Language Arts 2012 Scope Sequence Common Core

Language Arts Common Core (2012) Scope and Sequence May 2012
K - 8 Common Core Language Arts Scope & Sequence

NOTE: Once a concept/skill has been introduced, it is assumed that it will be reinforced as needed or appropriate at subsequent grade levels.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Reading Standards Reading Standards Reading Standards Reading Standards Reading Standards Reading Standards Reading Standards Reading Standards Reading Standards
for Literature for Literature for Literature for Literature for Literature for Literature for Literature for Literature for Literature
ask and answer ask and answer ask and answer ask and answer refer to details quote accurately cite textual cite several cite the textual
questions about questions about such questions as questions to and examples in a from a text when evidence to pieces of textual evidence that
key details in a key details in a who, what, where, demonstrate text when explaining what support analysis evidence to most strongly
text (with text when, why, and understanding of explaining what the text says of what the text support analysis supports an
prompting and how to a text, referring the text says explicitly and says explicitly as of what the text analysis of what
support) retell stories, demonstrate explicitly to the explicitly and when drawing well as inferences says explicitly as the text says
including key understanding of text as the basis when drawing inferences from drawn from the well as inferences explicitly as well
retell familiar details key details in a for the answers inferences from the text text drawn from the as inferences
stories, including text the text text drawn from the
key details (with demonstrate recount stories, determine a determine a text
prompting and understanding of recount stories, including fables, determine a theme of a story, theme or central determine a
support) their central including fables folktales, and theme of a story, drama, or poem idea of a text and theme or central determine a
message or and folktales from myths from drama, or poem from details in the how it is idea of a text and theme or central
identify characters lesson diverse cultures, diverse cultures from details in the text, including conveyed through analyze its idea of a text and
settings, and and determine text and how characters in particular details development over analyze its
major events in a describe their central determine the summarize the a story or drama the course of the development over
story characters, message, lesson, central message, text respond to provide a text and provide the course of the
settings, and or moral lesson, or moral challenges or how summary of the an objective text, including its
ask and answer major events in a and explain how it describe in depth the speaker in a text distinct from summary of the relationship to the
questions about story, using key describe how is conveyed a character, poem reflects personal opinions text characters,
unknown words in details characters in a through key setting, or event upon a topic and or judgments setting, and plot
a text story respond to details in the text in a story or summarize the analyze how and provide an
identify words and major events and drama, drawing text describe how a particular objective
recognize phrases in stories challenges describe on specific details particular story’s elements of a summary of the
common types of or poems that characters in a in the text compare and or drama’s plot story or drama text
texts (e.g., suggest feelings describe how story and explain contrast two or unfolds in a series interact
storybooks, or appeal to the words and how their actions determine the more characters, of episodes as analyze how
poems) senses phrases supply contribute to the meaning of words settings, or events well as how the determine the particular lines of
rhythm and sequence of and phrases as in a story or characters meaning of words dialogue or
name the author explain major meaning in a events they are used in a drama, drawing respond or and phrases as incidents in a story
and illustrator of a differences story, poem, or text, including on specific details change as the they are used in a or drama propel
story between books song those that allude in the text plot moves toward text, including the action,
that tell stories to significant a resolution figurative and reveal aspects of a
character, or
and books that characters found connotative
provoke a decision
give information, in mythology meanings
1
define the role of drawing on a wide describe the determine the explain major determine the determine the analyze the determine the
each in telling the reading of a range overall structure meaning of words differences meaning of words meaning of words impact of rhymes meaning of words
story of text types of a story, and phrases as between poems, and phrases as and phrases as and other and phrases as
including they are used in a drama, and prose, they are used in a they are used in a repetitions of they are used in a
describe the identify who is describing how text, and refer to the text, including text, including sounds on a text, including
relationship telling the story at the beginning distinguishing structural figurative figurative and specific verse or figurative and
between various points in a introduces the literal from elements of language such as connotative stanza of a poem connotative
illustrations and text story and the nonliteral poems and metaphors and meanings; or section of a meanings
the story in which ending concludes language drama when similes analyze the story or drama
they appear use illustrations the action writing or impact of a analyze the
and details in a refer to parts of speaking about a explain how a specific word analyze how a impact of specific
compare and story to describe acknowledge stories, dramas, text series of choice on drama’s or word choices on
contrast the its characters, differences in the and poems when chapters, scenes, meaning and tone poem’s form or meaning and
adventures and setting, or events points of view of writing or compare and or stanzas fits structure tone, including
experiences of characters, speaking about a contrast the point together to analyze how a contributes to analogies or
characters in compare and including by text, using terms of view from provide the particular its meaning allusions to other
familiar stories contrast the speaking in a such as chapter, which different overall sentence, texts
adventures and different voice for scene, and stanza stories are structure of a chapter, scene, or analyze how an
actively engage in
experiences of each character narrated, particular story, stanza fits into the author develops compare and
group reading
characters in when reading describe how including the drama, or poem overall structure and contrasts the contrast the
activities with
stories dialogue aloud each successive difference of a text and points of view of structure of two or
purpose and
part builds on between first- and describe how a contributes to the different more texts and
understanding
read prose and use information earlier sections third-person narrator’s or development of characters or analyze how the
. poetry of gained from the narrations speaker’s point of the theme, narrators in a text differing structure
appropriate illustrations and distinguish their view influences setting, or plot of each text
complexity (with words in a print or own point of view make connections how events are compare and contributes to its
prompting and digital text to from that of the between the text described explain how an contrast a written meaning and style
support) demonstrate narrator or those of a story or author develops story, drama, or
understanding of of the characters drama and a analyze how the point of view poem to its audio, analyze how
its characters, visual or oral visual and of the narrator or filmed, staged, or differences in the
setting, or plot explain how presentation of multimedia speaker in a text multimedia points of view of
specific aspects the text, elements version, analyzing the characters
compare and of a text’s identifying where contribute to the the effects of and the audience
contrast two or illustrations each version meaning, tone, or techniques unique or reader create
more versions of contribute to what reflects specific beauty of a text to each medium such effects as
the same story by is conveyed descriptions and suspense or
different authors by the words in a directions in the compare and humor
or from different story text contrast stories in
cultures the same genre
2
read and compare and compare and read and compare and compare and analyze the extent
comprehend contrast the contrast the comprehend contrast the contrast a fictional to which a filmed
literature, themes, settings, treatment of literature, experience of portrayal of a or live
including stories and plots of similar themes including stories, reading a story, time, place, or production of a
and poetry, in stories written by and topics and dramas, and drama, or poem character and a story or drama
grade appropriate the same author patterns of events poetry, at the high to listening to or historical account stays faithful to
text complexity, about the same or in stories, myths, end of grade viewing an audio, of the same or departs from
with scaffolding similar characters and traditional appropriate text video, or live period as a the text or script,
as needed at the literature from complexity band version of the means of evaluating the
high end of the read and different cultures independently text, including understanding choices made by
range comprehend and proficiently contrasting what how authors of the director or
literature, read and they “see” and fiction use or alter actors
including stories, comprehend “hear” when history
dramas, and literature, reading the text to analyze how a
poetry, at the high including stories, what they read and modern work of
end of grade dramas, and perceive when comprehend fiction draws on
appropriate text poetry, in grade they listen or literature, themes, patterns
complexity band appropriate text watch including stories, of events, or
independently complexity band dramas, and character types
and proficiently proficiently, with compare and poems, in grade from myths,
scaffolding as contrast texts in appropriate text traditional stories,
needed at the different forms or complexity band or religious works
high end of the genres in terms of proficiently, with such as the Bible,
range their approaches scaffolding as including
to similar themes needed at the describing how
and topics high end of the the material is
range rendered new
read and
comprehend read and
literature, comprehend
including stories, literature,
dramas, and including stories,
poems, in grades dramas, and
appropriate text poems, at the
complexity high end of grade
appropriate text
complexity band
independently
and proficiently
3
for Informational for Informational for Informational for Informational for Informational for Informational for Informational for Informational for Informational
