiple plot lines, to develop experiences, events, and/or characters. | |

|Use a variety of techniques to sequence events so that they build on one | |

|another to create a coherent whole and build toward a particular tone and | |

|outcome (e.g., a sense of mystery, suspense, growth, or resolution). | |

|Use precise words and phrases, telling details, and sensory language to convey | |

|a vivid picture of the experiences, events, setting, and/or characters. | |

|Provide a conclusion that follows from and reflects on what is experienced, | |

|observed, or resolved over the course of the narrative. | |

|W.11-12.4. Produce clear and coherent writing in which the development, |I can produce clear and coherent writing appropriate to task, purpose |

|organization, and style are appropriate to task, purpose, and audience. |and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 | |

|above.) | |

|W.11-12.5. Develop and strengthen writing as needed by planning, revising, |I can use the writing process to focus on what is most significant for |

|editing, rewriting, or trying a new approach, focusing on addressing what is |a specific purpose and audience. |

|most significant for a specific purpose and audience. | |

|W.11-12.6. Use technology, including the Internet, to produce, publish, and |I can use technology to produce, publish, and update writing products |

|update individual or shared writing products in response to ongoing feedback, |in response to ongoing feedback, new arguments, and new information. |

|including new arguments or information. | |

|W.11-12.7. Conduct short as well as more sustained research projects to answer |I can conduct research projects to answer a question or solve a |

|a question (including a self-generated question) or solve a problem; narrow or |problem. |

|broaden the inquiry when appropriate; synthesize multiple sources on the | |

|subject, demonstrating understanding of the subject under investigation. |I can narrow or broaden my inquiry when appropriate. |

| | |

| |I can synthesize multiple sources on a subject. |

|W.11-12.8. Gather relevant information from multiple authoritative print and |I can gather relevant information from a variety of authoritative |

|digital sources, using advanced searches effectively; assess the strengths and |sources. |

|limitations of each source in terms of the task, purpose, and audience; | |

|integrate information into the text selectively to maintain the flow of ideas, |I can use advanced searches effectively. |

|avoiding plagiarism and overreliance on any one source and following a standard| |

|format for citation. |I can assess the strengths and limitations of each source in terms of |

| |task, purpose, and audience. |

| | |

| |I can selectively integrate information into text, maintaining the flow|

| |of the piece. |

| | |

| |I can follow a standard format for citation. |

|W.11-12.9. Draw evidence from literary or informational texts to support |I can use evidence from literary informational texts to support |

|analysis, reflection, and research. |analysis, reflection and research. |

|Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate | |

|knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational | |

|works of American literature, including how two or more texts from the same | |

|period treat similar themes or topics”). | |

|Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate | |

|and evaluate the reasoning in seminal U.S. texts, including the application of | |

|constitutional principles and use of legal reasoning [e.g., in U.S. Supreme | |

|Court Case majority opinions and dissents] and the premises, purposes, and | |

|arguments in works of public advocacy [e.g., The Federalist, presidential | |

|addresses]”). | |

|W.11-12.10. Write routinely over extended time frames (time for research, |I can adjust my writing practices for different timeframes, tasks, |

|reflection, and revision) and shorter time frames (a single sitting or a day or|purposes, and audiences. |

|two) for a range of tasks, purposes | |

|CCS Standards: Speaking & Listening |Long-Term Target(s) |

|SL.11-12.1. Initiate and participate effectively in a range of collaborative |I can initiate effective discussions with diverse partners on grade |

|discussions (one-on-one, in groups, and teacher-led) with diverse partners on |11-12 topics, texts, and issues. |

|grades 11–12 topics, texts, and issues, building on others’ ideas and | |

|expressing their own clearly and persuasively. |I can express my own ideas clearly and persuasively. |

|Come to discussions prepared, having read and researched material under study; | |

|explicitly draw on that preparation by referring to evidence from texts and |I can build on other’s ideas. |

|other research on the topic or issue to stimulate a thoughtful, well-reasoned | |

|exchange of ideas. | |

|Work with peers to promote civil, democratic discussions and decision-making, | |

|set clear goals and deadlines, and establish individual roles as needed. | |

|Propel conversations by posing and responding to questions that probe reasoning| |

|and evidence; ensure a hearing for a full range of positions on a topic or | |

|issue; clarify, verify, or challenge ideas and conclusions; and promote | |

|divergent and creative perspectives. | |

|Respond thoughtfully to diverse perspectives; synthesize comments, claims, and | |

|evidence made on all sides of an issue; resolve contradictions when possible; | |

|and determine what additional information or research is required to deepen the| |

|investigation or complete the task. | |

|SL.11-12.2. Integrate multiple sources of information presented in diverse |I can integrate multiple sources of information in various media or |

|formats and media (e.g., visually, quantitatively, orally) in order to make |formats to make informed decisions and solve problems. |

|informed decisions and solve problems, evaluating the credibility and accuracy | |

|of each source and noting any discrepancies among the data. |I can evaluate the credibility and accuracy of each source (noting |

| |discrepancies among the data). |

|SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence |I can evaluate a speaker’s ideas, organization and style. |

|and rhetoric, assessing the stance, premises, links among ideas, word choice, | |

|points of emphasis, and tone used. | |

|SL.11-12.4. Present information, findings, and supporting evidence, conveying a|I can present information appropriate to purpose, audience and task |

|clear and distinct perspective, such that listeners can follow the line of |(conveying a clear and distinct perspective, such that listeners can |

|reasoning, alternative or opposing perspectives are addressed, and the |follow the line of reasoning, alternative or opposing perspectives are |

|organization, development, substance, and style are appropriate to purpose, |addressed, and the organization, development, substance, and style). |

|audience, and a range of formal and informal tasks. | |

|SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, |I can strategically use digital media in presentations to enhance |

|audio, visual, and interactive elements) in presentations to enhance |understanding of findings, reasoning, and evidence and to add interest.|

|understanding of findings, reasoning, and evidence and to add interest. | |

|SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a |I can adapt my speech for a variety of contexts and tasks, using formal|

|command of formal English when indicated or appropriate. |English when indicated or appropriate. |

