L50 – Reading Workshop
Curriculum Essentials
Document
High School
Boulder Valley School District
Department of Curriculum and Instruction
April 2012
4/9/2012
BVSD Curriculum Essentials
1
Introduction
On December 10, 2009, the Colorado State Board of Education adopted the revised English Language
Arts: Reading, Writing and Communicating Academic Standards, along with academic standards in
nine other content areas, creating Colorado’s first fully aligned preschool through high school academic
expectations. Concurrent to the revision of the Colorado standards was the Common Core State
Standards (CCSS) initiative. These standards present a national perspective on academic expectations
for students in kindergarten through high school in the United States. On August 2, 2010, the Colorado
State Board of Education adopted the Common Core State Standards, and requested the integration of
the Common Core State Standards and the Colorado Academic Standards. All the expectations of the
Common Core State Standards are embedded and coded with CCSS in the state standards document
and in this BVSD Curriculum Essentials Document.
In addition to standards in English Language Arts (ELA), the Common Core State Standards offer
literacy expectations for history/social studies, science, and technical subjects. These expectations, in
grades 6 through grade 12, are intended to assist teachers in “using their content area expertise to
help students meet the particular challenges of reading, writing, speaking, listening, and language in
their respective fields.” (Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, page 3). These expectations are NOT meant
to supplant academic standards in other content areas, but to be used as a literacy supplement. These
standards are listed in the Appendix to the Secondary level BVSD Curriculum Essentials Document.
This BVSD Curriculum Essentials Document incorporates all of the Common Core English Language
Arts State Standards and the essentials from the Colorado Academic Standards for Reading, Writing
and Communicating along with evidence outcomes identified by BVSD teachers. The Grade Level
Expectations (GLE) have also been revised as measurable behavioral statements. You will note that
the GLEs are similar statements across grade levels. The differences are seen within the Evidence
Outcomes listed for each GLE at each grade level. We referenced the multiple resources used to write
our BVSD curriculum and used the following notations throughout the CEDs::
Preschool – 12th notations:
• Common Core State Standards (CCSS: #of the grade level standard)
 Example: (CCSS: RL.3.10)
• State or BVSD Teacher Addition: Brown font
 Example: b. Speak clearly, using appropriate volume and
pitch, for the purpose and audience.
Preschool Only:
The State standards and the preschool Teaching Strategies GOLD Objectives for Development & Learning Assessment was referenced in
designing Grade Level Expectations and Evidence Outcomes. You will note
parenthetical statements such as (adapted from G.12.a.6) if the GOLD
Assessment was used. The G represents GOLD Assessment, 12.a represents
the objective number and the 6 represents the student behavior indicator.
This curriculum document is a culmination of an extended, broad-based effort to fulfill the charge
issued by the Colorado Department of Education to design a curriculum that meets or exceeds the
state standard expectations and to ensure that all students are college and career ready in English
Language Arts when they graduate from BVSD. The Boulder Valley English Language Arts: Reading,
Writing, and Communicating Curriculum Council would like to thank the many teachers, specialists,
and assistants who were contributing writers to this important document.
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21st Century Skills and Readiness Competencies
in English Language Arts: Reading, Writing, and Communicating
The reading, writing, and communicating subcommittee embedded 21st century skills, school
readiness, and postsecondary and workforce readiness skills into the revised standards utilizing
descriptions developed by Coloradans and vetted by educators, policymakers, and citizens.
Colorado's Description of 21st Century Skills
The 21st century skills are the synthesis of the essential abilities students must apply in our rapidly
changing world. Today’s students need a repertoire of knowledge and skills that are more diverse,
complex, and integrated than any previous generation. Drama and theatre arts are inherently
demonstrated in each of Colorado’s 21st century skills, as follows:
Critical Thinking and Reasoning
Critical thinking and reasoning are vital to advance in the technologically sophisticated world we live in.
In order for students to be successful and powerful readers, writers, and communicators, they must
incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a
point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem solve,
and understand and use logic to inform critical thinking.
Information Literacy
The student who is information-literate accesses information efficiently and effectively by reading and
understanding essential content of a range of informational texts and documents in all academic areas.
This involves evaluating information critically and competently; accessing appropriate tools to
synthesize information; recognizing relevant primary and secondary information; and distinguishing
among fact, point of view, and opinion.
Collaboration
Reading, writing, and communicating must encompass collaboration skills. Students should be able to
collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in
large and small group settings, and with people of other ethnicities. Students should be able to
participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives,
contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’
ideas.
Self Direction
Students who read, write, and communicate independently portray self-direction by using
metacognition skills. These important skills are a learner’s automatic awareness of knowledge and
ability to understand, control, and manipulate cognitive processes. These skills are important not only
in school but throughout life, enabling the student to learn and set goals independently.
Invention
Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of
the key components of creating an exemplary writing piece or synthesizing information from multiple
sources. Invention takes students to a higher level of metacognition while exploring literature and
writing about their experiences.
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Standards in English Language Arts: Reading, Writing, and Communicating
Standards are the topical organization of an academic content area. The four standards of English
Language Arts: Reading, Writing, and Communicating are:
1.
Speaking and Listening
Learning of word meanings occurs rapidly from birth through adolescence within communicative
relationships. Everyday interactions with parents, teachers, peers, friends, and community members
shape speech habits and knowledge of language. Language is the means to higher mental functioning,
that which is a species-specific skill, unique to humans as a generative means for thinking and
communication. Through linguistic oral communication, logical thinking develops and makes possible
critical thinking, reasoning, development of information literacy, application of collaboration skills, selfdirection, and invention.
Oral language foundation and written symbol systems concretize the way a student communicates.
Thus, students in Colorado develop oral language skills in listening and speaking, and master the
written language skills of reading and writing. Specifically, holding Colorado students accountable for
language mastery from the perspectives of scientific research in linguistics, cognitive psychology,
human information processing, brain-behavior relationships, and socio-cultural perspectives on
language development will allow students to master 21st century skills and serve the state, region,
and nation well.
2.
Reading for All Purposes
Literacy skills are essential for students to fully participate in and expand their understanding of
today’s global society. Whether they are reading functional texts (voting ballots, a map, a train
schedule, a driver’s test, a job application, a text message, product labels); reference materials
(textbooks, technical manuals, electronic media); or print and non-print literary texts, students need
reading skills to fully manage, evaluate, and use the myriad information available in their day-to-day
lives.
3.
Writing and Composition
Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes
problem solving and mastering new concepts. Adept writers can work through various ideas while
producing informational, persuasive, and narrative or literary texts. In other words, writing can be
used as a medium for reasoning and making intellectual connections. As students arrange ideas to
persuade, describe, and inform, they engage in logical critique, and they are likely to gain new insights
and a deeper understanding of concepts and content.
4.
Research and Reasoning
Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting.
Students need to acquire these skills throughout their schooling. This means students need to be able
to distinguish their own ideas from information created or discovered by others, understand the
importance of creating authentic works, and correctly cite sources to give credit to the author of the
original work.
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects include a separate standard for Language. In this document, those
Language expectations are integrated into the four standards above as appropriate.
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High School Reading Workshop Overview
Course Description
Topics Across All Grades
Reading Workshop is designed for students reading
below grade level. This course develops skillfulness in
using phonological awareness, phonics, fluency,
vocabulary, and comprehension for reading a variety of
texts. Students are involved in a variety of instructordirected, individual, and group activities while
developing a lifelong appreciation of reading. Formative
assessments and student self-assessments determine
the needs of each student, and instruction is designed
to meet those needs.
Assessments
Effective Components of English Language Arts
Screeners, diagnostics, interim and summative assessments
will be used along with assessments evaluated formatively to
plan lessons and provide focused feedback to students. Below
are some assessment examples.
•
Observations/Conversations/Work Samples
•
Group/Individual Projects - Performance tasks
•
District/State Literacy Assessment
•
Individual Reading Inventories such as Running
Records, QRIs, Guided Reading Level Benchmark
Books
•
Questions/Comments/Reading Responses
•
Peer assessments/ Self assessments
Standards
1.
Speaking
and
Listening
2.
Reading for
All
Purposes
3.
Writing and
Composition
We are developing learners who:
•
Demonstrate independence
•
Build strong content knowledge
•
Respond to the varying demands of audience, task,
purpose, and discipline
•
Comprehend as well as critique
•
Value evidence
•
Use technology and digital media strategically and
capably
•
Come to understand other perspectives and cultures
Who value:
Critical thinking and reasoning, informational literacy,
collaboration, self-direction and invention
4.
Research
and
Reasoning
See grade level expectations listed on appropriate
vertical alignment charts
Teachers in BVSD:
1. Provide a literacy block of 120 minutes for reading
and writing every day using literature and
informational texts, including online resources
2. Evaluate data formatively to plan for:
a. Reading & Writing Demonstrations
b. Shared Reading & Writing
c. Guided Reading & Writing
i. Flexible grouping focused on needs
ii. Continuous text: both reading and
writing
iii. Promote reciprocity between
reading and writing through
deliberate attention to both
d. Daily independent reading and writing
3. Immerse students in many types of texts
(examples: songs, picture books, rhyming,
informational) at independent and instructional
reading levels
4. Explicitly and systematically teach foundational
and essential skills and strategies for reading and
writing utilizing BVSD adopted resources and
online resources
5. Provide authentic, meaningful, purposeful,
relevant opportunities for students to respond to
what is read
6. Ensure students use textual evidence when
explaining their learning from reading and writing
in all content areas
7. Ensure additional small group instructional time
for students not performing at grade level
Refer to the online version of the BVSD handbook,
Literacy Journey, for best practices guidance
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1. Speaking and Listening: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentations, the Speaking and Listening standard requires students to develop a
range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to
ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays
strategically to help achieve communicative purposes, and adapt speech to context and task.
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Speaking and Listening.
These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and understandings that all students must demonstrate.
SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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LANGUAGE Anchor Standards Connected to Speaking and Listening*
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of 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
encountering an unknown term important to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Speaking and Listening.
Colorado’s Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system
must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Speaking and Listening Standard:
4/9/12

Collaborate effectively as group members or leaders who listen actively and respectfully pose
thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s
attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening
BVSD Curriculum Essentials
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2. Reading: Text complexity and the growth of comprehension
The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10
defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness
level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text,
including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and
becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Reading and Language.
These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and understandings that all students must demonstrate.
READING
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to
gathering, assessing, and applying information from print and digital sources.
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LANGUAGE Anchor Standards Connected to Reading*
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of 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
encountering an unknown term important to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Reading.
Colorado’s Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system
must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Reading for All Purposes Standard:
4/9/12

Interpret how the structure of written English contributes to the pronunciation and
meaning of complex vocabulary

Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set
tone

Read a wide range of literature (American and world literature) to understand important
universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with
increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve
problems, judge the quality of ideas, or complete daily tasks
BVSD Curriculum Essentials
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From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (Pages 31 and 57):
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3. Writing: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish,
are applicable to many types of writing, other skills are more properly defined in terms of specific writing types:
arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading
connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of
the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills
important to research are infused throughout the document.
From the Common Core State Standards Expectations for EACH grade level:
“Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Writing and Language. These
anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing
additional specificity—that together define the skills and understandings that all students must demonstrate.
WRITING
Text Types and Purposes (*These broad types of writing include many subgenres.)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
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10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
LANGUAGE Anchor Standards Connected to Writing*
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of 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
encountering an unknown term important to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Writing.
Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system
must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Writing and Composition standard:
4/9/12

Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or
adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the writing process successfully to plan, revise, and edit written work

Master the techniques of effective informational, literary, and persuasive writing
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4. Research and Reasoning
Research and Reasoning skills are pertinent for success in postsecondary and workforce settings. Students need to acquire these skills
throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by
others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work.
Below and on the next page are the Common Core Anchor Standards and Colorado’s Prepared Graduate Competencies.
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Writing that connect to
Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all students must
demonstrate.
WRITING
Text Types and Purposes (*These broad types of writing include many subgenres.)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
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LANGUAGE Anchor Standards Connected to Research and Reasoning *
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of 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 encountering an unknown term important
to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Research and Reasoning.
Colorado’s Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master
to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Research and Reasoning standard:
4/9/12

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the
source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech,
writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging
with difficult texts or examining complex problems or issues

Exercise ethical conduct when writing, researching, and documenting sources
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Preschool
Kindergarten
1st Grade
2nd Grade
Elementary Primary Vertical Articulation
Speaking and Listening GLEs & EOs
Blue indicated the Grade Level Expectations (GLEs)
Preschool
Understand and
respond to increasingly
complex language.
Presentation of Knowledge
and Ideas
a. Follow requests not
accompanied by gestures.
(adapted from G.8.b.4)
b. Respond appropriately
to specific vocabulary and
statements, questions, and
stories. (adapted from
G.8.a.6)
Kindergarten
1st Grade
2nd Grade
Communicate
effectively while
describing familiar
people, places, things,
and events.
Presentation of Knowledge
and Ideas
Communicate
effectively while
describing people,
places, things, and
events.
Presentation of Knowledge
and Ideas
Communicate
effectively while telling a
story and recounting an
experience.
a. Describe familiar
people, places, things, and
events and, with prompting
and support, provide
additional detail. (CCSS:
SL.K.4)
a. Describe people,
places, things, and events
with relevant details,
expressing ideas and
feelings clearly. (CCSS:
SL.1.4)
a. Logically sequence and
tell a story, or recount an
experience, with
appropriate facts and
relevant, descriptive details,
speaking audibly in
coherent sentences. (CCSS:
SL.2.4)
c. Follow directions of
two or more steps that
relate to familiar objects
and experiences. (adapted
from G.8.b.6)
d. Identify and sort
common objects, events,
pictures, words, colors,
shapes, and textures into
various classifications
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Presentation of Knowledge
and Ideas
i. Recount
personal experiences,
reporting on personal
knowledge about a topic.
b. Add drawings or
other visual displays to
descriptions as desired to
provide additional detail.
(CCSS: SL.K.5)
b. Add drawings or other
visual displays to
descriptions, when
appropriate, to clarify ideas,
thoughts, and feelings.
BVSD Curriculum Essentials
b. Create audio
recordings of stories or
poems; add drawings or
other visual displays to
stories or recounts of
15
Preschool
Kindergarten
e. Begin to identify and
use special concepts
(first/last, over/under, etc.).
f. Begin to understand
that everyday words such
as "cold" relate to extended
vocabulary words such as
"chilly".
1st Grade
(CCSS: SL.1.5)
c. Speak audibly and
express thoughts, feelings,
and ideas clearly. (CCSS:
SL.K.6)
c. Produce complete
sentences, when
appropriate, to tasks and
situations. (CCSS: SL.1.6)
d. Uses words and
phrases acquired through
conversations, reading and
being read to, and
responding to texts.
(CCSS:L.K.6)
d. Speak using
grammatically accurate
language patterns.
e. Express words and
word meanings as
encountered in books and
conversation.
f. Use new vocabulary
that is directly taught
through reading, speaking,
and listening.
2nd Grade
experiences, when
appropriate, to clarify ideas,
thoughts, and feelings.
(CCSS: SL.2.5)
c. Produce complete
sentences, when
appropriate, to tasks and
situations, in order to
provide requested detail or
clarification. (CCSS:
SL.2.6)
d. Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening. (CCSS: L.2.3)
e. Compare formal and
informal uses of English.
(CCSS: L.2.3a)
f. Maintain focus on the
topic.
g. Use content-specific
vocabulary to ask questions
and provide information.
Use language to
express thoughts and
needs.
Engage effectively in
collaborative
discussions.
Engage effectively in
collaborative
discussions.
Engage effectively in
collaborative
discussions.
Comprehension and
Collaboration
Comprehension and
Collaboration
Comprehension and
Collaboration
Comprehension and
Collaboration
a. Name familiar people,
animals, and objects.
(adapted from G.9.a.4)
a. Participate in
collaborative conversations
with diverse partners (e.g.,
a. Participate in
collaborative conversations
with diverse partners (e.g.,
a. Participate in
collaborative conversations
with diverse partners (e.g.,
4/9/12
BVSD Curriculum Essentials
16
Preschool
b. Describe and tell the
use of many familiar items.
(adapted from G.9.a.6)
c. Make statements that
are understood by most
people; may mispronounce
new, long, or unusual
words. (adapted from
G.9.b.6)
d. Use complete, four- to
six- word sentences.
(adapted from G.9.c.6)
4/9/12
Kindergarten
1st Grade
2nd Grade
peers and adults) about
kindergarten topics and
texts in small and larger
groups. (CCSS: SL.K.1)
peers and adults) about
grade 1 topics and texts in
small and larger groups.
(CCSS: SL.1.1)
peers and adults) about
grade 2 topics and texts
with peers and adults in
small and larger groups.
(CCSS: SL.2.1)
i. Follow
agreed-upon rules for
discussions (e.g., listening
to others and taking turns
speaking about the
topics/texts under
discussion). (CCSS:
SL.K.1a)
i. Follow agreedupon rules for discussions
(e.g., listening to others
with care, speaking one at a
time about the topics and
texts under discussion).
(CCSS: SL.1.1a)
i. Follow agreedupon rules for discussions
(e.g., gaining the floor in
respectful ways, listening to
others with care, speaking
one at a time about the
topics and texts under
discussion). (CCSS:
SL.2.1a)
ii. Continue a
conversation through
multiple exchanges. (CCSS:
SL.K.1b)
ii. Build on
others’ ideas in
conversations by responding
to the comments of others
through multiple exchanges.
(CCSS: SL.1.1b)
ii. Build on
others’ ideas in
conversations by linking
their comments to the
remarks of others. (CCSS:
SL.2.1b)
iii. Ask questions
to clear up any confusion
about the topics and texts
under discussion. (CCSS:
SL.1.1c)
iii. Ask for
clarification and further
explanation, as needed,
about the topics and texts
under discussion. (CCSS:
SL.2.1c)
BVSD Curriculum Essentials
17
Preschool
1st Grade
Kindergarten
b. Confirm understanding
of a text read aloud,
information presented
orally, or through other
media, by asking and
answering questions about
key details and requesting
clarification if something is
not understood. (CCSS:
SL.K.2)
b. Ask and answer
questions about key details
in a text read aloud,
information presented
orally, or through other
media. (CCSS: SL.1.2)
b. Ask and answer
questions, recount, and
describe key ideas or details
from a text read aloud,
information presented
orally, or through other
media. (CCSS: SL.2.2)
c. Ask and answer
questions in order to seek
help, get information, or
clarify something that is not
understood. (CCSS: SL.K.3)
Ask and answer
questions about what a
speaker says in order to
gather additional
information or clarify
something that is not
understood. (CCSS: SL.1.3)
c. Ask and answer
questions about what a
speaker says in order to
clarify comprehension,
gather additional
information, or deepen
understanding of a topic or
issue. (CCSS: SL.2.3)
c.
d. Listen with
comprehension to follow
two-step directions
d. Contribute knowledge
to a small group or class
discussion to develop a
topic.
Use phonemic
awareness knowledge to
recognize language
patterns and enjoy
language play.
Notice and discriminate
rhyme:
Hears, identifies and
uses syllables and
sounds in spoken words
to make meaning.
Hears, identifies and
uses syllables and
sounds in spoken words
to make meaning.
Phonological Awareness
Phonological Awareness
a. Join in rhyming songs
and games. (adapted from
G.15.a.2)
a. Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes). (CCSS:
RF.K.2)
a. Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes). (CCSS:
RF.1.2)
4/9/12
2nd Grade
BVSD Curriculum Essentials
18
1st Grade
Preschool
Kindergarten
b. Fill in missing rhyming
word; generate rhyming
words spontaneously.
(adapted from G.15.a.4)
i. Recognize and
produce rhyming words.
(CCSS: RF.K.2a)
i. Distinguish
long from short vowel
sounds in spoken singlesyllable words. (CCSS:
RF.1.2a)
c. Decide whether two
words rhyme. (adapted
from G.15.a.6)
ii. Count,
pronounce, blend, and
segment syllables in spoken
words. (CCSS: RF.K.2b)
ii. Orally produce
single-syllable words by
blending sounds
(phonemes), including
consonant blends. (CCSS:
RF.1.2b)
iii. Blend and
segment onsets and rimes
of single-syllable spoken
words. (CCSS: RF.K.2c)
iii. Isolate and
pronounce initial, medial
vowel, and final sounds
(phonemes) in spoken
single-syllable words.
(CCSS: RF.1.2c)
iv. Isolate and
pronounce the initial, medial
vowel, and final sounds
(phonemes) in threephoneme (consonant-vowelconsonant, or CVC) words.
(This does not include CVCs
ending with /l/, /r/, or /x/.)
(CCSS: RF.K.2d)
iv. Segment
spoken single-syllable words
into their complete
sequence of individual
sounds (phonemes). (CCSS:
RF.1.2d)
Notice and discriminate
alliteration:
d. Sing songs and recite
rhymes and refrains with
repeating initial sounds.
(adapted from G.15.b.2)
e. Show awareness that
some words begin the same
way. (adapted from
G.15.b.4)
f. Match beginning
sounds of some words.
(adapted from G.15.b.6)
Notice and discriminate
smaller and smaller units
of sound:
g. Hear and show
awareness of separate
words in sentences.
(adapted from G.15.c.2)
2nd Grade
h. Hear and show
awareness of separate
syllables in words. (adapted
from G.15.c.4)
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BVSD Curriculum Essentials
19
Preschool
Kindergarten
1st Grade
2nd Grade
i. Demonstrate
understanding of initial
sounds in words. (such as
mop begins with the /m/
sound)
Notice patterns and
produce sounds:
j. Recognize patterns of
sounds in songs,
storytelling, and poetry.
Reading for all Purposes GLEs & EOs
Kindergarten
1st Grade
2nd Grade
Comprehend and
respond to books and
other texts.
Use a range of strategies
efficiently to construct
meaning while reading
literature.
Use a range of strategies
efficiently to construct
meaning while reading
literature.
Use a range of strategies
efficiently to construct
meaning while reading
literature.
a. Contribute particular
language from the book at
the appropriate time (Down
by the bay, where the
watermelon ________, back
to my _______....).
(adapted from G.18.a.2)
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
a. With prompting and
support, ask and answer
questions about key details
in a text. (CCSS: RL.K.1)
a. Ask and answer
questions about key details
in a text. (CCSS: RL.1.1)
b. With prompting and
support, retell familiar
stories, including key
details. (CCSS: RL.K.2)
b. Retell stories, including
key details, and
demonstrate understanding
of their central message or
lesson. (CCSS: RL.1.2)
a. Demonstrate use of
self-monitoring
comprehension strategies:
rereading, checking context
clues, predicting,
questioning, clarifying, and
activating
schema/background
knowledge to construct
meaning and draw
inferences.
b. Ask and answer such
questions as who, what,
where, when, why, and
how, to demonstrate
understanding of key details
in a text. (CCSS: RL.2.1)
Preschool
b. Identify story-related
problems, events, and
resolutions during
conversations with an adult.
(adapted from G.18.a.6)
c. Read by reciting
language that closely
matches the text on each
page using reading-like
intonation. (adapted from
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BVSD Curriculum Essentials
20
Preschool
G.18.b.6)
d. Retell familiar stories
using pictures or props as
prompts. (adapted from
G.18.c.4)
Kindergarten
1st Grade
c. With prompting and
support, identify characters,
settings, and major events
in a story. (CCSS: RL.K.3)
c. Describe characters,
settings, and major events
in a story, using key details.
(CCSS: RL.1.3)
e. Retell a familiar story in
proper sequence, including
major events and
characters. (adapted from
G.18.c.6)
d. Make predictions about
what will happen later in the
text, and explain whether
the predictions were
confirmed or not and why.
f. Make predictions based
on illustrations or portions
of story or text.
g. Generate a picture or
written response to a text
read aloud that identifies
who or what the text was
about.
c. Recount stories,
including fables and
folktales from diverse
cultures, and determine
their central message,
lesson, or moral. (CCSS:
RL.2.2)
d. Describe how
characters in a story
respond to major events
and challenges. (CCSS:
RL.2.3)
e. Express text
connections to self; to other
texts and to our world
Craft and Structure
Craft and Structure
Craft and Structure
d. Ask and answer
questions about unknown
words in a text. (CCSS:
RL.K.4)
e. Identify words and
phrases in stories or poems
that suggest feelings or
appeal to the senses.
(CCSS: RL.1.4)
f. Describe how words
and phrases (e.g., regular
beats, alliteration, rhymes,
repeated lines) supply
rhythm and meaning in a
story, poem, or song.
(CCSS: RL.2.4)
e. Recognize common
types of texts (e.g.,
storybooks, poems). (CCSS:
RL.K.5)
f. Explain major
differences between books
that tell stories and books
that give information,
drawing on a wide reading
range of text types. (CCSS:
RL.1.5)
g. Identify who is telling
the story at various points
in a text. (CCSS: RL.1.6)
g. Read high-frequency
words with accuracy and
speed.
f. With prompting and
support, name the author
and illustrator of a story,
and define the role of each
in telling the story. (CCSS:
RL.K.6)
4/9/12
2nd Grade
BVSD Curriculum Essentials
h. Describe the overall
structure of a story,
including describing how the
beginning introduces the
story and the ending
concludes the action.
(CCSS: RL.2.5)
21
Preschool
1st Grade
Kindergarten
h. Follow and replicate
patterns in predictable
poems.
2nd Grade
i. Acknowledge
differences in the points of
view of characters (e.g.,
speaking in a different voice
for each character when
reading dialogue aloud).
(CCSS: RL.2.6)
j. Identify how word
choice (sensory details and
figurative language)
enhances meaning in
poetry.
Integration of
Knowledge and Ideas
Integration of
Knowledge and Ideas
Integration of
Knowledge and Ideas
g. With prompting and
support, describe the
relationship between
illustrations and the story in
which they appear (e.g.,
what moment in a story an
illustration depicts). (CCSS:
RL.K.7)
i. Use illustrations and
details in a story to describe
its characters, setting, or
events. (CCSS: RL.1.7)
k. Use information gained
from the illustrations and
words, in a print or digital
text, to demonstrate
understanding of its
characters, setting, or plot.
(CCSS: RL.2.7)
h. With prompting and
support, compare and
contrast the adventures and
experiences of characters in
familiar stories. (CCSS:
RL.K.9)
k. Compare and contrast
the adventures and
experiences of characters in
stories. (CCSS: RL.1.9)
l. Compare and contrast
two or more versions of the
same story by different
authors or from different
cultures (e.g., Little Red
Riding Hood and Lon Po Po).
(CCSS: RL.2.9)
Range of Reading and
Level of Text Complexity
Range of Reading and
Level of Text Complexity
Range of Reading and
Level of Text Complexity
With prompting and
support, read prose and
poetry of appropriate
m. By the end of the year,
read and comprehend
literature, including stories
i.
Actively engage in group
reading activities with
purpose and understanding.
4/9/12
l.
BVSD Curriculum Essentials
22
Preschool
4/9/12
Kindergarten
1st Grade
2nd Grade
(CCSS: RL.K.10)
complexity for grade 1.
(CCSS: RL.1.10)
and poetry, in the grades 2–
3 text complexity band
proficiently, with scaffolding
as needed at the high end
of the range. (CCSS:
RL.2.10)
Use a range of strategies
efficiently to construct
meaning while reading
informational texts.
Use a range of strategies
efficiently to construct
meaning while reading
informational texts.
Use a range of strategies
efficiently to construct
meaning while reading
informational texts.
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
a. With prompting
and support, ask and
answer questions about key
details in a text. (CCSS:
RI.K.1)
a. Ask and answer
questions about key details
in a text. (CCSS: RI.1.1)
a. Ask and answer
such questions as who,
what, where, when, why,
and how to demonstrate
understanding of key details
in a text. (CCSS: RI.2.1)
b. With prompting
and support, identify the
main topic and retell key
details of a text. (CCSS:
RI.K.2)
b. Identify the main
topic and retell key details
of a text. (CCSS: RI.1.2)
b. Identify the main
topic of a multi-paragraph
text, as well as the focus of
specific paragraphs within
the text. (CCSS: RI.2.2)
c. With prompting
and support, describe the
connection between two
individuals, events, ideas,
or pieces of information in a
text. (CCSS: RI.K.3)
c. Describe the
connection between two
individuals, events, ideas,
or pieces of information in a
text. (CCSS: RI.1.3)
c. Describe the
connection between a series
of historical events,
scientific ideas or concepts,
or steps in technical
procedures in a text.
(CCSS: RI.2.3)
d. Use schema and
background knowledge to
construct meaning.
d. Summarize the
main idea using relevant
and significant detail in a
variety of texts read or read
aloud.
BVSD Curriculum Essentials
23
Preschool
1st Grade
2nd Grade
Craft and Structure
Craft and Structure
Craft and Structure
d. With prompting
and support, ask and
answer questions about
unknown words in a text.
(CCSS: RI.K.4)
e. Ask and answer
questions to help determine
or clarify the meaning of
words and phrases in a text.
(CCSS: RI.1.4)
e. Determine the
meaning of words and
phrases in a text relevant to
a grade 2 topic or subject
area. (CCSS: RI.2.)
e. Identify the front
cover, back cover, and title
page of a book. (CCSS:
RI.K.5)
f. Know and use
various text features (e.g.,
headings, tables of
contents, glossaries,
electronic menus, icons) to
locate key facts or
information in a text.
(CCSS: RI.1.5)
f. Know and use
various text features (e.g.,
captions, bold print,
subheadings, glossaries,
indexes, electronic menus,
icons) to locate key facts or
information in a text
efficiently. (CCSS: RI.2.5)
f. Name the author
and illustrator of a text and
define the role of each in
presenting the ideas or
information in a text.
(CCSS: RI.K.6)
g. Distinguish
between information
provided by pictures or
other illustrations and
information provided by the
words in a text. (CCSS:
RI.1.6)
g. Identify the main
purpose of a text, including
what the author wants to
answer, explain, or
describe. (CCSS: RI.2.6)
Kindergarten
h. Read text to
perform a specific task.
(such as: follow a recipe,
play a game)
Integration of
Knowledge and Ideas
4/9/12
Integration of
Knowledge and Ideas
BVSD Curriculum Essentials
Integration of
Knowledge and Ideas
24
Preschool
4/9/12
Kindergarten
1st Grade
2nd Grade
g. With prompting
and support, describe the
relationship between
illustrations and the text in
which they appear (e.g.,
what person, place, thing,
or idea in the text an
illustration depicts). (CCSS:
RI.K.7)
h. Use the
illustrations and details in a
text to describe its key
ideas. (CCSS: RI.1.7)
i. Explain how
specific images (e.g., a
diagram showing how a
machine works) contribute
to and clarify a text. (CCSS:
RI.2.7)
h. With prompting
and support, identify the
reasons an author gives to
support points in a text.
(CCSS: RI.K.8)
i. Identify the
reasons an author gives to
support points in a text.
(CCSS: RI.1.8)
j. Describe how
reasons support specific
points the author makes in
a text. (CCSS: RI.2.8)
i. With prompting
and support, identify basic
similarities in and
differences between two
texts on the same topic
(e.g., in illustrations,
descriptions, or
procedures). (CCSS: RI.K.9)
j. Identify basic
similarities in and
differences between two
texts on the same topic
(e.g., in illustrations,
descriptions, or
procedures). (CCSS: RI.1.9)
k. Compare and
contrast the most important
points presented by two
texts on the same topic.
(CCSS: RI.2.9)
Range of Reading and
Level of Text Complexity
j. Actively engage
in group reading activities
with purpose and
understanding. (CCSS:
RI.K.10)
Range of Reading and
Level of Text Complexity
Range of Reading and
Level of Text Complexity
l. Adjust reading
rate according to type of
text and purpose for
reading
k. With prompting
and support, read
informational texts
appropriately complex for
grade 1. (CCSS: RI.1.10)
BVSD Curriculum Essentials
25
Preschool
Kindergarten
1st Grade
2nd Grade
m. By the end of
year, read and comprehend
informational texts,
including history/social
studies, science, and
technical texts, in the
grades 2–3 text complexity
band proficiently, with
scaffolding, as needed, at
the high end of the range.
(CCSS: RI.2.10)
Use concepts of print to
gain meaning while
reading.
a. Orient book correctly;
turns pages from the front
of the book to the back;
recognizes familiar books by
their covers. (adapted from
G.17.a.4)
b. Identify some features of
a book (title, author,
illustrator); connects
specific books to authors.
