High School ELA Arizona Standards

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references as needed.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Use hyphenation conventions.

Use correct spelling.

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.

Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

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.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).

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.

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Verify the preliminary determination of the meaning of a word or phrase.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

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.

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.

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. 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.

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.

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.

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.

Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.

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.

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.

Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.

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

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.

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. 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.

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.

Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.

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.

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.

Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.

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.

(Not applicable to literature)

Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

Evaluate a speaker's point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.

Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

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.

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.

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.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

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

Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.

Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.

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

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative techniques to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.

Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.

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.

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.

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 11-12 Reading standards to literature.

Apply grades 11-12 Reading standards to informational and nonfiction text.

Vocabulary Acquisition and Use

Range of Reading and Level of Text Complexity

Craft and Structure

Text Types and Purposes

Writing Standards

Range of Writing

Research to Build and Present Knowledge

Comprehension and Collaboration

Key Ideas and Details

Conventions of Standard English

Craft and Structure

Production and Distribution of Writing

Presentation of Knowledge and Ideas

Knowledge of Language

Reading Standards for Literature

Key Ideas and Details

Language Standards

Speaking and Listening Standards

Integration of Knowledge and Ideas

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Use parallel structure.

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.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Use a colon to introduce a list or quotation.

Use correct spelling.

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. a. Write and edit work so that it conforms to the guidelines in a style manual.

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.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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.

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Verify the preliminary determination of the meaning of a word or phrase.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

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.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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. 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.

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.

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.

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.

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).

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

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.

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.

Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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 grade 9. 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 grade 10.

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.

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.

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.

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.

Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Analyze how an author draws on and transforms source material in a specific work.

Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on grades topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

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

Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.9-10.W.1

Provide a concluding statement or section that follows from and supports the argument presented.

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.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

Use precise language and domain‐specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.

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

Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

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.

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.

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational text and nonfiction.

Language Standards

Comprehension and Collaboration

Range of Reading and Level of Text Complexity

Knowledge of Language

Key Ideas and Details

Craft and Structure

Key Ideas and Details

Research to Build and Present Knowledge

Range of Reading and Level of Text Complexity

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Text Types and Purposes

Production and Distribution of Writing

Range of Writing

Reading Standards for Literature

Integration of Knowledge and Ideas

Craft and Structure

Reading Standards for Informational Text

Vocabulary Acquisition and Use

Writing Standards

Integration of Knowledge and Ideas

Conventions of Standard English

Increasingly using appropriate word order (subjectverb-object) in declarative, imperative, and interrogative sentences.

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

Determine the central idea or theme and explain how they are supported by using text evidence

Recount a text including specific details and information.

Cite specific details and evidence from the texts to support the analysis

Determine which text structures and text types impact the central idea or theme.

Utilize visual information to understand the text

Using an increasing range of singular and plural nouns.

Using a wider range of prepositional phrases (e.g. after lunch) to provide detail (e.g., time, manner, place, cause) about a familiar or new activity or process.

Using a wider range of frequently occurring conjunctions (e.g., and, but, because)

Using a wider range of frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).

Using a wider range of frequently occurring modals (e.g., shall, should, will, would).

Using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

Using possessive with some familiar nouns (e.g., That is Mary’s backpack.).

Using personal subject and object pronouns.

Using verbs distinguishing present progressive and simple present.

Using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms (e.g., ate, ran, sang).

Using an increasing range of verbs in the future with “going to” and “will”.

Applying subjectverb agreement using and increasing range of nouns and verbs.

Using an increasing number of frequently occurring adjectives (i.e., descriptive, possessive, demonstrative).

Determine the meaning of words and phrases in oral presentations and literary and informational text.

Determine the meaning of frequently occurring academic and content-specific words and phrases.

Determine the meanings of some idiomatic expressions and figurative language (e.g., similes and proverbs) in familiar texts about a variety of topics, experiences, or events.

Apply context clues, information from visual aids, reference materials, and a developing knowledge of gradeappropriate English morphology to determine meaning of unknown words.

Speak and write about grade appropriate complex literary and informational texts and topics.

Deliver short oral presentations that include some details to develop a topic.

Compose written narratives using appropriate conventions that include details and examples to develop a topic.

Compose informational texts that include relevant details, concepts, and examples to develop a topic while using appropriate conventions.

Integrate graphics or multimedia when useful.

Use examples of precise language and domain-specific vocabulary within informative texts.

Use transition and sequencing words to create cohesion.

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

Construct a claim about a topic or text

Introduce the claim and provide logically ordered reasons or facts that effectively support the claim.

Distinguish the claim from a counterclaim.

Provide a concluding statement to an argument.

Adapt language choices to purpose, task, and audience when speaking and writing.

Demonstrate awareness of the need to adapt language choices according to purpose, task, and audience.