|CCS Standards: Language |Long-Term Target(s) |

|L.11-12.1. Demonstrate command of the conventions of standard English grammar |I can use correct grammar and usage when writing or speaking. |

|and usage when writing or speaking. | |

|Apply the understanding that usage is a matter of convention, can change over | |

|time, and is sometimes contested. | |

|Resolve issues of complex or contested usage, consulting references | |

|(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American | |

|Usage) as needed. | |

|L.11-12.2. Demonstrate command of the conventions of standard English |I can use correct capitalization, punctuation and spelling. |

|capitalization, punctuation, and spelling when writing. | |

|Observe hyphenation conventions. | |

|Spell correctly. | |

|L.11-12.3. Apply knowledge of language to understand how language functions in |I can vary grammar and sentence structure for effect, consulting |

|different contexts, to make effective choices for meaning or style, and to |references for support. |

|comprehend more fully when reading or listening. | |

|Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) |I can analyze grammar and sentence structure in complex text to aid my |

|for guidance as needed; apply an understanding of syntax to the study of |comprehension. |

|complex texts when reading. | |

|L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning |I can use a variety of strategies to determine the meaning of unknown |

|words and phrases based on grades 11–12 reading and content, choosing flexibly |or multiple-meaning words or phrases. |

|from a range of strategies. | |

|Use context (e.g., the overall meaning of a sentence, paragraph, or text; a | |

|word’s position or function in a sentence) as a clue to the meaning of a word | |

|or phrase. | |

|Identify and correctly use patterns of word changes that indicate different | |

|meanings or parts of speech (e.g., conceive, conception, conceivable). | |

|Consult general and specialized reference materials (e.g., dictionaries, | |

|glossaries, thesauruses), both print and digital, to find the pronunciation of | |

|a word or determine or clarify its precise meaning, its part of speech, its | |

|etymology, or its standard usage. | |

|Verify the preliminary determination of the meaning of a word or phrase (e.g., | |

|by checking the inferred meaning in context or in a dictionary). | |

|L.11-12.5. Demonstrate understanding of figurative language, word |I can analyze figurative language, word relationships and nuances in |

|relationships, and nuances in word meanings. |word meanings. |

|Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze | |

|their role in the text. | |

|Analyze nuances in the meaning of words with similar denotations. | |

|L.11-12.6. Acquire and use accurately general academic and domain-specific |I can accurately use college- and career-ready academic vocabulary to |

|words and phrases, sufficient for reading, writing, speaking, and listening at |express my ideas. |

|the college and career readiness level; demonstrate independence in gathering | |

|vocabulary knowledge when considering a word or phrase important to |I can use resources to build my vocabulary. |

|comprehension or expression. | |

Disciplinary Reading Common Core State Standards & Long-Term Learning Targets

Grades 6-8

|“BOOKEND” CCS Reading Standard 10: |Long-Term Target(s) |

|Comprehend complex text independently and proficiently |I can comprehend a wide range of complex texts on my own. |

|RL.8.10. By the end of grade 8, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poems, at the high end of grades 6–8 text complexity band | |

|independently and proficiently. |I can read above-grade literary texts with scaffolding and support. |

|RI.8.10. By the end of grade 8, read and comprehend literary nonfiction at the |I can read grade-level informational texts proficiently and |

|high end of the grades 6–8 text complexity band independently and proficiently.|independently. |

| | |

| |I can read above-grade informational texts with scaffolding and |

| |support. |

|RH.6-8.10. By the end of grade 8, read and comprehend history/social studies |I can read grade-level primary and secondary sources proficiently and |

|texts in the grades 6–8 text complexity band independently and proficiently. |independently. |

| | |

| |I can read above-grade primary and secondary sources with scaffolding |

| |and support. |

|RST.6-8.10. By the end of grade 8, read and comprehend science/technical texts |I can read grade-level science/technical texts proficiently and |

|in the grades 6–8 text complexity band independently and proficiently. |independently. |

| | |

| |I can read above-grade science/technical texts with scaffolding and |

| |support. |

|“BOOKEND” CCS Reading Standard 1: |Long-Term Target(s) |

|Cite evidence |I can cite strong and specific evidence from a range of |

| |discipline-specific texts to support my analysis. |

|RL.8.1 Cite the textual evidence that most strongly supports an analysis of |I can cite text-based evidence that provides the strongest support for |

|what the text says explicitly as well as inferences drawn from the text. |my analysis of literary text. |

|RI.8.1. Cite the textual evidence that most strongly |I can cite text-based evidence that provides the strongest support for |

|supports an analysis of what the text says explicitly as well as inferences |an analysis of literary text. |

|drawn from the text. | |

|RH.6-8.1. Cite specific textual evidence to support analysis of primary and |I can cite specific evidence from primary and secondary sources to |

|secondary sources. |support my analysis. |

|RST.6-8.1. Cite specific textual evidence to support analysis of science and |I can cite specific textual evidence from scientific and technical |

|technical texts. |texts to support my analysis. |

|CCS Reading Standard 2: |Long-Term Target(s) |

|Determine central ideas and summarize |I can determine a theme or the central ideas of a discipline-specific |

| |text. |

| | |

| |I can objectively and accurately summarize discipline-specific texts. |

|RL.8.2. Determine a theme or central idea of a text and |I can determine a theme or the central ideas of a literary or |

|analyze its development over the course of the text, |informational text. |

|including its relationship to the characters, setting, | |

|and plot; provide an objective summary of the text. |I can analyze the development of a theme or central idea throughout the|

| |text (including its relationship to the characters, setting, and plot).|

| | |

| |I can objectively summarize literary text. |

|RI.8.2. Determine a central idea of a text and analyze its development over the|I can determine a theme or the central ideas of a literary or |

|course of the text, including its relationship to supporting ideas; provide an |informational text. |

|objective summary of the text. | |

| |I can analyze the development of a theme or central idea throughout the|

| |text (including its relationship to the characters, setting, and plot).|

| | |

| |I can objectively summarize informational text. |

|RH.6-8.2. Determine the central ideas or information of a primary or secondary |I can determine the central idea of a primary or secondary source. |