(adapted from G.17.a.6)
c. Indicates where to start
reading and the directions
to follow moving top to
bottom, left to right.
(adapted from G.17.b.4)
4/9/12
Use concepts of print
and the understanding of
spoken words to apply
grade-level phonics and
word analysis skills to
decode words.
Use concepts of print
and the understanding of
spoken words to apply
grade-level phonics and
word analysis skills to
decode words.
Print Concepts
Print Concepts
a. Demonstrate
understanding of the
organization and basic
features of print. (CCSS:
RF.K.1)
a. Demonstrate
understanding of the
organization and basic
features of print. (CCSS:
RF.1.1)
b. Follow words from left
to right, top to bottom, and
page by page. (CCSS:
RF.K.1a)
i. Recognize the
distinguishing features of a
sentence (e.g., first word,
capitalization, ending
punctuation). (CCSS:
RF.1.1a)
c. Recognize that spoken
words are represented in
written language by specific
BVSD Curriculum Essentials
Know and apply gradelevel phonics and word
analysis skills to decode
words.
26
Preschool
d. Identify various features
of print: letters, words,
spaces, upper-and
lowercase letters, some
punctuation. (adapted from
G.17.b.6)
e. Recognize that printed
material conveys meaning
and connects to the reader’s
world.
f. Recognize print in the
environment.
4/9/12
Kindergarten
1st Grade
sequences of letters.
(CCSS: RF.K.1b)
ii. Create new
words by combining base
words with affixes to
connect known words to
new words.
d. Understand that words
are separated by spaces in
print. (CCSS: RF.K.1c)
iii. Identify and
understand compound
words.
2nd Grade
e. Recognize and name all
upper- and lowercase
letters of the alphabet.
(CCSS: RF.K.1d)
Phonological Awareness
Phonological Awareness
f. Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes). (CCSS:
RF.K.2)
b. Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes). (CCSS:
RF.1.2)
g. Recognize and
produce rhyming words.
(CCSS: RF.K.2a)
c. Distinguish long
from short vowel sounds in
spoken single-syllable
words. (CCSS: RF.1.2a)
h. Count,
pronounce, blend, and
segment syllables in spoken
words. (CCSS: RF.K.2b)
d. Orally produce
single-syllable words by
blending sounds
(phonemes), including
consonant blends. (CCSS:
RF.1.2b)
i. Blend and
segment onsets and rimes
of single-syllable spoken
words. (CCSS: RF.K.2c)
e. Isolate and
pronounce initial, medial
vowel, and final sounds
(phonemes) in spoken
single-syllable words.
(CCSS: RF.1.2c)
BVSD Curriculum Essentials
27
Preschool
Kindergarten
1st Grade
j. Isolate and
pronounce the initial, medial
vowel, and final sounds
(phonemes) in threephoneme (consonant-vowelconsonant, or CVC) words.
(This does not include CVCs
ending with /l/, /r/, or /x/.)
(CCSS: RF.K.2d)
f. Segment spoken
single-syllable words into
their complete sequence of
individual sounds
(phonemes). (CCSS:
RF.1.2d)
2nd Grade
k. Add or substitute
individual sounds
(phonemes) in simple, onesyllable words to make new
words. (CCSS: RF.K.2e)
l. Identify
phonemes for letters.
4/9/12
Phonics and Word
Recognition:
m. Know and apply gradelevel phonics and word
analysis skills in decoding
words. (CCSS: RF.K3)
Phonics and Word
Recognition
g. Know and apply gradelevel phonics and word
analysis skills in decoding
words. (CCSS: RF.1.3)
Phonics and Word
Recognition
a. Know and apply
grade-level phonics and
word analysis skills in
decoding words. (CCSS:
RF.2.3)
n. Demonstrate basic
knowledge of letter-sound
correspondences by
producing the primary or
most frequent sound for
each consonant. (CCSS:
RF.K.3a)
i. Know the
spelling-sound
correspondences for
common consonant
digraphs (two letters that
represent one sound).
(CCSS: RF.1.3a)
i.
Distinguish long and short
vowels when reading
regularly spelled onesyllable words. (CCSS:
RF.2.3a)
BVSD Curriculum Essentials
28
Preschool
4/9/12
Kindergarten
1st Grade
2nd Grade
o. Associate the long and
short sounds with the
common spellings
(graphemes) for the five
major vowels. (CCSS:
RF.K.3b)
ii. Decode
regularly spelled onesyllable words. (CCSS:
RF.1.3b)
ii. Know
spelling-sound
correspondences for
additional common vowel
teams. (CCSS: RF.2.3b)
p. Read common highfrequency words by sight
(e.g., the, of, to, you, she,
my, is, are, do, does).
(CCSS: RF.K.3c)
iii. Know final -e
and common vowel team
conventions for
representing long vowel
sounds. (CCSS: RF.1.3c)
iii. Read
multisyllabic words
accurately and fluently.
q. Distinguish between
similarly spelled words by
identifying the sounds of the
letters that differ. (CCSS:
RF.K.3d)
iv. Use knowledge
that every syllable must
have a vowel sound to
determine the number of
syllables in a printed word.
(CCSS: RF.1.3d)
iv. Decode
regularly spelled twosyllable words with long
vowels. (CCSS: RF.2.3c)
v. Decode twosyllable words following
basic patterns by breaking
the words into syllables.
(CCSS: RF.1.3e)
v. Decode
words with common
prefixes and suffixes.
(CCSS: RF.2.3d)
vi. Read words
with inflectional endings.
(CCSS: RF.1.3f)
vi. Identify
words with inconsistent but
common spelling-sound
correspondences. (CCSS:
RF.2.3e)
BVSD Curriculum Essentials
29
Preschool
Kindergarten
1st Grade
2nd Grade
vii. Recognize and
read grade-appropriate
irregularly spelled words.
(CCSS: RF.1.3g)
vii. Recognize
and read grade-appropriate
irregularly spelled words.
(CCSS: RF.2.3f)
viii. Use onsets
and rimes to create new
words. (-ip to make dip, lip,
slip, ship)
ix. Accurately
decode unknown words that
follow a predictable
letter/sound relationship.
4/9/12
Read fluently with varied
expression and sufficiet
accuracy to support
comprehension
Fluency
Read fluently with varied
expression and sufficiet
accuracy to support
comprehension
Fluency
Read fluently with varied
expression and sufficiet
accuracy to support
comprehension
Fluency
a. Read emergent-reader
texts with purpose and
understanding. (CCSS:
RF.K.4)
a. Read with sufficient
accuracy and fluency to
support comprehension.
(CCSS: RF.1.4)
a. Read with sufficient
accuracy and fluency to
support comprehension.
(CCSS: RF.2.4)
i. Read gradelevel text with purpose and
understanding. (CCSS:
RF.1.4a)
i. Read gradelevel text with purpose and
understanding. (CCSS:
RF.2.4a)
ii. Read gradelevel text orally with
accuracy, appropriate rate,
and expression. (CCSS:
RF.1.4b)
ii. Read gradelevel text orally with
accuracy, appropriate rate,
and expression. (CCSS:
RF.2.4b)
BVSD Curriculum Essentials
30
Preschool
Demonstrate knowledge
of the alphabet.
a. Recognize as many as
10 letters (adapted from
G.16.a.6)
b. Produce the correct
sounds for 10-20 letters.
(adapted from G.16.b.4)
c. Show understanding that
a sequence of letters
represents a sequence of
spoken sounds. (adapted
from G.12.b.6)
1st Grade
2nd Grade
iii. Use context to
confirm or self-correct word
recognition and
understanding, rereading as
necessary. (CCSS: RF.1.4c)
iii. Use context
to confirm or self-correct
word recognition and
understanding, rereading as
necessary. (CCSS: RF.2.4c)
Uses a range of
strategies to determine
and use new words and
phrases acquired
through conversations,
reading or being read to,
and responding to texts.
Uses a range of
strategies to determine
and use new words and
phrases acquired
through conversations,
reading or being read to,
and responding to texts.
Uses a range of
strategies to determine
and use new words and
phrases acquired
through conversations,
reading or being read to,
and responding to texts.
Vocabulary Acquisition
and Use
Vocabulary Acquisition
and Use
Vocabulary Acquisition
and Use
a. Determine or clarify
the meaning of unknown
and multiple-meaning words
and phrases based on
kindergarten reading and
content. (CCSS: L.K.4)
a. Determine or clarify
the meaning of unknown
and multiple-meaning words
and phrases based on grade
1 reading and content,
choosing flexibly from an
array of strategies. (CCSS:
L.1.4)
a. Determine or clarify
the meaning of unknown
and multiple-meaning words
and phrases based on grade
2 reading and content,
choosing flexibly from an
array of strategies. (CCSS:
L.2.4)
i. Identify new
meanings for familiar words
and apply them accurately
(e.g., knowing duck is a bird
and learning the verb, to
duck). (CCSS: L.K.4a)
i. Use sentencelevel context as a clue to
the meaning of a word or
phrase. (CCSS: L.1.4a)
i. Use
sentence-level context as a
clue to the meaning of a
word or phrase. (CCSS:
L.2.4a)
Kindergarten
d. Recognize own name in
print.
e. Show awareness that
some words begin with the
same letter.
f. Begin to name familiar
objects, colors, letters, and
numbers rapidly and in
random order.
4/9/12
BVSD Curriculum Essentials
31
Preschool
Kindergarten
ii. Use the most
frequently occurring
inflections and affixes (e.g.,
-ed, -s, re-, un-, pre-, -ful, less) as a clue to the
meaning of an unknown
word. (CCSS: L.K.4b)
1st Grade
2nd Grade
ii. Use
frequently occurring affixes
as a clue to the meaning of
a word. (CCSS: L.1.4b)
ii. Determine
the meaning of the new
word formed when a known
prefix is added to a known
word (e.g., happy/unhappy,
tell/retell). (CCSS: L.2.4b)
iii. Identify
frequently occurring root
words (e.g., look) and their
inflectional forms (e.g.,
looks, looked, looking).
(CCSS: L.1.4c)
iii. Use a
known root word as a clue
to the meaning of an
unknown word with the
same root (e.g., addition,
additional). (CCSS: L.2.4c)
iv. Use
knowledge of the meaning
of individual words to
predict the meaning of
compound words (e.g.,
birdhouse, lighthouse,
housefly; bookshelf,
notebook, bookmark).
(CCSS: L.2.4d)
v. Use
glossaries and beginning
dictionaries, both print and
digital, to determine or
clarify the meaning of words
and phrases. (CCSS:
L.2.4e)
4/9/12
BVSD Curriculum Essentials
32
Preschool
4/9/12
Kindergarten
1st Grade
2nd Grade
b. With guidance and
support from adults, explore
word relationships and
nuances in word meanings.
(CCSS: L.K.5)
b. With guidance and
support from adults,
demonstrate understanding
of figurative language, word
relationships and nuances in
word meanings. (CCSS:
L.1.5)
b. Demonstrate
understanding of figurative
language, word
relationships and nuances in
word meanings. (CCSS:
L.2.5)
i. Sort
common objects into
categories (e.g., shapes,
foods) to gain a sense of
the concepts the categories
represent. (CCSS: L.K.5a)
i. Sort words
into categories (e.g., colors,
clothing) to gain a sense of
the concepts the categories
represent. (CCSS: L.1.5a)
i. Identify
real-life connections
between words and their
use (e.g., describe foods
that are spicy or juicy).
(CCSS: L.2.5a)
ii. Demonstrate
understanding of frequently
occurring verbs and
adjectives by relating them
to their opposites
(antonyms). (CCSS: L.K.5b)
ii. Define words
by category and by one or
more key attributes (e.g., a
duck is a bird that swims; a
tiger is a large cat with
stripes). (CCSS: L.1.5b)
ii. Distinguish
shades of meaning among
closely related verbs (e.g.,
toss, throw, hurl) and
closely related adjectives
(e.g., thin, slender, skinny,
scrawny). (CCSS: L.2.5b)
iii. Identify
real-life connections
between words and their
use (e.g., note places at
school that are colorful).
(CCSS: L.K.5c)
iii. Identify
real-life connections
between words and their
use (e.g., note places at
home that are cozy).
(CCSS: L.1.5c)
BVSD Curriculum Essentials
33
Preschool
Kindergarten
iv. Distinguish
shades of meaning among
verbs describing the same
general action (e.g., walk,
march, strut, prance) by
acting out the meanings.
(CCSS: L.K.5d)
1st Grade
2nd Grade
iv. Distinguish
shades of meaning among
verbs differing in manner
(e.g., look, peek, glance,
stare, glare, scowl) and
adjectives differing in
intensity (e.g., large,
gigantic) by defining or
choosing them or by acting
out the meanings. (CCSS:
L.1.5d)
v. Relate new
vocabulary to prior
knowledge.
c. Use words and phrases
acquired through
conversations, reading and
read aloud, and responding
to texts. (CCSS: L.K.6)
c. Use words and phrases
acquired through
conversations, reading and
read aloud, and responding
to texts, including using
frequently occurring
conjunctions to signal
simple relationships (e.g.,
because). (CCSS: L.1.6)
Use words and
phrases acquired through
conversations, reading and
read aloud, and responding
to texts, including using
adjectives and adverbs to
describe (e.g., When other
kids are happy that makes
me happy). (CCSS: L.2.6)
c.
Writing and Composition GLEs & EOs
Preschool
Use emergent writing
skills.
a. Draw or construct, and
then identifies what it is.
(adapted from G.12.a.4)
4/9/12
1st Grade
2nd Grade
Text Types and Purposes
Plan, organize, write,
and publish narratives
for intended audiences
and purposes.
Text Types and Purposes
Plan, organize, write,
and publish narratives
and poems for intended
audiences and purposes.
Text Types and Purposes
a. Use a combination of
drawing, dictating, and
writing to narrate a single
a. Write narratives in
which they recount two or
more appropriately
a. Write narratives in
which they recount a wellelaborated event or short
Kindergarten
Plan, organize, write,
and publish narratives.
BVSD Curriculum Essentials
34
Preschool
Kindergarten
1st Grade
2nd Grade
b. Plan and then use
drawings, constructions,
movements, and
dramatizations to represent
ideas. (adapted from
G.12.a.6)
event or several loosely
linked events, tell about the
events in the order in which
they occurred, and provide
a reaction to what
happened. (CCSS: W.K.3)
sequenced events, include
some details regarding what
happened, use temporal
words to signal event order,
and provide some sense of
closure. (CCSS: W.1.3)
sequence of events, include
details to describe actions,
thoughts, and feelings, use
temporal words to signal
event order, and provide a
sense of closure. (CCSS:
W.2.3)
c. Write using controlled
linear scribbles, letter like
forms, and/or letter strings
to represent words or ideas.
(adapted from G.19.a.2-4 &
G.19.b.2-4)
i. Organize ideas
using pictures, graphic
organizers, or story maps.
ii. Use knowledge
of structure and crafts of
various forms of writing
gained through reading and
listening to mentor texts.
d. Write using early
invented or approximated
spelling. (G.19.b.5)
e. Write partially accurate
or accurate name. (adapted
from G.19.a.5-6)
iii. Develop
characters both internally
(thoughts and feelings) and
externally (physical
features, expressions,
clothing).
f. Begin to separate groups
of letters with spaces.
b. Write simple,
descriptive poems.
Production and
Distribution of Writing
b. With guidance and
support from adults,
respond to questions and
suggestions from peers, add
details to strengthen
writing, and reread and
revise to ensure writing
makes sense as needed.
(CCSS: W.K.5)
4/9/12
Production and
Distribution of Writing
b. With guidance and
support from adults, focus
on a topic, respond to
questions and suggestions
from peers, add details to
strengthen writing, and
reread and revise to ensure
writing makes sense, as
needed. (CCSS: W.1.5)
BVSD Curriculum Essentials
Production and
Distribution of Writing
35
Preschool
Kindergarten
1st Grade
2nd Grade
i. Use pictures,
words, and graphic
organizers to plan writing
c. With guidance
and support from adults,
explore a variety of digital
tools to produce and publish
writing, including
collaboratively with peers.
(CCSS: W.K.6)
c. With guidance and
support from adults, use a
variety of digital tools to
produce and publish writing,
including collaboratively
with peers. (CCSS: W.1.6)
c. With guidance and
support from adults and
peers, focus on a topic and
strengthen writing, as
needed, by revising and
editing. (CCSS: W.2.5)
d. With guidance and
support from adults, use a
variety of digital tools to
produce and publish writing,
including collaboratively
with peers. (CCSS: W.2.6)
4/9/12
Plan, organize, write,
and publish
informative/explanatory
and opinion pieces.
Plan, organize, write,
and publish
informative/explanatory
and opinion pieces.
Plan, organize, write,
and publish
informative/explanatory
and opinion pieces for a
variety of audiences and
purposes.
Text Types and Purposes
Text Types and Purposes
Text Types and Purposes
a. Use a
combination of drawing,
dictating, and writing to
compose opinion pieces in
which they tell a reader the
topic or the name of the
book they are writing about,
and state an opinion or
preference about the topic
or book (e.g., My favorite
book is...). (CCSS: W.K.1)
a. Write opinion
pieces in which they
introduce the topic or name
the book they are writing
about, state an opinion,
supply a reason for the
opinion, and provide some
sense of closure. (CCSS:
W.1.1)
a. Write opinion
pieces in which they
introduce the topic or book
they are writing about, state
an opinion, supply reasons
that support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section. (CCSS: W.2.1)
BVSD Curriculum Essentials
36
Preschool
Kindergarten
1st Grade
b. Use a
combination of drawing,
dictating, and writing to
compose
informative/explanatory
texts in which they name
what they are writing about
and supply information
about the topic. (CCSS:
W.K.2)
b. Write
informative/explanatory
texts in which they name a
topic, supply facts about the
topic, and provide some
sense of closure. (CCSS:
W.1.2)
2nd Grade
b. Write
informative/explanatory
texts in which they
introduce a topic, use facts
and definitions to develop
points, and provide a
concluding statement or
section. (CCSS: W.2.2)
i. Organize
informational texts using
main ideas and specific
supporting details.
ii. Organize
ideas using a variety of
pictures, graphic organizers
or bulleted lists.
iii. Use relevant
details when responding in
writing to questions about
texts.
iv. State a focus
when responding to a given
question, and use details
from text to support a given
focus.
v. Apply
appropriate transition words
to writing.
Production and
Distribution of Writing
4/9/12
Production and
Distribution of Writing
BVSD Curriculum Essentials
Production and
Distribution of Writing
37
Preschool
4/9/12
Kindergarten
1st Grade
2nd Grade
c. With guidance and
support from adults,
respond to questions and
suggestions from peers, add
details to strengthen
writing, and reread and
revise to ensure writing
makes sense as needed.
(CCSS: W.K.5)
c. With guidance and
support from adults, focus
on a topic, respond to
questions and suggestions
from peers, add details to
strengthen writing, and
reread and revise to ensure
writing makes sense, as
needed. (CCSS: W.1.5)
c. With guidance and
support from adults and
peers, focus on a topic and
strengthen writing, as
needed, by rereading,
revising, and editing to
ensure writing makes sense.
(CCSS: W.2.5)
i. Use pictures,
words, and graphic
organizers to plan writing
i. Selfmonitors own writing by
rereading for focus on topic
, clarity and organization
d. With guidance
and support from adults,
explore a variety of digital
tools to produce and publish
writing, including
collaboratively with peers.
(CCSS: W.K.6)
d. With guidance
and support from adults,
use a variety of digital tools
to produce and publish
writing, including
collaboratively with peers.
(CCSS: W.1.6)
d. With guidance and
support from adults, use a
variety of digital tools to
produce and publish writing,
including collaboratively
with peers. (CCSS: W.2.6)
Apply conventions of
standard English
grammar and usage,
capitalization,
punctuation, and spelling
consistently.
Conventions of
Standard English
a. Demonstrate
command of the
conventions of Standard
English grammar and usage
when writing or speaking.
(CCSS: L.K.1)
Apply conventions of
standard English
grammar and usage,
capitalization,
punctuation, and spelling
consistently.
Convention of Standard
English
a. Demonstrate
command of the
conventions of Standard
English grammar and usage
when writing or speaking.
(CCSS: L.1.1)
Apply conventions of
standard English
grammar and usage,
capitalization,
punctuation, and spelling
consistently.
Conventions of
Standard English
a. Demonstrate
command of the
conventions of Standard
English grammar and usage
when writing or speaking.
(CCSS: L.2.1)
BVSD Curriculum Essentials
38
Preschool
4/9/12
1st Grade
2nd Grade
i. Print many
upper- and lowercase
letters. (CCSS: L.K.1a)
i. Print all upperand lowercase letters
fluently. (CCSS: L.1.1a)
i. Use collective
nouns (e.g., group). (CCSS:
L.2.1a)
ii. Use frequently
occurring nouns and verbs.
(CCSS: L.K.1b)
ii. Use common,
proper, and possessive
nouns. (CCSS: L.1.1b)
ii. Form and use
frequently occurring
irregular plural nouns (e.g.,
feet, children, teeth, mice,
fish). (CCSS: L.2.1b)
iii. Form regular
plural nouns orally by
adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes).
(CCSS: L.K.1c)
iii. Use singular
and plural nouns with
matching verbs in basic
sentences (e.g., He hops;
We hop). (CCSS: L.1.1c)
iii. Use reflexive
pronouns (e.g., myself,
ourselves). (CCSS: L.2.1c)
iv. Understand
and use question words
(interrogatives) (e.g., who,
what, where, when, why,
how). (CCSS: L.K.1d)
iv. Use personal,
possessive, and indefinite
pronouns (e.g., I, me, my;
they, them, their, anyone,
everything). (CCSS: L.1.1d)
iv. Form and use
the past tense of frequently
occurring irregular verbs
(e.g., sat, hid, told). (CCSS:
L.2.1d)
v. Use the most
frequently occurring
prepositions (e.g., to, from,
in, out, on, off, for, of, by,
with). (CCSS: L.K.1e)
v. Use verbs to
convey a sense of past,
present, and future (e.g.,
Yesterday I walked home;
Today I walk home;
Tomorrow I will walk
home). (CCSS: L.1.1e)
v. Use adjectives
and adverbs, and choose
between them depending on
what is to be modified.
(CCSS: L.2.1e)
vi. Produce and
expand complete sentences
in shared language
activities. (CCSS: L.K.1f)
vi. Use frequently
occurring adjectives.
(CCSS: L.1.1f)
vi. Apply accurate
subject-verb agreement
while writing.
Kindergarten
BVSD Curriculum Essentials
39
Preschool
1st Grade
2nd Grade
vii. Use proper
spacing between words.
vii. Use frequently
occurring conjunctions
(e.g., and, but, or, so,
because). (CCSS: L.1.1g)
vii. Produce,
expand, and rearrange
complete simple and
compound sentences (e.g.,
The boy watched the movie;
The little boy watched the
movie; The action movie
was watched by the little
boy). (CCSS: L.2.1f)
viii. Write left to
right and top to bottom.
viii. Use
determiners (e.g., articles,
demonstratives). (CCSS:
L.1.1h)
viii. Vary sentence
beginnings.
ix. Use
appropriate pencil grip.
ix. Use frequently
occurring prepositions (e.g.,
during, beyond, toward).
(CCSS: L.1.1i)
Kindergarten
x. Produce and
expand complete simple
and compound declarative,
interrogative, imperative,
and exclamatory sentences
in response to prompts.
(CCSS: L.1.1j)
b. Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing. (CCSS: L.K.2)
4/9/12
b. Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing. (CCSS: L.1.2)
BVSD Curriculum Essentials
b. Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing. (CCSS: L.2.2)
40
Preschool
Kindergarten
1st Grade
Write complete
2nd Grade
i. Capitalize the
first word in a sentence and
the pronoun I. (CCSS:
L.K.2a)
i.
sentences.
i. Capitalize
holidays, product names,
and geographic names.
(CCSS: L.2.2a)
ii. Recognize and
name end punctuation.
(CCSS: L.K.2b)
ii. Capitalize
dates and names of people.
(CCSS: L.1.2a)
ii. Use commas
in greetings and closings of
letters. (CCSS: L.2.2b)
iii. Write a letter,
or letters, for most
consonant and short-vowel
sounds (phonemes). (CCSS:
L.K.2c)
iii. Use end
punctuation for sentences.
(CCSS: L.1.2b)
iii. Use an
apostrophe to form
contractions and frequently
occurring possessives.
(CCSS: L.2.2c)
iv. Spell simple
words phonetically, drawing
on knowledge of soundletter relationships. (CCSS:
L.K.2d)
iv. Use commas in
dates and to separate single
words in a series. (CCSS:
L.1.2c)
iv. Generalize
learned spelling patterns
when writing words (e.g.,
cage → badge; boy → boil).
(CCSS: L.2.2d)
v. Use
conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.
(CCSS: L.1.2d)
v. Consult
reference materials,
including beginning
dictionaries, as needed to
check and correct spellings.
(CCSS: L.2.2e)
vi. Spell
untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions.
(CCSS: L.1.2e)
vi. Spell high
frequency words correctly.
Research & Reasoning GLEs & EOs
Preschool
4/9/12
Kindergarten
1st Grade
BVSD Curriculum Essentials
2nd Grade
41
Preschool
Share new learning
gained from reading and
interacting with others.
a. Tell stories about other
times and places that have
a logical order and that
include major details.
(adapted from G.9.d.6)
b. Tell about experiences
in order, provide details,
and evaluate the
experience. (adapted from
G.12.a.6)
c. Remember the
sequence of personal
routines and experiences.
(adapted from G.12.b.4)
d. Draw on everyday
experiences and apply this
knowledge to a similar
situation. (adapted from
G.12.b.6)
e. Ask and answers
questions about the text;
refer to pictures. (adapted
from G.18.a.4)
h. Pretend to read, using
some of the language from
the text; describe action
across pages, using pictures
to order the events.
(adapted from G.18.b.4)
i. Use and interpret
illustrations to gain meaning
4/9/12
Kindergarten
1st Grade
2nd Grade
Participate in shared
research projects by
recalling information
from experiences and
gathering information
from sources to answer
questions.
Participate in shared
research projects by
recalling information
from experiences and
gathering information
from sources to answer
questions.
Participate in shared
research projects by
recalling information
from experiences and
gathering information
from sources to answer
questions.
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
a. Participate in shared
research and writing
projects (e.g., explore a
number of books by a
favorite author and express
opinions about them).
(CCSS: W.K.7)
a. Participate in shared
research and writing
projects (e.g., explore a
number of “how-to” books
on a given topic and use
them to write a sequence of
instructions). (CCSS:
W.1.7)
a. Participate and
collaborate in shared
research and writing
projects (e.g., read a
number of books on a single
topic to produce a report;
record science
observations). (CCSS:
W.2.7)
i. Identify a clear
purpose for research or
inquiry. (e.g., If the class is
learning about trees, is my
need to know about pets
related?)
i. Identify a
clear and significant
purpose for research. (e.g.,
Is my purpose for
researching frogs clear, and
is it important to
understanding more about
mammals?)
i. Ask primary
questions of depth and
breadth.
ii. Identify a
significant question to
answer, problem to solve,
or issue to resolve.
ii. Acknowledge
the need to treat all
viewpoints fair-mindedly.
iii. Gather
relevant information and
check various information
sources for accuracy. (e.g.,
In a class discussion
focused on butterflies,
students ask questions
iii. Identify a
variety of resources and the
information they might
contain (dictionary, trade
book, library databases, and
Internet web pages).
BVSD Curriculum Essentials
42
Preschool
Kindergarten
j. Generate questions and
investigate answers about
topics of interest.
related to a butterfly and its
life cycle.)
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1st Grade
2nd Grade
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
b. With guidance and
support from adults, recall
information from
experiences, or gather
information from provided
sources, to answer a
question. (CCSS: W.K.8)
b. With guidance and
support from adults, recall
information from
experiences, or gather
information from provided
sources, to answer a
question. (CCSS: W.1.8)
b. Recall information
from experiences, or gather
information from provided
sources, to answer a
question. (CCSS: W.2.8)
i. Write/dictate
questions that arise during
instruction.
i. Evaluate
information for clarity and
accuracy.
i. Identify a
specific question and gather
information for purposeful
investigation and inquiry.
ii. Use a variety
of resources (such as direct
observation, trade books,
and texts read aloud or
viewed) to answer questions
of interest through guided
inquiry.
ii. Write
questions for inquiry that
arise during instruction.
ii. Use a variety
of multimedia sources to
answer questions of
interest.
iii. Ask primary
questions of clarity,
significance, relevance, and
accuracy to improve quality
of thinking.
iii. With peers,
use a variety of resources
(direct observation, trade
books, and texts read aloud
or viewed) to answer
questions of interest
through guided inquiry.
BVSD Curriculum Essentials
43
Preschool
Kindergarten
iv. State,
elaborate, and exemplify
the concept of fairmindedness.
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1st Grade
2nd Grade
iv. Use text
features (titles, illustrations,
headings, bold type) to
locate, interpret, and use
information.
BVSD Curriculum Essentials
44
3rd Grade
4th Grade
5th Grade
Elementary Intermediate Vertical Articulation
Speaking and Listening GLEs & EOs
3rd Grade
4th Grade
Communicate effectively while
reporting on a topic, telling a story,
or recounting an experience.
Communicate effectively while
reporting on a topic, telling a story,
or recounting an experience.
Communicate effectively while
expressing an opinion, sharing
information, describing a process,
or persuading an audience.
Presentation of Knowledge and
Ideas
Presentation of Knowledge and
Ideas
Presentation of Knowledge and
Ideas
a. Report on a topic or text, tell a
story, or recount an experience, with
appropriate facts and relevant,
descriptive details, speaking clearly at
an understandable pace. (CCSS:
SL.3.4)
a. Report on a topic or text, tell a
story, or recount an experience, in an
organized manner, using appropriate
facts and relevant, descriptive details to
support main ideas or themes; speak
clearly at an understandable pace.
(CCSS: SL.4.4)
a.
Describe a process and
persuade an audience
b. Distinguish different levels of
formality
b.
Add audio recordings and visual
displays to presentations, when
appropriate, to enhance the
development of main ideas or themes.
(CCSS: SL.4.5)
i. Report on a topic or text,
or present an opinion, sequencing ideas
logically and using appropriate facts
and relevant, descriptive details to
support main ideas or theme; speak
clearly at an understandable pace.
(CCSS: SL.5.4)
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5th Grade
45
3rd Grade
4th Grade
5th Grade
c. Speak clearly, using appropriate
volume and pitch, for the purpose and
audience
c. Differentiate between contexts
that call for formal English (e.g.,
presenting ideas) and situations where
informal discourse is appropriate (e.g.,
small-group discussion); use formal
English, when appropriate, to tasks and
situations. (CCSS: SL.4.6)
b. Include multimedia components
(e.g., graphics, sound) and visual
displays in presentations, when
appropriate, to enhance the
development of main ideas or themes.
(CCSS: SL.5.5)
d. Select and organize ideas
sequentially, or around major points of
information, that relate to the formality
of the audience
d. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening. (CCSS: L.4.3)
c. Adapt speech to a variety of
contexts and tasks, using formal
English, when appropriate, to tasks and
situations. (CCSS: SL.5.6)
e. Create engaging audio
recordings of stories or poems that
demonstrate fluid reading at an
understandable pace; add visual
displays, when appropriate, to
emphasize or enhance certain facts or
details. (CCSS: SL.3.5)
f.
Speak in complete sentences,
when appropriate, to tasks and
situations, in order to provide
requested detail or clarification. (CCSS:
SL.3.6)
g. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening. (CCSS: L.3.3)
i.
words and phrases to
convey ideas precisely. (CCSS: L.4.3a)
d. Use knowledge of language and
its conventions when writing, speaking,
reading, or listening (CCSS.L.5.3)
ii. Choose punctuation for
effect. (CCSS: L.4.3b)
i.
Expand, combine, and
reduce sentences for meaning, reader
and listener interest, and style.
(CCSS.L.5.3a)
iii. Differentiate between
contexts that call for formal English
(e.g., presenting ideas) and situations
where informal discourse is appropriate
(e.g., small-group discussion). (CCSS:
L.4.3c)
ii. Compare and contrast
the varieties of English (e.g., dialects,
registers) used in stories, dramas, or
poems. (CCSS.L.5.3b
i.
Choose words and
phrases for effect. (CCSS: L.3.3a)
ii.
