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ELA Domain - Kindergarten
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing: Foundational Skills
Speaking and Listening
Language
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Cluster - Kindergarten
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Sound-letter Basics and Handwriting
Spelling
Conventions of Standard English
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - K
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
K.RL.2 With prompting and support, retell familiar stories, including key details.
K.RL.3 With prompting and support, identify characters, settings, and major events in a story.
K.RL.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RL.5 Recognize common types of texts (e.g., storybooks, poems); identify the front cover, back cover, and title of a book.
K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
K.RL.10 With prompting and support, actively engage in group reading activities with purpose and understanding.
K.RI.1 With prompting and support, ask and answer questions about key details in a text.
K.RI.2 With prompting and support, identify the main topic and retell key details of a text.
K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RI.5 Recognize common types of informational text; identify the front cover, back cover, and title page of a book.
K.RI.6 With prompting and support, name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.
K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
K.RI.10 With prompting and support, actively engage in group reading activities with purpose and understanding.
K.RF.1 Demonstrate understanding of the organization and basic features of print.
K.RF.1.a: Follow words from left to right, top to bottom, and page by page.
K.RF.1.b: Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.1.c: Identify that a sentence is made up of a group of words.
K.RF.1.d: Recognize the difference between a letter and a printed word.
K.RF.1.e: Understand that words are separated by spaces in print.
K.RF.1.f: Recognize and name all upper and lowercase letters of the alphabet.
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RF.2.a: Identify and produce sounds (phonemes) in a spoken word.
K.RF.2.b: Recognize and produce rhyming words.
K.RF.2.c: Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
K.RF.2.d: Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (*This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/).
K.RF.2.e: Add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.
K.RF.3 Know and apply phonics and word analysis skills in decoding words.
K.RF.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.
K.RF.3.b: Decode regularly spelled closed-syllable words.
K.RF.3.c: Read 50 common high-frequency words by sight from a research-based word list.
K.RF.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4 Read emergent-reader texts with purpose and understanding.
K.WF.1 Demonstrate and apply handwriting skills.
K.WF.1.a: Match upper and lower case manuscript letters.
K.WF.1.b: Write upper and lower manuscript letters, with reference to a model.
K.WF.1.c: Write left to right using appropriate spacing between words.
K.WF.2 Demonstrate and apply sound-letter concepts when writing.
K.WF.2.a: Orally segment the phonemes in any single-syllable, spoken word.
K.WF.2.b: Demonstrate and understand that each syllable is organized around a vowel sound.
K.WF.3 Know and apply phonics and word analysis skills when encoding words.
K.WF.3.a: Represent phonemes in simple words, using letter-sound relationships.
K.WF.3.b: Write or select an initial or final consonant when a medial vowel is provided.
K.WF.3.c: Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds.
K.WF.3.d: Accurately write grade-level appropriate words, as found in a research-based word list.
K.WF.3.e: Attempt phonetic spelling of unknown words.
K.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
K.L.1.a: Use frequently occurring nouns and verbs.
K.L.1.b: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
K.L.1.c: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
K.L.1.d: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
K.L.1.e: Produce and expand complete sentences in shared language activities.
K.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
K.L.2.a: Capitalize the first word in a sentence and the pronoun I.
K.L.2.b: Recognize and name end punctuation.
K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
K.L.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
K.L.5.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms.
K.L.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
K.L.5.d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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Domain - Grade 1
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing: Foundational Skills
Speaking and Listening
Language
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Cluster - Grade 1
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Sound-letter basics and Handwriting
Spelling
Conventions of Standard English
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 1
1.RL.1 Ask and answer questions such as who, what, where, why, when, and how about key details in a text.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.
1.RL.3 Describe characters, settings, and major events in a story, using key details.
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1.RL.6 Identify who is telling the story at various points in a text.
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
1.RL.10 With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.
1.RI.1 Ask and answer questions such as who, what, where, why, and how about key details in a text.
1.RI.2 Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details.
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.7 Use the illustrations and details in a text to describe its key ideas.
1.RI.8 Identify the reasons an author gives to support points in a text.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1.RI.10 With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.
1.RF.1 Demonstrate understanding of the organization and basic features of print.
1.RF.1.a: Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).
1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
1.RF.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RF.2.d: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
1.RF.2.e: Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/).