|source; provide an accurate summary of the source distinct from prior knowledge| |

|or opinions. |I can accurately summarize a primary or secondary source. |

|RST.6-8.2. Determine the central ideas or conclusions of a text; provide an |I can determine the central idea or conclusions of a scientific text. |

|accurate summary of the text distinct from prior knowledge or opinions. | |

| |I can objectively summarize a scientific text. |

|CCS Reading Standard 3: |Long-Term Target(s) |

|Analyze idea development |I can analyze how an author develops ideas in a discipline-specific |

| |text. |

| | |

| |I can identify and follow the steps described in a discipline-specific |

| |text. |

|RL.8.3. Analyze how particular lines of dialogue or incidents in a story or |I can analyze how specific dialogue or incidents in a plot propel the |

|drama propel the action, reveal aspects of a character, or provoke a decision. |action, reveal aspects of a character, or provoke a decision. |

|RI.8.3. Analyze how a text makes connections among and distinctions between |I can analyze the connections and distinctions between individuals, |

|individuals, ideas, or events (e.g., through comparisons, analogies, or |ideas or events in a text. |

|categories). | |

|RH.6-8.3. Identify key steps in a text’s description of a process related to |I can identify key steps in a process described in a primary or |

|history/social studies (e.g., how a bill becomes law, how interest rates are |secondary source. |

|raised or lowered). | |

|RST.6-8.3. Follow precisely a multistep procedure when carrying out |I can follow precisely a multi-step scientific or technical procedure. |

|experiments, taking measurements, or performing technical tasks. | |

|CCS Reading Standard 4: |Long-Term Target(s) |

|Interpret word meaning |I can determine the meaning and impact of specialized vocabulary used |

| |in a wide range of discipline-specific texts. |

|RL.8.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words and phrases in text (figurative, |

|including figurative and connotative meanings; analyze the impact of specific |connotative, and technical meanings) |

|word choices on meaning and tone, including analogies or allusions to other | |

|texts. |I can analyze the impact of word choice on meaning and tone (analogies |

| |or allusions). |

|RI.8.4. Determine the meaning of words and phrases as they are used in a text, |I can determine the meaning of words and phrases in text (figurative, |

|including figurative, connotative, and technical meanings; analyze the impact |connotative, and technical meanings). |

|of specific word choices on meaning and tone, including analogies or allusions | |

|to other texts. |I can analyze the impact of word choice on meaning and tone (analogies |

| |or allusions). |

|RH.6-8.4. Determine the meaning of words and phrases as they are used in a |I can determine the meaning of discipline- specific words and phrases |

|text, including vocabulary specific to domains related to history/social |used in a primary or secondary source. |

|studies. | |

|RST.6-8.4.  Determine the meaning of symbols, key terms, and other |I can determine the meaning of specialized symbols and technical |

|domain-specific words and phrases as they are used in a specific scientific or |vocabulary used in a scientific or technical text. |

|technical context relevant to grades 6–8 texts and topics. | |

|CCS Reading Standard 5: |Long-Term Target(s) |

|Analyze text structure |I can analyze how and why the structure of a discipline-specific text |

| |helps me understand a topic or concept. |

|RL.8.5. Compare and contrast the structure of two or more texts and analyze how|I can compare and contrast the structure of multiple texts. |

|the differing structure of each text contributes to its meaning and style. | |

| |I can analyze how different structures impact meaning and style of a |

| |text. |

|RI.8.5. Analyze in detail the structure of a specific paragraph in a text, |I can analyze the structure of a specific paragraph in a text |

|including the role of particular sentences in developing and refining a key |(including the role of particular sentences in developing and refining |

|concept. |a key concept). |

|RH.6-8.5. Describe how a text presents information (e.g., sequentially, |I can describe the organizational structure of a primary or secondary |

|comparatively, causally). |source. |

|RST.6-8.5. Analyze the structure an author uses to organize a text, including |I can analyze how different structures impact meaning of a text. |

|how the major sections contribute to the whole and to an understanding of the | |

|topic. |I can analyze how the sections of a text contribute to the overall |

| |meaning. |

|CCS Reading Standard 6: |Long-Term Target(s) |

|Assess purpose and point of view |I can determine an author’s point of view or purpose in a |

| |discipline-specific text based on details in the text. |

|RL.8.6. Analyze how differences in the points of view of the characters and the|I can analyze how difference in points of view between characters and |

|audience or reader (e.g., created through the use of dramatic irony) create |audience create effects in writing. |

|such effects as suspense or humor. | |

|RI.8.6. Determine an author’s point of view or purpose in a text and analyze |I can determine an author’s point of view or purpose in informational |

|how the author acknowledges and responds to conflicting evidence or viewpoints.|text. |

| | |

| |I can analyze how the author acknowledges and responds to conflicting |

| |evidence or viewpoints. |

|RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or |I can identify aspects of the text that reveal and author’s point of |

|purpose (e.g., loaded language, inclusion or avoidance of particular facts). |view or purpose. |

|RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing|I can explain why the author describes a procedure, explains a concept,|

|a procedure, or discussing an experiment in a text. |or discusses an experiment. |

|CCS Reading Standard 7: |Long-Term Target(s) |

|Evaluate/integrate content from diverse formats |I can integrate and evaluate content from diverse formats. |

|RL.8.7. Analyze the extent to which a filmed or live production of a story or |I can analyze the extent to which a filmed or live production follows |

|drama stays faithful to or departs from the text or script, evaluating the |the text or script of the same literary text. |

|choices made by the director or actors. | |

| |I can evaluate the choices made by director or actors in presenting an |

| |interpretation of a script. |

|RI.8.7. Evaluate the advantages and disadvantages of using different mediums |I can evaluate the advantages and disadvantages of using different |

|(e.g., print or digital text, video, multimedia) to present a particular topic |mediums to present an idea. |

|or idea. | |

|RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, |I can synthesize visual information with information in print and |

|videos, or maps) with other information in print and digital texts. |digital texts. |

|RST.6-8.7. Integrate quantitative or technical information expressed in words |I can synthesize visual information with other information in a |