Recognize and observe
differences between the conventions of
spoken and written Standard English.
(CCSS: L.3.3b)
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e. Adapt language as appropriate to
purpose: persuasive, explanatory,
informational, or opinion.
BVSD Curriculum Essentials
46
3rd Grade
4th Grade
5th Grade
Listen to other’s ideas, forms own
opinions, and engages effectively in
collaborative discussions.
Listen to other’s ideas, forms own
opinions, and engages effectively in
collaborative discussions.
Comprehension and Collaboration
Comprehension and Collaboration
iii.
Use grammatically
correct language for the audience and
specific vocabulary to communicate
ideas and supporting details.
Prepare for and engages
effectively in collaborative
discussions.
Comprehension and Collaboration
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grade 3 topics and
texts, building on others' ideas and
expressing own ideas clearly. (CCSS:
SL 3.1)
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grade 4 topics and
texts, building on others’ ideas and
expressing own ideas clearly. (CCSS:
SL.4.1)
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grade 5 topics and
texts, building on others’ ideas and
expressing own ideas clearly. (CCSS:
SL.5.1)
i.
Come to discussions
prepared, having read or studied
required material; explicitly draw on
that preparation and other information
known about the topic to explore ideas
under discussion. (CCSS: SL.3.1a)
i.
Come to discussions
prepared, having read or studied
required material; explicitly draw on
that preparation and other information
known about the topic to explore ideas
under discussion. (CCSS: SL.4.1a)
i.
Come to discussions
prepared, having read or studied
required material; explicitly draw on
that preparation and other information
known about the topic to explore ideas
under discussion. (CCSS: SL.5.1a)
ii.
Follow agreed-upon
rules for discussions (e.g., gaining the
floor in respectful ways, listening to
others with care, speaking one at a
time about the topics and texts under
discussion). (CCSS: SL.3.1b)
ii.
Follow agreed-upon
rules for discussions and carry out
assigned roles. (CCSS: SL.4.1b)
ii.
Follow agreed-upon
rules for discussions and carry out
assigned roles. (CCSS: SL.5.1b)
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47
3rd Grade
4th Grade
5th Grade
iii. Ask questions to check
understanding of information
presented, stay on topic, and link
comments to the remarks of others.
(CCSS: SL.3.1c)
iii. Pose and respond to
specific questions to clarify or follow up
on information, and make comments
that contribute to the discussion and
link to the remarks of others. (CCSS:
SL.4.1c)
iii.
Pose and respond
to specific questions by making
comments that contribute to the
discussion and elaborate on the
remarks of others. (CCSS: SL.5.1c)
iv. Explain own ideas and
understanding in light of the discussion.
(CCSS: SL.3.1d)
iv. Review the key ideas
expressed and explain own ideas and
understanding in light of the discussion.
(CCSS: SL.4.1d)
iv.
Review the key ideas
expressed and draw conclusions
through information and knowledge
gained from the discussions. (CCSS:
SL.5.1d)
b. Paraphrase portions of a test
read aloud or information presented in
diverse media and formats, including
visually, quantitatively, and orally.
(CCSS: SL.4.2)
b. Model a variety of active
listening strategies (e.g., eye contact,
note-taking, questioning, formulating
clarifying questions)
v. Use eye contact, volume,
and tone appropriate to audience and
purpose
vi. Use different types of
complete sentences to share
information, give directions, or request
information
b. Determine the main ideas and
supporting details of a text read aloud
or information presented in diverse
media and formats, including visually,
quantitatively, and orally. (CCSS: SL
3.2)
i.
Summarize a
written text read aloud or information
presented in diverse media and
formats, including visually,
quantitatively, and orally. (CCSS:
SL.5.2)
c.
Ask and answer questions
about information from a speaker,
offering appropriate elaboration and
detail. (CCSS: SL 3.3)
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c. Identify the reasons and
evidence a speaker provides to support
particular points. (CCSS: SL.4.3)
BVSD Curriculum Essentials
c.
Summarize the points a
speaker makes, and explain how each
claim is supported by reasons and
evidence. (CCSS: SL.5.3)
48
3rd Grade
4th Grade
5th Grade
Reading for all Purposes GLEs & EOs
3rd Grade
4th Grade
5th Grade
Use a range of strategies efficiently
to construct meaning while reading
literature.
Use a range of strategies efficiently
to construct meaning while reading
literature.
Use a range of strategies efficiently
to construct meaning while reading
literature.
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
a. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. (CCSS: RL.3.1)
a. Refer to details and examples in
a text when explaining what the text
says explicitly and when drawing
inferences from the text. (CCSS:
RL.4.1)
b. Identify and draw inferences
about setting, characters (such as
motivations, personality traits), and
plot. (CCSS: RL.4.2)
a. Quote accurately from a text
when explaining what the text says
explicitly and when drawing inferences
from the text. (CCSS: RL.5.1)
b. Use a variety of comprehension
strategies to interpret text (attending,
searching, predicting, checking, and
self-correcting).
c. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
how it is conveyed through key details
in the text. (CCSS: RL.3.2)
c. Determine a theme of a story,
drama, or poem from details in the
text; summarize the text. (CCSS:
RL.4.3)
d. Describe and draw inferences
about the elements of plot, character,
and setting in literary pieces, poems,
and plays.
d. Summarize text by identifying
and sequencing important ideas, and
by providing supporting details, while
maintaining sequence.
e. Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their actions
contribute to the sequence of events.
(CCSS: RL.3.3)
e. Describe, in depth, a character,
setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character’s thoughts, words, or
actions). (CCSS: RL.4.4)
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BVSD Curriculum Essentials
b. Determine a theme of a story,
drama, or poem from details in the
text, including how characters in a
story or drama respond to challenges
or how the speaker in a poem reflects
upon a topic; summarize the text.
(CCSS: RL.5.2)
c. Compare and contrast two or
more characters’ points of view,
settings, or events in a story or drama,
drawing on specific details in the text
(e.g., how characters interact). (CCSS:
RL.5.3)
d. Uses a range of strategies
efficiently when constructing meaning
from text, such as predicting,
visualizing, summarizing, making
connections, identifying important
information and making inferences.
49
3rd Grade
4th Grade
5th Grade
f.
Describe the development of plot
(such as the origin of the central
conflict, the action of the plot, and how
the conflict is resolved).
Craft and Structure
Craft and Structure
f.
Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteral
language. (CCSS: RL.3.4)
Craft and Structure
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative language
(metaphors and similes). (CCSS:
RL.5.4)
f.
Use the relationship between
particular words (e.g., synonyms,
antonyms, and homographs) to better
understand each of the words. (CCSS:
L.5.5c)
g. Use signal words (such as:
before, after, next) and text structure
(narrative, chronology) to determine
the sequence of major events
g. Determine the meaning of words
and phrases as they are used in a text,
including those that allude to significant
characters found in mythology (e.g.,
Herculean). (CCSS: RL.4.4)
g. Explain how a series of chapters,
scenes, or stanzas fits together to
provide the overall structure of a
particular story, drama, or poem.
(CCSS: RL.5.5)
h. Refer to parts of stories, dramas,
and poems when writing or speaking
about a text, using terms such as
chapter, scene, and stanza; describe
how each successive part builds on
earlier sections. (CCSS: RL.3.5)
h. Explain major differences
between poems, drama, and prose, and
refer to the structural elements of
poems (e.g., verse, rhythm, and
meter) and drama (e.g., casts of
characters, settings, descriptions,
dialogue, and stage directions) when
writing or speaking about a text.
(CCSS: RL.4.5)
h. Describe how a narrator or
speaker’s point of view influences how
events are described. (CCSS: RL.5.6)
i.
Distinguish own point of view
from that of the narrator or those of
the characters. (CCSS: RL.3.6)
i.
Compare and contrast the point
of view from which different stories are
narrated, including the difference
between first- and third-person
narrations. (CCSS: RL.4.6)
i.
Compare and contrast the
varieties of English (e.g. dialects,
registers) used in stories, dramas, or
poems. (CCSS: L.5.3b)
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50
3rd Grade
4th Grade
5th Grade
j.
Locate information to support
opinions, predictions, inferences, and
identification of the author’s message
or theme.
Integration of Knowledge and
Ideas
j.
Explain how specific
aspects of a text's illustrations
contribute to what is conveyed by the
words in a story (e.g., create mood,
emphasize aspects of a character or
setting). (CCSS: RL.3.7)
Integration of Knowledge and
Ideas
j.
Make connections between
the text of a story or drama and a
visual or oral presentation of the text,
identifying where each version reflects
specific descriptions and directions in
the text. (CCSS: RL.4.7)
Integration of Knowledge and
Ideas
k. Summarize central ideas
and important details from literary text
k. Compare and contrast the
treatment of similar themes and topics
(e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in
stories, myths, and traditional literature
from different cultures. (CCSS: RL.4.9)
k. Analyze how visual and
multimedia elements contribute to the
meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia
presentation of fiction, folktale, myth,
poem). (CCSS: RL.5.7)
l.
Compare and contrast the
themes, settings, and plots of stories,
written by the same author, about the
same or similar characters (e.g., in
books from a series). (CCSS: RL.3.9)
l.
Compare and contrast
stories in the same genre (e.g.,
mysteries and adventure stories) on
their approaches to similar themes and
topics. (CCSS: RL.5.9)
m. Use knowledge of literary
devices (such as imagery, rhythm,
foreshadowing, metaphors) to
understand and respond to text.
Range of Reading and Complexity
of Text
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Range of Reading and Complexity
of Text
BVSD Curriculum Essentials
Range of Reading and Complexity
of Text
51
3rd Grade
4th Grade
5th Grade
m. By the end of the year,
read and comprehend literature,
including stories, dramas, and poetry,
at the high end of the grades 2-3 text
complexity band, independently and
proficiently. (CCSS: RL.3.10)
l.
By the end of the year,
read and comprehend literature,
including stories, dramas, and poetry,
at the grades 4–5 text complexity
band, proficiently and independently,
with scaffolding, as needed, at the high
end of the range. (CCSS: RL.4.10)
n.
By the end of the year,
read and comprehend literature,
including stories, dramas, and poetry,
at the high end of the grades 4–5 text
complexity band, independently and
proficiently. (CCSS: RL.5.10)
Use a range of strategies efficiently
to construct meaning while reading
informational texts.
Use a range of strategies efficiently
to construct meaning while reading
informational texts.
Use a range of strategies efficiently
to understand and compare
concepts from informational texts.
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
a. Ask and answer questions
to demonstrate understanding of a
text, referring explicitly to the text as
the basis for the answers. (CCSS:
RI.3.1)
a. Refer to details and
examples in a text when explaining
what the text says explicitly and when
drawing inferences from the text.
(CCSS: RI.4.1)
a. Quote accurately from a
text when explaining what the text says
explicitly and when drawing inferences
from the text. (CCSS: RI.5.1)
b. Determine the main idea of
a text; recount the key details and
explain how they support the main
idea. (CCSS: RI.3.2)
c. Describe the relationship
between a series of historical events,
scientific ideas or concepts, or steps in
technical procedures in a text, using
language that pertains to time,
sequence, and cause/effect. (CCSS:
RI.3.3)
b. Determine the main idea of
a text and explain how it is supported
by key details; summarize the text.
(CCSS: RI.4.2)
c. Explain events,
procedures, ideas, or concepts in a
historical, scientific, or technical text,
including what happened and why,
based on specific information in the
text. (CCSS: RI.4.3)
b. Determine two or more
main ideas of a text and explain how
they are supported by key details;
summarize the text. (CCSS: RI.5.2)
c. Explain the relationships or
interactions between two or more
individuals, events, ideas, or concepts
in a historical, scientific, or technical
text based on specific information in
the text. (CCSS: RI.5.3)
d. Distinguish between fact
and opinion and provide support for
judgments made.
Craft and Structure
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Craft and Structure
BVSD Curriculum Essentials
Craft and Structure
52
3rd Grade
4th Grade
5th Grade
d. Determine the meaning of
general academic and domain-specific
words and phrases in a text relevant to
a grade 3 topic or subject area. (CCSS:
RI.3.4)
d. Determine the meaning of
general academic and domain-specific
words or phrases in a text relevant to a
grade 4 topic or subject area. (CCSS:
RI.4.4)
e. Use text features and
search tools (e.g., key words, sidebars,
and hyperlinks) to locate information
relevant to a given topic efficiently.
(CCSS: RI.3.5)
e. Describe the overall
structure (e.g., chronology,
comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or
part of a text. (CCSS: RI.4.5)
e. Determine the meaning of
general academic and domain-specific
words and phrases in a text relevant to
a grade 5 topic or subject area. (CCSS:
RI.5.4)
f.
Distinguish own point of
view from that of the author of a text.
(CCSS: RI.3.6)
f.
Compare and contrast a
firsthand and secondhand account of
the same event or topic; describe the
differences in focus and the information
provided. (CCSS: RI.4.6)
f.
Compare and contrast the
overall structure (e.g., chronology,
comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in two or more
texts. (CCSS: RI.5.5)
g. Use semantic cues and
signal words (because, although) to
identify cause/effect and
compare/contrast relationships
g. Identify common
organizational structures (e.g.,
paragraphs, topic sentences, and
concluding sentences), and explain how
they aid comprehension.
g. Analyze multiple accounts
of the same event or topic, noting
important similarities and differences in
the point of view they represent.
(CCSS: RI.5.6)
h. Skim materials to develop
a general overview of content
h. Use informational text
features (such as bold type, headings,
graphic organizers, numbering
schemes, glossary) and text structures
to organize or categorize information,
to answer questions, or to perform
specific tasks
i.
Scan to locate specific
information or to perform a specific
task (finding a phone number, locating
a definition in a glossary, identifying a
specific phrase in a passage).
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3rd Grade
4th Grade
5th Grade
j.
Use text features (bold
type, headings, visuals, captions,
glossary) to organize or categorize
information.
Integration of Knowledge and
Ideas
h. Use information gained
from illustrations (e.g., maps,
photographs) and the words in a text to
demonstrate understanding of the text
(e.g., where, when, why, and how key
events occur). (CCSS: RI.3.7)
Integration of Knowledge and
Ideas
k. Interpret information
presented visually, orally, or
quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or
interactive elements on Web pages)
and explain how the information
contributes to an understanding of the
text in which it appears. (CCSS: RI.4.7)
Integration of Knowledge and
Ideas
i.
Draw on information from
multiple print or digital sources,
demonstrating the ability to locate an
answer to a question quickly or to solve
a problem efficiently. (CCSS: RI.5.7)
i.
Describe the logical
connection between particular
sentences and paragraphs in a text
(e.g., comparison, cause/effect,
first/second/third in a sequence).
(CCSS: RI.3.8)
l.
Explain how an author
uses reasons and evidence to support
particular points in a text. (CCSS:
RI.4.8)
j.
Explain how an author
uses reasons and evidence to support
particular points in a text, identifying
which reasons and evidence support
which point(s). (CCSS: RI.5.8)
j.
Compare and contrast the
most important points and key details
presented in two texts on the same
topic. (CCSS: RI.3.9)
m. Integrate information from
two texts on the same topic in order to
write or speak about the subject
knowledgeably. (CCSS: RI.4.9)
k. Integrate information from
several texts on the same topic in order
to write or speak about the subject
knowledgeably. (CCSS: RI.5.9)
Range of Reading and Complexity
of Text t
k.
By the end of the year,
read and comprehend informational
texts, including history/social studies,
science, and technical texts, at the high
end of the grades 2-3 text complexity
band independently and proficiently.
(CCSS: RI.3.10)
Range of Reading and Complexity
of Text
n. By the end of year, read
and comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 4–5
text complexity band proficiently, with
scaffolding, as needed, at the high end
of the range. (CCSS: RI.4.10)
Range of Reading and Complexity
of Text
l.
By the end of the year,
read and comprehend informational
texts, including history/social studies,
science, and technical texts, at the high
end of the grades 4–5 text complexity
band independently and proficiently.
(CCSS: RI.5.10)
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54
3rd Grade
4th Grade
5th Grade
Know and apply grade-level
phonics and word analysis skills to
decode words.
Use a range of decoding and
vocabulary learning strategies to
acquire and use grade-appropriate
words and phrases.
Use a range of decoding and
vocabulary learning strategies to
acquire and use grade-appropriate
words and phrases.
Phonics and Word Recognition
Phonics and Word Recognition
Phonics and Word Recognition
a. Know and apply grade-level
phonics and word analysis skills in
decoding words. (CCSS: RF.3.3)
i. Identify and know the
meaning of the most common prefixes
and derivational suffixes. (CCSS:
RF.3.3a)
a. Know and apply grade-level
phonics and word analysis skills in
decoding words. (CCSS: RF.4.3)
i.
Use combined knowledge
of all letter-sound correspondences,
syllabication patterns, and morphology
(e.g., roots and affixes) to read
accurately unfamiliar multisyllabic
words in context and out of context.
(CCSS: RF.4.3a)
a. Know and apply grade-level
phonics and word analysis skills in
decoding words.
i.
Use combined
knowledge of all letter-sound
correspondences, syllabication
patterns, and morphology (e.g., roots
and affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context. (CCSS:
RF.5.3a)
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
b. Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 4
reading and content, choosing flexibly
from a range of strategies. (CCSS:
L.4.4)
b. Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 5
reading and content, choosing flexibly
from a range of strategies. (CCSS:
L.5.4)
i.
Use context (e.g.,
definitions, examples, or restatements
in text) as a clue to the meaning of a
word or phrase. (CCSS: L.4.4a)
i.
Use context
(e.g., cause/effect relationships and
comparisons in text) as a clue to the
meaning of a word or phrase. (CCSS:
RF.5.4a)
ii.
Decode words with
common Latin suffixes. (CCSS:
RF.3.3b)
iii. Decode multisyllabic
words. (CCSS: RF.3.3c)
iv. Read grade-appropriate
irregularly spelled words. (CCSS:
RF.3.3d)
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ii.
Use common,
grade-appropriate Greek and Latin
affixes and roots as clues to the
meaning of a word (e.g., telegraph,
photograph, autograph). (CCSS:
L.4.4b)
ii.
Use common,
grade-appropriate Greek and Latin
affixes and roots as clues to the
meaning of a word (e.g., photograph,
photosynthesis). (CCSS: RF.5.4b)
iii.
Read and
understand words with common
prefixes (un-, re-, dis-) and derivational
suffixes (-ful, -ly, -ness)
iii.
Consult reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation and determine or
clarify the precise meaning of key
words and phrases. (CCSS: RF.5.3c)
iv.
Read and
understand words that change spelling
to show past tense: write/wrote,
catch/caught, teach/taught.
iv.
Read and identify
the meaning of words with
sophisticated prefixes and suffixes.
v.
Read multisyllabic
words with and without inflectional and
derivational suffixes.
v.
Apply knowledge
of derivational suffixes that change the
part of speech of the base word (such
as active, activity).
vi.
Infer meaning of
words using explanations offered within
a text.
vi.
Infer meaning of
words using structural analysis,
context, and knowledge of multiple
meanings.
vii.
Consult reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation and determine or
clarify the precise meaning of key
words and phrases. (CCSS: L.4.4c)
vii.
Read and identify
the meaning of roots and related word
families in which the pronunciation of
the root does not change.
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c. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.4.5)
c. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.5.5)
i.
Explain the
meaning of simple similes and
metaphors (e.g., as pretty as a picture)
in context. (CCSS: L.4.5a)
i.
Interpret
figurative language, including similes
and metaphors, in context. (CCSS:
L.5.5a)
ii.
Recognize and
explain the meaning of common idioms,
adages, and proverbs. (CCSS: L.4.5b)
ii.
Recognize and
explain the meaning of common idioms,
adages, and proverbs. (CCSS: L.5.5b)
iii.
Demonstrate
understanding of words by relating
them to their opposites (antonyms) and
to words with similar but not identical
meanings (synonyms). (CCSS: L.4.5c)
iii.
Use the
relationship between particular words
(e.g., synonyms, antonyms,
homographs) to better understand each
of the words. (CCSS: L.5.5c)
d.
Acquire and use accurately
grade-appropriate general academic
and domain-specific words and
phrases, including those that signal
precise actions, emotions, or states of
being (e.g., quizzed, whined,
stammered) and that are basic to a
particular topic (e.g., wildlife,
conservation, and endangered when
discussing animal preservation).
(CCSS: L.4.6)
d.
Acquire and use accurately
grade-appropriate general academic
and domain-specific words and
phrases, including those that signal
contrast, addition, and other logical
relationships (e.g., however, although,
nevertheless, similarly, moreover, in
addition). (CCSS: L.5.6)
Read fluently with varied
expression and sufficiet accuracy to
support comprehension
Read fluently with varied
expression and sufficiet accuracy to
support comprehension
Read fluently with varied
expression and sufficiet accuracy to
support comprehension
Fluency
Fluency
Fluency
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a. Read with sufficient accuracy
and fluency to support comprehension.
(CCSS: RF.3.4)
a. Read with sufficient accuracy
and fluency to support comprehension.
(CCSS: RF.4.4)
a. Read with sufficient accuracy
and fluency to support comprehension.
(CCSS: RF.5.4)
i.
Read grade-level text
with purpose and understanding.
(CCSS.3.4a)
i. Read grade-level text
with purpose and understanding.
(CCSS: RF.4.4a)
i.
Read grade-level
text with purpose and understanding.
(CCSS: RF.5.4a)
ii.
Read grade-level
prose and poetry orally with accuracy,
appropriate rate, and expression.
(CCSS.3.4b)
ii. Read grade-level prose
and poetry orally with accuracy,
appropriate rate, and expression.
(CCSS: RF.4.4b)
ii.
Read grade-level
prose and poetry orally with accuracy,
appropriate rate, and expression.
(CCSS: RF.5.4b)
iii. Use context to confirm
or self-correct word recognition and
understanding, rereading as necessary.
(CCSS.3.4c)
iv. Read grade level tests
accurately and fluently, attending to
phrasing, intonation and punctuation
iii. Use context to confirm
or self-correct word recognition and
understanding, rereading as necessary.
(CCSS: RF.4.4c)
iii.
Use context to
confirm or self-correct word recognition
and understanding, rereading as
necessary. (CCSS: RF.5.4c)
v. Adjust reading rate
according to type of text and purpose
for reading
Uses a range of vocabulary learning
strategies to acquire and use
grade-appropriate words and
phrases.
Vocabulary Acquisition and Use
a. Determine or clarify the meaning
of unknown and multiple-meaning word
and phrases based on grade 3 reading
and content, choosing flexibly from a
range of strategies. (CCSS: L.3.4)
i.
Use sentence-level
context as a clue to the meaning of a
word or phrase. (CCSS: L.3.4a)
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ii.
Determine the
meaning of the new word formed when
a known affix is added to a known word
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat). (CCSS:
L.3.4b)
iii. Use knowledge of
word relationships to identify antonyms
or synonyms to clarify meaning.
iv. Use a known root word
as a clue to the meaning of an
unknown word with the same root
(e.g., company, companion). (CCSS:
L.3.4c)
v. Use glossaries or
beginning dictionaries, both print and
digital, to determine or clarify the
precise meaning of key words and
phrases. (CCSS: L.3.4d)
b. Demonstrate understanding of
figurative language, word relationships
and nuances in word meanings. (CCSS:
L.3.5)
i.
Distinguish the literal
and nonliteral meanings of words and
phrases in context (e.g., take steps).
(CCSS: L.3.5a)
ii.
Identify real-life
connections between words and their
use (e.g., describe people who are
friendly or helpful). (CCSS: L.3.5b)
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iii. Distinguish shades of
meaning among related words that
describe states of mind or degrees of
certainty (e.g., knew, believed,
suspected, heard, wondered). (CCSS:
L.3.5c)
c. Acquire and use accurately
grade-appropriate conversational,
general academic, and domain-specific
words and phrases, including those that
signal spatial and temporal
relationships (e.g., After dinner that
night we went looking for them).
(CCSS: L.3.6)
Writing and Composition GLEs & EOs
3
rd
Grade
4th Grade
5th Grade
Use the recursive writing process
to create narratives and poems for
intended audiences and purposes.
Use the recursive writing process
to create narratives and poems for
intended audiences and purposes.
Use the recursive writing process
to create narratives and poems for
intended audiences and purposes.
Text Types and Purposes
Text Types and Purposes
Text Types and Purposes
a. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. (CCSS:
W.3.3)
a. Plan and write narratives to
develop real or imagined experiences or
events using effective technique,
descriptive details, and clear event
sequences. (CCSS: W.4.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. (CCSS:
W.5.3)
i. Establish a situation
and introduce a narrator and/or
characters; organize an event sequence
that unfolds naturally. (CCSS: W.3.3a)
i. Orient the reader by
establishing a situation and introducing
a narrator and/or characters; organize
an event sequence that unfolds
naturally. (CCSS: W.4.3a)
i.
Create personal and
fictional narratives with a strong
personal voice.
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ii. Use dialogue and
descriptions of actions, thoughts, and
feelings to develop experiences and
events or show the response of
characters to situations. (CCSS:
W.3.3b)
ii. Choose planning
strategies to support text structure and
intended outcome.
ii. Orient the reader by
establishing a situation and introducing
a narrator and/or characters; organize
an event sequence that unfolds
naturally. (CCSS: W.5.3a)
iii. Use temporal words
and phrases to signal event order.
(CCSS: W.3c)
iii. Use dialogue and
description to develop experiences and
events or show the responses of
characters to situations. (CCSS:
W.4.3b)
iii. Use narrative
techniques, such as dialogue,
description, and pacing, to develop
experiences and events or show the
responses of characters to situations.
(CCSS: W.5.3b)
iv. Provide a sense of
closure. (CCSS: W.3.3d)
iv. Use a variety of
transitional words and phrases to
manage the sequence of events.
(CCSS: W.4.3c)
iv. Use a variety of
transitional words, phrases, and clauses
to manage the sequence of events.
(CCSS: W.5.3c)
b. Write descriptive poems using
figurative language
v. Use concrete words and
phrases and sensory details to convey
experiences and events precisely.
(CCSS: W.4.3d)
v. Use concrete words
and phrases and sensory details to
convey experiences and events
precisely. (CCSS: W.5.3d)
vi. Provide a conclusion
that follows from the narrated
experiences or events. (CCSS: W.4.3e)
vi. Provide a conclusion
that follows from the narrated
experiences or events. (CCSS: W.5.3e)
vii. Write poems that
express ideas or feelings using
imagery, figurative language, and
sensory details.
viii. Use correct format
(indenting paragraphs, parts of a letter,
poem, etc.) for intended purpose.
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b. Write poems using poetic
techniques (imagery, alliteration,
onomatopoeia); figurative language
(simile, metaphor); and graphic
elements (capital letters, line length).
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Production and Distribution of
Writing
c. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(CCSS: W.3.4)
Production and Distribution of
Writing
b. Produce clear and coherent
writing in which the development and
organization are appropriate to task,
purpose, and audience. (CCSS: W.4.4)
Production and Distribution of
Writing
c. Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience. (CCSS: W.5.4)
d. With guidance and support from
peers and adults, develop and
strengthen writing, as needed, by
planning, revising, and editing. (CCSS:
W.3.5)
c. With guidance and support from
peers and adults, develop and
strengthen writing, as needed, by
planning, revising, and editing. (CCSS:
W.4.5)
d. With guidance and support from
peers and adults, develop and
strengthen writing, as needed, by
planning, revising, editing, rewriting, or
trying a new approach. (CCSS: W.5.5)
e. With guidance and support from
adults, use technology to produce and
publish writing (using keyboarding
skills), as well as to interact and
collaborate with others. (CCSS: W.3.6)
d. With some guidance and support
from adults, use technology, including
the Internet, to produce and publish
writing, as well as to interact and
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of one page in
a single sitting. (CCSS: W.4.6)
i.
Expand, combine, or
reduce writing for meaning, audience
interest, and style.
Range of Writing
Range of Writing
Range of Writing
f.
Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences. (CCSS:
W.3.10)
e.
Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences. (CCSS:
W.4.10)
f.
Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences. (CCSS:
W.5.10)
Use the recursive writing process
to create informative/explanatory
and opinion pieces for a variety of
audiences and purposes.
Text Types and Purposes
Use the recursive writing process
to create informative/explanatory
and opinion pieces for a variety of
audiences and purposes.
Text Types and Purposes
Use the recursive writing process
to create informative/explanatory
and opinion pieces for a variety of
audiences and purposes.
Text Types and Purposes
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e. With some guidance and support
from adults, use technology, including
the Internet, to produce and publish
writing, as well as to interact and
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of two pages
in a single sitting. (CCSS: W.5.6)
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a. Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly. (CCSS:
W.3.2)
i. Introduce a topic and
group related information together;
include illustrations when useful to
aiding comprehension. (CCSS: W.3.2a)
a. Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information. (CCSS:
W.4.1)
i. Introduce a topic or text
clearly, state an opinion, and create an
organizational structure in which
related ideas are grouped to support
the writer’s purpose. (CCSS: W.4.1a)
a. Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information. (CCSS:
W.5.1)
i.
Introduce a topic or
text clearly, state an opinion, and
create an organizational structure in
which ideas are logically grouped to
support the writer’s purpose. (CCSS:
W.5.1a)
ii. State main ideas and
include sufficient details or facts for
appropriate depth of information
(naming, describing, explaining,
comparing, use of visual images)
ii. Provide reasons that are
supported by facts and details. (CCSS:
W.4.1b)
ii.
Provide logically
ordered reasons that are supported by
facts and details. (CCSS: W.5.1b)
iii. Vary sentence
beginnings, and use long and short
sentences to create sentence fluency in
longer texts
iv. Develop the topic with
facts, definitions, and details. (CCSS:
W.3.2b)
iii. Link opinion and
reasons using words and phrases (e.g.,
for instance, in order to, in addition).
(CCSS: W.4.1c)
iv. Provide a concluding
statement or section related to the
opinion presented. (CCSS: W.4.1d)
iii.
Link opinion and
reasons using words, phrases, and
clauses (e.g., consequently,
specifically). (CCSS: W.5.1c)
iv.
Provide a concluding
statement or section related to the
opinion presented. (CCSS: W.5.1d)
v. Use linking words and
phrases (e.g., also, another, and,
more, but) to connect ideas within
categories of information. (CCSS:
W.3c)
b. Write
informative/explanatory texts to
examine a topic and convey ideas and
information clearly. (CCSS: W.4.2)
b. Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly. (CCSS:
W.5.2)
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vi. Provide a concluding
statement or section. (CCSS: W.3.2d)
i. Introduce a topic clearly
and group related information in
paragraphs and sections; include
formatting (e.g., headings),
illustrations, and multimedia when
useful to aiding comprehension. (CCSS:
W.4.2a)
i.
Introduce a topic
clearly, provide a general observation
and focus, and group related
information logically; include formatting
(e.g., headings), illustrations, and
multimedia when useful to aiding
comprehension. (CCSS: W.5.2a)
b. Write opinion pieces on
topics or texts, supporting a point of
view with reasons. (CCSS: W.3.1)
ii. Identify a text structure
appropriate to purpose (sequence,
chronology, description, explanation,
comparison-and-contrast).
ii.
Develop the topic
with facts, definitions, concrete details,
quotations, or other information and
examples related to the topic. (CCSS:
W.5.2b)
i. Introduce the topic or
text they are writing about, state an
opinion, and create an organizational
structure that lists reasons. (CCSS:
W.3.1a)
iii. Choose planning
strategies to support text structure and
intended outcome.
iii.
Link ideas within
and across categories of information
using words, phrases, and clauses
(e.g., in contrast, especially). (CCSS:
W.5.2c)
ii. Provide reasons that
support the opinion. (CCSS: W.3.1b)
iv. Use correct format
(indenting paragraphs, parts of a letter,
poem, etc.) for intended purpose
iii. Use linking words and
phrases (e.g., because, therefore,
since, for example) to connect opinion
and reasons. (CCSS: W.3.1c)
v. Organize relevant ideas
and details to convey a central idea or
prove a point.
iv.
Use precise
language and domain-specific
vocabulary to inform about or explain
the topic. (CCSS: W.5.2d)
v.
Provide a concluding
statement or section related to the
information or explanation presented.