1.RF.2.f: Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/).
1.RF.2.g: Manipulate phonemes (add, substitute, and delete individual phonemes) in words to make new words.
1.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.
1.RF.3.a: Know the spelling-sound correspondences for common consonant digraphs.
1.RF.3.b: Decode regularly spelled one-syllable words.
1.RF.3.c: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
1.RF.3.d: Recognize and apply all six syllable types when decoding grade level texts.
1.RF.3.e: Read words with inflectional endings.
1.RF.3.f: Recognize and read grade-appropriate irregularly spelled words.
1.RF.4 Read with sufficient accuracy and fluency to support comprehension.
1.RF.4.a: Read on-level text with purpose and understanding.
1.RF.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
1.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1.WF.1 Demonstrate and apply handwriting skills.
1.WF.1.a: Write upper and lower case manuscript alphabet from memory using correct letter formation.
1.WF.1.b: Write the common grapheme (letter or letter group) for each phoneme.
1.WF.1.c: Write with appropriate spacing between letters and words.
1.WF.2 Demonstrate and apply sound-letter concepts.
1.WF.2.a: Segment all the phonemes in two and three-phoneme syllables and represent those phonemes with letters.
1.WF.2.b: Write the letters used to represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel.
1.WF.3 Know and apply phonics and word analysis skills when encoding words.
1.WF.3.a: Spell common, regular, single-syllable words using:
1.WF.3.a.1: Short vowels and single consonants.
1.WF.3.a.2: Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess).
1.WF.3.a.3: Initial and final consonant blends (e.g., must, slab, plump).
1.WF.3.a.4: Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry).
1.WF.3.a.5: Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn).
1.WF.3.b: With prompting and support, spell on-level words with inflectional endings:
1.WF.3.b.1: Verbs with -ing, -ed, -s, and no change in the base word (e.g., snowed, playing, jumps).
1.WF.3.b.2: Nouns with -s, -es, and no change to the base word (e.g., rugs, kisses).
1.WF.3.b.3: Adjectives with -er, -est, and no change to the base word (e.g. slower, slowest).
1.WF.3.c: With prompting and support, spell on-level two-syllable words, including:
1.WF.3.c.1: Words that end in -y or -ly (e.g., smelly, gladly).
1.WF.3.c.2: Common compound words (e.g., hotdog, mailbox).
1.WF.3.c.3: Words with two closed syllables (e.g., rabbit, wagon).
1.WF.3.d: Spell grade-level appropriate words in English as found in a research-based list, including:
1.WF.3.d.1: Irregular words (e.g., said, what, are, they, was).
1.WF.3.d.2: Pattern based words (e.g., he, him, for, in, by, like).
1.WF.3.e: Spell unfamiliar words phonetically, applying phonemic awareness and spelling conventions.
1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
1.L.1.a: Use common, proper, and possessive nouns
1.L.1.b: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).
1.L.1.c: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
1.L.1.d: 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).
1.L.1.e: Use frequently occurring adjectives
1.L.1.f: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
1.L.1.g: Use determiners (e.g., articles, demonstratives)
1.L.1.h: Use frequently occurring prepositions (e.g., during, beyond, toward).
1.L.1.i: Produce and expand complete simple and compound sentences.
1.L.1.j: In response to prompts, distinguish between and identify declarative, interrogative, imperative, and exclamatory sentences.
1.L.1.k: Write multiple sentences in an order that supports a main idea or story.
1.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
1.L.2.a: Capitalize dates and names of people
1.L.2.b: Use end punctuation for sentences.
1.L.2.c: Use commas in dates and to separate single words in a series.
1.L.4 With guidance and support from adults, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
1.L.4.a: Use frequently occurring affixes as a clue to the meaning of a word.
1.L.4.b: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
1.L.4.c: Use sentence-level context as a clue to the meaning of a word or phrase.
1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
1.L.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
1.L.5.b: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
1.L.5.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
1.L.5.d: With prompting and support, identify synonyms and antonyms and distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (eg. large, gigantic) by defining or choosing them or by acting out the meanings.
1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
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Domain - Grade 2
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Writing: Foundational Skills
Speaking and Listening
Language
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Cluster - Grade 2
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Phonics and Word Recognition
Fluency
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Sound-letter basics and Handwriting
Spelling
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 2
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.4 Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song.