Use general academic and domain-specific words and phrases to express ideas.

Utilize formal style and tone in speech and writing, as appropriate

Participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Participate in discussions about familiar topics, texts, and issues.

Participate in written exchanges about gradeappropriate topics and texts.

Follow the rules for discussion and express his or her own ideas clearly

Ask questions to gain information or clarify understanding.

Review information expressed by others and add relevant information and evidence to collaborative oral and written discussions.

Refer to previously read or researched information during collaborative oral and written discussions.

Summarize the key points expressed.

Conduct research and evaluate and communicate findings to answer questions or solve problems.

Gather information from multiple provided resources to answer questions.

Summarize the main idea using evidence from text or presentations.

Cite sources used in research appropriately.

Paraphrase observations, information notes with labeled illustrations, diagrams, or other graphics, as appropriate.

Analyze and critique the arguments of others orally and in writing

Explain the reasons an author or a speaker gives to support a claim.

Identify textual evidence that supports the claim.

Cite textual evidence to support the analysis.

Use academic words and phrases to make a claim.

Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Create clear and coherent grade-appropriate speech and text.

Introduce and develop an informational topic, using an increasing range of transition and other linking words (e.g., before, because, also) when speaking and writing.

Introduce and present facts, using an increasing range of transition and other linking words to connect, compare, and contrast information (e.g., before, because, also) when speaking and writing

Locate and identify signal words that indicate cause and effect. (e.g., as a result of, so that, because of, since)

Make accurate use of standard English to communicate in grade appropriate speech and writing.

Productive Communication: Speaking and Writing

Interactive Communication: Listening, Speaking, Reading, and Writing

Receptive Communication: Listening and Reading

Language: Standards 9 and 10 are to be used across Standards 1-8

use precise language and domain specific vocabulary to inform about or explain the topic.

using gradeappropriate common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

using personal (subject and object), possessive, and indefinite pronouns.

Determine the meaning of words and phrases in oral presentations and literary and informational text.

construct a claim about a topic or text.

cite specific details and evidence from the texts to support the analysis.

explain how the visual information supports the text.

Make accurate use of standard English to communicate in grade appropriate speech and writing

using grade appropriate singular and plural nouns.

using a variety of prepositional phrases (e.g. toward the playground) to provide detail (e.g., time, manner, place, cause).

using frequently occurring conjunctions (e.g., and, but, or, so, because).

using frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence.).

using irregularly occurring modals (e.g., ought, had, better).

using appropriate word order (subject-verbobject) in declarative, imperative, and interrogative sentences

using possessives with grade-appropriate nouns (e.g., That is Mary’s backpack.).

using verbs in the past progressive.

using gradeappropriate verbs in the simple present and simple past, including irregular past forms (e.g., drank, sat, wrote)

using gradeappropriate verbs in the future with “going to” and “will”.

Applying subjectverb agreement using grade-appropriate nouns and verbs.

using a variety of frequently occurring adjectives (i.e., descriptive, possessive, demonstrative).

determine the meaning of lessfrequently occurring words and phrases and content specific words.

determine the meaning of idiomatic expressions and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.

apply context clues, information from visual aids, reference materials, and knowledge of grade-appropriate English morphology to determine meaning of unknown words

deliver oral presentations that include details and examples to develop a topic.

compose written narratives using appropriate conventions that include details, examples, narrative techniques, and precise language to develop a topic.

compose informational texts that include relevant details, concepts, and examples to develop a topic while using appropriate conventions.

integrate graphics or multimedia when useful

use transition and sequencing words to create cohesion.

Speak and write about grade appropriate complex literary and informational texts and topics.

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

introduce the claim and provide logically ordered and relevant reasons and evidence to support the claim and to refute the counterclaim.

distinguish the claim from a counterclaim and explain the relationship between them.

provide a conclusion that summarizes the argument presented.

Adapt language choices to purpose, task, and audience when speaking and writing.

adapt language choices and style (includes register) according to purpose, task, and audience

use a wide variety of general academic and domain-specific words to precisely express ideas.

utilize and maintain formal style and tone effectively in speech and writing, as appropriate

Participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

participate in extended conversations and discussions about a variety of topics, texts, and issues.

participate in extended written exchanges about a variety of topics and texts.

follow the rules for discussion and express his or her own ideas clearly and persuasively.

pose and respond to questions that probe reasoning and claims.

acknowledge information expressed by others by paraphrasing key ideas & expressed and responding with relevant information in collaborative oral and written discussions

refer to previously read or researched information during collaborative oral and written discussions.

summarize the key points and evidence discussed.

Conduct research and evaluate and communicate findings to answer questions or solve problems.

gather information from print and digital provided resources to answer questions.

make inferences and draw conclusions using evidence from text or presentations.

summarize key ideas and information in detailed and orderly notes, with charts, diagrams, or other graphics, as appropriate

cite sources used in research appropriately.