(CCSS: W.5.2e)
iv. Provide a concluding
statement or section. (CCSS: W.3.1d)
vi. Develop the topic with
facts, definitions, concrete details,
quotations, or other information and
examples related to the topic. (CCSS:
W.4.2b)
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vii. Link ideas within
categories of information using words
and phrases (e.g., another, for
example, also, because). (CCSS:
W.4.2c)
Production and Distribution of
Writing
c. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(CCSS: W.3.4)
d. With guidance and support from
peers and adults, develop and
strengthen writing, as needed, by
planning, rereading, revising, and
editing. (CCSS: W.3.5)
viii. Use precise language
and domain-specific vocabulary to
inform about or explain the topic.
(CCSS: W.4.2d)
ix. Provide a concluding
statement or section related to the
information or explanation presented.
(CCSS: W.4.2e)
Production and Distribution of
Writing
c. Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience. (CCSS: W.4.4)
d. With guidance and support from
peers and adults, develop and
strengthen writing, as needed, by
planning, rereading, revising, and
editing to ensure writing makes sense.
(CCSS: W.4.5)
Production and Distribution of
Writing
c. Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience. (CCSS: W.5.4)
d. With guidance and support from
peers and adults, develop and
strengthen writing, as needed, by
planning, revising, editing, rewriting, or
trying a new approach. (CCSS: W.5.5)
i.
Expand, combine, or
reduce writing for meaning,
reader/listener interest, and style.
e. With guidance and support from
adults, use technology to produce and
publish writing (using keyboarding
skills), as well as to interact and
collaborate with others. (CCSS: W.3.6)
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e. With some guidance and support
from adults, use technology, including
the Internet, to produce and publish
writing, as well as to interact and
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of one page in
a single sitting. (CCSS: W.4.6)
BVSD Curriculum Essentials
e. With some guidance and support
from adults, use technology, including
the Internet, to produce and publish
writing, as well as to interact and
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of two pages
in a single sitting. (CCSS: W.5.6)
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Range of Writing
Range of Writing
Range of Writing
f.
Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences. (CCSS:
W.3.10)
f.
Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences. (CCSS:
W.4.10)
f.
Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences. (CCSS:
W.5.10)
Apply conventions of standard
English grammar and usage,
capitalization, punctuation, and
spelling consistently.
Apply conventions of standard
English grammar and usage,
capitalization, punctuation, and
spelling consistently.
Apply conventions of standard
English grammar and usage,
capitalization, punctuation, and
spelling consistently.
Conventions of Standard English
Conventions of Standard English
Conventions of Standard English
a. Demonstrate command of
the conventions of Standard English
grammar and usage when writing or
speaking. (CCSS: L.3.1)
i. Explain the function of
nouns, pronouns, verbs, adjectives,
and adverbs in general, and their
functions in particular sentences.
(CCSS: L.3.1a)
a. Demonstrate command of
the conventions of Standard English
grammar and usage when writing or
speaking. (CCSS: L.4.1)
i. Use relative pronouns
(who, whose, whom, which, that) and
relative adverbs (where, when, why).
(CCSS: L.4.1a)
a. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. (CCSS: L.5.1)
i.
Explain the function
of conjunctions, prepositions, and
interjections in general, and their
function in particular sentences. (CCSS:
L.5.1a)
ii. Form and use regular
and irregular plural nouns. (CCSS:
L.3.1b)
ii. Form and use the
progressive (e.g., I was walking; I am
walking; I will be walking) verb tenses.
(CCSS: L.4.1b)
iii. Use modal auxiliaries
(e.g., can, may, must) to convey
various conditions. (CCSS: L.4.1c)
ii.
Form and use the
perfect (e.g., I had walked; I have
walked; I will have walked) verb
tenses. (CCSS: L.5.1b)
iii.
Use verb tense to
convey various times, sequences,
states, and conditions. (CCSS: L.5.1c)
iii. Use abstract nouns
(e.g., childhood). (CCSS: L.3.1c)
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iv. Form and use regular
and irregular verbs. (CCSS: L.3.1d)
iv. Order adjectives within
sentences according to conventional
patterns (e.g., a small red bag rather
than a red small bag). (CCSS: L.4.1d)
iv.
Recognize and
correct inappropriate shifts in verb
tense. (CCSS: L.5.1d)
v. Form and use the
simple (e.g., I walked; I walk; I will
walk) verb tenses. (CCSS: L.3.1e)
v. Form and use
prepositional phrases. (CCSS: L.4.1e)
v.
Use correlative
conjunctions (e.g., either/or,
neither/nor). (CCSS: L.5.1e)
vi. Ensure subject-verb
and pronoun-antecedent agreement.
(CCSS: L.3.1f)
vi. Use compound subjects
(Tom and Pat went to the store) and
compound verbs (Harry thought and
worried about the things he said to
Jane) to enhance sentence fluency in
writing.
b. Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.5.2)
vii. Form and use
comparative and superlative adjectives
and adverbs, and choose between them
depending on what is to be modified.
(CCSS: L.3.1g)
vii. Produce complete
sentences, recognizing and correcting
inappropriate fragments and run-ons.
(CCSS: L.4.1f)
i.
Use punctuation to
separate items in a series. (CCSS:
L.5.2a)
viii. Use coordinating and
subordinating conjunctions. (CCSS:
L.3.1h)
viii. Correctly use frequently
confused words (e.g., to, too, two;
there, their). (CCSS: L.4.1g)
ii.
Use a comma to
separate an introductory element from
the rest of the sentence. (CCSS:
L.5.2b)
ix. Produce simple,
compound, and complex sentences.
(CCSS: L.3.1i)
b. Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.4.2)
iii.
Use a comma to set
off the words yes and no (e.g., Yes,
thank you), to set off a tag question
from the rest of the sentence (e.g., It’s
true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
(CCSS: L.5.2c)
b. Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.3.2)
i. Use correct
capitalization. (CCSS: L.4.2a)
iv.
Use underlining,
quotation marks, or italics to indicate
titles of works. (CCSS: L.5.2d)
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3rd Grade
4th Grade
i. Capitalize appropriate
words in titles. (CCSS: L.3.2a)
ii. Use commas and
quotation marks to mark direct speech
and quotations from a text. (CCSS:
L.4.2b)
ii. Use commas in
addresses. (CCSS: L.3.2b)
iii. Use a comma before a
coordinating conjunction in a compound
sentence. (CCSS: L.4.2c)
iii. Use commas and
quotation marks in dialogue. (CCSS:
L.3.2c)
iv. Spell grade-appropriate
words correctly, consulting references
as needed. (CCSS: L.4.2d)
5th Grade
v.
Spell gradeappropriate words correctly, consulting
references as needed. (CCSS: L.5.2e)
iv. Form and use
possessives. (CCSS: L.3.2d)
v. Use conventional
spelling for high frequency and other
studied words, and for adding suffixes
to base words (e.g., sitting, smiled,
cries, happiness). (CCSS: L.3.2e)
vi. Use spelling patterns
and generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules, and
meaningful word parts) in writing
words. (CCSS: L.3.2f)
vii. Consult reference
materials, including beginning
dictionaries, as needed to check and
correct spellings. (CCSS: L.3.2g)
Research and Reasoning GLEs & EOs
3rd Grade
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BVSD Curriculum Essentials
5th Grade
68
3rd Grade
4th Grade
5th Grade
Conduct and share research by
taking notes and sorting evidence
into categories.
Conduct and present relevant
research by taking notes and
categorizing information on
different aspects of a topic.
Conduct and present relevant
research that summarizes or
paraphrases different aspects of a
topic.
Research to Build and Present
Knowledge
Research to Build and Present
Knowledge
Research to Build and Present
Knowledge
a. Conduct short research
projects that build knowledge about a
topic. (CCSS: W.3.7)
a. Conduct short research
projects that build knowledge through
investigation of different aspects of a
topic. (CCSS: W.4.7)
a. Conduct short research projects
that use several sources to build
knowledge through investigation of
different aspects of a topic. (CCSS:
W.5.7)
b. Recall information from
experiences, or gather information from
print and digital sources; take brief
notes on sources and sort evidence into
provided categories. (CCSS: W.3.8)
b. Recall relevant information
from experiences, or gather relevant
information from print and digital
sources; take notes and categorize
information, and provide a list of
sources. (CCSS: W.4.8)
b. Recall relevant information from
experiences, or gather relevant
information from print and digital
sources; summarize or paraphrase
information in notes and finished work,
and provide a list of sources. (CCSS:
W.5.8)
c. Organize and present
research
i. Identify a topic and
formulate open-ended research
questions for further inquiry and
learning.
ii. Present a brief report of
research findings to an audience.
i. Interpret and
communicate information learned by
developing a brief summary with
supporting details
ii. Develop supporting
visual information (charts, maps,
illustrations, and models)
iii. Present a brief report
of research findings to an audience
4/9/12
c. Organize and present research.
i.
Summarize and
support key ideas.
iii. Identify relevant
sources for locating information
ii.
Demonstrate
comprehension of information with
supporting logical and valid inferences.
iv. Locate information using
text features, (appendices, indices,
glossaries, and table of content).
iii.
Develop and present
a brief (oral or written) research report
with clear focus and supporting detail
for an intended audience.
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3rd Grade
4th Grade
5th Grade
d. Recognize that different
sources on the same topic will be
written from different points of view
v. Gather information
using a variety of resources (reference
materials, trade books, online
resources, library databases, print and
media resources).
iv. Develop relevant
supporting visual information (charts,
maps, graphs, photo evidence, and
models)
e. Assess points of view using
fairness, relevance, and breadth
vi. Read for key ideas, take
notes, and organize. information read
(using graphic organizer).
v.
Provide
documentation of sources used in a
grade-appropriate format.
f. Determine the clarity,
relevance, and accuracy of information
vii. Interpret and
communicate the information learned
by developing a brief summary with
supporting details.
g. Recognize that all thinking
contains inferences from which we draw
conclusions and give meaning to data
and situations
viii. Develop relevant
supporting visual information (charts,
maps, diagrams, photo evidence, and
models).
h. Assess inferences for
accuracy and fairness
i. Recognize what one knows
and doesn’t know (intellectual humility)
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Use evidence from research and
logical reasoning to support own
analysis and reflection.
Use evidence from research and
logical reasoning to support own
analysis and reflection.
Research to Build and Present
Knowledge
a. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.4.9)
Research to Build and Present
Knowledge
a. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.5.9)
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3rd Grade
4th Grade
i. Apply grade 4 Reading
standards to literature (e.g., “Describe
in depth a character, setting, or event
in a story or drama, drawing on specific
details in the text [e.g., a character’s
thoughts, words, or actions].”). (CCSS:
W.4.9.a)
i.
Identify irrelevant
ideas and use concepts and ideas in
ways relevant to purpose.
ii. Apply grade 4 Reading
standards to informational texts (e.g.,
“Explain how an author uses reasons
and evidence to support particular
points in a text”). (CCSS: W.4.9.b)
ii.
Analyze concepts and
draw distinctions between related, but
different, concepts.
b. Consider negative, as well as
positive implications, of own thinking or
behavior, or others’ thinking or
behavior.
iii.
Demonstrate use of
language that is careful and precise
while holding others to the same
standards.
c. State, elaborate, and give an
example of a concept (for example,
state, elaborate, and give an example
of friendship or conflict)
iv. Distinguish clearly and
precisely the difference between an
implication and consequence.
d. Identify key concepts and ideas.
e. Ask primary questions of clarity,
significance, relevance, accuracy,
depth, and breadth.
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5th Grade
BVSD Curriculum Essentials
v.
Distinguish probable
from improbable implications and
consequences.
vi. Apply grade 5 Reading
standards to informational texts (e.g.,
“Explain how an author uses reasons
and evidence to support particular
points in a text, identifying which
reasons and evidence support which
point[s]”). (CCSS: W.5.9b)
71
3rd Grade
4th Grade
5th Grade
vii. Apply grade 5 Reading
standards to literature (e.g., “Compare
and contrast two or more characters,
settings, or events in a story or a
drama, drawing on specific details in
the text [e.g., how characters
interact]”). (CCSS: W.5.9a)
b. Ask primary questions of clarity,
significance, relevance, accuracy,
precision, logic, fairness, depth, and
breadth.
c. Acknowledge the need to treat
all viewpoints fair-mindedly
d. Recognize what one knows and
doesn’t know (intellectual humility).
e. Recognize the value of using the
reasoning process to foster desirable
outcomes (intellectual confidence in
reason).
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6th
7th
8th
Speaking and Listening GLEs& EOs
Note: Blue indicates the Grade Level Expectations (GLEs)
6th
7th
8th
Prepares for and delivers
effective oral presentations
Prepares for and delivers
effective oral presentations
Prepares for and delivers
effective oral presentations
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
a. Present claims and findings,
sequencing ideas logically and using
pertinent descriptions, facts, and
details to accentuate main ideas or
themes; use appropriate eye contact,
adequate volume, and clear
pronunciation. (CCSS: SL.6.4)
a. Present claims and findings,
emphasizing salient points in a
focused, coherent manner with
pertinent descriptions, facts, details,
and examples; use appropriate eye
contact, adequate volume, and clear
pronunciation. (CCSS: SL.7.4)
a. Present claims and findings,
emphasizing salient points in a
focused, coherent manner with
relevant evidence, sound valid
reasoning, and well-chosen details;
use appropriate eye contact, adequate
volume, and clear pronunciation
(CCSS: SL.8.4)
b. Include multimedia components
(e.g., graphics, images, music, sound)
and visual displays in presentations to
clarify information. (CCSS: SL.6.5)
b. Include multimedia components
and visual displays in presentations to
clarify claims and findings and
emphasize salient points. (CCSS:
SL.7.5)
b. Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest. (CCSS:
SL.8.5)
c. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (CCSS:
SL.6.6) (See grade 6 Language
expectations within the Writing
standard and the BVSD Conventions
Scope & Sequence page.)
c. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (CCSS:
SL.7.6) (See grade 7 Language
expectations within the Writing
standard and the BVSD Conventions
Scope & Sequence page.)
c. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (CCSS:
SL.8.6) (See grade 8 Language
expectations within the Writing
standard and the BVSD Conventions
Scope & Sequence page.)
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6th
7th
8th
d. Prepare for audience and purpose
by ensuring proper length of
presentation, suitable mode of dress,
appropriate topic, and engaging
content.
d. Prepare for audience and purpose
by ensuring proper length of
presentation, suitable mode of dress,
appropriate topic, and engaging
content.
d. Prepare for audience and purpose
by rehearsing appropriate verbal and
nonverbal delivery techniques (clear
enunciation, gesture, volume, pace,
use of visuals, and language) for
intended effect.
e. Implement strategies to rehearse
presentation (such as memorizing key
phrases, creating note cards,
practicing with friends, etc.).
e. Implement strategies to rehearse
presentation (such as memorizing key
phrases, creating note cards,
practicing with friends, etc.).
e. Refine strategies to
independently rehearse presentation
(such as memorizing key phrases,
creating note cards, practicing with
friends, etc.).
f. Use formal and informal
feedback to evaluate effectiveness of
presentation.
f. Use formal and informal
feedback to evaluate effectiveness of
presentation.
f. Use formal and informal
feedback to evaluate effectiveness of
presentation.
Prepare for and participate
effectively in a range of
collaborative discussions
Prepare for and participate
effectively in a range of
collaborative discussions
Prepare for and participate
effectively in a range of
collaborative discussions
Comprehension and
Collaboration:
Comprehension and
Collaboration:
Comprehension and
Collaboration:
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grade 6 topics,
texts, and issues, building on others'
ideas and expressing their own clearly.
(CCSS: SL.6.1)
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grade 7 topics,
texts, and issues, building on others'
ideas and expressing their own clearly.
(CCSS: SL.7.1)
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grade 8 topics,
texts, and issues, building on others'
ideas and expressing their own clearly.
(CCSS: SL.8.1)
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6th
7th
8th
i. Come to discussions
prepared having read or studied
required material; explicitly draw on
that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion. (CCSS: SL.6.1a)
i. Come to discussions
prepared having read or researched
material under study; explicitly draw
on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion. (CCSS: SL.7.1a)
i. Come to discussions
prepared having read or researched
material under study; explicitly draw
on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion. (CCSS: SL.8.1a)
ii. Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual roles
as needed. (CCSS: SL.6.1b)
ii. Follow rules for collegial
discussions, track progress toward
specific goals and deadlines, and
define individual roles as needed.
(CCSS: SL.7.1b)
ii. Follow rules for collegial
discussions and decision-making, track
progress toward specific goals and
deadlines, and define individual roles
as needed. (CCSS: SL.8.1b)
iii. Pose and respond to
specific questions with elaboration and
detail by making comments that
contribute to the topic, text, or issue
under discussion. (CCSS: SL.6.1c)
iii. Pose questions that
elicit elaboration and respond to
others' questions and comments with
relevant observations and ideas that
bring the discussion back on topic as
needed. (CCSS: SL.7.1c)
iii. Pose questions that
connect the ideas of several speakers
and respond to others' questions and
comments with relevant evidence,
observations, and ideas. (CCSS:
SL.8.1c)
iv. Review the key ideas
expressed and demonstrate
understanding of multiple perspectives
through reflection and paraphrasing.
(CCSS: SL.6.1d)
iv. Acknowledge new
information expressed by others and,
when warranted, modify their own
views. (CCSS: SL.7.1d)
iv. Acknowledge new
information expressed by others, and,
when warranted, qualify or justify their
own views in light of the evidence
presented. (CCSS: SL.8.1d)
b. Interpret information presented in
diverse media and formats (e.g.,
visually, quantitatively, orally) and
explain how it contributes to a topic,
text, or issue under study. (CCSS:
SL.6.2)
b. Analyze the main ideas and
supporting details presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and explain how
the ideas clarify a topic, text, or issue
under study. (CCSS: SL.7.2)
b. Analyze the purpose of
information presented in diverse media
and formats (e.g., visually,
quantitatively, orally) and evaluate the
motives (e.g., social, commercial,
political) behind its presentation.
(CCSS: SL.8.2)
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7th
8th
c. Delineate a speaker's argument
and specific claims, distinguishing
claims that are supported by reasons
and evidence from claims that are not.
(CCSS: SL.6.3)
c. Delineate a speaker's argument
and specific claims, evaluating the
soundness of the reasoning and the
relevance and sufficiency of the
evidence. (CCSS: SL.7.3)
c. Delineate a speaker's argument
and specific claims, evaluating the
soundness of the reasoning and
relevance and sufficiency of the
evidence and identifying when
irrelevant evidence is introduced.
(CCSS: SL.8.3)
d. Use evidence to develop
credibility, such as citing textual
evidence to support opinions.
d. Use evidence to develop
credibility, such as citing textual
evidence to support opinions.
d. Use evidence to develop
credibility, such as citing textual
evidence to support opinions.
e. Focusing on a central idea,
prepare and ask relevant interview
questions for researching and
developing ideas further; evaluate the
effectiveness of the techniques used
and information gained from the
interview.
e. Focusing on a central idea,
prepare and ask relevant interview
questions for broadening research and
further developing ideas; evaluate the
effectiveness of the techniques used
and information gained from the
interview.
e. Focusing on a central idea,
prepare and ask relevant interview
questions for broadening research and
further developing ideas; evaluate the
effectiveness of the techniques used
and information gained from the
interview.
f. Recognize the difference between
informal and formal language and
make choices appropriate for group
purposes.
f. Recognize the difference between
informal and formal language and
make choices appropriate for group
purposes.
f. Recognize the difference between
informal and formal language and
make choices appropriate for group
purposes.
Listening to Presentations of
Knowledge and Ideas:
Listening to Presentations of
Knowledge and Ideas:
Listening to Presentations of
Knowledge and Ideas:
g. Demonstrate listening by
providing oral and written feedback
that reflects understanding, and
insights into speaker’s message.
g. Demonstrate listening by
providing oral and written feedback
that reflects understanding, and
insights into speaker’s message.
g. Demonstrate listening by
providing oral and written feedback
that reflects understanding, and
insights into speaker’s message.
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7th
8th
h. Asks questions to pursue deeper
and broader understanding and
establish connections linking the
purpose of the presentation to self and
world.
h. Asks questions to pursue deeper
and broader understanding and
establish connections linking the
purpose of the presentation to self and
world.
h. Asks questions to pursue deeper
and broader understanding and
establish connections linking the
purpose of the presentation to self and
world.
Reading for all Purposes GLEs & EOs
6th
7th
8th
Use information from texts to
support analysis and personal
responses to literature and
poetry
Use information from texts to
support analysis and personal
responses to literature and
poetry
Use information from texts to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
Key Ideas and Details:
Key Ideas and Details:
a. Cite textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text. (CCSS: RL.6.1)
a. Cite several pieces of textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
(CCSS: RL.7.1)
a. Cite the textual evidence that
most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
(CCSS: RL.8.1)
b. Determine a theme or central idea
of a text and how it is conveyed
through particular details; provide a
summary of the text distinct from
personal opinions or judgments.
(CCSS: RL.6.2)
b. Determine a theme or central idea
of a text and analyze its development
over the course of the text; provide an
objective summary of the text. (CCSS:
RL.7.2)
b. Determine a theme or central idea
of a text and analyze its development
over the course of the text, including
its relationship to the characters,
setting, and plot; provide an objective
summary of the text. (CCSS: RL.8.2)
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7th
c. Describe how a particular story's
or drama's plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution. (CCSS: RL.6.3)
c. Analyze how particular elements of
a story or drama interact (e.g., how
setting shapes the characters or plot).
(CCSS: RL.7.3)
c. Analyze how particular lines of
dialogue or incidents in a story or
drama propel the action, reveal
aspects of a character, or provoke a
decision. (CCSS: RL.8.3)
d. Analyze the theme or central idea
of a text to draw parallels to personal
experience.
d. Analyze the theme or central idea
of a text to draw parallels to personal
experience.
d. Analyze the theme or central idea
of a text to draw parallels to personal
experience.
Craft and Structure:
Craft and Structure:
8th
Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone. (CCSS: RL.6.4)
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse
or stanza of a poem or section of a
story or drama. (CCSS: RL.7.4)
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions
to other texts. (CCSS: RL.8.4)
f. Analyze how a particular sentence,
chapter, scene, or stanza fits into the
overall structure of a text and
contributes to the development of the
theme, setting, or plot. (CCSS: RL.6.5)
f. Analyze how a drama's or poem's
form or structure (e.g., soliloquy,
sonnet) contributes to its meaning.
(CCSS: RL.7.5)
f. Compare and contrast the
structure of two or more texts and
analyze how the differing structure of
each text contributes to its meaning
and style. (CCSS: RL.8.5)
g. Explain how an author develops
the point of view of the narrator or
speaker in a text. (CCSS: RL.6.6)
g. Analyze how an author develops
and contrasts the points of view of
different characters or narrators in a
text. (CCSS: RL.7.6)
g. Analyze how differences in the
points of view of the characters and
the audience or reader (e.g., created
through the use of dramatic irony)
create such effects as suspense or
humor. (CCSS: RL.8.6)
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
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7th
8th
h. Compare and contrast the
experience of reading a story, drama,
or poem to listening to or viewing an
audio, video, or live version of the
text, including contrasting what they
"see" and "hear" when reading the text
to what they perceive when they listen
or watch. (CCSS: RL.6.7)
h. Compare and contrast a written
story, drama, or poem to its audio,
filmed, staged, or multimedia version,
analyzing the effects of techniques
unique to each medium (e.g., lighting,
sound, color, or camera focus and
angles in a film). (CCSS: RL.7.7)
h. Analyze the extent to which a
filmed or live production of a story or
drama stays faithful to or departs from
the text or script, evaluating the
choices made by the director or actors.
(CCSS: RL.8.7)
i. Compare and contrast texts in
different forms or genres (e.g., stories
and poems; historical novels and
fantasy stories) in terms of their
approaches to similar themes and
topics. (CCSS: RL.6.9)
i. Compare and contrast a fictional
portrayal of a time, place, or character
and a historical account of the same
period as a means of understanding
how authors of fiction use or alter
history. (CCSS: RL.7.9)
i. Analyze how a modern work of
fiction draws on themes, patterns of
events, or character types from myths,
traditional stories, or religious works
such as the Bible, including describing
how the material is rendered new.
(CCSS: RL.8.9)
j. Use questions and simple graphic
organizers to clarify and extend
comprehension of literature
j. Create and use various outline
formats to track events, setting
changes, and character development in
a piece of literature
j. Use graphic organizers and notetaking formats while reading to map
relationships among implied or explicit
ideas or viewpoints
k. Develop and share interpretations
of literary works of personal interest
k. Develop and share interpretations
of literary works of personal interest
k. Develop and share interpretations
of literary works of personal interest
Range of Reading and Complexity
of Text :
Range of Reading and Complexity
of Text :
Range of Reading and Complexity
of Text :
l. By the end of the year, read and
comprehend literature, including
stories, dramas, and poems, in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RL.6.10)
l. By the end of the year, read and
comprehend literature, including
stories, dramas, and poems, in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RL.7.10)
l. By the end of the year, read and
comprehend literature, including
stories, dramas, and poems, at the
high end of grades 6-8 text complexity
band independently and proficiently.
(CCSS: RL.8.10)
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6th
7th
8th
Use textual evidence to
support summary , analysis and
evaluation of informational and
persuasive texts
Use textual evidence to
support summary , analysis and
evaluation of informational and
persuasive texts
Use textual evidence to
support summary , analysis and
evaluation of informational and
persuasive texts
Key Ideas and Details:
Key Ideas and Details:
Key Ideas and Details:
a. Cite textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text. (CCSS: RI.6.1)
a. Cite several pieces of textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
(CCSS: RI.7.1)
a. Cite the textual evidence that
most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
(CCSS: RI.8.1)
b. Determine a central idea of a text
and how it is conveyed through
particular details; provide a summary
of the text distinct from personal
opinions or judgments. (CCSS: RI.6.2)
b. Determine two or more central
ideas in a text and analyze their
development over the course of the
text; provide an objective summary of
the text. (CCSS: RI.7.2)
b. Determine a central idea of a text
and analyze its development over the
course of the text, including its
relationship to supporting ideas;
provide an objective summary of the
text. (CCSS: RI.8.2)
c. Analyze in detail how a key
individual, event, or idea is introduced,
illustrated, and elaborated in a text
(e.g., through examples or anecdotes).
(CCSS: RI.6.3)
c. Analyze the interactions between
individuals, events, and ideas in a text
(e.g., how ideas influence individuals
or events, or how individuals influence
ideas or events). (CCSS: RI.7.3)
c. Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events
(e.g., through comparisons, analogies,
or categories). (CCSS: RI.8.3)
Craft and Structure:
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings. (CCSS: RI.6.4)
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Craft and Structure:
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
impact of a specific word choice on
meaning and tone. (CCSS: RI.7.4)
BVSD Curriculum Essentials
Craft and Structure:
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
impact of specific word choices on
meaning and tone, including analogies
or allusions to other texts. (CCSS:
RI.8.4)
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e. Analyze how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contributes to the development of the
ideas. (CCSS: RI.6.5)
e. Analyze both the structure and
graphical representations an author
uses to organize a text, including how
the major sections contribute to the
whole and to the development of the
ideas. (Adapted from CCSS: RI.7.5)
e. Analyze in detail the structure of a
specific paragraph in a text, including
the role of particular sentences in
developing and refining a key concept.
(CCSS: RI.8.5)
f. Determine an author's point of
view or purpose in a text and explain
how it is conveyed in the text. (CCSS:
RI.6.6)
f. Determine an author's point of
view or purpose in a text and analyze
how the author distinguishes his or her
position from that of others. (CCSS:
RI.7.6)
f. Determine an author's point of
view or purpose in a text and analyze
how the author acknowledges and
responds to conflicting evidence or
viewpoints. (CCSS: RI.8.6)
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
g. Integrate information presented in
different media or formats (e.g.,
visually, quantitatively) as well as in
words to develop a coherent
understanding of a topic or issue.
(CCSS: RI.6.7)
g. Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium's
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words). (CCSS: RI.7.7)
g. Evaluate the advantages and
disadvantages of using different
mediums (e.g., print or digital text,
video, multimedia) to present a
particular topic or idea. (CCSS: RI.8.7)
h. Trace and evaluate the argument
and specific claims in a text,
distinguishing claims that are
supported by reasons and evidence
from claims that are not. (CCSS:
RI.6.8)
h. Trace and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and
the evidence is relevant and sufficient
to support the claims. (CCSS: RI.7.8)
h. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is
sound and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced. (CCSS: RI.8.8)
i. Compare and contrast one author's
presentation of events with that of
another (e.g., a memoir written by and
a biography on the same person).
(CCSS: RI.6.9)
i. Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts. (CCSS: RI.7.9)
i. Analyze a case in which two or
more texts provide conflicting
information on the same topic and
identify where the texts disagree on
matters of fact or interpretation.
(CCSS: RI.8.9)
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j. Use and organize information
from text and text features (such as
timeline, diagram, captions) to answer
questions or perform specific tasks.
j. Use and organize information
from text and text features (such as
timeline, diagram, captions) to answer
questions or perform specific tasks.
j. Use and organize information
from text and text features (such as
timeline, diagram, captions) to answer
questions or perform specific tasks.
k. Organize and synthesize
information from multiple sources,
determining the relevance of
information.
k. Organize and synthesize
information from multiple sources,
determining the relevance of
information.
k. Organize and synthesize
information from multiple sources,
determining the relevance of
information supported by text-based
evidence.
l. Locate, interpret and explain
informational texts of personal
interest.
l. Locate, interpret and explain
informational texts of personal
interest.
l. Locate, interpret and explain
informational texts of personal
interest.
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
k. By the end of the year, read and
comprehend literary nonfiction in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.6.10)
m. By the end of the year, read and
comprehend literary nonfiction in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.7.10)
m. By the end of the year, read and
comprehend literary nonfiction at the
high end of the grades 6-8 text
complexity band independently and
proficiently. (CCSS: RI.8.10)
Analyze word relationships
within literary, persuasive, and
informational texts to learn
grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Analyze word relationships
within literary, persuasive, and
informational texts to learn
grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Analyze word relationships
within literary, persuasive, and
informational texts to learn
grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Vocabulary Acquisition and Use:
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Vocabulary Acquisition and Use:
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a. Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 6
reading and content, choosing flexibly
from a range of strategies. (CCSS:
L.6.4)
a. Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 7
reading and content, choosing flexibly
from a range of strategies. (CCSS:
L.7.4)
a. Determine or clarify the meaning
of unknown and multiple-meaning
words or phrases based on grade 8
reading and content, choosing flexibly
from a range of strategies. (CCSS:
L.8.4)
i. Use context (e.g., the
overall meaning of a sentence or
paragraph; a word's position or
function in a sentence) as a clue to the
meaning of a word or phrase. (CCSS:
L.6.4a)
i. Use context (e.g., the
overall meaning of a sentence or
paragraph; a word's position or
function in a sentence) as a clue to the
meaning of a word or phrase. (CCSS:
L.7.4a)
i. Use context (e.g., the
overall meaning of a sentence or
paragraph; a word's position or
function in a sentence) as a clue to the
meaning of a word or phrase. (CCSS:
L.8.4a)
ii. Use common, gradeappropriate Greek or Latin affixes and
roots as clues to the meaning of a
word (e.g., audience, auditory,
audible). (CCSS: L.6.4b)
ii. Use common, gradeappropriate Greek or Latin affixes and
roots as clues to the meaning of a
word (e.g., belligerent, bellicose,
rebel). (CCSS: L.7.4b)
ii. Use common, gradeappropriate Greek or Latin affixes and
roots as clues to the meaning of a
word (e.g., precede, recede, secede).
(CCSS: L.8.4b)
iii. Consult reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation of a word or
determine or clarify its precise
meaning or its part of speech. (CCSS:
L.6.4c)
iii. Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine
or clarify its precise meaning or its part
of speech. (CCSS: L.7.4c)
iii. Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine
or clarify its precise meaning or its part
of speech. (CCSS: L.8.4c)
iv. Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary). (CCSS: L.6.4d)
iv. Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary). (CCSS: L.7.4d)
iv. Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary). (CCSS: L.8.4d)
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v. Make connections back to
previous sentences and ideas to
resolve problems in comprehension.
v. Use the tone of a passage
to determine an approximate meaning
of a word.
v. Select and employ
strategies to persist when
encountering unknown or ambiguous
words or difficult passages.
vi. Employ synonyms or
antonyms gleaned from a passage to
provide an approximate meaning of a
word.
vi. Differentiate between
primary and secondary meanings of
words.
vi. Explain how authors use
language to influence audience
perceptions of events, people, and
ideas.
vii. Explain how word
choice and sentence structure are used
to achieve specific effects (such as
tone, voice, and mood).
vii. Explain how word
choice and sentence structure are used
to achieve specific effects (such as
tone, voice, and mood).
vii. Explain how word choice
and sentence structure are used to
achieve specific effects (such as tone,
voice, and mood).
b. Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings. (CCSS: L.6.5)
b. Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings. (CCCS: L.7.5)
b. Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings. (CCSS: L.8.5)
i. Interpret figures of speech
(e.g., personification) in context.