2.RL.5 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.RL.9 Compare and contrast the characters and settings from two or more versions of the same story by different authors or from different cultures.
2.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 2.
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RI.2 Identify and explain the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
2.RI.3 With prompting and support, describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
2.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.
2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two-syllable words.
2.RF.3.a: Distinguish long and short vowels when reading regularly spelled one-syllable words.
2.RF.3.b: Know spelling-sound correspondences for additional common vowel teams.
2.RF.3.c: Identify and apply all six syllable types to decode appropriate grade-level text.
2.RF.3.d: Decode words with common prefixes and suffixes.
2.RF.3.e: Identify words with inconsistent but common spelling-sound correspondences.
2.RF.3.f: Recognize and read grade-appropriate irregularly spelled words.
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
2.RF.4.a: Read on-level text with purpose and understanding.
2.RF.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
2.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order and provide a sense of closure.
2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
2.WF.1 Demonstrate and apply handwriting skills.
2.WF.1.a: Write legibly in manuscript using correct letter formation.
2.WF.1.b: Transcribe ideas in manuscript with automaticity and proper spacing.
2.WF.2 Demonstrate and apply sound-letter concepts.
2.WF.2.a: Write the most common graphemes (letters or letter groups) for each phoneme.
2.WF.2.a.1: Consonants: /s/= s, ss, ce, ci, cy; /f/= f, ff, ph; /k/= c, k, ck
2.WF.2.a.2: Vowels: /o/= o, o_e, oa, ow (long o); /a/= a, a_e, ai, ay, eigh (long a)
2.WF.3 Know and apply phonics and word analysis skills when encoding words.
2.WF.3.a: Spell on-level, regular, single-syllable words that include:
2.WF.3.a.1: Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge).
2.WF.3.a.2: Complex consonant blends (e.g., scr, str, squ).
2.WF.3.a.3: Less common vowel teams for long vowels (e.g., ow, oo, au, ou, ue).
2.WF.3.a.4: Vowel-r combinations (e.g., turn, star, third, four, for).
2.WF.3.a.5: Contractions (e.g., we'll, I'm, they've, don't).
2.WF.3.a.6: Homophones (e.g., bear, bare; past, passed).
2.WF.3.a.7: Plurals and possessives (e.g., its, it's).
2.WF.3.b: With prompting and support, spell two- and three-syllable words that:
2.WF.3.b.1: Combine closed, open, vowel teams, vowel-r, and CVe (Consonant-Vowel-silent e) syllables (e.g., compete, robot, violet, understand).
2.WF.3.b.2: Include familiar compound words (e.g., houseboat, yellowtail).
2.WF.3.b.3: Include the most common prefixes and derivational suffixes (e.g., un-, re-, en-, -ful, -ment, -less).
2.WF.3.c: With prompting and support, spell words with suffixes that require:
2.WF.3.c.1: Consonant doubling (e.g., running, slipped).
2.WF.3.c.2: Dropping silent e (e.g., smiled, paving).
2.WF.3.c.3: Changing y to i (e.g., cried, babies).
2.WF.3.d: Spell grade-level appropriate words in English, as found in a research-based list, including:
2.WF.3.d.1: Irregular words (e.g., against, many, enough, does).
2.WF.3.d.2: Pattern-based words (e.g., which, kind, have).
2.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2.L.1.a: Use collective nouns (e.g., group).
2.L.1.b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
2.L.1.c: Use reflexive pronouns (e.g., myself, ourselves).
2.L.1.d: Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
2.L.1.e: Use adjectives and adverbs, and choose between them depending on what is to be modified.
2.L.1.f: Use interjections (e.g., Yes! That is mine; Yes, that is mine!)
2.L.1.g: Produce, expand, and rearrange complete simple and compound sentences using frequently occurring conjunctions (e.g., and, but, or, yet, so).
2.L.1.h: Identify and use declarative, interrogative, imperative, and exclamatory sentences.
2.L.1.i: With assistance, link sentences into a simple, cohesive paragraph that contains: a main idea, supporting details, and a conclusion.
2.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
2.L.2.a: Capitalize holidays, product names, and geographic names.
2.L.2.b: Use commas in greetings and closings of letters.
2.L.2.c: Use an apostrophe to form contractions and frequently occurring possessives.