Text Text Text Text Text Text Text Text Text
ask and answer ask and answer ask and answer ask and answer refer to details quote accurately cite textual cite several cite the textual
questions about questions about such questions as questions to and examples in a from a text when evidence to pieces of textual evidence that
key details in a key details in a who, what, where, demonstrate text when explaining what support analysis evidence to most strongly
text text when, why, and explaining what the text says of what the text support analysis supports an
understanding of
how to the text says explicitly and says explicitly as of what the text analysis of what
a text, referring
identify the main identify the main demonstrate explicitly and when drawing well as inferences says explicitly as the text says
explicitly to the
topic and retell topic and retell understanding of when drawing inferences from drawn from the well as inferences explicitly as well
text as the basis
key details of a key details of a key details in a inferences from the text text drawn from the as inferences
for the answers
text text text the text text drawn from the
determine the determine two or determine a text
describe the describe the identify the main main idea of a determine the more main ideas central idea of a determine two or
connection connection topic of a multi- text; recount the main idea of a of a text and text and how it is more central determine a
between two between two paragraph text as key details and text and explain explain how they conveyed through ideas in a text and central idea of a
individuals, individuals, well as the focus explain how they how it is are supported by particular details; analyze their text and analyze
events, ideas, or events, ideas, or of specific support the main supported by key key details; provide development over its development
pieces of pieces of paragraphs within idea details; summarize the a summary of the the course of the over the course of
information in a information in a the text summarize the text text distinct from text; provide an the text, including
describe the
text text text personal objective its relationship to
relationship
describe the explain the opinions or summary of the supporting ideas;
between a series
ask and answer ask and answer connection explain events, relationships or judgments text provide an
of historical
questions about questions to help between a series procedures, interactions objective
events, scientific
unknown words in determine or of historical ideas, or concepts between two or analyze in detail analyze the summary of the
ideas or concepts,
a text clarify the events, scientific in a historical, more individuals, how a key interactions text
or steps in
meaning of words ideas or concepts, scientific, or events, ideas, or individual, event, between
technical
identify the front and phrases in a or steps in technical text, concepts in a or idea is individuals, analyze how a
procedures in a
cover, back cover, text technical including what historical, introduced, events, and ideas text makes
text, using
and title page of a procedures in a happened and scientific, or illustrated, and in a text connections
language that
book know and use text why, based on technical elaborated in a among and
pertains to time,
various text specific text based on text determine the distinctions
sequence, and
name the author features to locate determine the information in the specific meaning of words between
cause/effect
and illustrator of a key facts or meaning of words text information in the determine the and phrases as individuals, ideas,
text information in a and phrases in a determine the text meaning of words they are used in a or events
text text relevant to a meaning of determine the and phrases as text, including
define the role of grade appropriate general academic meaning of they are used in a figurative, determine the
each in topic or subject and domain- general academic text, including connotative, and meaning of words
presenting the area specific words and domain- figurative, technical and phrases as
ideas or and phrases in a specific words or connotative, and meanings they are used in a
information in a text relevant to a phrases in a text technical text, including
text grade appropriate relevant to a meanings figurative,
topic or subject grade appropriate connotative, and
area topic or subject technical meanings
area
4
describe the distinguish know and use use text features describe the determine the analyze how a analyze the analyze the
relationship between various text and search tools overall structure meaning of particular impact of a impact of specific
between information features to locate to locate (e.g., chronology, general academic sentence, specific word word choices on
illustrations and provided by key facts or information comparison, and domain- paragraph, choice on meaning and
the text in which pictures or other information in a relevant to a cause/effect, specific words chapter, or meaning and tone tone, including
they appear illustrations and text efficiently given topic problem/solution) and phrases in a section fits into analogies or
information efficiently of events, ideas, text relevant to a the overall analyze the allusions to other
identify the provided by the identify the main concepts, or grade appropriate structure of a text structure an texts
distinguish their
reasons an author words in a text purpose of a text, information in a topic or subject and contributes to author uses to
own point of view
gives to support including what the text or part of a area the development organize a text, analyze in detail
from that of the
points in a text use the author wants to text of the ideas including how the the structure of a
author of a text
illustrations and answer, explain, compare and major sections specific
identify basic details in a text to or describe compare and contrast the contribute to the paragraph in a
use information
similarities in and describe its key contrast a overall structure whole and to the text, including the
gained from
differences ideas explain how firsthand and of events, ideas, determine an development of role of particular
illustrations and
between two texts specific images secondhand concepts, or author’s point of the ideas sentences in
the words in a text
on the same topic identify the contribute to and account of the information in two view or purpose in developing and
to demonstrate
reasons an author clarify a text same event or or more texts a text and explain determine an refining a key
understanding of
actively engage in gives to support describe how topic how it is author’s point of concept
the text
group reading points in a text reasons support conveyed in the view or
describe the
activities with specific points the describe the text purpose in a text determine an
logical connection
purpose and identify basic author makes in a differences in analyze multiple and analyze how author’s point of
between
understanding similarities in and text focus and the accounts of the integrate the author view or purpose in
particular
differences information same event or information distinguishes his a text and analyze
sentences and
between two texts compare and provided topic, noting presented in or her position how the author
paragraphs in a
on the same topic contrast the most important different from that of acknowledges
text
important points interpret similarities and media or formats others and responds to
read informational presented by two compare and information differences in the as well as in conflicting
texts at texts on the same contrast the most presented point of view they words to develop compare and evidence or
appropriate grade topic important points visually, orally, or represent a coherent contrast a text to viewpoints
level and key details quantitatively and understanding of an audio, video,
presented in two explain how the draw on a topic or issue or multimedia evaluate the
texts on the same information information from version of the advantages and
topic contributes to an multiple print or trace and text, analyzing disadvantages of
understanding of digital sources, evaluate the each medium’s using different
the text in which it demonstrating the argument and portrayal of the mediums (e.g.,
appears ability to locate an specific claims in subject print or digital
answer to a a text, text, video,
explain how an question quickly distinguishing multimedia) to
author uses or to solve a claims that are present a
reasons and problem efficiently supported by particular topic or
evidence to reasons and idea
support particular evidence from
points in a text claims that are
not
5
read and read and integrate explain how an compare and trace and delineate and
comprehend comprehend information from author uses contrast one evaluate the evaluate the
informational informational two texts on the reasons and author’s argument and argument and
texts, including texts, including same topic in evidence to presentation of specific claims in specific claims in
history/social history/social order to write or support particular events with that of a text, assessing a text, assessing
studies, science, studies, science, speak about the points in a text, another whether the whether the
and technical and technical subject identifying which reasoning is reasoning is
texts, in the texts, at the high knowledgeably reasons and read and sound and the sound and the
grades end of the grades evidence support comprehend evidence is evidence is
appropriate text appropriate text read and which point(s) literary nonfiction relevant and relevant and
complexity band complexity band comprehend in the grade sufficient to sufficient;
proficiently, with independently informational integrate appropriate text support the claims recognize when
scaffolding as and proficiently texts, including information from complexity band irrelevant
needed at the history/social several texts on proficiently, with analyze how two evidence is
high end of the studies, science, the same topic in scaffolding as or more authors introduced
range and technical order to write or needed at the writing about the
texts, in the speak about the high end of the same topic shape analyze a case in
grades subject range their which two or more
appropriate text knowledgeably presentations of texts provide
complexity band key information by conflicting
proficiently, with read and emphasizing information on the
scaffolding as comprehend different evidence same topic and
needed at the informational or advancing identify where the
high end of the texts, including different texts disagree on
range history/social interpretations of matters of fact or
studies, science, facts interpretation
and technical
texts, at the high read and read and
end of the grade comprehend comprehend
appropriate text literary nonfiction literary nonfiction
complexity band in the grade at the high end of
independently appropriate text the grade
and proficiently complexity band appropriate text
proficiently, with complexity band
scaffolding as independently
needed at the and proficiently
high end of the
range by the end
of the year
6