(CCSS: L.6.5a)
i. Interpret figures of speech
(e.g., literary, biblical, and
mythological allusions) in context.
(CCCS: L.7.5a)
i. Interpret figures of speech
(e.g. verbal irony, puns) in context.
(CCSS: L.8.5a)
ii. Use the relationship
between particular words (e.g.,
cause/effect, part/whole,
item/category) to better understand
each of the words. (CCSS: L.6.5b)
ii. Use the relationship
between particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (CCCS:
L.7.5b)
ii. Use the relationship
between particular words to better
understand each of the words. (CCSS:
L.8.5b)
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iii. Distinguish among the
connotations (associations) of words
with similar denotations (definitions)
(e.g., stingy, scrimping, economical,
unwasteful, thrifty). (CCSS: L.6.5c)
iii. Distinguish among the
connotations (associations) of words
with similar denotations (definitions)
(e.g., bullheaded, willful, firm,
persistent, resolute). (CCSS: L.8.5c)
iii. Distinguish among the
connotations (associations) of words
with similar denotations (definitions)
(e.g., bullheaded, willful, firm,
persistent, resolute). (CCSS: L.8.5c)
iv. Understand that
language represents and constructs
how readers perceive events, people,
groups, and ideas; recognize positive
and negative implications of language
and identify how it can affect readers
in different ways.
iv. Understand that language
represents and constructs how readers
perceive events, people, groups, and
ideas; recognize positive and negative
implications of language and identify
how it can affect readers in different
ways.
iv. Understand that language
represents and constructs how readers
perceive events, people, groups, and
ideas; recognize positive and negative
implications of language and identify
how it can affect readers in different
ways.
c. Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (CCSS: L.6.6)
c. Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (CCSS: L.7.6)
c. Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (CCSS: L.8.6)
Writing and Composition GLEs & EOs
6th
With awareness of audience
and purpose, compose
narrative writing
Text Types and Purposes:
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With awareness of audience
and purpose, compose
narrative writing
Text Types and Purposes:
BVSD Curriculum Essentials
8th
With awareness of audience
and purpose, compose
narrative writing
Text Types and Purposes:
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a. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (CCSS: W.6.3)
a. Write narratives to develop real
or imagined experiences or events
using effective technique, relevant
descriptive details, and well-structured
event sequences. (CCSS: W.7.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (CCSS: W.8.3)
i. Engage and orient the
reader by establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically. (CCSS: W.6.3a)
i. Engage and orient the
reader by establishing a context and
point of view and introducing a
narrator and/or characters; organize
an event sequence that unfolds
naturally and logically. (CCSS: W.7.3a)
i. Engage and orient the
reader by establishing a context and
point of view and introducing a
narrator and/or characters; organize
an event sequence that unfolds
naturally and logically. (CCSS: W.8.3a)
ii. Use narrative techniques,
such as dialogue, pacing, and
description, to develop experiences,
events, and/or characters. (CCSS:
W.6.3b)
ii. Use narrative techniques,
such as dialogue, pacing, and
description, to develop experiences,
events, and/or characters. (CCSS:
W.7.3b)
ii. Use narrative techniques,
such as dialogue, pacing, description,
and reflection, to develop experiences,
events, and/or characters. (CCSS:
W.8.3b)
iii. Use a variety of transition
words, phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
(CCSS: W.6.3c)
iii. Use a variety of transition
words, phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
(CCSS: W.7.3c)
iii. Use a variety of transition
words, phrases, and clauses to convey
sequence, signal shifts from one time
frame or setting to another, and show
the relationships among experiences
and events. (CCSS: W.8.3c)
iv. Use precise words and
phrases, relevant descriptive details,
and sensory language to convey
experiences and events. (CCSS:
W.6.3d)
iv. Use precise words and
phrases, relevant descriptive details,
and sensory language to capture the
action and convey experiences and
events. (CCSS: W.7.3d)
iv. Use precise words and
phrases, relevant descriptive details,
and sensory language to capture the
action and convey experiences and
events. (CCSS: W.8.3d)
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v. Provide a conclusion that
follows from the narrated experiences
or events. (CCSS: W.6.3e)
v. Provide a conclusion that
follows from and reflects on the
narrated experiences or events.
(CCSS: W.7.3e)
v. Provide a conclusion that
follows from and reflects on the
narrated experiences or events.
(CCSS: W.8.3e)
b. Use a range of poetic techniques
(alliteration, onomatopoeia, rhyme
scheme); figurative language (simile,
metaphor, personification); and
graphic elements (capital letters, line
length, word position) to express
personal or narrative voice in texts.
b. Write using poetic techniques
(alliteration, onomatopoeia, rhyme
scheme, repetition); figurative
language (simile, metaphor,
personification); and graphic elements
(capital letters, line length, word
position) typical of the chosen genre.
b. Write using poetic techniques
(alliteration, onomatopoeia); figurative
language (simile, metaphor,
personification, hyperbole); and
graphic elements (capital letters, line
length, word position) for intended
effect.
c. Use a range of planning
strategies to organize ideas, and
generate descriptive and sensory
details (outline, web, free write,
graphic organizers, list, etc.).
c. Use a range of planning
strategies to organize ideas, generate
and thoughtfully place descriptive and
sensory details (outline, web, free
write, graphic organizers, list, etc.) to
address the targeted audience and
purpose.
c. Use a range of planning
strategies to organize ideas, generate
and thoughtfully place descriptive and
sensory details (outline, web, free
write, graphic organizers, list, etc.) to
address the targeted audience and
purpose.
d. Use word choice, sentence
structure, and sentence length to
create voice and tone in writing.
d. Express voice and tone and
influence readers' perceptions by
varying vocabulary, sentence
structure, and descriptive details.
d. Express voice and tone and
influence readers' perceptions by
varying vocabulary, sentence
structure, and descriptive details.
e. Revise and edit writing to
strengthen clarity, fluency, ideas,
vividness of voice, tone, organization,
and convention.
e. Revise and edit writing to
strengthen clarity, fluency, ideas,
vividness of voice, tone, organization,
and convention.
e. Revise and edit writing to
strengthen clarity, fluency, ideas,
vividness of voice, tone, organization,
and convention.
f. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weaknesses of
one’s own writing and the writing of
others.
f. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weaknesses of
one’s own writing and the writing of
others.
f. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weaknesses of
one’s own writing and the writing of
others.
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g. As writers, use mentor texts
and authors to help craft appropriate
technique.
g. As writers, use mentor texts and
authors to help craft appropriate
technique.
g. As writers, use mentor texts
and authors to help craft appropriate
technique.
With awareness of audience
and purpose, compose
persuasive and informational
writing
With awareness of audience
and purpose, compose
persuasive and informational
writing
With awareness of audience
and purpose, compose
persuasive and informational
writing
Text Types and Purposes:
Text Types and Purposes:
Text Types and Purposes:
a. Write arguments to support claims
with clear reasons and relevant
evidence. (CCSS: W.6.1)
a. Write arguments to support claims
with clear reasons and relevant
evidence. (CCSS: W.7.1)
a. Write arguments to support claims
with clear reasons and relevant
evidence. (CCSS: W.8.1)
i. Introduce claim(s) and
organize the reasons and evidence
clearly. (CCSS: W.6.1a)
i. Introduce claim(s),
acknowledge alternate or opposing
claims, and organize the reasons and
evidence logically. (CCSS: W.7.1a)
i. Introduce claim(s),
acknowledge and distinguish the
claim(s) from alternate or opposing
claims, and organize the reasons and
evidence logically. (CCSS: W.8.1a)
ii. Support claim(s) with clear
reasons and relevant evidence, using
credible sources and demonstrating an
understanding of the topic or text.
(CCSS: W.6.1b)
ii. Support claim(s) with
logical reasoning and relevant
evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
(CCSS: W.7.1b)
ii. Support claim(s) with
logical reasoning and relevant
evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
(CCSS: W.8.1b)
iii. Use words, phrases, and
clauses to clarify the relationships
among claim(s) and reasons. (CCSS:
W.6.1c)
iii. Use words, phrases, and
clauses to create cohesion and clarify
the relationships among claim(s),
reasons, and evidence. (CCSS:
W.7.1c)
iii. Use words, phrases, and
clauses to create cohesion and clarify
the relationships among claim(s),
counterclaims, reasons, and evidence.
(CCSS: W.8.1c)
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iv. Establish and maintain a
formal style. (CCSS: W.6.1d)
iv. Establish and maintain a
formal style. (CCSS: W.7.1d)
iv. Establish and maintain a
formal style. (CCSS: W.8.1d)
v. Provide a concluding
statement or section that follows from
the argument presented. (CCSS:
W.6.1e)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.7.1e)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.8.1e)
vi. Identify and use several
effective arguments in a piece of
writing intended to persuade an
audience.
vi. Explain and imitate
emotional appeals used by writers
trying to persuade an audience.
vi. Explain and imitate
emotional and logical appeals used by
writers trying to persuade an audience.
vii. Demonstrate awareness
of audience expectations and possible
when writing informational or
persuasive text.
vii. Demonstrate awareness
of audience expectations and possible
bias when writing informational or
persuasive text.
vii. Demonstrate awareness
of audience expectations and possible
bias when writing informational or
persuasive text.
viii. Demonstrate awareness
of own possible bias when writing
informational or persuasive text.
viii. Demonstrate awareness
of own possible bias when writing
informational or persuasive text.
viii. Demonstrate awareness
of own possible bias when writing
informational or persuasive text.
ix. Revise ideas and
structure to improve depth of
argument/information and logic of
organization; identify persuasive
elements in a peer’s writing and
critique the effectiveness.
ix. Revise ideas and
structure to improve depth of
argument/information and logic of
organization; identify persuasive
elements in a peer’s writing and
critique the effectiveness.
ix. Revise ideas and
structure to improve depth of
argument/information and logic of
organization; identify persuasive
elements in a peer’s writing and
critique the effectiveness.
x. Explain and imitate
effective persuasive writing used by
writers who are trying to persuade an
audience.
x. Explain and imitate
effective persuasive writing used by
writers who are trying to persuade an
audience.
x. Explain and imitate
effective persuasive writing used by
writers who are trying to persuade an
audience.
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b. Write informative/explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
(CCSS: W.6.2)
b. Write informative/explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
(CCSS: W.7.2)
b. Write informative/explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
(CCSS: W.8.2)
i. Introduce a topic; organize
ideas, concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g.,
charts, tables), and multimedia when
useful to aiding comprehension.
(CCSS: W.6.2a)
i. Introduce a topic clearly,
previewing what is to follow; organize
ideas, concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings), graphics (e.g.,
charts, tables), and multimedia when
useful to aiding comprehension.
(CCSS: W.7.2a)
i. Introduce a topic clearly,
previewing what is to follow; organize
ideas, concepts, and information into
broader categories; include formatting
(e.g., headings), graphics (e.g.,
charts, tables), and multimedia when
useful to aiding comprehension.
(CCSS: W.8.2a)
ii. Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples. (CCSS:
W.6.2b)
ii. Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples. (CCSS:
W.7.2b)
ii. Develop the topic with
relevant, well-chosen facts, definitions,
concrete details, quotations, or other
information and examples. (CCSS:
W.8.2b)
iii. Use appropriate
transitions to clarify the relationships
among ideas and concepts. (CCSS:
W.6.2c)
iii. Use appropriate
transitions to create cohesion and
clarify the relationships among ideas
and concepts. (CCSS: W.7.2c)
iii. Use appropriate and
varied transitions to create cohesion
and clarify the relationships among
ideas and concepts. (CCSS: W.8.2c)
iv. Use precise language and
domain-specific vocabulary to inform
about or explain the topic. (CCSS:
W.6.2d)
iv. Use precise language and
domain-specific vocabulary to inform
about or explain the topic. (CCSS:
W.7.2d)
iv. Use precise language and
domain-specific vocabulary to inform
about or explain the topic. (CCSS:
W.8.2d)
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8th
v. Establish and maintain a
formal style. (CCSS: W.6.2e)
v. Establish and maintain a
formal style. (CCSS: W.7.2e)
v. Establish and maintain a
formal style. (CCSS: W.8.2e)
vi. Provide a concluding
statement or section that follows from
the information or explanation
presented. (CCSS: W.6.2f)
vi. Provide a concluding
statement or section that follows from
and supports the information or
explanation presented. (CCSS: W.7.2f)
vi. Provide a concluding
statement or section that follows from
and supports the information or
explanation presented. (CCSS: W.8.2f)
c. Write multi-paragraph
compositions that have clear topic
development, logical organization,
effective use of detail, and variety in
sentence structure.
c. Develop multi-paragraph texts
that explain a process; define a
problem and offer a solution; or
support an opinion.
c. Develop multi-paragraph texts
that offer a comparison, show cause
and effect, or support a point;
elaborate to give detail, add depth,
and continue the flow of an idea
d. Organize information into a
coherent essay or report with a thesis
statement in the introduction and
transition sentences to link
paragraphs.
d. Explain how and why writers us
organization and details to
communicate their purpose.
d. Evaluate the effectiveness and
importance of organization and wellchosen details in communicating the
author’s purpose.
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law).
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law).
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law).
f. Write and justify a personal
interpretation of literary or
informational text that includes a
thesis, supporting details from the
literature, and a conclusion
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7th
8th
Use the recursive process of
writing, including revising and
editing for clarity and grammar
and conventions use, to
produce well-written
documents for specific
purposes and audiences
Production and Distribution of
Writing:
Use the recursive process of
writing, including revising and
editing for clarity and grammar
and conventions use, to
produce well-written
documents for specific
purposes and audiences
Production and Distribution of
Writing:
Use the recursive process of
writing, including revising and
editing for clarity and grammar
and conventions use, to
produce well-written
documents for specific
purposes and audiences
Production and Distribution of
Writing:
a. 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 grade level
expectations 1 and 2 above.) (CCSS:
W.6.4)
a. Produce clear and coherent writing
in which the development,
organization, and style are appropriate
to task, purpose, and audience.
(CCSS: W.7.4)
a. Produce clear and coherent writing
in which the development,
organization, and style are appropriate
to task, purpose, and audience.
(CCSS: W.8.4)
b. With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach. (CCSS:
W.6.5)
b. With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach, focusing on
how well purpose and audience have
been addressed. (CCSS.W.7.5)
b. With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach, focusing on
how well purpose and audience have
been addressed. (CCSS: W.8.5)
c. Employ a range of planning
strategies to generate descriptive and
sensory details And informational
organization (webbing, free writing,
graphic organizers).
c. Use a variety of planning
strategies to generate and organize
ideas (such as brainstorming,
mapping, graphic organizers).
c. Use planning strategies to select
and narrow topics.
d. Analyze writing to improve clarity
of paragraphs, transitions, vocabulary
and information to enhance the central
idea.
d. Revise writing to strengthen the
clarity and vividness of voice, tone,
and ideas.
d. Analyze and revise writing to
strengthen the clarity of the message
and vividness of voice, tone, and
ideas.
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e. Use technology, including the
Internet, to produce and publish
writing as well as to interact and
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of three
pages in a single sitting. (CCSS:
W.6.6)
Conventions of Standard English:
7th
8th
e. Use technology, including the
Internet, to produce and publish
writing and link to and cite sources as
well as to interact and collaborate with
others, including linking to and citing
sources. (CCSS: W.7.6)
e. Use technology, including the
Internet, to produce and publish
writing and present the relationships
between information and ideas
efficiently as well as to interact and
collaborate with others. (CCSS: W.8.6)
Conventions of Standard English:
Conventions of Standard English:
f. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.6.1)
f. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.7.1)
f. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.8.1)
i. Ensure that pronouns are
in the proper case (subjective,
objective, and possessive). (CCSS:
L.6.1a)
i. Explain the function of
phrases and clauses in general and
their function in specific sentences.
(CCSS: L.7.1a)
i. Explain the function of
verbals (gerunds, participles,
infinitives) in general and their function
in particular sentences. (CCSS: L.8.1a)
ii. Use intensive pronouns
(e.g., myself, ourselves). (CCSS:
L.6.1b)
ii. Choose among simple,
compound, complex, and compoundcomplex sentences to signal differing
relationships among ideas. (CCSS:
L.7.1b)
ii. Form and use verbs in the
active and passive voice. (CCSS:
L.8.1b)
iii. Recognize and correct
inappropriate shifts in pronoun number
and person. (CCSS: L.6.1c)
iii. Place phrases and clauses
within a sentence, recognizing and
correcting misplaced and dangling
modifiers. (CCSS: L.7.1c)
iii. Form and use verbs in the
indicative, imperative, interrogative,
conditional, and subjunctive mood.
(CCSS: L.8.1c)
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iv. Recognize and correct
vague pronouns (i.e., ones with
unclear or ambiguous antecedents).
(CCSS: L.6.1d)
iv. Use punctuation correctly
(commas and parentheses to offset
parenthetical elements; colons to
introduce a list; and hyphens).
iv. Recognize and correct
inappropriate shifts in verb voice and
mood. (CCSS: L.8.1d)
v. Recognize variations from
standard English in their own and
others' writing and speaking, and
identify and use strategies to improve
expression in conventional language.
(CCSS: L.6.1e)
v. Write and punctuate
compound and complex sentences
correctly.
v. Use comparative and
superlative adjectives and adverbs
correctly in sentences.
vi. Identify fragments and
run-ons and revise sentences to
eliminate them.
vi. Vary sentences using
prepositional phrases, ensuring that
subjects and verbs agree in the
presence of intervening phrases.
vi. Combine sentences with
subordinate conjunctions.
vii. Use coordinating
conjunctions in compound sentences.
vii. Use pronoun-antecedent
agreement including indefinite
pronouns.
vii. Use subject-verb
agreement with intervening phrases
and clauses.
viii. Maintain consistent verb
tense within paragraph.
viii. Write with consistent
verb tense across paragraphs.
viii. Identify main and
subordinate clauses and use that
knowledge to write varied, strong,
correct, complete sentences.
ix. Choose adverbs to
describe verbs, adjectives, and other
adverbs.
ix. Use adjectives and
adverbs correctly in sentences to
describe verbs, adjectives, and other
adverbs.
ix. Use adjectives and
adverbs correctly in sentences to
describe verbs, adjectives, and other
adverbs.
x. Combine sentences with
coordinate conjunctions.
x. Combine sentences with
coordinate conjunctions.
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xi. Improve word choice by
using a variety of references, such as a
thesaurus.
xi. Improve word choice by
using a variety of references, such as a
thesaurus.
g. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (CCSS: L.6.2)
g. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (CCSS: L.7.2)
g. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (CCSS: L.8.2)
i. Use punctuation (commas,
parentheses, dashes) to set off.
nonrestrictive/parenthetical elements.
(CCSS: L.6.2a)
i. Use a comma to separate
coordinate adjectives (e.g., “It was a
fascinating, enjoyable movie.” Not, “He
wore an old[,] green shirt.”). (CCSS:
L.7.2a)
i. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
(CCSS: L.8.2a)
ii. Spell correctly. (CCSS: L.6.2b)
ii. Spell correctly. (CCSS: L.7.2b)
ii. Spell correctly. (CCSS: L.8.2c)
iii. Format and punctuate dialogue
correctly
iv. Use an ellipsis to indicate an
omission. (CCSS: L.8.2b)
Knowledge of Language:
Knowledge of Language:
Knowledge of Language:
h. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. (CCSS: L.6.3)
h. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. (CCSS: L.7.3)
h. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. (CCSS: L.8.3)
i. Vary sentence patterns for
meaning, reader/listener interest, and
style. (CCSS: L.6.3a)
i. Choose language that
expresses ideas precisely and
concisely, recognizing and eliminating
wordiness and redundancy. (CCSS:
L.7.3a)
i. Use verbs in the active and
passive voice and in the conditional
and subjunctive mood to achieve
particular effects (e.g., emphasizing
the actor or the action; expressing
uncertainty or describing a state
contrary to fact). (CCSS: L.8.3a)
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ii. Maintain consistency in
style and tone. (CCSS: L.6.3b)
Range of Writing:
ii. Maintain consistency in
style and tone. (CCSS: L.6.3b)
Range of Writing:
i. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
(CCSS.W.6.10)
i. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
(CCSS.W.7.10)
8th
ii. Maintain consistency in
style and tone. (CCSS: L.6.3b)
Range of Writing:
i. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
(CCSS.W.8.10)
Researching and Reasoning GLEs EOs
6th
7th
8th
Conducts and shares research
by synthesizing information
from multiple sources
Conducts and shares research
by synthesizing information
from multiple sources
Conducts and shares research
by synthesizing information
from multiple sources
Research to Build and Present
Knowledge:
Research to Build and Present
Knowledge:
Research to Build and Present
Knowledge:
a. Conduct short research projects to
answer a question, drawing on several
sources and refocusing the inquiry
when appropriate. (CCSS: W.6.7)
a. Conduct short research projects
to answer a question, drawing on
several sources and generating
additional related, focused questions
for further research and investigation.
(CCSS: W.7.7)
a. Conduct short research projects to
answer a question (including a selfgenerated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration. (CCSS: W.8.7)
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b. Gather relevant information from
multiple print and digital sources;
assess the credibility of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and providing basic
bibliographic information for sources.
(CCSS: W.6.8)
b. Gather relevant information from
multiple print and digital sources,
using search terms effectively; assess
the credibility and accuracy of each
source; and quote or paraphrase the
data and conclusions of others while
avoiding plagiarism and following a
standard format for citation. (CCSS:
W.7.8)
b. Gather relevant information from
multiple print and digital sources,
using search terms effectively; assess
the credibility and accuracy of each
source; and quote or paraphrase the
data and conclusions of others while
avoiding plagiarism and following a
standard format for citation. (CCSS:
W.8.8)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS:
W.6.9)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS:
W.7.9)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS:
W.8.9)
i. Apply grade 6 Reading
standards to literature (e.g., "Compare
and contrast texts in different forms or
genres [e.g., stories and poems;
historical novels and fantasy stories] in
terms of their approaches to similar
themes and topics"). (CCSS: W.6.8a)
i. Apply grade 7 Reading
standards to literature (e.g., "Compare
and contrast a fictional portrayal of a
time, place, or character and a
historical account of the same period
as a means of understanding how
authors of fiction use or alter history").
(CCSS: W.7.9a)
i. Apply grade 8 Reading
standards to literature (e.g., "Analyze
how a modern work of fiction draws on
themes, patterns of events, or
character types from myths, traditional
stories, or religious works such as the
Bible, including describing how the
material is rendered new"). (CCSS:
W.8.a)
ii. Apply grade 6 Reading
standards to literary nonfiction (e.g.,
"Trace and evaluate the argument and
specific claims in a text, distinguishing
claims that are supported by reasons
and evidence from claims that are
not"). (CCSS: W.6.8b)
ii. Apply grade 7 Reading
standards to literary nonfiction (e.g.
"Trace and evaluate the argument and
specific claims in a text, assessing
whether the reasoning is sound and
the evidence is relevant and sufficient
to support the claims"). (CCSS:
W.7.9b)
ii. Apply grade 8 Reading
standards to literary nonfiction (e.g.,
"Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and
the evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced"). (CCSS: W.8.9b)
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d. Prepare presentation of research
findings (written, oral, or a visual
product) for clarity of content and
effect, and grammatically correct use
of language, spelling, and mechanics.
d. Synthesize information from
multiple sources using logical
organization, effective supporting
evidence, and variety in sentence
structure.
d. Organize and present research
that matches the intended audience
and purpose.
e. Identify a topic for research,
develop the central idea or focus and
potential research question(s), and
locate appropriate resources.
e. Identify a topic for research,
developing the central idea or focus
and formulate open-ended research
questions and identify potential
sources of information (such as
reference materials, electronic media),
differentiating between primary and
secondary source materials.
e. Identify a topic for research,
developing the central idea or focus
and formulate open-ended research
questions and identify potential
sources of information (such as
reference materials, electronic media),
differentiating between primary and
secondary source materials.
f. Locate specific information within
resources using indexes, tables of
contents, electronic search features,
key words, etc.
f. Collect, interpret, and analyze
relevant information; identify direct
quotes for use in the report and
information to summarize or
paraphrase that will support the thesis
or research question.
f. Document information and
quotations using a consistent format
for footnotes or endnotes; and use
standard bibliographic format to
document sources.
g. Use a range of print and nonprint sources (atlases, data bases,
reference materials, online and
electronic resources, interviews, direct
observation) to locate information to
answer research questions.
g. Use organizational features of
electronic text (bulletin boards, search
engines, databases) to locate
information and obtain useful
information from standard news
stories.
g. Use organizational features of
electronic text (bulletin boards, search
engines, databases) and advanced
search methods to locate information
and obtain useful information from
scholarly sources.
h. Follow established criteria for
evaluating accuracy, validity, and
usefulness of information.
h. Evaluate accuracy and usefulness
of information, and the credibility of
the sources used.
h. Differentiate between valid and
faulty generalizations and identify
common reasoning fallacies in print
and non-printed sources.
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7th
8th
i. Select and organize information,
evidence, details, or quotations that
support the central idea or focus.
i. Write reports based on research
findings that includes quotations,
footnotes, or endnotes, and use
standard bibliographic format to
document sources or a works cited
page.
i. Write reports based on research
findings that includes quotations,
footnotes, or endnotes, and use
standard bibliographic format to
document sources or a works cited
page; differentiate between
paraphrasing and using direct quotes
in a report.
Recognize the implications of
bias and assumptions in
research
Recognize the implications of
biases and assumptions in
research and media
Recognize the implications of
biases and assumptions in
research and media
a. Determine strengths and
weaknesses of own and others’
thinking by using criteria including
relevance, clarity, accuracy, fairness,
significance, depth, breadth, and logic.
a. Determine strengths and
weaknesses of own and others’
thinking by using criteria including
relevance, clarity, accuracy, fairness,
significance, depth, breadth, and logic.
a. Determine and evaluate strengths
and weaknesses of own and others’
thinking by using criteria including
relevance, clarity, accuracy, fairness,
significance, depth, breadth, and logic.
b. Identify the natural tendency in
humans to use stereotypes, prejudices,
biases, and distortions.
b. Identify stereotypes, prejudices,
biases, and distortions in self and
thinking of others.
b. Identify stereotypes, prejudices,
biases, and distortions in self and
thinking of others.
c. Identify and articulate own
assumptions and assumptions of
others that underlie inferences being
made and assess those assumptions
for justifiability.
c. Identify and articulate own
assumptions and assumptions of
others that underlie inferences being
made and assess those assumptions
for justifiability.
c. Identify and articulate own
assumptions and assumptions of
others that underlie inferences being
made and assess those assumptions
for justifiability.
d. Identify the purpose or agenda of
media presentations and consider
alternative perspectives of various
media presentations.
d. Take a position on an issue and
support it using appropriate media to
demonstrate reasoning and explain
decisions in the creative process.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Speaking and Listening GLEs
Blue indicates the Grade Level Expectations (GLEs)
Standard & Advanced 9th
Note: Advanced expectations are noted in bold print
Standard & Advanced 10th
Standard & Advanced 11th
Prepare for and
communicate effectively
during oral presentations
Prepare for and
communicate effectively
during oral presentations
Prepare for and
communicate effectively by
sharing reasoning and varied
perspectives during oral
presentations
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
a.
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. (CCSS: SL.9-10.4)
a.
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. (CCSS: SL.9-10.4)
a.
Present information, findings, and
supporting evidence, conveying a clear
and distinct perspective, such that
listeners can follow the line of reasoning,
and the organization, development,
substance, and style are appropriate to
purpose and audience. (adapted from
CCSS: SL.11-12.4)
b. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest. (CCSS: SL.9-10.5)
b. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest. (CCSS: SL.9-10.5);
demonstrate critical thinking,
innovation, and audience awareness
when choosing an effective mode of
presentation.
b. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest. (CCSS: SL.11-12.5);
demonstrate critical thinking,
innovation, and audience awareness
when choosing an effective mode of
presentation.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
c.
Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.(CCSS: SL.910.6)
c.
Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.(CCSS: SL.910.6)
c.
Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate. (CCSS: SL.1112.6)
d. Define a position, select evidence
to support that position, and develop a
well-organized presentation to defend it.
d. Present a clear thesis, wellorganized claims, and data to
support that thesis.
d. Present a clear thesis, claims,
and data, and address alternate or
opposing perspectives to
demonstrate awareness of issue and
audience.
e. Use effective oral delivery skills,
including verbal and nonverbal
techniques, to persuade an audience
e. Make decisions about how to
establish credibility and appeal to
audiences by selecting organizational
structures, precise vocabulary, verbal
and nonverbal cues and rhetorical
strategies.
e. Distinguish between formal and
informal presentations, using verbal and
nonverbal techniques, clear enunciation,
appropriate organization, vocabulary and
tone to meet intended purposes
f.
Demonstrate professionalism
and courtesy for an audience by
rehearsing presentations, using
appropriate volume and clear
pronunciation to establish fluency
and tone, and showing awareness of
posture, gesture, and eye contact.
f.
Rehearse presentations to gain
fluency, adjust tone and modulate
volume for emphasis, develop poise,
and choose confident posture,
gesture, and eye contact.
f.
Rehearse presentations to
gain fluency, adjust tone and
modulate volume for emphasis,
develop poise, and choose confident
posture, gesture, and eye contact.
g. Audience members follow the
speaker's arguments, take notes,
ask clarifying questions, and give
verbal and nonverbal feedback to
the speaker as appropriate
g. Participate actively and
demonstrate respect by asking
clarifying questions, and giving
appropriate feedback.
g.
Participate actively and
demonstrate respect by addressing
the previous speaker in the response
and providing appropriate and
effective feedback. Politely critique
the accuracy, relevance and validity
of evidence used or cited in a group
discussion or presentation.
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Standard & Advanced 10th
h. Use feedback to evaluate
effectiveness of presentations
Standard & Advanced 11th
h. Use feedback to analyze
audience responses to evaluate how
effectively each presentation meets
intended purposes
i.
Identify, explain, and use
content-specific vocabulary, terminology,
dialect, or jargon unique to particular
groups, perspectives, or contexts (such
as social, professional, political, cultural,
historical or geographical)
Initiate and participate
effectively in a range of
collaborative discussions
Comprehension and
Collaboration:
Initiate and participate
effectively in a range of
collaborative discussions
Comprehension and
Collaboration:
Initiate and participate
effectively in a range of
collaborative discussions
Comprehension and
Collaboration:
a.
Participate in discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grade 9 topics, texts,
and issues, building on others' ideas and
expressing one’s own clearly and
persuasively. (adapted from CCSS: SL.910.1)
a.
Participate in discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grade 10 topics,
texts, and issues, building on others'
ideas and expressing one’s own clearly
and persuasively. (adapted from CCSS:
SL.9-10.1)
a.
Participate in discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grade 11 topics,
texts, and issues, building on others'
ideas and expressing one’s own clearly
and persuasively. (adapted from CCSS:
SL.11-12.1)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
i. 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. (CCSS:
SL.9-10.1a)
i. Come to discussions
prepared, having read and researched
material under study and generated
own original questions and opinions
on the topic; explicitly draw on that
preparation by referring to evidence from
texts and other research on the topic or
issue to stimulate a thoughtful, wellreasoned, unique exchange of ideas.
(adapted from CCSS: SL.9-10.1a)
i. Come to discussions
prepared, having read and researched
material under study and generated
own original questions and opinions
on the topic; explicitly draw on that
preparation by referring to evidence from
texts and other research on the topic or
issue to stimulate a thoughtful, wellreasoned, unique exchange of ideas.