2.L.2.d: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
2.L.2.e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2.L.3.a: Compare formal and informal uses of English.
2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
2.L.4.a: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
2.L.4.b: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
2.L.4.c: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
2.L.4.d: Use sentence-level context as a clue to the meaning of a word or phrase.
2.L.4.e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings.
2.L.5.a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
2.L.5.b: Identify synonyms and antonyms to distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2.L.6 Use words and phrases acquired through conversations, reading and 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).
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Domain - Grade 3
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Writing: Foundational Skills
Speaking and Listening
Language
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Cluster - Grade 3
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Phonics and Word Recognition
Fluency
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Sound-letter basics and Handwriting
Spelling
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 3
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL.2 Recount and paraphrase stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in text.
3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
3.RL.6 Distinguish one's own point of view from that of the narrator or those of the characters.
3.RL.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
3.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3.
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RI.2 Determine the main idea of a text; recount and paraphrase the key details and explain how they support the main idea.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
3.RI.6 Distinguish one's own point of view from that of the author of a text.
3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3.
3.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.
3.RF.3.a: Identify and know the meaning of the most common prefixes and derivational suffixes.
3.RF.3.b: Decode words with common Latin suffixes.
3.RF.3.c: Apply knowledge of the six syllable types to read grade-level words accurately.
3.RF.3.d: Read grade-level appropriate irregularly spelled words.
3.RF.4 Read with sufficient accuracy and fluency to support comprehension.
3.RF.4.a: Read grade-level text with purpose and understanding.
3.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3.W.1 Write opinion pieces on topics or texts, using reasons to support one's point of view.
3.W.1.a: Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons.
3.W.1.b: Provide reasons that support the opinion.
3.W.1.c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
3.W.1.d: Provide a concluding statement or section
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3.W.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
3.W.2.b: Develop the topic with facts, definitions, and details.
3.W.2.c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
3.W.2.d: Provide a concluding statement or section.
3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
3.W.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
3.W.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3.W.3.c: Use temporal words and phrases to signal event order.
3.W.3.d: Provide a sense of closure.
3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
3.W.7 Conduct short research projects that build knowledge about a topic.
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
3.WF.1 Demonstrate and apply handwriting skills.
3.WF.1.a: Read and write cursive letters, upper and lower case.
3.WF.1.b: Transcribe ideas legibly in cursive and manuscript, with appropriate spacing and indentation.
3.WF.3 Know and apply spelling conventions and patterns.
3.WF.3.a: Spell single-syllable words with less common and complex graphemes (e.g., ough, augh, old, -ind, -ost, -ild families).
3.WF.3.b: Identify language of origin for words, as noted in dictionaries.
3.WF.3.c: Spell singular and plural possessives (e.g., teacher's, teachers').
3.WF.3.d: Spell regular two-and three-syllable words that:
3.WF.3.d.1: Combine all basic syllable types: closed, VCe (Vowel-Consonant-silent e), open, vowel team, vowel-r, and consonant le.
3.WF.3.d.2: Include common, transparent prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful, -tion).
3.WF.3.e: Spell grade-level appropriate words in English, as found in a research-based list, including:
3.WF.3.e.1: Irregular words.
3.WF.3.e.2: Pattern-based words.
3.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
3.L.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
3.L.1.b: Form and use regular and irregular plural nouns.
3.L.1.c: Use abstract nouns (e.g., childhood).
3.L.1.d: Form and use regular and irregular verbs.
3.L.1.e: Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
3.L.1.f: Ensure subject-verb and pronoun-antecedent agreement.
3.L.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
3.L.1.h: Use coordinating and subordinating conjunctions.
3.L.1.i: Produce simple, compound, and complex sentences.
3.L.1.j: Write one or more paragraphs that explain a main idea within a topic and support it with details and conclusions/closure.
3.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
3.L.2.a: Capitalize appropriate words in titles.
3.L.2.b: Use commas in addresses
3.L.2.c: Use commas and quotation marks in dialogue.
3.L.2.d: Form and use possessives.
3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
3.L.3.a: Choose words and phrases for effect.
3.L.3.b: Recognize and observe differences between the conventions of spoken and written Standard English.
3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
3.L.4.a: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
3.L.4.b: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
3.L.4.c: Use sentence-level context as a clue to the meaning of a word or phrases.