|in a text with a version of that information expressed visually (e.g., in a |scientific or technical text. |

|flowchart, diagram, model, graph, or table). | |

|CCS Reading Standard 8: |Long-Term Target(s) |

|Evaluate the argument |I can identify the argument and specific claims in a |

| |discipline-specific text. |

| | |

| |I can distinguish an argument that is logical and well supported from |

| |an argument based on speculation, insufficient, or irrelevant evidence.|

|N/A | |

|RI.8.8. Delineate and evaluate the argument and specific claims in a text, |I can identify the argument and specific claims in a text. |

|assessing whether the reasoning is sound and the evidence is relevant and | |

|sufficient; recognize when irrelevant evidence is introduced. |I can evaluate the argument and specific claims in a text (assessing |

| |whether the reasoning is sound and the evidence is relevant and |

| |sufficient to support the claims). |

| | |

| |I can identify when irrelevant evidence is used. |

|RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. |I can explain the differences between facts, reasoned judgments, and |

| |opinions. |

| | |

| |I can identify facts, reasoned judgments, and opinions in a text. |

|RST.6-8.8. Distinguish among facts, reasoned judgment based on research |I can explain the differences between facts, reasoned judgment based on|

|findings, and speculation in a text. |research, and speculation. |

| | |

| |I can identify facts, reasoned judgment based on research, and |

| |speculation in a scientific text. |

|CCS Reading Standard 9: |Long-Term Target(s) |

|Analyze how multiple texts address similar topics |I can compare and contrast how multiple texts present the same topic. |

|RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of |I can analyze the connections between modern fiction and myths, |

|events, or character types from myths, traditional stories, or religious works |traditional stories or religious works (themes, patterns of events, |

|such as the Bible, including describing how the material is rendered new. |character types). |

|RI.8.9. Analyze a case in which two or more texts provide conflicting |I can analyze texts for disagreement on facts or interpretation. |

|information on the same topic and identify where the texts disagree on matters | |

|of fact or interpretation. | |

|RH.6-8.9. Analyze the relationship between a primary and secondary source on |I can compare and contrast a primary and secondary source about the |

|the same topic. |same topic. |

|RST.6-8.9. Compare and contrast the information gained from experiments, |I can compare and contrast the information gained from a variety of |

|simulations, video, or multimedia sources with that gained from reading a text |sources about the same scientific topic. |

|on the same topic. | |

Disciplinary Reading Common Core State Standards & Long-Term Learning Targets

Grades 9-10

|“BOOKEND” CCS Reading Standard 10: |Long-Term Target(s) |

|Comprehend complex text independently and proficiently |I can comprehend a wide range of complex texts on my own. |

|RL.9-10.10. By the end of grade 9, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poems, in the grades 9–10 text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

| | |

|By the end of grade 10, read and comprehend literature, including stories, | |

|dramas, and poems, at the high end of the grades 9–10 text complexity band | |

|independently and proficiently. | |

|RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in |I can read grade-level informational texts proficiently and |

|the grades 9–10 text complexity band proficiently, with scaffolding as needed |independently. |

|at the high end of the range. | |

| |I can read above-grade informational texts with scaffolding and |

|By the end of grade 10, read and comprehend literary nonfiction at the high end|support. |

|of the grades 9–10 text complexity band independently and proficiently. | |

|RH.9-10.10. By the end of grade 10, read and comprehend history/social studies |I can read grade-level primary and secondary sources proficiently and |

|texts in the grades 9–10 text complexity band independently and proficiently. |independently. |

| | |

| |I can read above-grade primary and secondary sources with scaffolding |

| |and support. |

|RST.9-10.10. By the end of grade 10, read and comprehend science/technical |I can read grade-level science/technical texts proficiently and |

|texts in the grades 9–10 text complexity band independently and proficiently. |independently. |

| | |

| |I can read above-grade science/technical texts with scaffolding and |

| |support. |

|“BOOKEND” CCS Reading Standard 1: |Long-Term Target(s) |

|Cite evidence |I can cite strong, specific, and thorough evidence from a range of |

| |discipline-specific texts to support my analysis. |

|RL.9-10.1. Cite strong and thorough textual evidence to support analysis of |I can cite text-based evidence that provides strong and thorough |

|what the text says explicitly as well as inferences drawn from the text. |support for an analysis of literary text. |

|RI.9-10.1. Cite strong and thorough textual evidence to support analysis of |I can cite strong and thorough evidence to support an analysis of |

|what the text says explicitly as well as inferences drawn from the text. |informational text. |

|RH.9-10.1. Cite specific textual evidence to support analysis of primary and |I can cite specific evidence from primary and secondary sources to |

|secondary sources, attending
to such features as the date and origin of the |support my analysis (attending to such features as the date and origin |

|information. |of the information). |

|RST.9-10.1. Cite specific textual evidence to support analysis of science and |I can cite specific textual evidence from scientific and technical |

|technical texts, attending to the precise details of explanations or |texts to support my analysis (attending to the precise details of |

|descriptions. |explanations or descriptions). |

|CCS Reading Standard 2: |Long-Term Target(s) |

|Determine central ideas and summarize |I can determine a theme or the central ideas of a discipline-specific |

| |text. |

| | |

| |I can accurately and objectively summarize discipline-specific texts. |

|RL.9-10.2. Determine a theme or central idea of a text and analyze in detail |I can determine the theme or central idea of a literary text. |

|its development over the course of the text, including how it emerges and is | |

|shaped and refined by specific details; provide an objective summary of the |I can analyze the development of the theme or central idea over the |

|text. |course of the text (how it emerges and is shaped and refined by |

| |details). |

| | |

| |I can objectively summarize a literary text. |

|RI.9-10.2. Determine a central idea of a text and analyze its development over |I can determine the theme or central idea of a text. |

|the course of the text, including how it emerges and is shaped and refined by | |

|specific details; provide an objective summary of the text. |I can analyze the development of the theme or central idea over the |

| |course of the text (how it emerges and is shaped and refined by |

| |details). |

| | |

| |I can objectively summarize an informational text. |

|RH.9-10.2. Determine the central ideas or information of a primary or secondary|I can determine the central idea of a primary or secondary source. |