Foundational Foundational Foundational Foundational Foundational Foundational Foundational Foundational Foundational
Skills Skills Skills Skills Skills Skills Skills Skills Skills
demonstrate demonstrate know and apply know and apply know and apply know and apply
understanding of understanding of grade-level grade-level grade-level grade-level
the organization the organization phonics and word phonics and word phonics and word phonics and word
and basic and basic analysis skills in analysis skills in analysis skills in analysis skills in
features of print features of print decoding words decoding words decoding words decoding words
follow words from recognize the distinguish long identify and know use combined use combined
left to right, top to distinguishing and short vowels the meaning of knowledge of all knowledge of all
bottom, and page features of a when the most letter-sound letter-sound
by page sentence reading regularly common prefixes correspondences, correspondences,
spelled one- and derivational syllabication syllabication
recognize that demonstrate syllable words suffixes patterns, and patterns, and
spoken words are understanding of morphology to morphology to
represented in spoken words, know spelling- decode words read read
written language syllables, and sound with common accurately accurately
by specific sounds correspondences Latin suffixes unfamiliar unfamiliar
sequences of for multisyllabic multisyllabic
letters distinguish long additional decode multi- words in words in
from short vowel common vowel syllable words context and out of context and out of
understand that sounds in spoken teams context context
words are single-syllable read grade-
separated by words decode regularly appropriate read with read with
spaces in print spelled two- irregularly spelled sufficient sufficient
orally produce syllable words Words accuracy and accuracy and
recognize and single-syllable with long vowels fluency to support fluency to support
name all upper- words by blending read with comprehension comprehension
and lowercase sounds including decode words sufficient
letters of the consonant blends with common accuracy and read on-level text read on-level text
alphabet prefixes and fluency to support with purpose and with purpose and
isolate and suffixes comprehension understanding understanding
demonstrate pronounce initial,
identify words read on-level text read on-level read on-level
understanding of medial vowel, and
with inconsistent with purpose and prose and poetry prose and poetry
spoken words, final sounds in
but common understanding orally with orally with
syllables, and spoken single-
spelling-sound accuracy, accuracy,
sounds syllable words
correspondence appropriate rate, appropriate rate,
(phonemes)
and expression and expression
on on
successive successive
readings readings
7
recognize and segment spoken recognize and read on-level use context to use context to
produce rhyming single-syllable read grade- prose and poetry confirm or self- confirm or self-
words words into their appropriate orally with correct word correct word
count, pronounce, complete irregularly spelled accuracy, recognition and recognition and
blend, and sequence of words appropriate rate, understanding, understanding,
segment syllables individual sounds and expression rereading as rereading as
in spoken words read with on successive necessary necessary
know and apply sufficient readings
blend and grade-level accuracy and
segment onsets phonics and word fluency to support read on-level
and rimes of analysis skills in comprehension prose and poetry
single-syllable decoding words orally with
spoken words read on-level text accuracy,
know the spelling- with purpose and appropriate rate,
isolate and sound understanding and expression
pronounce the correspondences on
initial, medial for common use context to successive
vowel, and final consonant confirm or self- readings
sounds digraphs correct word
(phonemes)in recognition and
three-phoneme decode regularly understanding,
(consonant- spelled one- rereading as
vowel-consonant, syllable words necessary
or CVC) words
know final -e and
add or substitute common vowel
individual sounds team
(phonemes) in conventions for
simple, one- representing long
syllable words to vowel sounds
make new words
know and apply use knowledge

grade-level that every syllable
phonics and word must have a
analysis skills in vowel sound to
decoding words determine the
number of
syllables in a
printed word
8
demonstrate decode two-

basic knowledge syllable words
of one-to-one following basic
letter-sound patterns by
correspondences breaking the
by producing the words into
primary or many syllables
of the most
frequent sound for read words with
each consonant inflectional
endings
associate the long
and short sounds recognize and
with read grade-
common spellings appropriate
for the five major irregularly spelled
vowels words
read common
high-frequency read with
words by sight sufficient
accuracy and
distinguish fluency to support
between similarly comprehension
spelled words by
identifying the read on-level text
sounds of the with purpose and
letters that differ understanding
read emergent- read on-level text