3.L.4.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
3.L.5 Demonstrate understanding of word relationships and nuances in word meanings.
3.L.5.a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
3.L.5.b: Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful).
3.L.5.c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).
3.L.6 Acquire and use accurately grade-appropriate conversational, general 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).
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Domain - Grade 4
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Writing: Foundational Skills
Speaking and Listening
Language
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Cluster - Grade 4
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Phonics and Word Recognition
Fluency
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Sound-letter basics and Handwriting
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 4
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
4.RL.4 Determine the meaning of words, phrases, and figurative language found in stories, poetry, myths, and traditional literature from different cultures, including those that allude to significant characters.
4.RL.5 Explain the overall structure and major differences between poetry, drama, and prose.
4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
4.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 4.
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus, and the information provided.
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 4.
4.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.
4.RF.3.a: Use combined knowledge of all letter-sound correspondences to read unfamiliar multisyllabic words accurately.
4.RF.3.b: Apply knowledge of the six syllable patterns to read grade level words accurately.
4.RF.3.c: Use combined knowledge of morphology (e.g., roots and affixes) to read grade level words accurately.
4.RF.4 Read with sufficient accuracy and fluency to support comprehension.
4.RF.4.a: Read grade-level text with purpose and understanding.
4.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
4.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
4.W.1.b: Provide reasons that are supported by facts and details.
4.W.1.c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.1.d: Provide a concluding statement or section related to the opinion presented.
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.2.a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
4.W.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
4.W.2.e: Provide a concluding statement or section related to the information or explanation presented.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task.
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W.9.a: Apply grade 4 Reading standards to literature.
4.W.9.b: Apply grade 4 Reading standards to informational texts.
4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4.WF.1 Demonstrate and apply handwriting skills.
4.WF.1.a: Read and write cursive letters, upper and lower case.
4.WF.1.b: Transcribe ideas legibly and fluently with appropriate spacing and indentation.
4.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
4.L.1.a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
4.L.1.b: Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
4.L.1.c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
4.L.1.d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1.e: Form and use prepositional phrases.
4.L.1.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
4.L.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L.1.h: Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task.
4.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
4.L.2.a: Use correct capitalization.
4.L.2.b: Use commas and quotation marks to mark direct speech and quotations from a text.
4.L.2.c: Use a comma before a coordinating conjunction in a compound sentence.
4.L.2.d: Spell grade-appropriate words correctly, consulting references as needed.
4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4.L.3.a: Choose words and phrases to convey ideas precisely.
4.L.3.b: Choose punctuation for effect.
4.L.3.c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.L.4.a: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
4.L.4.b: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4.L.4.c: Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.L.5.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
4.L.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
4.L.6 Acquire and accurately use grade-appropriate general academic and 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).
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Domain - Grade 5
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Writing: Foundational Skills
Speaking and Listening
Language
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Cluster - Grade 5
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Phonics and Word Recognition
Fluency
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Sound-letter basics and Handwriting
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 5
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a summary of the text.
5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.RL.6 Describe how a narrator's or speaker's point of view influences how events are described.
5.RL.7 Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).
5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
5.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5.
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.
5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.
5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5.RI.10 By the end of the year, proficiently and independently read and comprehend informational text, including history/social studies, science and technological texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5.
5.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.
5.RF.3.a: Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words.
5.RF.3.b: Apply knowledge of the six syllable patterns to read grade level words accurately.
5.RF.3.c: Use combined knowledge of morphology to read grade level words accurately.
5.RF.3.d: Know and apply common, grade-appropriate Greek and Latin affixes and roots to accurately read unfamiliar words.
5.RF.4 Read with sufficient accuracy and fluency to support comprehension.
5.RF.4.a: Read grade-level text with purpose and understanding.
5.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
5.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
5.W.1.b: Provide logically ordered reasons that are supported by facts and details.
5.W.1.c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
5.W.1.d: Provide a concluding statement or section related to the opinion presented.
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5.W.2.a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
5.W.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
5.W.2.c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
5.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
5.W.2.e: Provide a concluding statement or section related to the information or explanation presented.
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
5.W.3.b: Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
5.W.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
5.W.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
5.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills in order to complete a writing task.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and to answer a specific question.
5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W.9.a: Apply grade 5 Reading standards to literature.