(adapted from CCSS: SL.11-12.1a)
ii. Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key issues,
presentation of alternate views), clear
goals and deadlines, and individual roles
as needed. (CCSS: SL.9-10.1b)
ii. Work with peers to guide
discussions and decision-making, set
clear goals and deadlines, and establish
individual roles as needed. (adapted
from CCSS: SL.9-10.1b)
ii. Work with peers to guide
and promote civil, democratic
discussions and decision-making, set
clear goals and deadlines, and establish
individual roles as needed. (adapted
from CCSS: SL.11-12.1b)
iii. 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. (CCSS: SL.9-10.1b)
iii. 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. (CCSS: SL.9-10.1b)
iii. 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. (CCSS: SL.11-12.1c)
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Standard & Advanced 10th
Standard & Advanced 11th
iv. Respond thoughtfully to
diverse perspectives, summarize points
of agreement and disagreement, and,
when warranted, qualify or justify one’s
own views and understanding and make
new connections in light of the evidence
and reasoning presented. (CCSS: SL.910.1c)
iv. Respond thoughtfully to
diverse perspectives, summarize points
of agreement and disagreement, and,
when warranted, qualify or justify one’s
own views and understanding and make
new connections in light of the evidence
and reasoning presented. (adapted from
CCSS: SL.9-10.1c)
iv. 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.
(CCSS: SL.11-12.1b)
v.
Contribute to the
discussion by adding text-based
analysis and demonstrating critical
thinking that relates the text to
issues outside of the text.
v.
Contribute to the
discussion by adding text-based
analysis and demonstrating critical
thinking that relates the text to
issues outside of the text (e.g.
historical events, current events,
other literature, etc.).
v. Work collaboratively to
formulate an original argument
about the text, address multiple
perspectives, and provide evidence
from the text to support original
claims.
b. Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source. (CCSS: SL.910.2)
b. Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source. (CCSS: SL.910.2)
b. Integrate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively,
orally) in order to make informed
decisions and solve problems, evaluating
the credibility and accuracy of each
source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
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Standard & Advanced 10th
Standard & Advanced 11th
c.
Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence. (CCSS: SL.9-10.3)
c.
Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, identifying and explaining the
effect of any fallacious reasoning or
exaggerated or distorted evidence.
(adapted from CCSS: SL.9-10.3)
c.
Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used. (CCSS: SL.1112.3)
d. Follow the speaker's arguments,
take notes, ask clarifying questions, and
give verbal and nonverbal feedback to
the speaker as appropriate
d. Participate actively and
demonstrate respect by recapping
what the previous speaker has said,
asking clarifying questions, and
giving appropriate feedback.
d. Participate actively and
demonstrate respect by addressing
the previous speaker in the response
and providing appropriate and
effective feedback. Politely critique
the accuracy, relevance and validity
of evidence used or cited in a group
discussion or presentation.
e. Facilitate (or lead) a group by
developing an agenda designed to
accomplish a specified goal
e. Demonstrate knowledge by
facilitating a group; listen critically and
evaluate the effectiveness of oral
delivery techniques and overall
effectiveness of the group, then guide
it to a larger conclusion.
Reading for all Purposes GLEs & Eos
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Use textual evidence to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
Use textual evidence to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
Use textual evidence to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
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Standard & Advanced 10th
Standard & Advanced 11th
a. Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text. (CCSS: RL.9-10.1)
a. Cite strong and thorough textual
evidence to support an original
argument based on one’s analysis of
what the text says explicitly as well as
inferences drawn from the text. (adapted
from CCSS: RL.9-10.1)
a. Cite strong and thorough textual
evidence to support an original
argument based on one’s analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain. (adapted from CCSS:
RL.11-12.1)
b. 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.
(CCSS: RL.9-10.2)
b. 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; explain
what argument the author is making
about the theme and why that argument
is important in the context of why we
study world literature; provide an
objective summary of the text. (adapted
from CCSS: RL.9-10.2)
b. 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; explain what argument the
author is making about the theme
and why that argument is important
in the context of why we study
literature; provide an objective
summary of the text. (adapted from
CCSS: RL.11-12.2)
c. 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. (CCSS: RL.9-10.3)
c. Analyze how complex characters
(e.g., those with multiple or conflicting
motivations), motifs, and images
develop over the course of a text,
advance the plot or develop the theme.
(adapted from CCSS: RL.9-10.3)
c. Analyze how complex
characters, motifs, and images
develop over the course of a text to
advance the plot or develop the
theme (adapted from CCSS: RL.910.3)
d. Analyze the theme or central
idea of a text to draw parallels to
personal experience.
d. Analyze the theme or central
idea of a text to draw parallels to the
human experience and support
conclusions about the author’s
purpose.
d. Analyze the impact of the
author's choices and how those
choices illustrate a larger theme or
purpose; draw parallels to the
human experience and support
conclusions about what the author is
saying about that experience.
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Craft and Structure:
Standard & Advanced 10th
Craft and Structure:
Standard & Advanced 11th
Craft and Structure:
e. 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 (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone). (CCSS: RL.9-10.4)
e. 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 (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone). (CCSS: RL.9-10.4)
e. Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
(CCSS: RL.11-12.4)
f. Analyze how an author's choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise. (CCSS:
RL.9-10.5)
f. Analyze how an author's choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise. (CCSS:
RL.9-10.5); evaluate the effectiveness of
the author’s structure in achieving his
purpose and emphasizing the theme.
f. Analyze how an author's choices
concerning how to structure specific
parts of a text (e.g., the choice of where
to begin or end a story, the choice to
provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
(CCSS: RL.11-12.5); evaluate the
effectiveness of the author’s
structure in achieving his purpose
and emphasizing the theme.
g. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world
literature. (CCSS: RL.9-10.6)
g. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world
literature, and evaluate how that point of
view contributes to the overall meaning
or purpose of the work (adapted from
CCSS: RL.9-10.6).
g. Analyze a case in which grasping a
point of view requires distinguishing
what is directly stated in a text from
what is really meant (e.g., satire,
sarcasm, irony, or understatement).
(CCSS: RL.11-12.6)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
h. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Auden's "Musée des Beaux Arts"
and Breughel's Landscape with the Fall of
Icarus). CCSS: RL.9-10.7)
h. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
and what those differences illustrate
about speaker’s purpose (e.g.,
Auden's "Musée des Beaux Arts" and
Breughel's Landscape with the Fall of
Icarus). (adapted from CCSS: RL.9-10.7)
h. 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.
(Include at least one play by
Shakespeare and one play by an
American dramatist.) Consider how the
different interpretations illustrate
different purposes. (adapted from
CCSS: RL.11-12.7)
i. Analyze how an author draws on and
transforms source material in a specific
work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare). (CCSS: RL.9-10.9)
i. Analyze how an author draws on and
transforms source material in a specific
work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare) and why the author
uses the source material in a
particular way. (adapted from CCSS:
RL.9-10.9)
i. Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics. Recognize the
influences of these works of
literature in other texts and relate
them to current issues. (adapted from
CCSS: RL.11-12.9)
j. Recognize elements of
traditional, classic, and
contemporary works of literature in
society.
j. Evaluate the contribution to society
made by traditional, classic, and
contemporary works of literature that
deal with similar topics and problems
j. Evaluate the contribution to society
made by traditional, classic, and
contemporary works of literature that
deal with similar topics and problems
k. Recognize elements of a primary
source document in other works of
literature.
k. Relate a literary work to primary
source documents of its literary period or
historical setting
k. Explain the influence of historical
context on the form, style, and point of
view of a written work
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
l. By the end of grade 9, read,
comprehend, and analyze literature,
including stories, dramas, and poems, in
the grades 9-10 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (adapted
from CCSS: RL.9-10.10)
l. By the end of grade 10, read,
comprehend, and analyze literature,
including stories, dramas, and poems, at
the high end of the grades 9-10 text
complexity band independently and
proficiently. (adapted from CCSS: RL.910.10)
l. By the end of grade 11, read,
comprehend, and analyze literature,
including stories, dramas, and poems, in
the grades 11-CCR text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (adapted
from CCSS: RL.11-12.10)
Use textual evidence to support
analysis, synthesis, and evaluation
of informational and persuasive texts
Use textual evidence to support
analysis, synthesis, and evaluation
of informational and persuasive
texts
Use textual evidence to support
analysis, synthesis, and evaluation
of informational and persuasive
texts
Key Ideas and Details:
Key Ideas and Details:
Key Ideas and Details:
a. Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text. (CCSS: RI.9-10.1)
a. Cite strong and thorough textual
evidence to support an original
argument based on an analysis of
what the text says explicitly as well as
inferences drawn from the text. (adapted
from CCSS: RI.9-10.1)
a. Cite strong and thorough textual
evidence to support and original
argument based on an analysis of what
the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain. (adapted from CCSS:
RI.11-12.1)
b. Determine the central idea of a
nonfiction 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.
(adapted from CCSS. RI.9-10.2)
b. Determine the central argument of
a nonfiction text and analyze its
development and construction 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. (adapted from
CCSS. RI.9-10.2)
b. Determine the central argument
(as well as two or more central claims)
of a text and analyze the argument’s
development over the course of the text.
(adapted from CCSS: RI.11-12.2)
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c. Analyze how the author unfolds 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. (CCSS: RI.9-10.3)
Craft and Structure:
Standard & Advanced 10th
c. Analyze how and why the author
unfolds 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. (adapted from CCSS: RI.9-10.3)
Craft and Structure:
Standard & Advanced 11th
c. 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. (CCSS: RI.11-12.3)
Craft and Structure:
d. 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 (e.g., how
the language of a court opinion differs
from that of a newspaper). (CCSS: RI.910.4)
d. 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 and rhetorical strategies on
meaning and tone (e.g., how the
language of a court opinion differs from
that of a newspaper). (adapted from
CCSS: RI.9-10.4)
d. 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 rhetorical strategies and
refines the meaning of a key term or
terms over the course of a text (e.g.,
how Madison defines faction in Federalist
No. 10). (adapted from CCSS: RI.1112.4)
e. Analyze in detail how a speaker’s
ideas or claims are developed and
refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter). (adapted
from CCSS: RI.9-10.5)
e. Analyze in detail how a speaker’s
ideas or claims are developed and
refined by particular rhetorical
strategies, sentences, paragraphs, or
larger portions of a text (e.g., a section
or chapter). (adapted from CCSS: RI.910.5)
e. Analyze and evaluate the
effectiveness of the rhetorical schemes
and structure an author uses in his or
her exposition or argument, including
whether the structure makes points
clear, convincing, and engaging.
(adapted from CCSS: RI.11-12.5)
f. 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. (CCSS.RI.910.6)
f. Determine an author’s point of view
and purpose in a text and analyze how
an author uses rhetoric to advance that
point of view or purpose. (adapted from
CCSS.RI.9-10.6)
f. Determine an author's point of view
and purpose in a text in which the
rhetoric is particularly effective,
analyzing how style and content
contribute to the power, persuasiveness
or beauty of the text. (adapted from
CCSS: RI.11-12.6)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
g. 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. (CCSS:
RI.9-10.7)
g. 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 and
what those differences illustrate about
the speaker’s purpose. (adapted from
CCSS: RI.9-10.7)
g. Integrate and evaluate multiple
sources of information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words in
order to address a question or solve a
problem. (CCSS: RI.11-12.7)
h. 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. (CCSS: RI.9-10-8)
h. 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. (CCSS: RI.9-10-8)
h. Delineate and evaluate the
reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes,
and arguments in works of public
advocacy (e.g., The Federalist,
presidential addresses). (CCSS: RI.1112.8)
i.
Analyze seminal U.S. documents
of historical and literary significance
(e.g., Washington's Farewell Address,
the Gettysburg Address, Roosevelt's Four
Freedoms speech, including how they
address related themes and concepts.
(adapted from CCSS: RI.9-10.9)
i. Analyze foundational documents
from around the globe (e.g. creation
myths, religious texts) for their
themes, purposes, and rhetorical
features. (adapted from CCSS: RI.910 & 11-12.9)
i. Analyze seventeenth-, eighteenth-,
and nineteenth-century foundational U.S.
documents of historical and literary
significance (including The Declaration of
Independence, the Preamble to the
Constitution, the Bill of Rights, and
Lincoln's Second Inaugural Address) for
their themes, purposes, and rhetorical
features. (CCSS: RI.11-12.9)
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Standard & Advanced 10th
Standard & Advanced 11th
j.
Use flexible reading and notetaking strategies (outlining, mapping
systems, skimming, scanning, key word
search) to organize information and
make connections within and across
informational texts
j. Provide a response to text that
expresses an insight (such as an
author's perspective or the nature of
conflict) or use text-based
information to solve a problem not
identified in the text (for example,
use information from a variety of
sources to provide a response to text
that expresses an insight)
j. Use text features and graphical
representations to complement
comprehension and enhance critical
analysis of a text
k. Critique author's choice of
expository, narrative, persuasive, or
descriptive modes to convey a message
k. Compare the development of an
idea or concept in multiple texts
supported by text-based evidence
k. Predict the impact an informational
text will have on an audience and justify
the prediction
Range of Reading and Level of Text
Complexity:
Range of Reading and Level of Text
Complexity:
Range of Reading and Level of Text
Complexity:
l.
By the end of grade 9, read and
comprehend literary nonfiction in the
grades 9-10 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.9-10.10)
l. By the end of grade 10, read and
comprehend literary nonfiction at the
high end of the grades 9-10 text
complexity band independently and
proficiently. (CCSS: RI.9-10.10)
l. By the end of grade 11, read and
comprehend literary nonfiction in the
grades 11-CCR text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.11-12.10)
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Vocabulary Acquisition and Use:
Vocabulary Acquisition and Use:
Vocabulary Acquisition and Use:
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
a. 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. (CCSS: L.910.4)
a. 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. (CCSS: L.910.4)
a. 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. (CCSS: L.1112.4)
i. 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. (CCSS: L.9-10.4a)
i. 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. (CCSS:
L.9-10.4a)
i. 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. (CCSS: L.11-12.4a)
ii. Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., analyze, analysis, analytical;
advocate, advocacy). (CCSS: L.9-10.4b)
ii. Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., analyze, analysis, analytical;
advocate, advocacy). (CCSS: L.9-10.4b)
ii. Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., conceive, conception,
conceivable). (CCSS: L.11-12.4b)
iii. 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. (CCSS: L.910.4c)
iii.
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. (CCSS: L.910.4c)
iii. 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. (CCSS: L.11-12.4c)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
(CCSS: L.9-10.4d)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
(CCSS: L.9-10.4d)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
(CCSS: L.11-12.4d)
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v. Use knowledge and
understanding of common word
roots.
v. Use knowledge and
understanding of common word
roots.
v. Use knowledge and
understanding of common word
roots.
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.9-10.5)
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.9-10.5)
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.11-12.5)
i. Interpret figures of speech
(e.g., euphemism, oxymoron) in context
and analyze their role in the text. (CCSS:
L.9-10.5a)
i. Interpret figures of speech
(e.g., euphemism, oxymoron) in context
and analyze their role in the text. (CCSS:
L.9-10.5a)
i. Interpret figures of speech
(e.g., hyperbole, paradox) in context and
analyze their role in the text. (CCSS:
L.11-12.5a)
ii. Analyze nuances in the
meaning of words with similar
denotations. (CCSS: L.9-10.5b)
ii. Analyze nuances in the
meaning of words with similar
denotations. (CCSS: L.9-10.5b)
ii. Analyze nuances in the
meaning of words with similar
denotations. (CCSS: L.11-12.5b)
c. 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. (CCSS: L.9-10.6)
c. Acquire and use accurately
general academic and domainspecific 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. (CCSS: L.9-10.6)
c. 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. (CCSS: L.11-12.6)
Writing and Composition GLEs & EOs
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
With attention to audience
and purpose, compose
narrative writing
Text Types and Purposes:
With attention to audience
and purpose, compose
narrative writing
Text Types and Purposes:
With attention to audience
and purpose, compose
narrative writing
Text Types and Purposes:
a. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
(CCSS: W.9-10.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
(CCSS: W.9-10.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
(CCSS: W.11-12.3)
i. 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. (CCSS: W.9-10.3a)
i. 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. (CCSS: W.9-10.3a)
i. 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. (CCSS: W.1112.3a)
ii. Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters. (CCSS: W.9-10.2b)
ii. Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters and contribute to the
illustration of theme and purpose
(adapted from CCSS: W.9-10.2b)
ii. Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters and illustrate theme and
purpose. (adapted from CCSS: W.1112.3b)
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iii. Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole.
(CCSS: W.9-10.3c)
iii. Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole
and build toward a clear tone
(adapted from CCSS: W.9-10.3c)
iii. Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole
and build toward a particular tone to
reveal a clear theme (adapted from
CCSS: W.11-12.3c)
iv. Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters. (CCSS: W.9-10.2d)
iv. Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters and create a clear tone
(adapted from CCSS: W.9-10.2d)
iv. Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters and create a clear tone
that reinforces the purpose (adapted
from CCSS: W.11-12.3d)
v. Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative. (CCSS: W.910.2e)
v. Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative and reveals
the overarching purpose or theme
(adapted from CCSS: W.9-10.2e)
v. Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative and leaves
the reader to consider the
overarching purpose or theme
(adapted from CCSS: W.11-12.3e)
b. Write literary and narrative texts
using a range of poetic techniques,
figurative language, and graphic
elements to engage or entertain the
intended audience.
b. Write literary and narrative texts
using a range of stylistic devices (poetic
techniques, figurative language,
imagery, graphic elements) to support
the presentation of implicit or explicit
theme
b. Write literary and narrative
texts using a range of stylistic
devices to create tone and support
the presentation of a specific theme.
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c. Refine the expression of voice and
tone in a text by selecting and using
appropriate vocabulary, sentence
structure, and sentence organization
c. Artfully craft the voice and tone
in a text by using carefully selected
vocabulary, sentence structure, and
organization.
c. Artfully craft the voice and tone
in a text by using carefully selected
vocabulary, sentence structure, and
organization to illustrate the theme
and reinforce the purpose for
writing.
d. Review and revise ideas and
development in substantive ways to
improve the depth of ideas and vividness
of supporting details
d. Use multiple strategies to
evaluate the depth of ideas and
vividness of supporting details and
how these elements reinforce the
author’s purpose.
d. Use a range of strategies to
evaluate whether the writing is
presented in a clear and engaging
manner (such as reading the text from
the perspective of the intended audience,
seeking feedback from a reviewer) and
to ensure the main ideas and
supporting details reinforce the
author’s purpose.
e. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weaknesses of
one’s own writing and the writing of
others
e. Actively participate in selfevaluation and peer review to
evaluate the strengths and
weaknesses of one’s own writing
and the writing of others; evaluate
and revise text to emphasize
purpose.
e. Actively participate in selfevaluation and peer review to
evaluate and revise text to eliminate
unnecessary details, ineffective stylistic
devices, and vague or confusing
language and to emphasize purpose
With attention to audience
and purpose, compose
persuasive and informational
writing
With attention to audience
and purpose, compose
persuasive and informational
writing
With attention to audience
and purpose, compose
persuasive and informational
writing
Text Types and Purposes:
a. Write arguments to support claims
in an analysis of substantive topics or
texts, using valid reasoning and relevant
and sufficient evidence. (CCSS: W.910.1)
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Text Types and Purposes:
a. Write arguments supported by
claims in an analysis of substantive
topics or texts, using valid reasoning and
relevant and sufficient evidence.
(adapted from CCSS: W.9-10.1)
BVSD Curriculum Essentials
Text Types and Purposes:
a. Write original arguments
supported by claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
data. (adapted from CCSS: W.11-12.1)
117
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Standard & Advanced 10th
Standard & Advanced 11th
i. 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.
(CCSS: W.9-10.1a)
i. 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.
(CCSS: W.9-10.1a)
i. 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;
include warrant to tie claims and data
back to original argument (adapted from
CCSS: W.11-12.1a)
ii. 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. (CCSS: W.9-10.1b)
ii. 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 and establishes
credibility of the speaker. (adapted from
CCSS: W.9-10.1b)
ii. 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 and establishes the credibility of
the speaker. (adapted from CCSS: W.1112.1b)
iii. 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.
(CCSS: W.9-10.1c)
iii. 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.
(CCSS: W.9-10.1c)
iii. 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. (CCSS:
W.11-12.1c)
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iv. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline. (adapted from CCSS:
W.9-10.1d)
iv. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline. (adapted from CCSS:
W.9-10.1d)
iv. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline. (adapted from CCSS:
W.11-12.1d)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.9-10.1e)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.9-10.1e)
v. Provide a conclusion that
supports the argument presented and
emphasizes the relevance of the
speaker’s purpose. (adapted from
CCSS: W.11-12.1e)
vi. Use appropriate rhetorical
appeals and genre to engage and guide
the intended audience
vi. Use appropriate rhetorical
appeals and genre to engage and guide
the intended audience.
vi. Use effective rhetorical
strategies and appeals, as well as
choice of genre, to engage and guide
the audience.
vii. Anticipate and address
readers' biases and expectations
vii. Anticipate and address
readers’ biases and expectations
vii. Establish credibility by
anticipating and addressing readers’
biases and expectations; use
rhetorical strategies to address
these biases and expectations and
reemphasize purpose.
viii. Explain and imitate
emotional, logical, and ethical appeals
used by writers who are trying to
persuade an audience
viii. Explain and imitate
emotional, logical, and ethical
appeals used by writers who are
trying to persuade an audience.
viii. Use emotional, logical,
and ethical appeals to persuade and
audience.
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Standard & Advanced 11th
b. 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. (CCSS: W.9-10.2)
b. 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. (CCSS: W.9-10.2)
b. 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. (CCSS: W.11-12.2)
i. 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.
(CCSS: W.9-10.2a)
i. 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.
(CCSS: W.9-10.2a)
i. Introduce a topic; organize
complex ideas, concepts, and
information so that each new element
builds on that which precedes it to create
a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension. (CCSS: W.1112.2a)
ii. Develop the topic with wellchosen, relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience's
knowledge of the topic. (CCSS: W.910.2b)
ii. Demonstrate audience
awareness and develop purpose by
choosing relevant, and sufficient
facts, extended definitions, concrete
details, quotations, or other
information and examples
appropriate to the audience's
knowledge of the topic; use
rhetorical strategies to illustrate
purpose with regards to audience
(adapted from CCSS: W.9-10.2b)
ii. Demonstrate audience
awareness and 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 rhetorical strategies
to illustrate purpose with regards to
audience. (adapted from CCSS: W.1112.2b)
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Standard & Advanced 11th
iii. Use appropriate and varied
transitions to link the major sections of
the text, create cohesion, and clarify the
relationships among complex ideas and
concepts. (CCSS: W.9-10.2c)
iii. Use effective and varied
transitions to link the major sections of
the text, create cohesion, clarify the
relationships among complex ideas and
concepts, and relate ideas and
concepts back to the thesis/purpose
(adapted from CCSS: W.9-10.2c)
iii. Use appropriate, effective,
and varied transitions and syntax to link
the major sections of the text, create
cohesion, clarify the relationships among
complex ideas and concepts, and relate
ideas and concepts back to the
thesis/purpose. (adapted from CCSS:
W.11-12.2c)
iv. Use precise language and
domain-specific vocabulary to manage
the complexity of the topic. (CCSS: W.910.2d)
iv. Use precise language and
domain-specific vocabulary to manage
the complexity of the topic and
demonstrate control of purpose
(adapted from CCSS: W.9-10.2d)
iv. Use precise language,
domain-specific vocabulary, and
techniques such as metaphor, simile,
and analogy to manage the complexity
of the topic and demonstrate control
of purpose. (adapted from CCSS: W.1112.2d)
v. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are
writing. (CCSS: W.9-10.2e)
v. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are
writing. (CCSS: W.9-10.2e)
v. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are
writing. (CCSS: W.11-12.2e)
vi. 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). (CCSS: W.9-10.2f)
vi. 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). (CCSS: W.9-10.2f)
vi. 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). (CCSS: W.11-12.2f)
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Standard & Advanced 11th
c. Revise informative writing by
evaluating the clarity and of the
relationship between the central idea,
evidence, and organizational pattern to
improve depth of information and
logic of organization
c. Revise informative writing by
evaluating the clarity and
effectiveness of the relationship
between the central idea, evidence,
and organizational pattern to improve
depth of information and logic of
organization
c. Revise informative writing by
evaluating the clarity and effectiveness
of the relationship between the central
idea, evidence, and organizational
pattern to improve depth of
information and logic of
organization.
d. Explain how writers use
organization and details to
communicate their purpose
d. Evaluate the effectiveness of the
organization, evidence, and details
in communicating the author’s
purpose.
d. Evaluate the effectiveness of the
organization, evidence, and details
in recognizing audience and
communicating the author’s purpose
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
Use the recursive process of
writing to produce wellwritten documents for specific
purposes and audiences
Use the recursive process of
writing to produce wellwritten documents for specific
purposes and audiences
Use the recursive process of
writing to produce wellwritten documents for specific
purposes and audiences
Production and Distribution of
Writing:
Production and Distribution of
Writing:
Production and Distribution of
Writing:
a. 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 expectations 1 and 2 above.)
(CCSS: W.9-10.4)
a. 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 expectations 1-2 above.)
(CCSS: W.9-10.4)
a. 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 expectations 1-2 above.)
(CCSS: W.11-12.4)
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Standard & Advanced 10th
Standard & Advanced 11th
b. Develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach, focusing on what
is most significant for a specific purpose
and audience. (CCSS: W.9-10.5) –
Editing for conventions should
demonstrate command of Language
expectations listed below and on the
BVSD Conventions Scope & Sequence
page.
b. Develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach, focusing on what
is most significant for a specific purpose
and audience. (CCSS: W.9-10.5) Editing
for conventions should demonstrate
command of Language expectations
listed below and on the BVSD
Conventions Scope & Sequence page.
b. Develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach, focusing on what
is most significant for a specific purpose
and audience. (CCSS: W.11-12.5)
Editing for conventions should
demonstrate command of Language
expectations listed below and on the
BVSD Conventions Scope & Sequence
page.
c. 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. (CCSS: W.9-10.6)
c. 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. (CCSS: W.9-10.6)
c. 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. (CCSS:
W.11-12.6)
Conventions of Standard
English:
Conventions of Standard
English:
Conventions of Standard
English:
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.9-10.1)
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.9-10.1)
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.11-12.1)
i. Use parallel structure.
(CCSS: L.9-10.1a)
i. Use parallel structure.
(CCSS: L.9-10.1a)
i. Apply the understanding that
usage is a matter of convention, can
change over time, and is sometimes
contested. (CCSS: L.11-12.1a)
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Standard & Advanced 11th
ii. Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and
clauses (independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and interest to
writing or presentations. (CCSS: L.910.1b)
ii. Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and
clauses (independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and interest to
writing or presentations. (CCSS: L.910.1b)
ii. Resolve issues of complex or
contested usage, consulting references
(e.g., Merriam-Webster's Dictionary of
English Usage, Garner's Modern
American Usage) as needed. (CCSS:
L.11-12.1b)
iii. Distinguish between the
active and passive voice, and write in the
active voice
iii. Distinguish between the
active and passive voice, and write
in the active voice.
iv. Vary sentence length
and structure to create a purposeful,
engaging flow.
iv. Use cumulative and
periodic sentences strategically to
emphasize purpose.
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.9-10.2)
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.9-10.2)
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.11-12.2)
i. Use a semicolon (and
perhaps a conjunctive adverb) to link
two or more closely related independent
clauses. (CCSS: L.9-10.2a)
i. Use a semicolon (and
perhaps a conjunctive adverb) to link
two or more closely related independent
clauses. (CCSS: L.9-10.2a)
i. Use a semicolon and
conjunctive adverbs to link two or
more closely related independent
clauses and observe hyphenation
conventions. (adapted from CCSS: L.1112.2a)
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Standard & Advanced 9th
ii. Use a colon to introduce a
list or quotation. (CCSS: L.9-10.2b)
Standard & Advanced 10th
ii. Use a colon to introduce a
list or quotation. (CCSS: L.9-10.2b)
iii. Spell correctly. (CCSS: L.9-
iii. Spell correctly. (CCSS: L.9-
Standard & Advanced 11th
ii. Use a colon to introduce
a list or quotation. (adapted from
CCSS.L9-10.2b)
10.2c)
10.2c)
iii. Spell correctly. (CCSS:
L.11-12.2b)
iv. Identify comma splices and
fused sentences in writing and revise to
eliminate them
iv. Identify comma splices
and fused sentences in writing and
revise to eliminate them.
iv. Identify comma splices
and fused sentences in writing and
revise to eliminate them.
v. Identify incomplete
sentences in writing and revise to
eliminate them.
v. Identify incomplete
sentences in writing and revise to
eliminate them.
v. Identify incomplete
sentences in writing and revise to
eliminate them.
vi. Identify incorrect
subject/verb agreement and revise
to correct it.
vi. Identify incorrect
subject/verb and
pronoun/antecedent agreement and
revise to correct it.
vi. Identify incorrect
subject/verb and
pronoun/antecedent agreement and
revise to correct it.
vii. Ensure that a verb agrees
with its subject in complex constructions
(such as inverted subject/verb order,
indefinite pronoun as subject,
intervening phrases or clauses)
vii. Ensure that a verb agrees
with its subject in complex constructions
(such as inverted subject/verb order,
indefinite pronoun as subject,
intervening phrases or clauses)
viii. Use a variety of phrases
(absolute, appositive) accurately and
purposefully to improve writing
ix. Use idioms correctly,
particularly prepositions that follow verbs
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
f. 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. (CCSS: L.9-10.3)
f. 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. (CCSS: L.9-10.3)
f. 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. (CCSS: L.11-12.3)
i. Write and edit work so that it
conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian's
Manual for Writers) appropriate for the
discipline and writing type. (CCSS: L.910.3a)
i. Write and edit work so that it
conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian's
Manual for Writers) appropriate for the
discipline and writing type. (CCSS: L.910.3a)
i. Write and edit work so
that it conforms to the guidelines in
a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline and
writing type and vary syntax for
effect, consulting references (e.g.,
Tufte's Artful Sentences) for
guidance as needed; apply an
understanding of syntax to the study
of complex texts when reading.
(adapted from CCSS: L.11-12.3a)
g. 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.
g. 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.
g. 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.
Researching and Reasoning GLEs
Standard & Advanced 9th
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Design, conduct and share
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
Design, conduct and share
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
Design, conduct and share
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
a. 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. (CCSS:
W.9-10.7)
a. 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. (CCSS:
W.9-10.7)
a. 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. (CCSS:
W.11-12.7)
b. 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. (CCSS:
W.9-10.8)
b. 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. (CCSS:
W.9-10.8)
b. 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. (CCSS: W.11-12.8)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.910.9)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.910.9)
c. Synthesize evidence from literary
and informational texts to support
argument, analysis, reflection, and
research. (adapted from CCSS: W.1112.9)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
i.
Apply grades 9-10
Reading standards to literature and
research (e.g., "Analyze how an author
draws on and transforms source material
in a specific work [e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare]"). (adapted from CCSS:
W.9-10.9)
i.
Apply grades 9-10
Reading standards to literature and
research (e.g., "Analyze how an author
draws on and transforms source material
in a specific work [e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare]"). (adapted from CCSS:
W.9-10.9)
i. Apply grades 11-12 Reading
standards to literature and research
(e.g., "Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics"). (adapted from
CCSS: W.11-12.9a)
ii.
Apply grades 9-10
Reading standards to literary nonfiction
when conducting research (e.g.,
"Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is valid and the
evidence is relevant and sufficient;
identify false statements and fallacious
reasoning"). (adapted from CCSS: W.910.9)
ii.
Apply grades 9-10
Reading standards to literary nonfiction
when conducting research (e.g.,
"Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is valid and the
evidence is relevant and sufficient;
identify false statements and fallacious
reasoning"). (adapted from CCSS: W.910.9)
ii. Apply grades 11-12 Reading
standards to literary nonfiction when
conducting research(e.g., "Delineate
and evaluate the reasoning in seminal
U.S. texts, including the application of
constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and
the premises, purposes, and arguments
in works of public advocacy [e.g., The
Federalist, presidential addresses]").