|source; provide an accurate summary of how key events or ideas develop over the| |

|course of the text. |I can accurately summarize how key events or ideas develop over the |

| |course of the text. |

|RST.9-10.2. Determine the central ideas or conclusions of a text; trace the |I can determine the central idea or conclusions of a scientific or |

|text’s explanation or depiction of a complex process, phenomenon, or concept; |technical text. |

|provide an accurate summary of the text. | |

| |I can trace a text’s explanation or depiction of a complex process, |

| |phenomenon, or concept. |

| | |

| |I can accurately summarize a scientific or technical text. |

|CCS Reading Standard 3: |Long-Term Target(s) |

|Analyze idea development |I can analyze how an author develops ideas in a discipline-specific |

| |text. |

| | |

| |I can identify and follow the steps described in a discipline-specific |

| |text. |

|RL.9-10.3. Analyze how complex characters (e.g., those with multiple or |I can analyze how complex characters develop, interact with other |

|conflicting motivations) develop over the course of a text, interact with other|characters, and advance the plot or theme. |

|characters, and advance the plot or develop the theme. | |

|RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or |I can analyze how an author unfolds an analysis or series of ideas |

|events, including the order in which the points are made, how they are |(including the order in which the points are made, how they are |

|introduced and developed, and the connections that are drawn between them. |introduced and developed, and the connections that are drawn between |

| |them). |

|RH.9-10.3. Analyze in detail a series of events described in a text; determine |I can analyze a series of events described in a text. |

|whether earlier events caused later ones or simply preceded them. | |

| |I can determine whether earlier events caused later ones or simply |

| |preceded them. |

|RST.9-10.3. Follow precisely a complex multistep procedure when carrying out |I can follow precisely a complex multistep experimental procedure, |

|experiments, taking measurements, or performing technical tasks, attending to |including taking measurements or performing technical tasks. |

|special cases or exceptions defined in the text. | |

| |I can attend to special cases or exceptions defined in the text. |

|CCS Reading Standard 4: |Long-Term Target(s) |

|Interpret word meaning |I can determine the meaning and impact of specialized vocabulary used |

| |in a wide range of discipline-specific texts. |

|RL.9-10.4. Determine the meaning of words and phrases as they are used in the |I can determine the meaning of words and phrases in literary text |

|text, including figurative and connotative meanings; analyze the cumulative |(figurative, connotative, and technical meanings) |

|impact of specific word choices on meaning and tone (e.g., how the language | |

|evokes a sense of time and place; how it sets a formal or informal tone). |I can analyze the overall impact of word choice on meaning and tone. |

|RI.9-10.4. Determine the meaning of words and phrases as they are used in a |I can determine the meaning of words and phrases in text (figurative, |

|text, including figurative, connotative, and technical meanings; analyze the |connotative, and technical meanings). |

|cumulative impact of specific word choices on meaning and tone (e.g., how the | |

|language of a court opinion differs from that of a newspaper). |I can analyze the overall impact of word choice on meaning and tone. |

|RH.9-10.4. Determine the meaning of words and phrases
as they are used in a |I can determine the meaning of specific words and phrases used in a |

|text, including vocabulary describing political, social, or economic aspects of|primary or secondary source (including discipline-specific vocabulary |

|history/social studies. |about the political, social, or economic aspects of history). |

|RST.9-10.4. Determine the meaning of symbols, key terms, and other |I can determine the meaning of specialized symbols and technical |

|domain-specific words and phrases as they are used in a specific scientific or |vocabulary used in a scientific or technical text. |

|technical context relevant to grades 9–10 texts and topics. | |

|CCS Reading Standard 5: |Long-Term Target(s) |

|Analyze text structure |I can analyze how and why the structure of a discipline-specific text |

| |helps me understand a topic or concept. |

|RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, |I can analyze how an author’s choices about how to structure text, |

|order events within it (e.g., parallel plots), and manipulate time (e.g., |order events, and manipulate time create intended effects. |

|pacing, flashbacks) create such effects as mystery, tension, or surprise. | |

|RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and |I can analyze how author’s ideas or claims are developed and refined by|

|refined by particular sentences, paragraphs, or larger portions of a text |other sections of text (sentences, paragraphs, or larger portions of |

|(e.g., a section or chapter). |text). |

|RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance|I can analyze how a text uses structure to emphasize key points or |

|an explanation or analysis. |advance an explanation or analysis. |

|RST.9-10.5.5. Analyze the structure of the relationships among concepts in a |I can analyze the relationships among concepts and processes in a |

|text, including relationships among key terms (e.g., force, friction, reaction |scientific text. |

|force, energy). | |

| |I can explain the relationship among key terms in a scientific or |

| |technical text. |

|CCS Reading Standard 6: |Long-Term Target(s) |

|Assess purpose and point of view |I can determine an author’s point of view or purpose in a |

| |discipline-specific text based on details in the text. |

|RL.9-10.6. Analyze a particular point of view or cultural experience reflected |I can analyze a specific point of view or cultural experience in world |

|in a work of literature from outside the United States, drawing on a wide |literature. |

|reading of world literature. | |

|RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze|I can determine an author’s point of view of purpose in informational |

|how an author uses rhetoric to advance that point of view or purpose. |text. |

| | |

| |I can analyze how an author uses rhetoric to advance his/her point of |

| |view or purpose. |

|RH.9-10.6. Compare the point of view of two or more authors for how they treat |I can compare and contrast the point of view of two or more authors for|

|the same or similar topics, including which details they include and emphasize |how they treat similar topics (including which details they include and|

|in their respective accounts. |emphasize in their respective accounts). |

|RST.9-10.6. Analyze the author’s purpose in providing an explanation, |I can analyze the author’s purpose for providing an explanation, |

|describing a procedure, or discussing an experiment in a text, defining the |describing a procedure or discussing an experiment. |

|question the author seeks to address. | |

| |I can explain the question the author is addressing in a scientific or |

| |technical text. |

|CCS Reading Standard 7: |Long-Term Target(s) |

|Integrate/evaluate content from diverse formats |I can integrate and evaluate content from diverse formats. |