reader texts with orally with
purpose and accuracy,
understanding appropriate rate,
and expression
on successive
readings
use context to
confirm or self-
correct word
recognition and
understanding,
rereading as
necessary
9
Writing Writing Writing Writing Writing Writing Writing Writing Writing
use a combination write opinion write opinion write opinion write opinion write opinion write arguments write arguments write arguments
of drawing, pieces in which pieces in which pieces on topics pieces on topics pieces on topics to support claims to support claims to support claims
dictating, and they introduce the they introduce the or texts, or texts, or texts, with clear reasons with clear reasons with clear reasons
writing to topic or name the topic or book they supporting a point supporting a point supporting a point and relevant and relevant and relevant
compose opinion book they are are writing about, of view with of view with of view with evidence evidence evidence
pieces in which writing about state an opinion reasons. reasons and reasons and
they tell a reader state an opinion, supply reasons organizational information information introduce claim(s) introduce introduce
the topic or the supply a reason that support the structure that lists and organize the claim(s), claim(s),
name of the book for the opinion, opinion, use reasons introduce a topic introduce a topic reasons and acknowledge acknowledge and
they are writing and provide some linking words to or text clearly, or text clearly, evidence clearly alternate or distinguish the
about and state sense of closure connect opinion introduce the state an state an opposing claims, claim(s) from
an opinion or and reasons topic or text they opinion, and opinion, and support claim(s) and organize the alternate or
write informative
preference about are writing create an create an with clear reasons reasons and opposing claims,
/explanatory texts provide a
the topic or book about, state an organizational organizational and evidence logically and organize the
in which they concluding
opinion, and structure structure relevant evidence, reasons and
name a topic, statement or
use a combination create and create in which related in which ideas are using credible support claim(s) evidence logically
supply some facts section
of drawing, an organizational ideas are grouped logically grouped sources and with logical
about the topic,
dictating, and write informative/ structure that lists to support to support demonstrating an reasoning and support claim(s)
and provide some
writing to explanatory texts reasons the writer’s the writer’s understanding of relevant evidence, with logical
sense of closure
compose in which they purpose purpose the topic or text using accurate, reasoning and
informative/explan write narratives in introduce a topic, provide reasons credible relevant evidence,
atory which they use facts and that support the provide reasons provide logically use words, sources and using accurate,
texts in which recount two or definitions to opinion that are supported ordered reasons phrases, and demonstrating an credible sources
they name what more develop points, by facts and that are clauses to clarify understanding and
they are writing appropriately and provide a use linking words details supported by the relationships of the topic or text demonstrating an
about and supply sequenced events concluding and phrases to facts and details among claim(s) understanding of
some information statement or connect opinion link opinion and and reasons use words, the topic or text.
include some link opinion and
about the topic section and reasons reasons using phrases, and
details regarding reasons using
words and establish and clauses to create use words,
what happened, write narratives in words, phrases,
use a combination provide a phrases maintain a formal cohesion and phrases, and
use temporal which they and clauses
of drawing, concluding style clarify the clauses to create
words to signal recount a well
dictating, and statement or provide a relationships cohesion and
event order, and elaborated event provide a
writing to narrate section concluding provide a among clarify the
provide some or short sequence concluding
a single event or statement or concluding claim(s), reasons, relationships
sense of closure of events, include statement or
several write section related to statement or and evidence among
details to describe section related to
loosely linked focus on a topic, informative/explan the opinion section establish and claim(s),
actions, thoughts, the opinion
events respond to atory texts to presented that follows from maintain a formal counterclaims,
and feelings, use presented
questions and examine a topic the argument style reasons, and
temporal words to
suggestions from and convey ideas presented evidence
signal event
peers and information
order, and provide
clearly
a sense of closure
10
add details to focus on a topic introduce a topic write informative write informative write informative write informative establish and
tell about the strengthen writing and strengthen and group related /explanatory texts /explanatory texts /explanatory texts /explanatory texts maintain a formal
events in as needed writing as needed information to examine a topic to examine a topic to examine a topic to examine a topic style
the order in which by revising and together; include and convey ideas and convey ideas and convey ideas, and convey ideas, provide a
use a variety of and information
they occurred, editing illustrations and information concepts, and concepts, and concluding
digital tools to clearly
and provide a when useful to clearly information information statement or
produce and use a variety of introduce a topic
reaction to what aiding through the through the section
publish writing, digital tools to clearly and group
happened comprehension introduce a topic selection, selection, that follows from
including in produce and related clearly, provide a organization, and organization, and and supports the
respond to collaboration with publish writing, information in
develop the topic general analysis of analysis of argument
questions and peers including in paragraphs and
with facts, observation and relevant content relevant content presented
suggestions from collaboration with sections;
participate in definitions, and focus, and group
peers and add peers include
shared research details related introduce a topic; introduce a topic write
details to formatting,
and writing participate in information organize ideas, clearly, informative/explan
strengthen writing illustrations, and
projects shared research use linking words logically; include concepts, and previewing what atory texts to
as needed multimedia when
and writing and phrases formatting (e.g., information, using is to follow examine a topic
recall information useful to aiding
explore a variety projects to connect ideas headings), strategies such as and convey ideas,
from experiences comprehension
of digital tools to within categories illustrations, and definition, organize ideas, concepts, and
produce and gather information recall information of information multimedia when classification, concepts, and information
publish writing, from provided from experiences develop the topic useful to aiding comparison/contr information, using through the
including in sources to answer or gather provide a with facts, comprehension ast, and strategies such as selection,
collaboration with a question information from concluding definitions, cause/effect; definition, organization, and
peers provided sources statement or concrete details, develop the topic include formatting classification, analysis of
to answer a section quotations, or with facts, graphics and comparison/contr relevant content
participate in other
question definitions, multimedia when ast, and cause/
shared research information and
write narratives to concrete details, useful to aiding effect; include introduce a topic
and writing examples related
develop real or quotations, or comprehension formatting clearly,
projects (e.g., to the topic
imagined other and multimedia previewing what
explore a number
experiences or information and develop the topic when useful to is to follow;
of books by link ideas within
events using examples related with relevant aiding organize ideas,
a favorite author effective categories of to the topic facts, comprehension concepts, and
and express technique, information definitions, information into
opinions about descriptive using words and link ideas within concrete details, broader
them) details, and clear phrases and across quotations, or categories;
recall information event sequences categories of other information include formatting
use precise information using and examples graphics and
from experiences language and
or gather words, phrases, use appropriate multimedia when
domain-specific and clauses transitions to useful to
information from vocabulary to
provided sources clarify the aiding
inform about or use precise relationships comprehension
to answer a explain the language and
question among ideas and
topic domain-specific concepts
vocabulary to
provide a inform about or
concluding explain the
topic
11
establish a statement or provide a use precise develop the topic delineate and
situation and section concluding language and with relevant evaluate the
introduce a related to the statement or domain-specific facts, argument and
narrator and/or information or section vocabulary to definitions, specific claims in
characters; explanation related to the inform about or concrete details, a text, assessing
organize an event presented information or explain the quotations, or whether the
sequence that write narratives to explanation topic other information reasoning is
unfolds naturally develop real or presented and examples sound and the
use dialogue and imagined establish and use appropriate evidence is
descriptions of experiences or write narratives to maintain a formal transitions to relevant and
actions, events using develop real or style create cohesion sufficient;
thoughts, and effective imagined and clarify the recognize when
feelings to technique, experiences or provide a relationships irrelevant