Analyze and critique the arguments of others orally and in writing.

analyze the reasoning and use of rhetoric in texts.

determine whether the evidence is sufficient to support the claim.

cite textual evidence to support the analysis.

Create clear and coherent grade-appropriate speech and text

introduce and develop an informational topic using a variety of transition and linking words and phrases to connect ideas, information, or events when speaking and writing

introduce and, develop a more detailed sequence of events with a beginning, middle, and end, using a variety of transition and linking words and phrases to connect, compare, and contrast ideas, information, or events when speaking and writing.

identify and use words that indicate cause and effect. (as a result of, consequently, so that, because of, since)

use academic and domain-specific words and phrases to make a claim.

demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

summarize a text including specific details and information.

analyze central ideas or themes and justify how they are supported by using text evidence.

explain how structure, text type, and other elements impacts the central idea or theme.

Interactive Communication: Listening, Speaking, Reading, and Writing

Productive Communication: Speaking and Writing

Language: Standards 9 and 10 are to be used across Standards 1-8

Receptive Communication: Listening and Reading

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

Identify the main topic and a few key details.

Retell a familiar text including specific details and information.

Identify key details and evidence.

Identify text structures and text types.

Establish connections between visual supports and text.

Make accurate use of standard English to communicate in grade appropriate speech and writing.

Use some familiar singular and plural nouns.

Begin to use some frequently occurring prepositional phrases (e.g., on the table) to provide detail (e.g., time, manner, place, cause) about a familiar activity or process.

Use some simple, frequently occurring conjunctions (e.g., and, but).

Use some simple, frequently occurring imperative sentences (e.g., Come in., Sit down.).

Use some simple, frequently occurring modals (e.g., can, could, may, might).

Begin to use appropriate word order (subject-verb- object) in basic declarative and imperative sentences.

Use some familiar common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

Recognize possessive nouns (e.g., That is Mary’s backpack.).

Begin to use personal subject and object pronouns

Use familiar verbs in the present progressive.

Use some familiar verbs in the simple present and simple past, including irregular past forms for frequently used verbs (e.g., had, was, went).

Use some familiar verbs in the future with “going to”.

Apply subject-verb agreement using familiar nouns and verbs.

Recognize and use some frequently occurring adjectives (i.e., descriptive, possessive, demonstrative).

Determine the meaning of words and phrases in oral presentations and literary and informational text.

Recognize the meaning of frequently occurring words, phrases, and expressions.

Recognize the meanings of common idiomatic expressions.

Apply information from visual aids, reference materials, and a developing knowledge of grade- appropriate English morphology to determine meaning of unknown words.

Speak and write about grade appropriate complex literary and informational texts and topics.

Deliver short oral presentations that include a few details.

Compose written narratives using appropriate conventions about familiar topics and experiences that include details.

Compose informational texts that include details to develop a topic while using appropriate conventions.

Identify ways in which graphics or multimedia supports the topic.

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

Express an opinion on a topic.

Introduce the topic and provide a few reasons or facts to support the claim.

Identify language indicating a contrasting opinion or viewpoint.

Provide a sense of closure to an argument.

Adapt language choices to purpose, task, and audience when speaking and writing.

Demonstrate a developing awareness of the need to adapt language choices to different social and academic context.

Use frequently occurring general academic and content-specific words and phrases to express ideas.

Demonstrate developing control of style and tone in oral or written text.

Participate in grade- appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Participate in conversations and discussions about familiar topics.

Participate in written exchanges about familiar topics.

Follow the basic rules for discussion.

Respond to simple yes-no and wh- questions.

Contribute own comments to collaborative oral and written discussions about familiar topics.

Refer to previously read information on familiar topic during collaborative oral and written discussions.

Conduct research and evaluate and communicate findings to answer questions or solve problems.

Gather information from provided resources to answer questions.

Record some information/ observations in simple notes.

Cite sources used in research appropriately.

Analyze and critique the arguments of others orally and in writing.

Identify the main argument an author or a speaker makes.

Identify reasons an author or a speaker gives to support the argument.

Cite textual evidence to support the analysis.

Use words and phrases to express ideas and opinions.

Create clear and coherent grade-appropriate speech and text.

Present information on a topic using frequently occurring linking words (e.g., and, then) when speaking and writing.

Present a simple sequence of events in order using frequently occurring linking words (e.g., and, then) when speaking and writing.

Identify signal words that indicate cause and effect. (e.g., so that, because of, since)

Receptive Communication: Listening and Reading

Restate some of the key ideas expressed.

Interactive Communication: Listening, Speaking, Reading, and Writing

Language: Standards 9 and 10 are to be used across Standards 1-8

Productive Communication: Speaking and Writing