5.W.9.b: Apply grade 5 Reading standards to informational texts.
5.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
5.WF.1 Demonstrate and apply handwriting skills.
5.WF.1.a: Read and write cursive letters, upper and lower case.
5.WF.1.b: Transcribe ideas legibly and fluently with appropriate spacing and indentation.
5.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
5.L.1.a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
5.L.1.b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
5.L.1.c: Use verb tense to convey various times, sequences, states, and conditions.
5.L.1.d: Recognize and correct inappropriate shifts in verb tense.
5.L.1.e: Use correlative conjunctions (e.g., either/or, neither/nor).
5.L.1.f: Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task (Reference Writing standards 1-3).
5.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
5.L.2.a: Use punctuation to separate items in a series.
5.L.2.b: Use a comma to separate an introductory element from the rest of the sentence.
5.L.2.c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
5.L.2.d: Use underlining, quotation marks, or italics to indicate titles of works.
5.L.2.e: Spell grade-appropriate words correctly, consulting references as needed.
5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
5.L.3.a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
5.L.3.b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
5.L.4.a: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
5.L.4.b: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
5.L.4.c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
5.L.5.a: Interpret figurative language, including similes and metaphors, in context.
5.L.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
5.L.5.c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
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Domain - Grade 6
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 6
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 6
6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
6.RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
6.RL.9 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.
6.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6.
6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
6.RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes).
6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
6.RI.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.RI.8 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.
6.RI.9 Compare and contrast one author's presentation of events with that of another author.
6.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6.
6.W.1 Write arguments to support claims with clear reasons and relevant evidence.
6.W.1.a: Introduce claim(s) and organize the reasons and evidence clearly.
6.W.1.b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6.W.1.c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
6.W.1.d: Establish and maintain a formal style.
6.W.1.e: Provide a concluding statement or section that follows from the argument presented.
6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
6.W.2.a: Introduce a topic; 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.
6.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
6.W.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
6.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
6.W.2.e: Establish and maintain a formal style.
6.W.2.f: Provide a concluding statement or section that follows from the information or explanation presented.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
6.W.3.a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6.W.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
6.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
6.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
6.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.W.6 Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.
6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
6.W.9.a: Apply grade 6 Reading standards to literature.
6.W.9.b: Apply grade 6 Reading standards to literary nonfiction.
6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
6.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
6.L.1.a: Ensure that pronouns are in the proper case (subjective, objective, and possessive).
6.L.1.b: Use intensive pronouns (e.g., myself, ourselves).
6.L.1.c: Recognize and correct inappropriate shifts in pronoun number and person
6.L.1.d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
6.L.1.e: Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
6.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
6.L.2.a: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
6.L.2.b: Use correct spelling.
6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
6.L.3.a: Vary sentence patterns for meaning, reader/listener interest, and style.
6.L.3.b: Maintain consistent style and tone.
6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
6.L.4.a: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
6.L.4.b: 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.
6.L.4.c: Consult 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.
6.L.4.c: Consult 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
6.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6.L.5.a: Interpret figures of speech (e.g., personification) in context.
6.L.5.b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
6.L.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Domain - Grade 7
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 7
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 7
7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
7.RL.5 Analyze the structure of a text, including how a drama or poem's form or structure contributes to its meaning.
7.RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7.RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
7.RL.9 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.
7.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.
7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
7.RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
7.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.
7.RI.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
7.RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
7.RI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
7.RI.8 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.
7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
7.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.
7.W.1 Write arguments to support claims with clear reasons and relevant evidence.
7.W.1.a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
7.W.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
7.W.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
7.W.1.d: Establish and maintain a formal style.
7.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
7.W.2.a: 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.
7.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
7.W.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
7.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
7.W.2.e: Establish and maintain a formal style.
7.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
7.W.3.a: 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.
7.W.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
7.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
7.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
7.W.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.6 Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
7.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
7.W.9.a: Apply grade 7 Reading standards to literature.
7.W.9.b: Apply grade 7 Reading standards to literary nonfiction.
7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
7.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
7.L.1.a: Explain the function of phrases and clauses in general and their function in specific sentences
7.L.1.b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
7.L.1.c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
7.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
7.L.2.a: Use a comma to separate coordinate adjectives.
7.L.2.b: Use correct spelling.
7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
7.L.3.a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
7.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
7.L.4.a: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
7.L.4.b: 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.