develop descriptive events using concluding among ideas and evidence is
experiences details, and clear effective statement or concepts introduced
and events or event sequences technique, section that
show the descriptive follows from the use precise write routinely
response of orient the reader details, and clear information or language and over extended
characters by establishing a event sequences explanation domain-specific time frames (time
to situations situation and presented vocabulary to for research,
introducing a organize an event inform about or reflection, and
use temporal narrator and/or sequence that write narratives to explain the topic revision) and
words and characters unfolds develop real or shorter time
phrases to signal naturally imagined establish and frames (a single
event order organize an event experiences or maintain a formal sitting or a day or
sequence that use narrative events using style two) for a range of
provide a sense unfolds naturally techniques, such effective discipline-specific
of closure as dialogue, technique, provide a tasks, purposes,
use dialogue and description, and relevant concluding and audiences
produce writing in description to pacing, to develop descriptive statement or
which the develop experiences and details, and well- section
development experiences and events or show structured event that follows from
and organization events or show the responses sequences and supports the
are appropriate to the responses of characters to information
task and of characters to situations engage and orient or explanation
purpose situations the reader by presented
use a variety of establishing a
develop and use a variety of transitional words, context and develop the topic
strengthen writing transitional words phrases, and introducing a with relevant,
as needed and phrases to clauses to narrator and/or well-chosen facts,
by planning, manage the manage the characters; definitions,
revising, and sequence of sequence of organize an event concrete details,
editing events events sequence that quotations, or
unfolds naturally other information
use concrete and logically and examples
12
use technology to words and use concrete use narrative write narratives to
produce and phrases and words and techniques, such develop real or use appropriate
publish writing as sensory details to phrases and as dialogue, imagined and varied
well as to interact convey sensory details to pacing, and experiences or transitions to
and collaborate experiences and convey description, to events using create cohesion
with others events precisely experiences and develop effective and clarify the
provide a events precisely experiences, technique, relationships
conduct short conclusion that events, and/or relevant among videos
research projects follows from the provide a characters descriptive and concepts
that build narrated conclusion that details, and well-
knowledge about experiences or follows from the use a variety of structured event use precise
a topic events narrated transition words, sequences language and
experiences or phrases, and domain-specific
recall information produce clear and events clauses to convey engage and orient vocabulary to
from experiences coherent writing in sequence and the reader by inform about or
or gather which the produce clear and signal shifts from establishing a explain the topic
information from development and coherent writing in one time frame or context and point
print and digital organization are which the setting to another of view and establish and
sources; take appropriate to development and introducing a maintain a formal
brief notes on task, purpose, organization are use precise words narrator and/or style
sources and sort and audience appropriate to and phrases, characters;
evidence into task, purpose, relevant organize an event provide a
provided develop and and audience descriptive sequence that concluding
categories strengthen writing details, and unfolds naturally statement or
as needed with guidance and sensory language and logically section that
write routinely by planning, support from to convey follows from and
over extended revising, and peers and adults, experiences and use narrative supports the
time frames and editing develop and events techniques, such information or
shorter time strengthen writing as dialogue, explanation
frames for a use technology, as needed by provide a pacing, and presented
range of including the planning, revising, conclusion that description, to
discipline-specific Internet, to editing, rewriting, follows from the develop write narratives to
tasks, purposes, produce and or trying a new narrated experiences, develop real or
and audiences publish writing as approach experiences or events, and/or imagined
well as to interact events characters experiences or
and collaborate use technology, events using
with others; including the produce clear and use a variety of effective
demonstrate Internet, to coherent writing in transition words, technique,
sufficient produce and which the phrases, and relevant
command of publish writing as development, clauses to convey descriptive
keyboarding skills well as to interact organization, and sequence and details, and well-
to type a and collaborate style are signal shifts from structured event
minimum of one with others appropriate to one time frame or sequences
page in a single task, purpose, setting to another
sitting and audience
13
conduct short demonstrate develop and use precise words engage and orient
research projects sufficient strengthen writing and phrases, the reader by
that build command of as needed relevant establishing a
knowledge keyboarding skills by planning, descriptive context and point
through to type a revising, editing, details, and of view and
investigation of minimum of two rewriting, or trying sensory language introducing a
different aspects pages in a single a new approach to capture the narrator and/or
of a topic sitting action and convey characters;
use technology, experiences organize an event
recall relevant conduct short including the and events sequence that
information from research projects Internet, to unfolds naturally
experiences or that use several produce and provide a and logically
gather relevant sources to build publish writing as conclusion that
information from knowledge well as to interact follows from and use narrative
print and digital through and collaborate reflects on the techniques, such
sources; take investigation of with others narrated as dialogue,
notes and different aspects experiences or pacing,
categorize of a topic demonstrate events description, and
information, and sufficient reflection, to
provide a list of recall relevant command of produce clear and develop
sources information from keyboarding skills coherent writing in experiences,
draw evidence experiences or to type a which the events, and/or
from literary or gather relevant minimum development, characters
informational texts information from of three pages in organization, and
to support print and digital a single sitting style are use a variety of
analysis, sources appropriate to transition words,
reflection, and task, purpose, phrases, and
research summarize or and audience clauses to convey
paraphrase conduct short sequence, signal
describe in depth information in research projects develop and shifts from one
a character, notes and finished to answer strengthen writing time frame or
setting, work, and provide a question, as needed by setting to another,
or event in a story a list of sources drawing on planning, revising, and show the
or drama, drawing several sources editing, rewriting, relationships
on draw evidence and or trying a new among
specific details in from literary or refocusing the approach, experiences and
the text informational texts inquiry when focusing on how events
to support appropriate well purpose and
explain how an analysis, audience have
author uses reflection, and gather relevant been addressed
reasons and research information from
evidence to multiple print and
support particular digital sources;
points in a text assess the
credibility of each
source
14
write routinely compare and quote or use technology, use precise words
over extended contrast two or paraphrase the including the and phrases,
time frames and more characters, data and Internet, to relevant
shorter time settings, or events conclusions of produce and descriptive
frames for a in a story or a others while publish writing details, and
range of drama, drawing avoiding and link to and sensory language
discipline-specific on specific details plagiarism cite sources as to capture the
tasks, purposes, in the text and providing well as to interact action and convey
and audiences basic and collaborate experiences and
explain how an bibliographic with others, events
author uses information for including linking
reasons and sources to and citing provide a
evidence to sources conclusion that
support particular draw evidence follows from and
points in a text, from literary or conduct short reflects on the
identifying which informational texts research projects narrated
reasons and to support to answer experiences or
evidence support analysis, a question, events
which point[s] reflection, and drawing on
research several sources produce clear and
and coherent writing in
write routinely compare and generating which the
over extended contrast texts in additional related, development,
time frames and different focused questions organization, and
shorter time forms or genres for further style are
frames for a in terms research and appropriate to
range of of their investigation task, purpose,
discipline-specific approaches to and audience
tasks, purposes, similar themes gather relevant
and audiences and topics information from develop and
multiple print and strengthen writing
trace and digital sources, as needed by
evaluate the using search planning, revising,
argument and terms effectively editing, rewriting,
specific claims in or trying a new
a text, assess the approach,
distinguishing credibility and focusing on how
claims that are accuracy of each well purpose and
supported by source audience have
reasons and been addressed
evidence from
claims that are
not
15
write routinely quote or use technology,