(adapted from CCSS: W.11-12.9b)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
d. Examine materials to determine
appropriate primary and secondary
sources to use for investigating a
question, topic, or issue (e.g., library
databases, print and electronic
encyclopedia and other reference
materials, pamphlets, book excerpts,
online and print newspaper and
magazine articles, letters to an editor,
digital forums, oral records, research
summaries, scientific and trade journals)
d. Use appropriate primary and
secondary sources to investigate a
question, topic, or issue; Distinguish
between types of evidence (e.g., expert
testimony, analogies, anecdotes,
statistics) and use a variety of types to
support a particular research purpose
d. Use both primary and secondary
sources appropriate to the question,
topic, or issue under investigation;
Use a variety of types of evidence to
support the purpose of the research.
e. Document sources of quotations,
paraphrases, and other information,
using a style sheet, such as that of
the Modern Language Association
(MLA) or the American Psychological
Association (APA)
e. Document sources of
quotations, paraphrases, and other
information, using a style sheet,
such as that of the Modern Language
Association (MLA) or the American
Psychological Association (APA)
e. Document sources of quotations,
paraphrases, and other information,
using a style sheet, such as that of the
Modern Language Association (MLA) or
the American Psychological Association
(APA)
f. Use in-text parenthetical
citations to document sources of
quotations, paraphrases and
information
f.
Use in-text parenthetical citations
to document sources of quotations,
paraphrases and information
f. Use in-text parenthetical
citations to document sources of
quotations, paraphrases and
information
g. Evaluate accuracy and
usefulness of information and the
credibility of the sources used by
recognizing valid and faulty
generalizations as well as common
reasoning fallacies.
g. Evaluate accuracy and
usefulness of information and the
credibility of the sources used by
recognizing valid and faulty
generalizations as well as common
reasoning fallacies.
g. Evaluate accuracy and
usefulness of information and the
credibility of the sources used by
recognizing valid and faulty
generalizations as well as common
reasoning fallacies.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Support own analysis,
reflection, and research by
using evidence from texts,
critical thinking, and logical
reasoning.
Support own analysis,
reflection, and research by
using evidence from texts,
critical thinking, and logical
reasoning.
Support own analysis,
reflection, and research by
using evidence from texts,
critical thinking, and logical
reasoning.
a. Judge the usefulness of
information based on relevance to
purpose, source, objectivity, copyright
date, cultural and world perspective
(such as editorials), and support the
decision to use chosen information
a. Critically evaluate the
usefulness of information based on
relevance to purpose, source,
objectivity, copyright date, cultural
and world perspective, and support
the decision to use such information.
a. Critically evaluate the
usefulness of information based on
relevance to purpose, source,
objectivity, copyright date, cultural
and world perspective, and support
the decision to use such information.
b. Assess strengths and weaknesses
of own thinking and thinking of others by
using criteria including relevance, clarity,
accuracy, fairness, significance, depth,
breadth, logic, and precision
b. Assess strengths and
weaknesses of own thinking and the
thinking of others by using criteria
including relevance, clarity,
accuracy, fairness, significance,
depth, breadth, logic, and precision.
b. Assess strengths and weaknesses
of own thinking and the thinking of
others by using criteria including
relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic, and
precision
c. Recognize and question the
implications of language and image use
that reflect bias and assumption in one's
own and others' research
c. Recognize and question the
implications of language and image
use that reflect bias and assumption
in one’s own and others’ research;
consider the purpose of this
language and image use, and use
selectively to achieve a purpose.
c. Recognize and question the
implications of language and image
use that reflect bias and assumption
in one’s own and others’ research;
consider the purpose of this
language and image use, and use
selectively to achieve a purpose.
d. Integrate information from
different sources to form conclusions
about an author’s assumptions, biases,
credibility, cultural and social
perspectives, or world views
d. Integrate information from
different sources to form
conclusions about an author’s
assumptions, biases, credibility,
cultural and social perspectives, or
world views.
d. Integrate information from
different sources to form conclusions
about an author’s assumptions,
biases, credibility, cultural and social
perspectives, or world views.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
e. Evaluate the accuracy of
information in a text, citing text-based
evidence, author’s use of expert
authority, and author’s credibility to
defend the evaluation
e. Evaluate the accuracy of
information in a text, citing textbased evidence, author’s use of
expert authority, and author’s
credibility to defend the evaluation.
f. Analyze the logic (including
assumptions and beliefs) and use of
evidence (existing and missing
information, primary sources, and
secondary sources) used by two or more
authors presenting similar or opposing
arguments (such as articles by two
political columnists that address the
same issue)
f. Analyze the logic (including
assumptions and beliefs) and use of
evidence (existing and missing
information, primary sources, and
secondary sources) used by two or
more authors presenting similar or
apposing arguments (such as
articles by two political columnists
that address the same issue).
g. Analyze the logic of complex
situations by questioning the
purpose, question at issue,
information, points of view,
implications and consequences,
inferences, assumptions, and
concepts.
g. Analyze the logic of complex
situations by questioning the
purpose, question at issue,
information, points of view,
implications and consequences,
inferences, assumptions, and
concepts.
h. Determine the extent to which the
researcher entered empathetically into
competing points of view, exercised
confidence in reason, recognized the
limits of their knowledge on the topic
(intellectual humility), explored
alternative approaches to solving or
addressing complex problems
(intellectual flexibility), and were open to
constructive critique (intellectual openmindedness); apply this to reflection
of one’s own research as well.
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Standard & Advanced 9th
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Conventions Scope & Sequence
Exposure

Mastery
Use CAPITALIZATION for…
Independent Usage
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
first word in a sentence
the pronoun I
first and last name
titles used with names (Mr. Mrs. President,
Senator, Dr. etc)
dates (January 3)
names of people
holidays
calendar words (days, months)
product names
geographic names
book/song/story titles
words used as names (Uncle John)
speaker’s first word in dialogue
races and nationalities
religions
languages
names of organizations
historical events
acronyms
Use PERIODS, QUESTION MARKS, AND
EXCLAMATION MARKS to…
recognize and name ending punctuation
end sentences
show abbreviations and after a person’s initials
(e.g., St., R.K)
choose punctuation for effect
write and punctuate compound and complex
sentences
format and punctuate dialogue
Use COMMAS to…
write out dates (January 1, 2011)
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separate single words in a series
separate a series of numbers
write greetings and closings in letters
punctuate addresses (e.g., between city and
state)
punctuate dialogue
for effect
mark direct speech and quotations from a text
place before a coordinating conjunction in a
compound sentence
separate an introductory element from the rest
of the sentence
set off interruptions and interjections
set off the words yes and no (e.g., Yes, thank
you)
set off a tag question from the rest of the
sentence (e.g., It’s true, isn’t it?)
indicate direct address (e.g., Is that you,
Steve?)
set off nonrestrictive/parenthetical elements
separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore
an old [,] green shirt)
write and punctuate compound and complex
sentences correctly
indicate a pause or break
format and punctuate dialogue correctly
Use APOSTROPHES for…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
contractions (I’m, we’re, etc.)
frequently occurring possessives (Ashley’s,
Mom’s, etc)
showing ownership: singular, plural, shared
possessives
forming possessives with indefinite pronouns
(everybody’s, others’, anybody’s)
Use ABBREVIATIONS for…
titles of people’s names (Dr., Mrs., etc)
calendar words
states
addresses
acronyms
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Use QUOTATION MARKS to…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
choose punctuation for effect
mark direct speech and quotations from a text
indicate titles of works
emphasize special words
write and punctuate compound and complex
sentences correctly
format and punctuate dialogue correctly
Use UNDERLINING & ITALICS for…
titles of works
special words
emphasis
Use PARENTHESES to…
set off nonrestrictive/parenthetical elements
Use HYPHENS to…
choose punctuation for effect
separate numbers (e.g., forty-three)
form compound words (e.g., merry-go-round
editor-in-chief)
separate numbers in a fraction
divide a word
create new words
form an adjective (e.g., family-friendly, etc.)
join letters or words,
avoid confusing or awkward spelling
follow hyphenation conventions
Use COLONS & SEMI COLONS for…
separating items in a series (semi colons)
introduction of a list (colons)
formal introductions (colons)
a business letter (colons)
writing numbers in time (e.g., 4:30)
emphasis (colons)
punctuating compound and complex sentences
joining and setting off two independent clauses
(semicolon)
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conjunctive adverbs (semicolon)
introducing a list or quotation
linking two or more closely related independent
clauses (perhaps with a conjunctive adverb)
Use ELLIPSES & DASHES to…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
punctuate for effect
indicate an omission
indicate a pause or a break
show emphasis
Use PROPER FORMATTING for…
paragraphs (e.g., indenting)
parts of a letter
poetry
formatting and punctuating dialogue
identify comma splices and fused sentences in
writing and revise to eliminate them
writing and editing work so that it conforms to
the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
using a style guide to follow the conventions of
Modern Language Association (MLA) or
American Psychological Association (APA) format
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Elementary Academic Vocabulary for
English Language Arts: Reading, Writing, and Communicating
abstract noun
A noun that names a thing that cannot be touched or seen such as a concept, idea,
experience, state of being, trait, quality, or feeling (e.g. freedom, love, happiness,
democracy, honesty, pain, sympathy).
abridged
A condensed version of a text that still maintains the overarching theme.
active voice
One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the
subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of
the sentence) acts in relation to the ball.
adage
A traditional saying that expresses something considered to be a general truth.
adjective
A word or phrase that describes a noun or pronoun. (e.g. Male peacocks have beautiful
feathers. The feathers are colorful.)
adventure story
A story about an exciting or unexpected event or course of events often involving a risky
undertaking of unknown outcome.
adverb
A word that describes a verb, an adjective, or another adverb. Most adverbs tell where,
how, or when. Adverbs often end in -ly, but not always (e.g., The first pitch curved inside.
- tells where; Roberto hit the next pitch hard. - tells how; Roberto ran immediately. - tells
when).
A letter or group of letters which are added to the beginning or end of a word to make a
new word; such as 'unhappy' and 'careless'; prefixes, suffixes, and endings that add
meaning to a word or change the tense or part of speech of a word.
affix
alliteration
The repeating of the beginning consonant sounds in words (e.g. The dog danced down the
driveway.)
analogy
A similarity between like features of two things on which a comparison may be based.
(e.g. “A rudder is to a ship as a goal is to a person.”)
analyze
To examine critically, so as to bring out the essential elements. To examine carefully and
in detail so as to identify causes, key factors, possible results, etc.
antagonist
A character in a story or poem that deceives, frustrates, or works against the main
character or protagonist in some way. The antagonist need not be a person; it could be
death, the devil, an illness, or any challenge that prevents the main character from
attaining his or her goals.
The opposite of another word (e.g., large/small; hard/soft; in/out).
antonym
APA
American Psychological Association (APA) format is an editorial style developed for writers
in the social and behavioral sciences. This format emphasizes simple, direct, concise
writing.
approximation
Learning through making attempts, even if attempts are not completely successful.
archetype
A narrative design, character type, or image said to be identifiable in a wide variety of
works of literature.
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argument
A disagreement or opposing point of view. In writing and speech, argument is one of the
traditional modes of discourse which defines a course of reasoning aimed at demonstrating
truth or falsehood.
article
The word that comes before a noun – a, an, and the. (e.g. A dog ate the shoe. I love to
eat an apple for snack.)
aside
The act of saying something away from others or in privacy; a technique used commonly
in the theater.
assessment
A means for gathering information or data that reveals what learners control, partially
control, or do not yet control consistently.
assonance
The repetition in words of identical or similar vowel sounds followed by different consonant
sounds.
attending (reading
process)
When sampling text, paying particular attention to visual information to construct a sense
of the text.
audience
The person or group of people who read or hear what someone has written.
author
The person who produces a piece of writing.
autobiography
The story of a real person's life that is written by that person.
automaticity
Rapid, accurate, fluent word decoding without conscious effort or attention.
background
knowledge/schema
Background knowledge/schema is using what the reader already knows about a subject
that will help him gain new information and bring meaning to new information.
bibliography
A list of all the works and sources of information consulted while undertaking research for
a paper or presentation.
biography
The story of a real person's life that is written by another person.
blend
A combination of two or more sounds.
brainstorming
Collecting ideas by thinking freely and openly about all the possibilities; used often with
groups.
breadth
A wide range or extent.
cause and effect
A method of paragraph or essay development in which a writer analyzes the reasons for
and/or the consequences of and action, event, or decision.
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character
A person who takes part in the action of a story, novel, or a play. A Character can also be
an animal, or imaginary creature in a piece of writing.
character traits
Traits are the basic orientation of the character. Bravery, cruelty and/or intolerance are all
examples of character traits.
characterization
choral reading
The representation of individuals in literary works. This may include direct methods like
the attribution of qualities in description or commentary and indirect methods inviting
readers to infer qualities from characters’ actions, speech, or appearance. A flat character
is one who remains undeveloped. A round character is one that is fully developed. A
character that does not undergo change is referred to as static. A character that undergoes
some transformation is called dynamic.
To read aloud in unison with a group.
chronology
A record of events in the order of their occurrence; an arrangement of events in time.
citation
A brief notation of a scholarly source. It gives credit to the author of the material utilized.
A citation is imperative for readers to research the finding of one's information. It also
protects the writer reusing the material from plagiarism and possible copyright
infringement.
Quote (a passage, book, or author) as evidence for or justification of an argument or
statement. (Not to be confused with website or sight.)
cite
claim
climax
An assertion of the truth of something. A claim expresses a specific position on some
doubtful or controversial issue that the arguer wants the audience to accept. When
confronting any message, especially a complex one, it is useful to begin by identifying the
claims that are made.
The most important or exciting event or point usually occurring the near the end of a
story.
cohesiveness
The degree to which the ideas are said to “hang together” or the degree to which elements
of the story are consistent, logical, and reasonable, given the whole story.
collaborative
conversations
Conversation in which participants adhere to rules of the discussion, and accept
roles/responsibilities for the successful outcome of the conversation.
collaborative
discussion
A conversation in which each member of a group helps one another to better understand
something (a piece of writing, idea, message, etc.) through shared exploration and
respectful speaking and listening.
comma
1. Used before the conjunction in a compound sentence (e.g. I’d hoped to give my dog a
bath, but I’m not sure that’s possible.) 2. Used to separate items in a list (e.g. I bought
my dog a dish, a collar, a leash, and some treats.) 3. Used to separate a date and a year,
and a city and a state (e.g. My dog was born in Boise, Idaho on June 1, 1998.) 4. Used
before quotation marks in a sentence (e.g. Then Bob told me, “I really love your dog.”)
To analyze in order to show similarities (compare) and differences (contrast) of a topic.
compare and
contrast
complex sentence
A sentence that has at least one independent clause and one dependent clause.
comprehension
Using a system of strategic actions, smoothly and in coordination, to get meaning while
reading texts.
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comprehension
strategies
compound sentence
Strategies used to teach kids to read strategically, showing them how to construct
meaning when they read. Creating and validating predictions, questions and inferences,
monitoring understanding of the text, clarifying the confusing parts, summarizing,
synthesizing and connecting text events to their own prior knowledge and experiences are
all examples of comprehension strategies.
A sentence that contains two independent clauses joined by a coordinator (for, and, or,
but, etc.).
concluding
statement
The sentence very near or at the end which sums up the main point in a paragraph or
story.
concrete details
Details directly from the story that answers a question. The detail is not inferred thus is
found directly in written material.
conflict
The problem a character faces in piece of literature. There are five types of conflict: Man
vs. Man; Man vs. Society; Man vs. Himself; Man vs. Nature; and Man vs. Fate (destiny).
conjunction
Connects individual words or groups of words (e.g. as, and, because, but, however,
neither, although, unless).
connotation
The suggestion of a meaning by a word apart from the thing it explicitly names or
describes. The attitudes and feelings associated with a word. These associations can be
negative or positive and have an important influence on style and meaning.
consonance
The repetition of a final consonant sound in words with different vowels.
context
The part of a text or statement that surrounds a particular word or passage and
determines its meaning. The meaning comes from the words themselves, the word order,
and the combination of the words.
contraction
When an apostrophe is used to show that one or more letters have been left out when two
words are put together to form one word (e.g. do not = don't; they will = they'll).
conventions
Formal usage that has become customary in written language. Grammar, capitalization
and punctuation are three categories of conventions in writing.
conversation
The spoken exchange of thought, feeling and opinions.
credibility
The quality of being convincing or believable, or worthy of trust; often used to measure
whether or not the information the writer uses is trustworthy.
data
Factual information (as measurements or statistics) used as a basis for reasoning,
discussion, or calculation.
decoding
Using letter-sound relationships to translate a word from a series of symbols to a unit of
meaning.
deductive
reasoning
The form of logic in which, if the premises in an argument are all true, and the argument’s
form is valid, the conclusion is inescapably true.
demonstration
Modeling how proficient readers and writers work through all aspects of the reading and
writing process, and the decisions they make while reading/writing.
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denotation
The literal or dictionary definition of a word. Denotation contrasts with connotation.
descriptive writing
When a writer uses words to paint a picture of a person, a place, a thing, or an idea
specific details in the mind of the reader.
descriptive poems
A poem that uses imagery and the five senses of taste, smell, feel, touch, and sight to
bring the subject to life for the reader.
dialect
A regional variety of language. In most languages, including English and Spanish, dialects
do not interrupt understanding; the differences are actually minor.
dialogue
The conversation between characters in a drama or narrative. A dialogue occurs in most
works of literature. It moves the action along in a work and helps to characterize the
personality of the speakers.
dictate
To say or read aloud something for another person to transcribe.
digraph
Two successive letters that make a single sound. For example, the ea in bread, or the ng
in sing.
digression
Material not strictly relevant to the main theme or plot of a piece of writing or speech.
diphthong
Speech sound beginning with one vowel sound and moving to another vowel sound within
the same syllable. For example, oy in the word boy.
directionality
The orientation of print. In the English language, directionality is from left to right.
domain specific
words and phrases
Vocabulary specific to a particular field of study (domain); in the Standards, domainspecific words and phrases are analogous to Tier Three words.
drafting
A stage of the writing process during which a writer organizes information and ideas into
sentences and paragraphs. This involves working through technical aspects such as
handwriting, spelling and punctuation, to transfer ideas from plan to paper.
drama
A work to be performed by actors on stage, radio, or television; the genre of literature
represented by works intended for the stage; a situation or sequence of events that is
highly emotional, tragic, or turbulent.
editing (writing
process)
The process of correcting the surface features (grammar, spelling and punctuation) of
writing.
For emergent and early writers, the process of the teacher correcting the surface features
(grammar, spelling and punctuation) of student writing that the student has yet to master.
The purpose being to bring the piece to conventional form.
elaborate
To give more details about something; to discuss something more fully.
emergent literacy
Early behaviors such as "reading" from pictures and "writing" with scribbles are examples
of emergent literacy and are an important part of children's literacy development.
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enunciation
Carefully pronounced and articulated speech for the purpose of communicating effectively
with an audience.
environmental print
Symbols and texts found in everyday life situations (i.e., signs, logos, labels, etc.).
epic
A long narrative poem on a great and serious subject, often about the deeds of a great
hero or heroes.
essential question
A question that is not answerable with finality in a brief sentence. Its aim is to stimulate
thought, to provoke inquiry, and to spark more questions, not just pat answers.
evaluate
To estimate the nature, quality, ability, extent, or significance of;
events (story)
The situations and events in a story.
evidence
Facts, figures, details, quotations, or other sources of data and information that provide
support for claims or an analysis and that can be evaluated by others. Evidence should be
in an appropriate form and be derived from a source accepted as appropriate to a
particular discipline.
Punctuation mark used at the end of sentences that show strong feeling or excitement.
(e.g. Wow! What a huge dog!)
exclamation point
explanatory text
A text written to explain or make clear how something works or why something is the way
it is. This type of writing uses one or more of the following methods: identification,
definition, classification, illustration, comparison, and analysis.
explicit
Stated clearly and in detail, leaving no room for confusion or doubt.
exposition
Usually at the beginning of the story, explains what happened before the story starts, the
setting of the story, and often introduces the characters.
expression
A word or phrase in speaking, writing or art that communicates a thought or feeling.
fable
Stories that have animals with human traits and always include a moral or lesson (e.g.,
The Tortoise and the Hare, The Lion and the Mouse).
fact versus opinion
Statements of fact can be proven conclusively to be true or false. Statements of opinion
cannot be proven to be true or false.
fairytale
A story that has magical characters and objects (e.g. Cinderella , Alice in Wonderland,
Princess and the Pea).
falling action
The part of the story which follows the climax, or turning point; it includes action or
dialogue needed to bring the story to an end.
fantasy
A story including elements that are impossible such as talking animals, imaginary
creatures, lands, etc. (e.g., “Somewhere over the Rainbow,” in The Wonderful Wizard of
Oz).
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fiction
figurative language
Imaginative works of prose, primarily the novel and the short story. Although fiction draws
on actual events and real people, it springs mainly from the imagination of the writer. The
purpose is to entertain as well as enlighten the reader by providing a deeper
understanding of the human condition.
Language that communicates and enhances ideas by going beyond the ordinary or literal
meaning of the words.
figure of speech
Specific literary devices used to create a special effect or feeling, often by making some
type of comparison, such as; hyperbole, metaphor, simile, understatement.
findings
A conclusion reached after examination or investigation; a statement or document
containing an authoritative decision or conclusion.
flashback
A narrative technique that allows a writer to present past events during current events, in
order to provide background for the current narration. By giving material that occurred
prior to the present event, the writer provides the reader with insight into a character’s
motivation and/or background to a conflict. Flashbacks are often conveyed through
narration, dream sequences, and memories.
The way an oral reading sounds, including phrasing, intonation, pausing, stress, rate and
integration of the first five factors. It bridges word decoding and comprehension. Fluency
is a set of skills that allows readers to rapidly decode text while maintaining a high level of
comprehension.
A sharply defined point, center, or theme of an effort, written passage, undertaking, or
presentation.
fluency
focus
folktale
Oral story passed down through generations based on traditional beliefs or on superstition
(e.g., The People Who Hugged Trees, The Empty Pot, Tikki Tikki Tembo).
foreshadowing
A writer’s use of hints or clues to indicate events that will occur in a story. Foreshadowing
creates suspense and at the same time prepares the reader for what is to come.
forming intentions
(writing process)
(also termed
planning)
fragment sentence
Choosing a topic, determining the audience and form and planning writing are components
of forming intentions.
general academic
words and phrases
Vocabulary common to written texts but not commonly a part of speech; in the Standards,
general academic words and phrases are analogous to Tier Two words and phrases.
generalization
An idea or statement which emphasizes general rather than specific characteristics.
genre
A category of literature or writing style (e.g., mystery, science fiction, historical fiction,
biography, memoir, etc.).
gesture
A movement or position of the hand, arm, body, head, or face that is expressive of an
idea, opinion, emotion, etc., made to express or help express thought or to emphasize
speech.
glossary
A list of terms in a special subject, field, or area of usage, with accompanying definitions.
Such a list at the back of a book, explaining or defining important, difficult or unusual
words and expressions used in the text or field of study.
grammar
The study of the structure and features of language; rules and standards which are to be
followed to produce acceptable and correct writing and speaking.
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grapheme
The smallest unit of a writing system. A grapheme may be one letter such as t or
combination of letters such as sh. A grapheme represents one phoneme.
graphic elements
The part of a work that contains visual representations of information and ideas (charts,
animations, video, etc.) beyond simple written text.
graphic organizer
A visual guide that helps writers plan a writing activity or helps readers understand and
organize information found in a text.
guided inquiry
The teacher provides the problem for investigation as well as the necessary materials.
Students are expected to devise their own procedure to solve the problem.
guided
reading/writing
An instructional setting that enables the teacher to work with a small group of students to
help them learn effective strategies for processing text with understanding. The purpose
of guided reading/writing is to meet the varying instructional needs of all the students.
high-frequency
words
Words which appear frequently in texts and used in student writing for a specific subject
and/or grade.
historical fiction
A fictional story that is set in a particular place and time period in the past; often the
setting is real, but the characters are altered, a composite, or entirely made up from the
author's imagination.
homograph
A word with same spelling as another: a word that is spelled in the same way as one or
more other words but is different in meaning, e.g. the verb "project" and the noun
"project."
homonym
A word having the same sound and spelling as another word, but a different origin and
meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a
bow in her hair.”
homophone
A word with a different meaning but having the same pronunciation as another word,
whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,” and
“too.”
hyperbole
An intentional exaggeration for emphasis or comic effect. An overstatement (e.g. “It took
a million years to finish my homework.”)
idea
Something imagined or pictured in the mind, ideas often lead to a plan of action.
idiom
A phrase or expression that means something different from what the words actually say.
An idiom is usually understandable to a particular group of people. For example, using
‘over his head’ for ‘he doesn’t understand.’
illustration
Graphic representations of important content (for example, art, photos, maps, graphs,
charts) found in a piece of literature.
Illustrator
An artist who creates drawings or images usually designed to enhance accompanying text.
image/imagery
Words and phrases that create vivid sensory experiences for the reader. Most images are
visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.
implicit
Implied or understood though not directly expressed.
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index
An alphabetical reference that lists topics, people, or titles, giving the location of where
they are mentioned in a text.
inductive reasoning
The form of logic which proceeds from the specific observation to the general statement.
The conclusion of such an argument provides the best or most probable explanation of the
premises, but is itself not necessarily true.
infer
To go beyond the literal meaning of a text; to think about what is not stated but is implied
by the writer.
inference
A conclusion reached on the basis of evidence and reasoning not immediately apparent.
inflection
An alteration of the form of a word by the addition of an affix, as in English dogs from dog,
or by changing the form of a base, as in English spoke from speak, that indicates
grammatical features such as number, person, mood, or tense.
informational text
A text that provide facts about a variety of topics (e.g., sports, animals, science, history,
careers, travel, geography, space, weather, etc.).
inquiry
A question; a query; an investigation. Also the seeking of information or knowledge.
interjection
Scientific inquiry refers to the diverse ways in which scientists study the natural world and
propose explanations based on the evidence derived from their work.
A single word that shows strong emotion or emphasis; usually an introductory word. (e.g.
Whoa, that's hot salsa! Ouch, that hurt! Help!)
interrogative
A word or phrase used to ask a question.
irony
The contrast between expectation and reality. This incongruity has the effect of surprising
the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony
include hyperbole, understatement, and sarcasm.
journal
A daily record of thoughts, impressions, reflections, and autobiographical information,
often a source of ideas for further writing.
key understandings
Important ideas within (literal), beyond (implied) or about (determined through critical
analysis) the text that are necessary to comprehension.
legend
A story from the past that shows a heroic figure, supposedly based on a real person but
often exaggerated (e.g. John Henry, Johnny Appleseed).
letter-sound
correspondence
Recognizing the corresponding sound of a specific letter when that letter is seen or heard.
link
A hyperlink in electronic presentation that directs the user to another resource.
literal language
Refers to words that do not deviate from their defined meaning.
literary devices
Techniques used by a writer to convey or enhance the story (e.g., figures of speech,
foreshadowing, flashback).
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literature
The body of written works of a language, period, or culture; imaginative or creative
writing, especially of recognized artistic value.
main idea
In informational writing, the most important thought or overall position. The main idea or
thesis of a piece, written in sentence form, is supported by details and explanation.
make connections
(as a strategic
action)
To search for and use connection to knowledge gained through personal experience,
learning about the world and reading other texts.
medial sound
The middle sound in a word.
medium
The material or form used by an artist, composer, or writer.
memoir
A history or record composed from personal observation and experience. Closely related
to, and often confused with, autobiography, a memoir usually differs chiefly in the degree
of emphasis placed on external events; whereas writers of autobiography are concerned
primarily with themselves as subject matter, writers of memoir are usually persons who
have played roles in, or have been close observers of, historical events and whose main
purpose is to describe or interpret the events.
Text that illustrate a particular aspect of craft, text structure, genre, etc.
mentor text
metacognition
A reflection and understanding of how one thinks and uses strategies during reading and
writing and problem solving.
metaphor
A figure of speech that makes a comparison between two things that are basically different
but have something in common. Unlike a simile, a metaphor does not contain the words
like or as. (e.g. “The sun is a lemon in the sky.”). See figurative language, figure of
speech, and simile.
In poetry, the recurrence of a rhythmic pattern.
meter
MLA
MLA (Modern Language Association) is a style of crediting the sources quoted or
paraphrased in a particular piece of literature. MLA serves as a standard formatting for the
citation of scholarly writings.
monitor
(self-monitor)
When a reader independently pays attention to their reading, and is aware of a dissonance
between what they are saying and what they are seeing.
monitor and correct
(as a strategic
action)
To check whether the reading sounds right, looks right and makes sense, and to solve
problems when it does not.
mood
The feeling a reader gets from a story. (e.g., happy, sad, peaceful, etc.)
moral
The lesson a writer is trying to teach in his or her story (e.g. Do unto others as you would
have them do unto you.).
morpheme
The smallest unit of meaning in oral and written language. Unbreakable has three
morphemes: -un, -break, -able.
morphology
In linguistics, the identification, analysis and description of the structure of morphemes
and other units of meaning in a language like words, affixes, and parts of speech and
intonation/stress, implied context.
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motif
A recurring object, concept, or structure in a work of literature. A motif may also be two
contrasting elements, such as good and evil, in a work.
multisyllabic
Having more than one syllable.
mystery text
A suspenseful story about a puzzling event that is not solved until the end of the story.
myth
Stories that answer questions about things people could not or cannot explain and may tell
of heroic quests.
narrative
Writing which tells a story or recalls an experience.
narrator
The person or voice telling the story. The narrator can be a character in the story, a play,
or a work of nonfiction.
nonfiction
non-verbal
communication
Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned
with factual information, although the writer shapes the information according to his or her
purpose and viewpoint. Biography, autobiography, and news articles are examples of
nonfiction.
Ways of conveying the meaning of an intended message other than oral speech (e.g.,
gestures, eye contact, facial expression).
noun
A word used to name a person, animal, place, thing, and abstract idea.
novel
A book-length story created from the author's imagination.
nuances
A subtle or slight degree of difference, as in meaning, feeling, or tone; a gradation.
objective summary
A succinct, accurate description of the content of a text without personal feelings. A
stating of the facts only.
onomatopoeia
The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”
onset
The part of the syllable that precedes the vowel. For example, /h/ in hop, and /sk/ in
scotch. Some syllables have no onset, as in un or on.
opinion text
A type of writing in which an author states and then supports their opinion.
opposing claim
A counter claim made in response to a claim that came before it.
oral tradition
Customs, opinions, beliefs, and history passed from generation to generation by means of
conversation or storytelling.
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outcomes (writing
process)
Opportunities for writers to share writing with intended audience. Writer seeks the
response of readers, which is where learning takes place.
oxymoron
A paradox reduced to two opposing words, usually in an adjective-noun (deafening silence)
or adverb-adjective (shockingly boring) relationship, and is used for effect, complexity,
emphasis, or wit.
pace
To move or develop (something) at a particular and calculated rate or speed. Also, the
reading rate (the number of words a child reads per minute); a component of fluency.
paragraph
A group of sentences that consists of one or more sentences, deals with one point or gives
the words of one speaker, and begins on a new usually indented line.
parallelism
The phrasing of language in a way that balances ideas of equal importance. Parallelism
may apply to phrases, sentences, paragraphs, or longer passages.
paraphrase
Restating ideas in different words to help clarify or explain the meaning of a text.
parts of speech
A category to which a word is assigned in accordance with its syntactic functions. Example:
noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and
interjection.
passive voice
One of the two voices of verbs. Indicates that the subject is being acted upon. (e.g. The
ball was hit by Kevin.).
pencil grip
Proper pencil placement in hand.
period
Punctuation mark used at the end of a statement or used after abbreviations. (e.g. Dr. J.
Wong is our veterinarian. Go to 312 So. Franklin St. to meet your friend.)
personification
A form of metaphor in which language relating to human action, motivation, and emotion
is used to refer to non‐human agents or objects or abstract concepts. (e.g. “The weather
is smiling on us today;” “Love is blind.”)
perspective
The state of one’s ideas, the facts known to one, and the angle from which one views a
situation.
persuasive text
Writing intended to convince the reader that a position is valid or that the reader should
take a specific action. Differs from exposition in that it does more than explain; it takes a
stand and endeavors to persuade the reader to take the same position.
phoneme
The smallest unit of sound in spoken language. There are approximately forty-four units
of speech sounds in English.
phonemic
awareness
The ability to hear individual sounds in words and to identify individual sounds.
phonics
The knowledge of letter-sound relationships and how they are used in reading and writing.
Teaching phonics refers to helping children acquire this body of knowledge about the oral
and written language systems; additionally, teaching phonics helps children use phonics
knowledge as part of the reading and writing process.