|RL.9-10.7. Analyze the representation of a subject or a key scene in two |I can compare and contrast the representation of a subject or scene in |

|different artistic mediums, including what is emphasized or absent in each |two different mediums (including what is emphasized or absent in each |

|treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with |treatment) |

|the Fall of Icarus). | |

|RI.9-10.7. Analyze various accounts of a subject told in different mediums |I can analyze various accounts of the same subject from different |

|(e.g., a person’s life story in both print and multimedia), determining which |mediums to determine which details are emphasized. |

|details are emphasized in each account. | |

|RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research|I can integrate quantitative or technical analysis with qualitative |

|data) with qualitative analysis in print or digital text. |analysis in print or digital text. |

|RST.9-10.7. Translate quantitative or technical information expressed in words |I can create a visual representation to translate technical information|

|in a text into visual form (e.g., a table or chart) and translate information |expressed in words in a text. |

|expressed visually or mathematically (e.g., in an equation) into words. | |

| |I can translate visual or mathematical text into words, using |

| |quantitative or technical vocabulary. |

|CCS Reading Standard 8: |Long-Term Target(s) |

|Evaluate the argument |I can identify the argument and specific claims in a |

| |discipline-specific text. |

| | |

| |I can distinguish an argument that is logical and well supported from |

| |an argument based on speculation, insufficient, or irrelevant evidence.|

|RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, |I can identify the argument and specific claims in a text. |

|assessing whether the reasoning is valid and the evidence is relevant and | |

|sufficient; identify false statements and fallacious reasoning. |I can evaluate the argument and specific claims in a text (assessing |

| |whether the reasoning is sound and the evidence is relevant and |

| |sufficient to support the claims). |

| | |

| |I can identify false statements and flawed reasoning. |

|RH.9-10.8. Assess the extent to which the reasoning and evidence in a text |I can assess how well an author’s claim is supported by reasoning and |

|support the author’s claims. |evidence. |

|RST.9-10.8. Assess the extent to which the reasoning and evidence in a text |I can analyze to what degree an author’s reasoning and evidence in a |

|support the author’s claim or a recommendation for solving a scientific or |text supports a claim or recommendation for solving a scientific or |

|technical problem. |technical problem. |

|CCS Reading Standard 9: |Long-Term Target(s) |

|Analyze how multiple texts address similar topics |I can compare and contrast how multiple texts present the same topic. |

|RL.9-10.9. Analyze how an author draws on and transforms source material in a |I can analyze how an author uses and transforms source material in a |

|specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the |specific work. |

|Bible or how a later author draws on a play by Shakespeare). | |

|RI.9-10.9. Analyze seminal U.S. documents of historical and literary |I can analyze important US historical documents and literary texts for |

|significance (e.g., Washington’s Farewell Address, the Gettysburg Address, |related themes and concepts. |

|Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), | |

|including how they address related themes and concepts. | |

|RH.9-10.9. Compare and contrast treatments of the same topic in several primary|I can compare and contrast how the same topic is addressed in several |

|and secondary sources. |primary and secondary sources. |

|RST.9-10.9. Compare and contrast findings presented in a text to those from |I can compare and contrast findings presented in a variety of sources |

|other sources (including their own experiments), noting when the findings |that support or contradict previous explanations or accounts of a |

|support or contradict previous explanations or accounts. |scientific or technical problem. |

Disciplinary Reading Common Core State Standards & Long-Term Learning Targets

Grades 11-12

|“BOOKEND” CCS Reading Standard 10: |Long-Term Target(s) |

|Comprehend complex text independently and proficiently |I can comprehend a wide range of complex texts on my own. |

|RL.11-12.10. By the end of grade 11, read and comprehend literature, including |I can read grade-level literary texts proficiently and independently. |

|stories, dramas, and poems, in the grades 11–CCR text complexity band | |

|proficiently, with scaffolding as needed at the high end of the range. |I can read above-grade literary texts with scaffolding and support. |

| | |

|By the end of grade 12, read and comprehend literature, including stories, | |

|dramas, and poems, at the high end of the grades 11–CCR text complexity band | |

|independently and proficiently. | |

|RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in|I can read grade-level informational texts proficiently and |

|the grades 11–CCR text complexity band proficiently, with scaffolding as needed|independently. |

|at the high end of the range. | |

| |I can read above-grade informational texts with scaffolding and |

|By the end of grade 12, read and comprehend literary nonfiction at the high end|support. |

|of the grades 11–CCR text complexity band independently and proficiently. | |

|RH.11-12.10. By the end of grade 12, read and comprehend history/social studies|I can read grade-level primary and secondary sources proficiently and |

|texts in the grades 11–CCR text complexity band independently and proficiently.|independently. |

| | |

| |I can read above-grade primary and secondary sources with scaffolding |

| |and support. |

|RST.11-12.10. By the end of grade 12, read and comprehend science/technical |I can read grade-level scientific/technical texts proficiently and |

|texts in the grades 11–CCR text complexity band independently and proficiently.|independently. |

| | |

| |I can read above-grade scientific/technical texts with scaffolding and |

| |support. |

|“BOOKEND” CCS Reading Standard 1: |Long-Term Target(s) |

|Cite evidence |I can cite strong, specific, and thorough evidence from a range of |

| |discipline-specific texts to support my analysis. |

|RL.11-12.1. Cite strong and thorough textual evidence to support analysis of |I can cite text-based evidence that provides strong and thorough |

|what the text says explicitly as well as inferences drawn from the text, |support for an analysis of literary text, including determining where |

|including determining where the text leaves matters uncertain. |the text leaves matters uncertain. |

|RI.11-12.1. Cite strong and thorough textual evidence to support analysis of |I can cite strong and thorough evidence to support analysis of |

|what the text says explicitly as well as inferences drawn from the text, |informational text, including determining where the text leaves matters|

|including determining where the text leaves matters uncertain. |uncertain. |

|RH.11-12.1. Cite specific textual evidence to support analysis of primary and |I can cite specific evidence from primary and secondary sources to |