over extended paraphrase the including the
time frames and data and Internet, to
shorter time conclusions of produce and
frames for a others while publish writing
range of avoiding and present the
discipline-specific plagiarism and relationships
tasks, purposes, following a between
and audiences standard format information and
for citation ideas efficiently
as well as to
draw evidence interact and
from literary or collaborate with
informational texts others
to support
analysis, conduct short
reflection, and research projects
research to answer a
question
compare and (including a self-
contrast a fictional generated
portrayal of a question),
time, place, or drawing on
character and several sources
a historical and generating
account of the additional related,
same period as a focused questions
means of that allow for
understanding multiple avenues
how authors of of exploration
fiction
use or alter
history
16
trace and gather relevant

evaluate the information from
argument and multiple print and
specific claims in digital sources,
a text, using search
assessing terms effectively;
whether the assess the
reasoning is credibility and
sound accuracy of each
and the evidence source; and quote
is relevant and or paraphrase the
sufficient to data and
support the claims conclusions of
others while
write routinely avoiding
over extended plagiarism and
time frames and following a
shorter time standard format
frames (a single for citation
sitting or a day or
two) for a range of draw evidence
discipline-specific from literary or
tasks, purposes, informational texts
and audiences to support
analysis,
reflection, and
research
17
Speaking & Speaking & Speaking & Speaking & Speaking & Speaking & Speaking & Speaking & Speaking &
Listening Listening Listening Listening Listening Listening Listening Listening Listening
participate in participate in participate in engage effectively come to engage effectively engage effectively engage effectively demonstrate
collaborative collaborative collaborative in a range of discussions in a range of in a range of in a range of command of the
conversations conversations conversations collaborative prepared, having collaborative collaborative collaborative conventions of
with diverse with diverse with diverse discussions with read or studied discussions (one- discussions (one- discussions (one- standard English
partners about partners about partners about diverse partners required material on-one, in groups, on-one, in groups, on-one, in groups, grammar and
kindergarten grade 1 topics grade appropriate on grade and teacher led) and teacher led) and teacher led) usage when
topics and texts and texts with topics and texts appropriate topics explicitly draw on with diverse with diverse with diverse writing or
with peers and peers and adults with peers and and texts, building that preparation partners on grade partners on grade partners on grade speaking
adults in small in small and adults in small on others’ ideas and other appropriate topics appropriate appropriate
and larger groups larger groups and larger groups and expressing information known and texts, building topics, texts, and topics, texts, and explain the
follow agreed- follow agreed- their own clearly about the topic to on others’ ideas issues, building issues, building function of verbals
upon rules for upon rules for follow agreed- explore ideas and expressing on others’ ideas on others’ ideas (gerunds,
discussions discussions upon rules for come to under discussion their own clearly and expressing and expressing participles,
discussions discussions their own clearly their own clearly infinitives) in
continue a build on others’
prepared, having follow agreed- come to general and their
conversation talk in
build on others’ read or studied upon rules for discussions come to come to function in
through multiple conversations by
talk in required material; discussions and prepared, having discussions discussions particular
exchanges responding to the
conversations by explicitly draw carry out read or studied prepared, having prepared, having sentences
comments of
linking their on that assigned roles required material; read or studied read or
confirm others through
comments to the preparation and explicitly draw on required material researched form and use
understanding of multiple
remarks of others other information pose and respond that preparation material under verbs in the active
a text read aloud exchanges
known about the to specific and other explicitly draw on study; explicitly and passive voice
or information
ask questions to ask for topic to explore questions to information known that preparation draw on that
presented orally form and use
clear up any clarification and ideas under clarify or follow up about the topic to by referring to preparation by
or through other verbs in the
confusion about further discussion on information, explore ideas evidence on the referring to
media by asking indicative,
the topics and explanation and make under discussion topic, text, or evidence on the
and answering imperative,
texts under as needed about follow agreed- comments that issue to probe topic, text, or
questions interrogative,
discussion the topics and upon rules for contribute to the follow agreed- and reflect on issue to probe
about key details conditional, and
texts under discussions discussion and upon rules for ideas under and reflect on
and requesting ask and answer subjunctive mood
discussion link to the discussions and discussion ideas under
clarification if questions about
ask questions to remarks of others carry out discussion
something is not key details in a recognize and
recount or check assigned roles follow rules for
understood text read aloud or correct
describe key understanding of review the key collegial follow rules for
information inappropriate
ask and answer ideas or details information ideas expressed discussions, set collegial
presented orally shifts in verb
questions in order from a text read presented, stay and explain their specific goals and discussions, track
or through other voice and mood
to seek help, get aloud or on topic, and link own ideas and deadlines, and progress toward
media
information, or information their comments to understanding in define specific goals and
clarify something presented orally the remarks of light of the individual roles as deadlines,
that is not or through other others discussion needed and define
understood media individual roles as
needed
18
describe familiar ask and answer ask and answer explain their own paraphrase pose and respond pose and respond pose questions demonstrate
people, places, questions about questions about ideas and portions of a text to specific to specific that elicit command of the
things, and events what a speaker what a speaker understanding in read aloud or questions by questions with elaboration and conventions of
and, with says in order to says in order to light of the information making comments elaboration and respond to others’ standard English
prompting and gather additional clarify discussion presented in that contribute to detail by making questions and capitalization,
support, provide information or comprehension, diverse media the discussion comments comments punctuation, and
additional detail clarify something gather additional determine the and formats, and elaborate on that contribute to with relevant spelling when
that is not information, or main ideas and including visually, the remarks of the topic, text, or observations and writing
add drawings or
understood deepen supporting details quantitatively, and others issue ideas that bring
other visual
understanding of of a text read orally under discussion the discussion use punctuation
displays to describe people,
a topic or issue aloud or review the key back on topic as (comma, ellipsis,
descriptions as places, things,
information identify the ideas expressed review the key needed dash) to
desired to provide and events with
tell a story or presented in reasons and and draw ideas expressed indicate a pause
additional detail relevant details,
recount an diverse media evidence a conclusions in and demonstrate acknowledge new or break
expressing ideas
speak audibly and experience with and formats, speaker provides light of understanding of information
and feelings use an ellipsis to
express thoughts, appropriate facts including visually, to support information and multiple expressed by
clearly indicate an
feelings, and and relevant, quantitatively, and particular points knowledge gained perspectives others and,
ideas clearly add drawings or descriptive orally from the through reflection warranted, modify omission
other visual details, speaking report on a topic discussions and paraphrasing their own views
displays to audibly in ask and answer or text, tell a spell correctly
descriptions when coherent questions about story, or recount summarize a interpret analyze the main
appropriate to sentences information from a an experience in written text read information ideas and use knowledge of
clarify ideas, speaker, offering an organized aloud or presented in supporting details language and its
thoughts, and create audio appropriate manner, using information diverse media presented in conventions when
feelings recordings of elaboration and appropriate facts presented in and formats (e.g., diverse media writing, speaking,
stories or poems detail and relevant, diverse media visually, and formats and reading, or
produce complete
descriptive details and quantitatively, explain how the listening
sentences when
add drawings or report on a topic to support main formats, including orally) and explain ideas clarify a
appropriate to
other visual or text, tell a ideas or themes; visually, how it contributes topic, text, or use verbs in the
task and situation
displays to stories story, or recount speak clearly at quantitatively, and to a topic, text, or issue under study active and
or recounts of an experience an orally issue under study passive voice and
experiences when with appropriate understandable delineate a in the conditional
appropriate to facts and pace summarize the delineate a speaker’s and subjunctive
clarify ideas, relevant, points a speaker speaker’s argument and mood to
thoughts, and descriptive add audio makes and argument and specific claims, achieve particular
feelings details, speaking recordings and explain how each specific claims, evaluating the effects
clearly at an visual displays to claim is supported distinguishing soundness of the
produce complete understandable presentations by reasons and claims that are reasoning and the
sentences when pace when appropriate evidence supported by relevance and
appropriate to to enhance the reasons and sufficiency of the
task and situation development of evidence from evidence
in order to provide main ideas or claims that are
requested detail themes not
or clarification
19
create engaging differentiate report on a topic present claims present claims determine or
audio recordings between contexts or text or present and findings, and findings, clarify the
of stories or that call for formal an opinion, sequencing ideas emphasizing meaning of
poems that English and sequencing ideas logically and salient points in a unknown and
demonstrate fluid situations where logically and using pertinent focused, coherent multiple-meaning
reading at an informal discourse using appropriate descriptions, manner with words or phrases
understandable is appropriate facts and facts, and details pertinent based on grade
pace; add visual relevant, to accentuate descriptions, appropriate
displays when use formal descriptive details main ideas or facts, details, and reading and
appropriate to English when to support main themes examples; use content, choosing
emphasize or appropriate to ideas or themes; appropriate eye flexibly from a
enhance certain task and situation speak clearly at use appropriate contact, adequate range of
facts or details an eye contact, volume, and clear strategies
understandable adequate volume, pronunciation
speak in complete pace and clear use context
sentences when pronunciation include as a clue to the
appropriate to include multimedia meaning
task and situation multimedia include components and of a word or
in order to provide components (e.g., multimedia visual phrase
requested detail graphics, sound) components (e.g., displays in
or clarification and visual graphics, images, presentations to use common,
displays in music, sound) clarify claims and grade-appropriate
presentations and visual findings and Greek or Latin
when appropriate displays in emphasize salient affixes and roots
to enhance the presentations to points as clues to the
development of clarify information meaning
main ideas or adapt speech to a
themes adapt speech to a variety of contexts consult general
variety of contexts and tasks, and specialized
adapt speech to a and tasks, demonstrating reference
variety of contexts demonstrating command of materials
and tasks, using command of formal English both print and
formal English formal English when indicated or digital, to find the
when appropriate when indicated or appropriate pronunciation of a
word or determine
to task and appropriate
or clarify its precise
situation
meaning or its part
of speech
verify the
preliminary
determination of
the
meaning of a word
or phrase
20
demonstrate
understanding of
figurative
language, word
relationships, and
nuances in word
meanings
interpret figures of
speech (e.g.
verbal irony,
puns) in context
use the
relationship
between
particular words
to better
understand each
of the words
distinguish among
the connotations
(associations) of
words with similar
denotations
(definitions)
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
21