7.L.4.c: 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.
7.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
7.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
7.L.5.a: Interpret figures of speech (e.g., literary, religious, and mythological allusions) in context.
7.L.5.b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
7.L.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Domain - Grade 8
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 8
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 8
8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
8.RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
8.RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
8.RL.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.
8.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.
8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories
8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8.RI.6 Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8.RI.8 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.
8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
8.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.
8.W.1 Write arguments to support claims with clear reasons and relevant evidence.
8.W.1.a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
8.W.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
8.W.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
8.W.1.d: Establish and maintain a formal style.
8.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.2.a: 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.
8.W.2.b: Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples.
8.W.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
8.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
8.W.2.e: Establish and maintain a formal style
8.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
8.W.3.a: 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.
8.W.3.b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
8.W.3.c: 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.
8.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
8.W.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8.W.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
8.W.9.a: Apply grade 8 Reading standards to literature.
8.W.9.b: Apply grade 8 Reading standards to literary nonfiction.
8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
8.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
8.L.1.a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
8.L.1.b: Form and use verbs in the active and passive voice.
8.L.1.c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
8.L.1.d: Recognize and correct inappropriate shifts in verbals, voice, and mood.
8.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing
8.L.2.a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
8.L.2.b: Use an ellipsis to indicate an omission
8.L.2.c: Use correct spelling.
8.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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).
8.L.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
8.L.4.a: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).
8.L.4.b: 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.
8.L.4.c: 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.
8.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
8.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
8.L.5.a: Interpret figures of speech (e.g. verbal irony, puns) in context.
8.L.5.b: Use the relationship between particular words to better understand each of the words
8.L.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Domain - Grade 9
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 9
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 9
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail 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 text.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RL.5 Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.
9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.
9-10.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.
9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RI.2 Determine a central idea of a text and analyze 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 text.
9-10.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RI.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
9-10.RI.8 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.
9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.
9-10.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10.W.1.a: 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.
9-10.W.1.b: 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.
9-10.W.1.c: 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.
9-10.W.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
9-10.W.2.a: 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.
9-10.W.2.b: 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.
9-10.W.2.c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
9-10.W.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
9-10.W.2.e: Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.W.2.f: 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).
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9-10.W.3.a: 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.
9-10.W.3.b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
9-10.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
9-10.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
9-10.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.W.9.a: Apply grades 9-10 Reading standards to literature.
9-10.W.9.b: Apply grades 9-10 Reading standards to informational and nonfiction text.
9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
9-10.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
9-10.L.1.a: Use parallel structure.
9-10.L.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9-10.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
9-10.L.2.a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
9-10.L.2.b: Use a colon to introduce a list or quotation.
9-10.L.2.c: Use correct spelling.
9-10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9-10.L.3.a: Write and edit work so that it conforms to the guidelines in a style manual.
9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
9-10.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
9-10.L.4.b: 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.
9-10.L.4.c: 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.
9-10.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
9-10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
9-10.L.5.a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
9-10.L.5.b: Analyze nuances in the meaning of words with similar denotations.
9-10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Domain - Grade 10
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 10
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 10
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail 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 text.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RL.5 Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.
9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.
9-10.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.
9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RI.2 Determine a central idea of a text and analyze 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 text.
9-10.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RI.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
9-10.RI.8 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.
9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.
9-10.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10.W.1.a: 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.
9-10.W.1.b: 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.
9-10.W.1.c: 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.
9-10.W.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
9-10.W.2.a: 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.
9-10.W.2.b: 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.
9-10.W.2.c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
9-10.W.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
9-10.W.2.e: Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.W.2.f: 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).
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9-10.W.3.a: 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.
9-10.W.3.b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
9-10.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
9-10.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
9-10.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.W.9.a: Apply grades 9-10 Reading standards to literature.
9-10.W.9.b: Apply grades 9-10 Reading standards to informational and nonfiction text.
9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
9-10.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
9-10.L.1.a: Use parallel structure.
9-10.L.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9-10.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
9-10.L.2.a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
9-10.L.2.b: Use a colon to introduce a list or quotation.
9-10.L.2.c: Use correct spelling.
9-10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9-10.L.3.a: Write and edit work so that it conforms to the guidelines in a style manual.