|secondary sources, connecting insights gained from specific details to an |support my analysis (connecting insights gained from specific details |

|understanding of the text as a whole. |to an understanding of the text as a whole). |

|RST.11-12.1. Cite specific textual evidence to support analysis of science and |I can cite supporting textual evidence to support analysis of |

|technical texts, attending to important distinctions the author makes and to |scientific and technical texts, citing supporting textual evidence. |

|any gaps or inconsistencies in the account. | |

| |I can identify important distinctions the author makes and any gaps or |

| |inconsistencies in the account. |

|CCS Reading Standard 2: |Long-Term Target(s) |

|Determine central ideas and summarize |I can determine a theme or the central ideas of a discipline-specific |

| |text. |

| | |

| |I can accurately and objectively summarize discipline-specific texts. |

|RL.11-12.2. Determine two or more themes or central ideas of a text and analyze|I can determine multiple themes or central ideas of a literary text. |

|their development over the course of the text, including how they interact and | |

|build on one another to produce a complex account; provide an objective summary|I can analyze the development of the theme or central idea over the |

|of the text. |course of the text (how they interact and build on one another to |

| |produce a complex account). |

| | |

| |I can objectively summarize a literary text. |

|RI.11-12.2. Determine two or more central ideas of a text and analyze their |I can determine multiple themes or central ideas of an informational |

|development over the course of the text, including how they interact and build |text. |

|on one another to provide a complex analysis; provide an objective summary of | |

|the text. |I can analyze the development of the theme or central idea over the |

| |course of the text (how they interact and build on one another to |

| |produce a complex account). |

| | |

| |I can objectively summarize an informational text. |

|RH.11-12.2. Determine the central ideas or information of a primary or |I can determine the central idea of a primary or secondary source. |

|secondary source; provide an accurate summary that makes clear the | |

|relationships among the key details and ideas. |I can provide an accurate summary that identifies the relationships |

| |among key details and ideas. |

|RST.11-12.2. Determine the central ideas or conclusions of a text; summarize |I can accurately paraphrase the central ideas or conclusions of a text,|

|complex concepts, processes, or information presented in a text by paraphrasing|including the key concepts and processes. |

|them in simpler but still accurate terms. | |

|CCS Reading Standard 3: |Long-Term Target(s) |

|Analyze idea development |I can analyze how an author develops ideas in a discipline-specific |

| |text. |

| | |

| |I can identify and follow the steps described in a discipline-specific |

| |text. |

|RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop|I can analyze the impact of author’s choices on the development and |

|and relate elements of a story or drama (e.g., where a story is set, how the |relationship of elements of a story or drama. |

|action is ordered, how the characters are introduced and developed). | |

|RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain |I can explain how specific individuals, ideas, or events interact and |

|how specific individuals, ideas, or events interact and develop over the course|develop in a text with a complex sequence of events or set of ideas. |

|of the text. | |

|RH.11-12.3. Evaluate various explanations for actions or events and determine |I can evaluate various explanations for actions or events. |

|which explanation best accords with textual evidence, acknowledging where the | |

|text leaves matters uncertain. |I can determine which explanation is best supported by textual evidence|

| |and acknowledge where the text leaves matters uncertain. |

|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out |I can follow precisely a complex multistep experimental procedure, |

|experiments, taking measurements, or performing technical tasks; analyze the |including taking measurements or performing technical tasks. |

|specific results based on explanations in the text. | |

| |I can analyze the specific results based upon explanations in the text.|

|CCS Reading Standard 4: |Long-Term Target(s) |

|Interpret word meaning |I can determine the meaning and impact of specialized vocabulary used |

| |in a wide range of discipline-specific texts. |

|RL.11-12.4. Determine the meaning of words and phrases as they are used in the |I can determine the meaning of words and phrases in literary text |

|text, including figurative and connotative meanings; analyze the impact of |(figurative, connotative, and technical meanings). |

|specific word choices on meaning and tone, including words with multiple | |

|meanings or language that is particularly fresh, engaging, or beautiful. |I can analyze the overall impact of word choices on meaning and tone |

|(Include Shakespeare as well as other authors.) |(including words with multiple meanings or language that is |

| |particularly fresh, engaging, or beautiful). |

|RI.11-12.4. Determine the meaning of words and phrases as they are used in a |I can determine the meaning of words and phrases in text (figurative, |

|text, including figurative, connotative, and technical meanings; analyze how an|connotative, and technical meanings). |

|author uses and refines the meaning of a key term or terms over the course of a| |

|text (e.g., how Madison defines faction in Federalist No. 10). |I can analyze how an author uses and refines the meaning of key terms |

| |over the course of a text. |

|RH.11-12.4. Determine the meaning of words and phrases as they are used in a |I can determine the meaning of specific words and phrases used in a |

|text, including analyzing how an author uses and refines the meaning of a key |primary or secondary source. |

|term over the course of a text (e.g., how Madison defines faction in Federalist| |

|No. 10). |I can analyze how an author uses and refines the meaning of key terms |

| |over the course of a text. |

|RST.11-12.4. Determine the meaning of symbols, key terms, and other |I can determine the meaning of specialized symbols and technical |

|domain-specific words and phrases as they are used in a specific scientific or |vocabulary used in a scientific or technical text. |

|technical context relevant to grades 11–12 texts and topics. | |

|CCS Reading Standard 5: |Long-Term Target(s) |

|Analyze text structure |I can analyze how and why the structure of a text helps me understand a|

| |topic or concept and appreciate the aesthetic impact of the text. |

|RL.11-12.5. Analyze how an author’s choices concerning how to structure |I can analyze how an author’s choices about how to structure specific |

|specific parts of a text (e.g., the choice of where to begin or end a story, |parts of a text contribute to the overall structure, meaning and |

|the choice to provide a comedic or tragic resolution) contribute to its overall|aesthetic impact. |

|structure and meaning as well as its aesthetic impact. | |

|RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author |I can evaluate the effectiveness of the structure of an author’s |

|uses in his or her exposition or argument, including whether the structure |explanation or argument (including whether the structure makes points |

|makes points clear, convincing, and engaging. |clear, convincing and engaging). |