Language Language Language Language Language Language Language Language Language
demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate

command of the command of the command of the command of the command of the command of the command of the command of the command of the
conventions of conventions of conventions of conventions of conventions of conventions of conventions of conventions of conventions of
standard English standard English standard English standard English standard English standard English standard English standard English standard English
grammar and grammar and grammar and grammar and grammar and grammar and grammar and grammar and grammar and
usage when usage when usage when usage when usage when usage when usage when usage when usage when
writing or writing or writing or writing or writing or writing or writing or writing or writing or
speaking speaking speaking speaking speaking speaking speaking speaking speaking
print many upper- print all upper- use collective explain the use relative explain the ensure that explain the explain the
and lowercase and lowercase nouns function of nouns, pronouns function of pronouns are in function of function of verbals
letters letters pronouns, verbs, conjunctions, the proper case phrases and (gerunds,
form and use adjectives, and form and use the prepositions, and clauses in general participles,
use frequently use common, frequently adverbs in progressive interjections in use intensive and their function infinitives) in
occurring nouns proper, and occurring irregular general and their tenses general and pronouns in specific general and their
and verbs possessive nouns plural nouns functions in their function in sentences function in
particular use modal particular recognize and particular
form regular plural use singular and use reflexive sentences auxiliaries (e.g., sentences correct choose among sentences
nouns orally by plural nouns with pronouns can, may, must) inappropriate simple,
adding /s/ or /es/ matching verbs in form and use to convey various form and use the shifts in pronoun compound, form and use
basic sentences form and use the regular and conditions perfect (e.g., I had number and complex, and verbs in the active
understand and past tense of irregular plural walked; I have person compound- and passive voice
use question use personal, frequently nouns order adjectives walked; I will have complex
words possessive, and occurring irregular within sentences walked) verb recognize and sentences to form and use
(interrogatives) indefinite verbs according to tenses correct vague signal differing verbs in the
pronouns use abstract conventional pronouns relationships indicative,
use the most use adjectives nouns patterns use verb tense to among ideas imperative,
frequently use verbs to and adverbs, and convey various recognize interrogative,
occurring convey a sense of choose form and use form and use times, variations from place phrases conditional, and
prepositions past, present, and between them regular and prepositional sequences, standard English and clauses subjunctive mood
future depending on irregular verbs phrases states, and in their own and within a sentence,
produce and what is to be conditions others’ writing and recognizing and form and use
expand complete use frequently modified form and use the produce complete speaking, and correcting verbs in the
sentences in occurring simple verb sentences, recognize and identify and use misplaced and indicative,
shared language adjectives produce, expand, tenses recognizing correct strategies to dangling modifiers imperative,
activities and rearrange and correcting inappropriate improve interrogative,
use frequently complete ensure subject- inappropriate shifts in verb expression in conditional, and
occurring simple and verb and fragments and tense conventional subjunctive mood
conjunctions compound pronoun- run-ons language
sentences antecedent use correlative
agreement conjunctions
22
demonstrate use determiners demonstrate form and use correctly use demonstrate demonstrate demonstrate demonstrate
command of the command of the comparative and frequently command of the command of the command of the command of the
conventions of produce and conventions of superlative confused words conventions of conventions of conventions of conventions of
standard English expand complete standard English adjectives and standard English standard English standard English standard English
capitalization, simple capitalization, adverbs, and demonstrate capitalization, capitalization, capitalization, capitalization,
punctuation, and and compound punctuation, and choose between command of the punctuation, and punctuation, and punctuation, and punctuation, and
spelling when declarative, spelling when them depending conventions of spelling when spelling when spelling when spelling when
writing interrogative, writing on what is to be standard English writing writing writing writing
imperative, and modified capitalization,
capitalize the first exclamatory capitalize punctuation, and use punctuation use punctuation use a comma to use punctuation
word in a sentences in holidays, product use coordinating spelling when to separate items to set off separate (comma, ellipsis,
sentence and the response to names, and and subordinating writing in a series nonrestrictive/par coordinate dash) to
pronoun prompts geographic conjunctions enthetical adjectives indicate a pause
names use correct use a comma to elements or break
recognize and demonstrate produce simple, capitalization separate an spell correctly
name end command of the use commas in compound, and introductory spell correctly use an ellipsis to
punctuation conventions of greetings and complex use commas and element from the use knowledge of indicate an
standard English closings of letters sentences quotation marks rest of the use knowledge of language and its omission
write a letter or capitalization, to mark sentence language and its conventions when
letters for most punctuation, and use an demonstrate direct speech and conventions when writing, speaking, spell correctly
consonant spelling when apostrophe to command of the quotations from a use a comma to writing, speaking, reading, or
and short-vowel writing form contractions conventions of text set off the words reading, or listening use knowledge of
sounds and frequently standard English yes and no, to set listening language and its
(phonemes) capitalize dates occurring capitalization, use a comma off a tag question choose language conventions when
and names of possessives punctuation, and before a from the rest of vary sentence that expresses writing, speaking,
spell simple people spelling when coordinating the sentence, and patterns for ideas reading, or
words generalize writing conjunction in a to indicate direct meaning, reader/ precisely and listening
phonetically, use end learned spelling compound address listener interest, concisely,
drawing on punctuation for patterns when capitalize sentence and style recognizing and use verbs in the
knowledge of sentences writing words appropriate words use underlining, eliminating active and
sound-letter in titles spell grade- quotation marks, maintain wordiness and passive voice and
relationships use commas in consult reference appropriate words or italics to consistency in redundancy in the conditional
dates and to materials, use commas in correctly, indicate titles of style and tone and subjunctive
determine or separate single including addresses consulting works determine or clarify mood to
clarify the words in a series beginning references as the meaning of achieve particular
meaning of dictionaries, as use commas and needed spell grade- unknown and effects
unknown and use conventional needed to check quotation marks appropriate words multiple-meaning
multiple-meaning spelling for words and in dialogue use knowledge of correctly, words and phrases
words and with correct spellings language and its consulting based on grade
phrases based on common spelling form and use conventions when references as appropriate
grade appropriate patterns and for needed reading and
possessives writing, speaking,
reading and frequently content, choosing
reading, or
content flexibly from a
occurring irregular listening range of strategies
words
23
identify new spell untaught use knowledge of use conventional choose words and use knowledge of determine or use context as a determine or
meanings for words language and its spelling for high- phrases to convey language and its clarify the clue to the clarify the
familiar words and phonetically, conventions when frequency and ideas precisely conventions when meaning of meaning of a meaning of
apply them drawing on writing, speaking, other studied writing, speaking, unknown and word or phrase unknown and
accurately phonemic reading, or words and for choose reading, or multiple-meaning multiple-meaning
awareness and listening adding suffixes to punctuation for listening. words and use common, words or phrases
use the most spelling base words effect phrases based on grade-appropriate based on grade 8
frequently conventions compare formal expand, combine, grade appropriate Greek or reading and
occurring and informal uses use spelling differentiate and reduce reading and Latin affixes and content, choosing
inflections and determine or of English patterns and between contexts sentences for content, choosing roots as clues to flexibly from a
affixes as a clue clarify the generalizations that call meaning, flexibly from a the meaning range of