9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
9-10.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
9-10.L.4.b: 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.
9-10.L.4.c: 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.
9-10.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
9-10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
9-10.L.5.a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
9-10.L.5.b: Analyze nuances in the meaning of words with similar denotations.
9-10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Domain - Grade 11
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 11
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 11
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze 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 of the text.
11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.
11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
11-12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.
11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
11-12.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.
11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
11-12.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.
11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
11-12.RI.10 By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.
11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12.W.1.a: 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
11-12.W.1.b: 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.
11-12.W.1.c: 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.
11-12.W.1.d: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
11-12.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
11-12.W.2.a: 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, graphics, and multimedia when useful for comprehension.
11-12.W.2.b: 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.
11-12.W.2.c: 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.
11-12.W.2.d: Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.
11-12.W.2.e: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
11-12.W.2.f: 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).
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
11-12.W.3.a: 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.
11-12.W.3.b: Use narrative techniques to develop experiences, events, and/or characters.
11-12.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.
11-12.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
11-12.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
11-12.W.9.a: Apply grades 11-12 Reading standards to literature.
11-12.W.9.b: Apply grades 11-12 Reading standards to informational and nonfiction text.
11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11-12.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
11-12.L.1.a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
11-12.L.1.b: Resolve issues of complex or contested usage, consulting references as needed.
11-12.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
11-12.L.2.a: Use hyphenation conventions.
11-12.L.2.b: Use correct spelling.
11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
11-12.L.3.a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
11-12.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).
11-12.L.4.b: 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.
11-12.L.4.c: 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.
11-12.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
11-12.L.5.a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
11-12.L.5.b: Analyze nuances in the meaning of words with similar denotations.
11-12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Domain - Grade 12
Reading: Literature
Reading: Informational Text
Writing
Speaking and Listening
Language
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Cluster - Grade 12
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Conventions of Standard English
Vocabulary Acquisition and Use
Comprehension and Collaboration
Presentation of Knowledge and Ideas
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English Arizona State Standard - 12
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze 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 of the text.
11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.
11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
11-12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.
11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
11-12.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
11-12.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.
11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
11-12.RI.10 By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12.W.1.a: 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.
11-12.W.1.b: 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.
11-12.W.1.c: 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.
11-12.W.1.d: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
11-12.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
11-12.W.2.a: 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, graphics, and multimedia when useful for comprehension.
11-12.W.2.b: 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.
11-12.W.2.c: 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.
11-12.W.2.d: Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.
11-12.W.2.e: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
11-12.W.2.f: 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).
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
11-12.W.3.a: 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.
11-12.W.3.b: Use narrative techniques to develop experiences, events, and/or characters.
11-12.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.
11-12.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
11-12.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
11-12.W.9.a: Apply grades 11-12 Reading standards to literature.
11-12.W.9.b: Apply grades 9-10 Reading standards to informational and nonfiction text.
11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11-12.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
11-12.L.1.a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
11-12.L.1.b: Resolve issues of complex or contested usage, consulting references as needed.
11-12.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
11-12.L.2.a: Use hyphenation conventions.
11-12.L.2.b: Use correct spelling.
11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
11-12.L.3.a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
11-12.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).
11-12.L.4.b: 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.
11-12.L.4.c: 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.
11-12.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
12.L.5.a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
12.L.5.b: Analyze nuances in the meaning of words with similar denotations.
12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Topic
ELP Standard
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ELP 01 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing (Receptive Communication)
ELP 02 Determine the meaning of words and phrases in oral presentations and literary and informational text (Receptive Communication)
ELP 03 Speak and write about grade-appropriate complex literary and informational texts and topics (Productive Communication)
ELP 04 Construct grade-appropriate oral and written claims and support them with reasoning and evidence (Productive Communication)
ELP 05 Adapt language choices to purpose, task, and audience when speaking and writing (Productive Communication)
ELP 06 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reading comments and questionsParticipate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reading comments and questions (Interactive Communication)
ELP 07 Conduct research and evaluate and communicate findings to answer questions or solve problems (Interactive Communication)
ELP 08 Analyze and critique the arguments of others orally and in writing (Interactive Communication)
ELP 09 Create clear and coherent grade-appropriate speech and text (Language)
ELP 10 Make accurate use of standard English to communicate in grade appropriate speech and writing (Language)
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