|RH.11-12.5. Analyze in detail how a complex primary source is structured, |I can analyze how a complex primary source is structured. |

|including how key sentences, paragraphs, and larger portions of the text | |

|contribute to the whole. |I can explain how key sentences, paragraphs, and larger portions of the|

| |text contribute to the whole. |

|RST.11-12.5. Analyze how the text structures information or ideas into |I can analyze how a text is structured into categories or hierarchies, |

|categories or hierarchies, demonstrating understanding of the information or |and how that structure supports my understanding of the information or |

|ideas. |ideas. |

|CCS Reading Standard 6: |Long-Term Target(s) |

|Assess purpose and point of view |I can determine an author’s point of view or purpose in a text even |

| |when it is not directly stated. |

|RL.11-12.6. Analyze a case in which grasping a point of view requires |I can determine point of view whether it is expressed literally or |

|distinguishing what is directly stated in a text from what is really meant |figuratively. |

|(e.g., satire, sarcasm, irony, or understatement). | |

|RI.11-12.6. Determine an author’s point of view or purpose in a text in which |I can determine an author’s point of view or purpose in a text with |

|the rhetoric is particularly effective, analyzing how style and content |effective rhetoric. |

|contribute to the power, persuasiveness or beauty of the text. | |

| |I can analyze how style and content contribute to the power, |

| |persuasiveness, or beauty of the text. |

|RH.11-12.6. Evaluate authors’ differing points of view on the same historical |I can evaluate authors’ differing points of view on the same historical|

|event or issue by assessing the authors’ claims, reasoning, and evidence. |event or issue. |

| | |

| |I can assess authors’ claims, reasoning, and evidence. |

|RST.11-12.6. Analyze the author’s purpose in providing an explanation, |I can analyze the author’s purpose for providing an explanation, |

|describing a procedure, or discussing an experiment in a text, identifying |describing a procedure or discussing an experiment. |

|important issues that remain unresolved. | |

| |I can identify important issues that remain unresolved in a scientific |

| |or technical text. |

|CCS Reading Standard 7: |Long-Term Target(s) |

|Integrate/evaluate content from diverse formats |I can integrate and evaluate content from diverse formats to address a |

| |question or solve a problem. |

|RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., |I can analyze multiple representations of a story, drama or poem to |

|recorded or live production of a play or recorded novel or poetry), evaluating |evaluate each version’s interpretation of the source text. |

|how each version interprets the source text. (Include at least one play by | |

|Shakespeare and one play by an American dramatist. | |

|RI.11-12.7. Integrate and evaluate multiple sources of information presented in|I can integrate multiple sources of information presented in different |

|different media or formats (e.g., visually, quantitatively) as well as in words|media and formats to address a question or solve a problem. |

|in order to address a question or solve a problem. | |

| |I can evaluate multiple sources of information presented in different |

| |media or formats in order to address a question or solve a problem. |

|RH.11-12.7. Integrate and evaluate multiple sources of information presented in|I can integrate and evaluate multiple sources of information in a |

|diverse formats and media (e.g., visually, quantitatively, as well as in words)|variety of formats and media to address a question or solve a problem. |

|in order to address a question or solve a problem. | |

|RST.11-12.7. Integrate and evaluate multiple sources of information presented |I can integrate and evaluate multiple sources of information in a |

|in diverse formats and media (e.g., quantitative data, video, multimedia) in |variety of formats and media to address a question or solve a problem. |

|order to address a question or solve a problem. | |

|CCS Reading Standard 8: |Long-Term Target(s) |

|Evaluate the argument |I can identify the argument and specific claims in a |

| |discipline-specific text and. |

| | |

| |I can challenge or corroborate the argument in a discipline-specific |

| |text by drawing on additional information. |

|N/A | |

|RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, |I can evaluate the reasoning (premises, purposes, and arguments) in |

|including the application of constitutional principles and use of legal |seminal US texts and works of public advocacy (including the |

|reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the |application of constitutional principles and use of legal reasoning). |

|premises, purposes, and arguments in works of public advocacy (e.g., The | |

|Federalist, presidential addresses). | |

|RH.11-12.8. Evaluate an author’s premises, claims, and evidence by |I can evaluate an author’s premises, claims, and evidence by |

|corroborating or challenging them with other information. |corroborating or challenging them with other information. |

|RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a |I can evaluate the hypotheses, data, analysis and conclusions in a |

|science or technical text, verifying the data when possible and corroborating |science or technical text by verifying the data when possible. |

|or challenging conclusions with other sources of information. | |

| |I can corroborate or challenge conclusions with other sources of |

| |information. |

|CCS Reading Standard 9: |Long-Term Target(s) |

|Analyze how multiple texts address similar topics |I can compare and contrast how multiple texts present the same topic. |

| | |

| |I can notice and resolve discrepancies between different texts on the |

| |same topic. |

|RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and |I can describe the foundational works of eighteenth-, nineteenth-, and |

|early-twentieth-century foundational works of American literature, including |twentieth-century American literature. |

|how two or more texts from the same period treat similar themes or topics. | |

| |I can compare and contrast how two or more texts from the same period |

| |treat similar themes or topics. |

|RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century |I can analyze the themes, purposes, and rhetorical features in US |

|foundational U.S. documents of historical and literary significance (including |documents of historical and literary significance from the |

|The Declaration of Independence, the Preamble to the Constitution, the Bill of |seventeenth-, eighteenth-, and nineteenth-centuries. |

|Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and| |

|rhetorical features. | |

|RH.11-12.9. Integrate information from diverse sources, both primary and |I can integrate information from diverse primary and secondary sources |

|secondary, into a coherent understanding of an idea or event, noting |into a coherent understanding of an idea or event. |

|discrepancies among sources. | |

| |I can note discrepancies among sources. |

|RST.11-12.9. Synthesize information from a range of sources (e.g., texts, |I can synthesize information from a variety of sources into a coherent |

|experiments, simulations) into a coherent understanding of a process, |understanding of a process, phenomenon or concept. |

|phenomenon, or concept, resolving conflicting information when possible. | |

| |I can resolve conflicting information when possible. |

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