to the meaning of meaning of determine or in writing words for formal English reader/listener range of of a word strategies
an unknown word unknown and clarify the and situations interest, and style strategies
multiple-meaning meaning of consult reference where informal consult general use context
explore word words and unknown and materials, discourse is compare and use context and specialized as a clue to the
relationships and phrases based on multiple-meaning including appropriate contrast the as a clue to the reference meaning
nuances in word grade appropriate words and beginning varieties of meaning of a materials both of a word or
meanings reading and phrases based on dictionaries, as determine or English (e.g., word or phrase print and digital, phrase
content, choosing grade appropriate needed to check clarify the dialects, registers) to find the
sort common flexibly from an reading and and correct meaning of used in stories, use common, pronunciation of a use common,
objects into array of strategies content, choosing spellings unknown and dramas, or poems grade-appropriate word or determine grade-appropriate
categories flexibly from an multiple-meaning Greek or or clarify its Greek or Latin
to gain a sense of use sentence- array of strategies use knowledge of words and determine or Latin affixes and precise meaning affixes and roots
the concepts the level context as a language and its phrases based on clarify the roots as clues to or its part of as clues to the
categories clue to the use sentence- conventions when grade appropriate meaning of the meaning speech meaning of a
represent meaning of a level context as a writing, speaking, reading and unknown and of a word word
word or phrase clue to the reading, or content, choosing multiple-meaning verify the
demonstrate meaning of a listening flexibly from a words and consult reference preliminary consult general
understanding of use frequently word or phrase range of phrases based on materials both determination of and specialized
frequently occurring affixes choose words and strategies grade appropriate print and digital, the meaning of a reference
occurring verbs as a clue to the determine the phrases for effect reading and to find the word or phrase materials
and adjectives by meaning of a meaning of the use context content, choosing pronunciation of a both print and
relating word new word recognize and as a clue to the flexibly from a word or determine demonstrate digital, to find the
them to their formed when a observe meaning range of or clarify its understanding of pronunciation of a
opposites identify frequently known prefix is differences of a word or strategies precise meaning figurative word or determine
occurring root added to a between the phrase or its language, word or clarify
identify real-life words known word conventions of use context (e.g., part of speech relationships, and its precise
connections spoken and use common, cause/effect nuances in word meaning or its
between words demonstrate use a known root written grade-appropriate relationships and verify the meanings part of speech
and their use understanding of word as a clue to standard English Greek and Latin comparisons in preliminary
word relationships the affixes and roots text) as a clue to determination of interpret figures of verify the
and nuances in meaning of an as clues to the the meaning of a the meaning of a speech in context preliminary
word meanings unknown word meaning of a word or phrase word or phrase determination of
with the same word the meaning of a
root word or phrase
24
distinguish sort words into use knowledge of determine or consult reference use common, demonstrate use the demonstrate
shades of categories to the meaning of clarify the materials both grade-appropriate understanding of relationship understanding of
meaning among gain a sense of individual words meaning of print and digital, Greek and Latin figurative between figurative
verbs describing the concepts the to predict the unknown and to find the affixes and roots language, word particular words language, word
the same general categories meaning of multiple-meaning pronunciation and as clues to the relationships, and to better relationships, and
action by acting represent compound words word and phrases determine or meaning of a nuances in word understand each nuances in word
out the meanings based on grade clarify the precise word meanings of the words meanings
define words by use glossaries appropriate meaning of key
use words and category and by and beginning reading and words and consult reference interpret figures of distinguish among interpret figures of
phrases acquired one or more key dictionaries, both content, choosing phrases materials (e.g., speech in context the connotations speech (e.g.
through attributes print and digital, flexibly from a dictionaries, of words with verbal irony,
conversations, to determine or range of demonstrate glossaries, use the similar puns) in context
reading and being identify real-life clarify the strategies understanding of thesauruses), relationship Denotations
read to, and connections meaning of words figurative both print and between use the
responding to between words and phrases use sentence- language, word digital, to find the particular words acquire and use relationship
texts and their use level context as a relationships, and pronunciation and to better accurately grade- between
demonstrate clue to the nuances in word determine or understand each appropriate particular words
distinguish understanding of meaning of a meanings clarify the precise of the words general academic to better
shades of word relationships word or phrase meaning of key and domain- understand each
meaning among and nuances in explain the words and distinguish among specific words of the words
verbs differing in word meanings determine the meaning of simple phrases the connotations and phrases;
manner and meaning of the similes and of words with gather vocabulary distinguish among
adjectives identify real-life new word formed metaphors demonstrate similar knowledge when the connotations
differing in connections when a known understanding of denotations considering a (associations) of
intensity by between words affix is added to a recognize and figurative word or phrase words with similar
defining or and their use known word explain the language, word acquire and use important to denotations
choosing them or meaning of relationships, and accurately grade- comprehension or
by acting out the distinguish use a known root common idioms, nuances in word appropriate expression acquire and use
meanings shades of word as a clue to adages, and meanings general academic accurately grade-
meaning among the proverbs and domain- appropriate
use words and closely related meaning of an interpret figurative specific words general academic
phrases acquired verbs unknown word demonstrate language, and phrases and domain-
through with the same understanding of including similes specific words
conversations, use words and root words by relating and metaphors, in gather vocabulary and phrases;
reading and being phrases acquired them to their context knowledge when gather vocabulary
read to, and through use glossaries or opposites and to considering a knowledge when
responding to conversations, beginning words with similar recognize and word or phrase considering a
texts, including reading and being dictionaries, both but not identical explain the important to word or phrase
using frequently read to, and print and digital, meanings meaning of comprehension or important to
occurring responding to to determine or common idioms, expression comprehension or
conjunctions to texts, including clarify the adages, and expression
signal simple using adjectives precise meaning proverbs
relationships and adverbs to of key words and
describe phrases
25
demonstrate acquire and use use the

understanding of accurately grade- relationship
word relationships appropriate between
and nuances in general academic particular words
word meanings and domain- to better
specific words understand each
distinguish the and phrases, of the words
literal and including those
nonliteral that signal precise acquire and use
meanings of actions, emotions, accurately grade-
words and or states of being appropriate
phrases in context and that are basic general academic
to a particular and domain-
identify real-life topic specific words
connections and phrases,
between words including those
and their use that signal
contrast, addition,
distinguish and other logical
shades of relationships (
meaning among
related words that
describe states of
mind or degrees
of certainty
acquire and use

accurately grade-
appropriate
conversational,
general
academic, and
domain specific
words and
phrases, including
those that signal
spatial and
temporal
relationships
26

Language Arts 2012 Scope Sequence Common Core

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Language Arts 2012 Scope Sequence Common Core

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Language Arts Common Core (2012) Scope and Sequence May 2012

K - 8 Common Core Language Arts Scope & Sequence

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

know and apply use knowledge

demonstrate decode two-

read emergent- read on-level text

Writing Writing Writing Writing Writing Writing Writing Writing Writing

write routinely quote or use technology,

trace and gather relevant

acquire and use

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate

demonstrate acquire and use use the

acquire and use

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