The awareness of words, rhyming words, onsets and rimes, syllables and individual sounds
(phonemes).
phonological
awareness
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phrase
Sequence of two or more words arranged to act as a unit in a sentence.
pitch
Appropriate sound level when speaking.
plagiarism
Presenting another author's works, words, or ideas as one's own. This is considered
illegal.
planning (writing
process)
Putting ideas down in an organized manner during the “forming intentions” process.
planning strategies
Process of defining direction, and making decisions about how to organize ideas in writing
or a presentation based purpose and audience.
plot
The action or sequence of events in a story. Plot is usually a series of related incidents that
builds and grows as the story develops. There are five basic elements in a plot line: (a)
exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.
plural noun
Two or more people, places, or things (e.g. We went to two beaches. I love to eat
pancakes.)
poetry
Verse written to create a response of thought and feeling from the reader. It often uses
vivid, concise language, and rhythm and rhyme.
point of view
The angle from which a story is told; depends on who is telling the story (e.g., FirstPerson, one of the characters is telling the story, uses "I". Third-Person, someone outside
the story is telling the story, uses him or her).
predicate of a
sentence
The verb that describes what the noun of the sentence is doing or being.
predict (as a
strategic action)
To use what is known to think about what will follow while reading continuous text.
prefix
A word part that is added to the beginning of a base word that changes the sense or
meaning of the root or base word. For example, re‐, dis‐, com‐are prefixes.
preposition
A word that relates a noun or pronoun to another word in the sentence (e.g. The cat
rested on the couch. The dog sat by the cat.)
prepositional
phrase
A preposition followed by an object. (e.g. “I will hold the coins in my hand.")
primary source
First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs,
personal accounts, treaties, letters, photographs, drawings, etc.) that presents no
“secondary” analysis or interpretation by historians or others removed from the action.
problem solving
A process that involves discovering, gathering information, analyzing, considering options,
and solving problems. The ultimate goal of problem-solving is to overcome obstacles and
find a solution or solutions that best resolve(s) an issue.
prompt
A question, direction or statement that compels and directs a writer to write about a
particular topic.
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pronoun
A word used to replace a noun (e.g. She found her kitty. - I, you, he, she, them, his,
their, we, yourself, etc.)
pronounantecedent
agreement
An antecedent is the word or word group a pronoun refers to. A pronoun and antecedent
agree when there is correspondence in number or person of a subject and verb in a
sentence.
pronunciation
The manner in which someone utters a word.
propaganda
techniques
Methods of conveying information selectively to produce an opinion or action favorable to
the source of the information.
proper noun
A word that names a specific person, place, or thing and begins with a capital letter (e.g.,
John; Denver, Colorado; the Washington Monument; the Beatles)
prose
Written or spoken language in its ordinary form, without metrical structure.
protagonist
The main character in a novel, play, story, or poem; also known as the “hero” or
“heroine.”
proverb
A short well-known saying that expresses an obvious truth and often offers advice. (e.g.
"All that glitters is not gold.” This means that just because something looks good, does not
necessarily mean that it is good.)
publishing (writing
process)
Preparing and formatting writing for an audience.
pun
A joke that comes from a play on words. It can make use of a word’s multiple meanings or
a word’s rhyme. Example: "Time flies like an arrow. Fruit flies like a banana," (Groucho
Marx).
purpose
Reason for writing; an author’s desired effect or result on an audience; intention.
question
A sentence worded or expressed so as to elicit information.
question mark
Punctuation mark used at the end of a question. (e.g. Did you walk the dog?)
realistic fiction
A story using made-up characters yet could happen in real life.
reason
Think, understand, and form judgments using a process of logic.
recount
To retell the events of an experience or story.
recursive writing
Writing that doubles back upon itself and leaps ahead. If you correct a spelling error as
you write your first draft, you have done a proofreading act (a later stage) while you are
drafting (an early to middle stage). We might cycle and recycle through numerous times
when creating any single piece of writing.
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red herring
A fallacy in which an irrelevant topic is presented in order to divert attention from the
original issue. The basic idea is to “win” an argument by leading attention away from the
argument and toward another topic.
reference materials
Resources used to find information on a subject (dictionary, thesaurus, encyclopedia,
journals, both print and on-line sources, etc.).
register
In linguistics, one of many styles or varieties of language determined by such factors as
social occasion, purpose, and audience. More generally, register is also used to indicate
degrees of formality in language use.
relative adverbs
An adverb (where, when, or why) that introduces a relative clause, also known as a
relative adverb clause.
relative pronouns
A part of speech referring to a noun mentioned before and of which we are adding more
information. They are used to join two or more sentences and forming in that way what we
call "relative sentences" (e.g., who, whom, that, which, whoever, whomever,
whichever).
relevance
Term used to describe how pertinent, current, connected, or applicable something is to a
given matter.
relevance
Relevance describes how pertinent, connected, or applicable something is to a given
matter.
repetition
The action of repeating something that has already been said or written to produce a
desired effect.
research
Research is an active, systematic process of inquiry in order to discover and interpret facts
and events. The term "research" is also used to describe the collection of information
about a particular subject.
research questions
Formal questions that set a goal(s) and guides study.
resolution
The end of a play or story when the problems are solved.
response
An answer or reply, as in words or in some action.
retell
To recount the sequence of events to a listener or put them writing after hearing or
reading a story.
revise
To alter something written or printed, in order to make corrections, improve, or update,
primarily in terms of style, content, structure and ideas, and details.
rhetoric
The art of using language effectively, especially for persuasion, in speaking or writing,
especially in oratory.
rhyme
The ending part (rime) of a word that sounds like the ending part (rime) of another word
(e.g., m-ail and t-ale).
rhythm
The way a poem and story writing flows from one sound or sentence pattern to the next as
it creates a sound pattern or patterned story.
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rime
The ending part of a word containing the vowel; the letters that represent the vowel sound
and the consonant letters following it in a syllable - dr-eam.
rising action
The central part of the story during which various problems arise and lead up to the
climax.
root word (base
word)
A word or word element to which prefixes and suffixes may be added to make other
words. For example, to the root graph, the prefix bio‐and the suffix –ic can be added to
create the word, biographic.
salient points
Facts or information that seem most important or significant to the argument.
scaffolding
Method of providing structure for students to access the information provided.
schema
Background, conceptual understandings that a student possesses.
science fiction text
A type of fantasy that uses science and technology (e.g., robots, time machines, etc.)
search for and use
information (as a
strategic action)
To look for and to think about a variety of content in order to make sense of text while
reading.
secondary sources
Information or research that is written by someone other than the person who experienced
the events. For example, a comment by a historian, an encyclopedia article, or a critical
essay.
self-correction
When a reader stops and corrects his/her own error.
semantic cues
Semantic cues are hints based on meaning that help readers decode and comprehend a
text.
sensory details
Details a writer uses to help the reader see, feel, smell, taste, and hear what is being
writing about.
sensory imagery
The use of words to describe tastes, smells, textures, sounds and images in order to
provide a sensory experience for the reader.
sentence
A group of words expressing one or more complete thoughts.
setting
Time and place where a story takes place.
short story
A brief fictional work that usually contains one major conflict and at least one main
character.
signal words
A phrase, clause, or sentence that introduces a quotation, paraphrase, or summary.
Common signal phrase verbs include the following: argue, assert, claim, comment,
emphasize, illustrate, respond, say, suggest, think, and write. See transition words.
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simile
A comparison of two unlike things in which a word of comparison using the words ‘like’ or
‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’
(Maya Angelou).
singular noun
One person, place, or thing (e.g., a monkey; the library; your friend; my pencil)
small-group
instruction
The teacher working with children brought together because they are similar enough in
reading/writing development to teach a skill most effectively in a small group.
soliloquy
A dramatic monologue spoken aloud by a character that is alone on the stage (or is under
the impression of being alone). The soliloquist thus reveals his or her inner thoughts and
feelings to the audience.
sounding out
Pronouncing the sounds of the letters in a word as a step in the reading word.
source
A place, person, or thing from which something comes or can be obtained.
stanza
A recurring grouping of verse lines in terms of length, metrical form, and, often, rhyme
scheme.
stream of
consciousness
The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human
mind; a literary method of representing such a blending of mental processes in fictional
characters, usually in an unpunctuated or disjointed form of internal monologue.
style
The particular way a piece of literature is written. Not only what is said but also how it is
said, style is the writer’s unique way of communicating ideas. Elements contributing to
style include word choice, sentence length, tone, voice, figurative language, and use of
dialogue.
A noun or pronoun that is performing the verb; the "do-er."
subject of a
sentence
subject-verb
agreement
The basic rule states that a singular subject takes a singular verb while a plural subject
takes a plural verb.
subordinating
conjunction
A subordinating conjunction joins a subordinate (dependent) clause to a main
(independent) clause.
suffix
An affix or group of letters added at the end of a base word or root word to change its
function or meaning (e.g., handful, hopeless).
summarize (as a
strategic action)
To put together and remember main ideas and important information, while disregarding
irrelevant information, during or after reading.
summary
A shorter version of the original. Such a simplification highlights the major points from the
much longer subject, such as a text, speech, film, or event. The purpose is to help the
audience get the gist in a short period of time.
supporting details
Secondary points which clarify a key point, illustrate a concept, or prove a point.
syllables
A unit of spoken language that consists of one or more vowel sounds alone or with one or
more consonant sounds preceding or following (word chunks).
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symbol
A word or object that stands for an object, event, or idea. The object, event, or idea thus
represented may be concrete or abstract, visible or invisible.
synonym
A word that has a meaning identical with, or very similar to, another word.
synthesize
Combine or merge new information with existing knowledge or with information from
multiple sources to create an original idea, see a new perspective, or form a new line of
thinking to achieve insight. Synthesizing is the most complex of comprehension strategies.
synthesize (as a
strategic action)
To combine new information or ideas from reading text with existing knowledge to create
new understandings.
tall tale
Story that has exaggerated characteristics and accomplishments (e.g., Pecos Bill, Paul
Bunyan).
technical writing
Technical writing is a method of researching and creating information about technical
processes or “how to” manuals written so that the reader can perform tasks. Examples of
technical writing could include such texts as - include a how to recycle poster, bike repair
manual, instructions to play a game, etc.
The relationship involving time between an event (the cause) and a second event (the
effect), where the second event is understood as a consequence of the first.
temporal
relationships
tense
A category of the verb or verbal inflections, such as present, past, and future, that
expresses the temporal relations between what is reported in a sentence and the time of
its utterance.
text
Coherent set of symbols that transmit some kind of informative message.
text features
Various ways of manipulating and placing text to draw attention to or emphasize certain
points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary,
listing, bulleting, numbering).
text structure
The organizational pattern an author uses to structure the ideas in a text (e.g.
cause/effect, compare/contrast, description, problem/solution, sequential,
goal/action/outcome, concept/definition, proposition/support).
textual evidence
Details from one or more resources to support an interpretation or analysis of literary and
informative/expository work.
theme
The central idea or ideas explored by a literary work.
thesis statement
The basic argument advanced by a speaker or writer who then attempts to prove it by
presenting compelling evidence; the subject or major argument of a speech or
composition.
tone
An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to
shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can
be serious, humorous, sarcastic, playful, ironic, bitter, or objective.
topic
The specific subject of a piece of writing.
traditional
literature
Stories that are passed down from one group to another in history; includes folktales,
legends, fables, fairy tales, tall tales, and myths from different cultures.
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tragic flaw
A defect in the protagonist that leads to his or her downfall.
transition words
Words that help tie thoughts together (e.g., when, next, after, finally; first, second, third;
above, below, to the left of, to the right of).
understatement
A form of irony in which something is intentionally represented as less that it is.
verb
Shows action or links the subject to another word in the sentence. (e.g. The boys read
often – action verb; I am happy about that - linking verb)
verb tense
Present (happening now) – I sneeze; Past (already happened) – I sneezed; Future (will
happen later) – I will sneeze.
verse
Verse is a single metrical line of poetry (as opposed to prose which uses grammatical units
like sentences and paragraphs).
visual aid
An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to
enhance a viewer’ understanding or experience of presented content.
visual mapping
A graphical method of taking notes. The visual layout helps one to distinguish words or
ideas, often with colors and symbols.
visualize
When a reader creates images that reflect or represent the ideas in the text. These images
may include any of the five senses and serve to enhance understanding of the text. But for
your students, try this: “Create a movie in your mind while reading.”
vocabulary
Recognizing and understanding the meaning of words in reading and writing as well as oral
language.
voice
The way a writer expresses ideas. A writer’s unique use of language that allows a reader
to perceive a human personality in the writing.
website
A set of interconnected web pages, usually including a homepage. It is usually prepared
and maintained as a collection of information by a person, group, or organization.
works cited
When producing a works cited for an essay you only list the actual sources of information
that you reference in your piece of work.
writing process
The stages of writing that produce a final, well-crafted piece. They are planning, drafting,
revising, editing, polishing (proofreading), and publishing.
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Secondary
English Language Arts: Reading, Writing, and
Communicating
Academic Vocabulary Glossary
WORD
DEFINITION
abridged
A condensed version of a text that still maintains the overarching theme.
active voice
One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the
subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of
the sentence) acts in relation to the ball. See passive voice.
advance
To put forward, propose.
allegory
A rhetorical narrative in prose or verse in which the characters and often parts of the
narrative itself represent moral and spiritual values or have other symbolic meaning
(e.g., The Emperor’s New Clothes, Animal Farm).
alliteration
The repetition of initial consonant sounds in words.
allusion
A passing or casual reference; an incidental mention of something, either directly or by
implication. (e.g., an allusion to Shakespeare’s Hamlet, “To act or not to act, that was
Maria’s dilemma.”)
analogy
A similarity between like features of two things on which a comparison may be based.
(e.g. “A rudder is to a ship as a goal is to a person.”)
analyze
To examine critically, so as to bring out the essential elements. To examine carefully and
in detail so as to identify causes, key factors, possible results, etc.
anaphora
A rhetorical device involving the repetition of a word or word at the beginning of two or
more successive clauses. It is often used in ballad, oratory, and sermon (e.g., Martin
Luther King Jr.’s, “I have a dream”).
antagonist
A character in a story or poem that deceives, frustrates, or works against the main
character or protagonist in some way. The antagonist need not be a person; it could be
death, the devil, an illness, or any challenge that prevents the main character from
attaining his or her goals.
anthropomorphism
The process of attributing human characteristics to something non-human, in particular
the gods or God. The term also refers to animals that are given human personalities
(e.g., “The Tortoise and the Hare.”).
antonym
A word opposite in meaning from another word. See synonym.
APA
American Psychological Association (APA) format is an editorial style developed for
writers in the social and behavioral sciences. This format emphasizes simple, direct,
concise writing. See MLA.
aphorism
An abrupt statement of truth or a concise generalization, which may or may not be witty.
Aphorisms expose and condense part of the truth and offer an insight. (e.g. “Injustice
anywhere is a threat to justice everywhere.”)
archetype
A narrative design, character type, or image said to be identifiable in a wide variety of
works of literature.
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argument
A disagreement or opposing point of view. In writing and speech, argument is one of
the traditional modes of discourse which defines a course of reasoning aimed at
demonstrating truth or falsehood.
aside
The act of saying something away from others or in privacy; a technique used commonly
in the theater.
assonance
The repetition in words of identical or similar vowel sounds followed by different
consonant sounds. See consonance.
audience
The listeners at a speech or performance or the intended readership for a piece of
writing. See purpose.
authorial intent
The meaning the author intends the audience to take from a piece of writing. The
author’s precise message.
balance
The arranging of words or phrases so that two ideas are given equal emphasis in a
sentence or paragraph; a pleasing rhythm created when a pattern is repeated in a
sentence(s).
bias
Noun: A preference or an inclination, especially one that inhibits impartial judgment.
An unfair act or policy stemming from prejudice.
Verb: To influence in a particular, typically unfair direction; prejudice.
bibliography
A list of all the works and sources of information consulted while undertaking research
for a paper or presentation. See works cited.
brainstorming
Collecting ideas by thinking freely and openly about all the possibilities; used often with
groups.
character
A person who takes part in the action of a story, novel, or a play. Characters can also be
animals or imaginary creatures.
characterization
The representation of individuals in literary works. This may include direct methods like
the attribution of qualities in description or commentary and indirect methods inviting
readers to infer qualities from characters’ actions, speech, or appearance. A flat
character is one who remains undeveloped. A round character is one that is fully
developed. A character that does not undergo change is referred to as static. A
character that undergoes some transformation is called dynamic.
citation
A brief notation of a scholarly source. It gives credit to the author of the material
utilized. A citation is imperative to readers of the research so that they may locate the
information used. It also protects the writer reusing the material from plagiarism and
possible copyright infringement. See also bibliography and works cited.
cohesiveness
The degree to which the ideas are said to “hang together” or the degree to which
elements of the story are consistent, logical, and reasonable, given the whole story.
cite
Quote (a passage, book, or author) as evidence for or justification of an argument or
statement. (Not to be confused with website or sight.)
claim
An assertion of the truth of something. A claim expresses a specific position on some
doubtful or controversial issue that the arguer wants the audience to accept. When
confronting any message, especially a complex one, it is useful to begin by identifying
the claims that are made.
climax
The most important or exciting point in something such as an event or a story.
collaborative
discussion
A conversation in which each member of a group helps one another to better understand
something (a piece of writing, idea, message, etc.) through shared exploration and
respectful speaking and listening.
compare
To identify similarities.
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conflict
In narration, the struggle between the opposing forces that moves the plot forward.
Conflict can be internal, occurring within a character, or external, between characters or
between a character and an abstraction such as nature or fate.
connotation
The suggestion of a meaning by a word apart from the thing it explicitly names or
describes. The attitudes and feelings associated with a word. These associations can be
negative or positive and have an important influence on style and meaning. See
denotation.
consonance
The repetition of a final consonant sound in words with different vowels.
context
The part of a text or statement that surrounds a particular word or passage and
determines its meaning. The meaning comes from the words themselves, the word
order, and the combination of the words.
contrast
To identify differences.
credibility
The quality of being convincing or believable, or worthy of trust.
data
Factual information (as measurements or statistics) used as a basis for reasoning,
discussion, or calculation.
debate
Noun: a discussion, as of a public question in an assembly, involving opposing
viewpoints.
Verb: to engage in argument or discussion, occurs in both formal and informal settings.
deductive reasoning
The form of logic in which, if the premises in an argument are all true, and the
argument’s form is valid, the conclusion is inescapably true. See inductive reasoning.
denotation
The literal or dictionary definition of a word. Denotation contrasts with connotation.
dialect
A regional or social variety of a language distinguished by pronunciation, grammar, or
vocabulary, especially a variety of speech differing from the standard literary language
or speech pattern of the culture in which it exists.
dialogue
The conversation between characters in a drama or narrative. A dialogue occurs in most
works of literature. It moves the action along in a work and helps to characterize the
personality of the speakers.
diction
An author’s choice of words based on their correctness, clarity, or effectiveness.
digression
Material not strictly relevant to the main theme or plot of a piece of writing.
dissent
Opposition to a prevailing idea or entity.
drafting
A stage of the writing process during which a writer organizes information and ideas into
sentences and paragraphs.
edit
To improve the clarity, organization, conciseness, and correctness of a piece of writing
relative to task, purpose, and audience; compared to revising, editing is a smaller-scale
activity often associated with word choice, grammar, punctuation, and syntax. See
revise.
elaboration
An explanation or extension of an idea, concept, or information that provides a deeper,
more detailed, or more thorough discussion.
enunciation
Carefully pronounced and articulated speech for the purpose of communicating
effectively with an audience.
epic
A long narrative poem on a great and serious subject, often about the deeds of a great
hero or heroes.
epic simile
An extended simile that makes elaborate and complex comparisons.
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epithet
An adjective or adjectival phrase appropriately qualifying a proper noun with a key or
important characteristic; for example, Long John, chalky white, rosy-fingered dawn.
essential question
A question that is not answerable with finality in a brief sentence… Its aim is to stimulate
thought, to provoke inquiry, and to spark more questions. Essential questions lead
smaller, disparate lessons and skills to broader, deeper understandings – enhancing a
sense of relevancy.
evaluate
To estimate the nature, quality, ability, extent, or significance of;
evidence
Facts, figures, details, quotations, or other sources of data and information that provide
support for claims or an analysis and that can be evaluated by others. Evidence should
be in an appropriate form and be derived from a source accepted as appropriate to a
particular discipline.
explicit
Stated clearly and in detail, leaving no room for confusion or doubt.
expository writing
Writing that is intended to make clear or to explain something using one or more of the
following methods: identification, definition, classification, illustration, comparison, and
analysis.
In a play or a novel, exposition provides the background information needed to properly
understand the story, such as the problem in the beginning of the story and the situation
in which the work is set.
extended metaphor
A metaphor that is extended through a stanza or entire poem, often by multiple
comparisons of unlike objects or ideas.
fact versus opinion
Statements of fact can be proven conclusively to be true or false. Statements of opinion
cannot be proven to be true or false.
falling action
In a work of literature, the sequence of events that follow the climax and end in the
resolution.
fiction
Literature that offers insights, challenges assumptions, plays with language, or presents
possibilities through the telling of imaginary stories. It may be entertaining, but is not
limited to entertainment. It is distinguished from nonfiction, which is designed primarily
to explain, argue or describe. Specifically, fiction is a type of literature, especially prose,
such as novels and short stories, but also including plays and narrative poetry. Fiction
may take many literary forms, including historical fiction, fables, fairy tales, folklore,
legends, and picture books. See non-fiction.
figurative language
Language that communicates and enhances ideas by going beyond the ordinary or literal
meaning of the words.
figure of speech
Specific literary devices used to create a special effect or feeling, often by making some
type of comparison. See hyperbole, metaphor, simile, understatement.
findings
A conclusion reached after examination or investigation; a statement or document
containing an authoritative decision or conclusion.
flashback
A narrative technique that allows a writer to present past events during current events,
in order to provide background for the current narration. By giving material that
occurred prior to the present event, the writer provides the reader with insight into a
character’s motivation and/or background to a conflict. Flashbacks are often conveyed
through narration, dream sequences, and memories presented of earlier conversation.
focus
A sharply defined point, center, or theme of an effort, written passage, undertaking, or
presentation.
foil
A character in a story or poem whose traits are in direct contrast to those of the principal
character. The foil therefore highlights the traits of the protagonist.
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foreshadowing
In literature, the use of hints about things to come in later plot developments. It can be
obvious, or it may be more subtle, involving the use of symbols that are connected to
later turns in the plot.
gesture
A movement or position of the hand, arm, body, head, or face that is expressive of an
idea, opinion, emotion, etc. made to express or help express thought or to emphasize
speech.
generalization
An idea or statement which emphasizes general characteristics rather than specific
manifestations.
genre
A category of literature or writing style.
genre features
A specific aspect of any style of writing that distinguishes it from another (headings,
formatting, point of view, jargon, length, etc.).
glossary
A list of terms in a special subject, field, or area of usage, with accompanying definitions.
Such a list at the back of a book, explaining or defining important, difficult or unusual
words and expressions used in the text or field of study.
grammar
The study of the structure and features of language; rules and standards which are to be
followed to produce acceptable writing and speaking.
graphic elements
The part of a work that contains visual representations of information and ideas (charts,
animations, video, etc.) beyond simple written text.
graphic organizer
An organizational tool used to illustrate students’ prior knowledge or current
understanding about a topic or section of text. A few examples:
·
Semantic maps help students visually organize and graphically show the
relationship between one piece of information and another. It is often used for
increasing vocabulary and improving reading comprehension. As a pre-reading
activity, it can be used to activate prior knowledge and to introduce key vocabulary
words.
·
Venn diagrams use two circles to represent sets of information, with the
position and overlap of the circles indicating the relationships between the sets.
·
KWL Charts are used to gauge students’ background knowledge on a given
topic. The chart includes three columns. The K column is where students list what
they know; the W column is where students list what they want to know; and the L
column is where students list what they learned at the end of a lesson or unit.
homonym
A word having the same sound and spelling as another word, but a different origin and
meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a
bow in her hair.”
homophone
A word with a different origin or meaning but having the same pronunciation as another
word, whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,”
and “too.”
hyperbole
An intentional exaggeration for emphasis or comic effect. An overstatement. (e.g., “It
took a million years to finish my homework.”)
idiom
A phrase or expression which means something other than what the words actually say.
An idiom is usually understandable to a particular group of people: Ex. “Cat got your
tongue?” or “Up the Boohai” (a New Zealand idiom meaning "all wrong.")
imagery
Words and phrases that create vivid sensory experiences for the reader. Most images are
visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.
implicit
Implied or understood though not directly expressed.
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in medias res
Its literal translation (from Latin) is “into the middle of things,” and its origin is Horace’s
remarks in Ars Poetica. The phrase describes a common method of beginning a story in
the middle of the action. Through this method, the writer can take the reader back and
forth in time.
index
An alphabetical reference that lists topics, people, or titles, giving the location of where
they are mentioned in a text.
inductive reasoning
The form of logic which proceeds from the specific observation to the general statement.
The conclusion of such an argument provides the best or most probable explanation of
the premises, but is itself not necessarily true.
inference
A conclusion reached on the basis of evidence and reasoning not immediately apparent.
inquiry
A question; query, an investigation. Also the seeking or request for truth, information,
or knowledge.
internal monologue
An extended representation in monologue of a character’s thought and feeling.
interpret
To explain the meaning of (information, words, or actions).
irony
The contrast between expectation and reality. This incongruity has the effect of
surprising the reader or viewer. Types include dramatic, situational, and verbal.
Techniques of irony include hyperbole, understatement, and sarcasm.
jargon
The technical language of a particular group that is inappropriate in most formal writing
since it is frequently not understandable by those outside the group. An example of jargon
is "RBI" to baseball or LOL to texting.
journal
A daily record of thoughts, impressions, reflections, and autobiographical information,
often a source of ideas for writing.
juxtaposition
Placing two ideas (words or pictures) side by side so that their closeness creates a new,
often ironic, meaning.
legend
An unverified story handed down from earlier times, especially one popularly believed to
be historical or based in some truth.
logical fallacy
An error in reasoning that renders an argument invalid.
link
A hyperlink in electronic presentation that directs the user to another resource.
literary devices
Techniques used by a writer to convey or enhance the story (e.g. figures of speech,
foreshadowing, flashback)
main idea
In informational writing, the most important thought or overall position. The main idea
or thesis of a piece, written in sentence form, is supported by details and explanation.
See theme, thesis.
maxim
A succinct statement that contains a principle or general truth about human nature and
human conduct. (e.g. "You're either part of the solution or part of the problem.")
medium
The material or form used by an artist, composer, or writer.
memoir
A history or record composed from personal observation and experience. Closely related
to, and often confused with, autobiography, a memoir usually differs chiefly in the
degree of emphasis placed on external events; whereas writers of autobiography are
concerned primarily with themselves as subject matter, writers of memoir are usually
persons who have played roles in, or have been close observers of, historical events and
whose main purpose is to describe or interpret the events.
metacognition
An awareness and understanding of how one things and uses strategies during reading
and writing.
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metaphor
A figure of speech that makes a comparison between two things that are basically
different but have something in common. Unlike a simile, a metaphor does not contain
the words like or as. (e.g., “in the evening of life.”) See figurative language, figure
of speech, simile.
metonymy
A figure of speech in which one refers to an attribute or thing by naming a part of it or
something related to it; for instance, “the stage” for the theatrical profession.
MLA
In essence, MLA (Modern Language Association) is a style of crediting the sources
quoted or paraphrased in a particular piece of literature. MLA serves as the standard
formatting for the citation of scholarly writings. See APA.
mood
The feeling or atmosphere that a writer creates for the reader. The use of connotation,
details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can
help establish mood. See tone.
moral
The lesson taught in a work such as a fable; a simple type of theme (e.g. Do unto others
as you would have them do unto you).
motif
A recurring object, concept, or structure in a work of literature. A motif may also be two
contrasting elements, such as good and evil, in a work.
myth
A traditional story passed down through generations that explains why the world is the
way it is. Myths are essentially religious, because they present supernatural events and
beings and articulate the values and beliefs of a cultural group.
narrative
A collection of events that tells a story, which may be true or not, placed in a particular
order and recounted through either telling or writing.
narrator
The person or voice telling the story. The narrator can be a character in the story, a
play, or a work of nonfiction.
non-fiction
Writing about real people, places, and events. Unlike fiction, nonfiction is largely
concerned with factual information, although the writer shapes the information according
to his or her purpose and viewpoint. Biography, autobiography, commentary, and news
articles are examples of nonfiction. See fiction.
non-verbal
communication
Ways of conveying or altering the meaning of an intended message other than oral
speech (e.g., gestures, eye contact, facial expression).
novel
An extended piece of prose fiction. Like a short story, a novel is essentially the product
of a writer’s imagination.
onomatopoeia
The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”
objective summary
A succinct, accurate description of the content of a text without personal feelings. A
stating of the facts only. Also called an abstract. See subjective summary.
opposing claim
Claim made by a person to offset a claim made against him/her.
oral tradition
Customs, opinions, beliefs, and history passed from generation to generation by means
of conversation or storytelling.
oxymoron
A paradox reduced to two opposing words, usually in an adjective-noun (deafening
silence) or adverb-adjective (shockingly boring) relationship, and is used for effect,
complexity, emphasis, or wit.
pace
To move or develop (something) at a particular and calculated rate or speed.
paraphrase
A restatement of a text or passage in another form or other words, often to clarify
meaning.
parenthetical
citation
The punctuation marks that are necessary to properly cite a source in MLA style writing.
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parody
An imitation of the style of a particular writer, artist, or genre with deliberate
exaggeration for comic effect.
paradox
A statement that seems on its face to be self-contradictory or absurd yet turns out to
have valid meaning and to reveal an element of truth.
parallelism
The phrasing of language in a way that balances ideas of equal importance. Parallelism
may apply to phrases, sentences, paragraphs, or longer passages.
paraphrase
To state, in one’s own words, the main ideas and key references extrapolated from
something one has read, viewed, or heard. See summarize.
parts of speech
A category to which a word is assigned in accordance with its syntactic functions. Ex:
noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and
interjection.
passive voice
Indicates that the subject is being acted upon (e.g. The ball was hit by Kevin.) See
active voice.
pastiche
A patchwork of words, sentences, and passages from various authors or one author. It is
a kind of imitation, sometimes in the form of parody.
persona
The narrator, or the storyteller, of a literary work created by the author. The persona’s
character and knowledge influence the manner in which the events of a story are
narrated to the reader.
personification
A form of metaphor in which language relating to human action, motivation, and
emotion is used to refer to non‐human agents or objects or abstract concepts. Ex: “The
weather is smiling on us today”; “love is blind.” See metaphor, figure of speech,
figurative language.
perspective
The state of one’s ideas, the facts known to one, and the angle from which one views a
situation.
persuasive writing
Writing intended to convince the reader that a position is valid or that the reader should
take a specific action. Differs from exposition in that it does more than explain; it takes a
stand and endeavors to persuade the reader to take the same position.
plot
The action or sequence of events in a story. Plot is usually a series of related incidents
that builds and grows as the story develops. There are five basic elements in a plot line:
(a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.
plagiarism
Presenting another author's works, words, or ideas as one's own.
planning strategies
Process of defining direction, and making decisions about how to organize ideas in
writing or a presentation based purpose and audience.
poetry
Writing designed to convey a vivid and imaginative sense of experience, especially by
the use of condensed language chosen for its sound and suggestive power as well as for
its meaning. Language choices are also made to achieve meter, rhyme, natural
cadences, and metaphorical experience/understanding.
point of view (POV)
The vantage point from which a speaker narrates. First person POV is the narrating
character’s own voice. It uses “I” throughout, and the reader doesn’t know any more
than the character does. Second person POV is someone telling someone else what they
are doing. It uses “you” throughout. Third person POV is the voice of someone outside of
the story. It uses “he/she” and can come from the limited, subjective multiple
viewpoints, or omniscient points of view.
position
A point of view adopted and held to.
primary source
First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs,
personal accounts, treaties, letters, photographs, drawings, etc.) that presents no
“secondary” analysis or interpretation by historians or others removed from the action.
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problem solving
The concluding stage of a larger problem process that includes problem finding and
problem shaping. Considered the most complex of all intellectual functions, problem
solving has been defined as a higher-order cognitive process that requires the
modulation and control of more routine or fundamental skills.
pronunciation
The manner in which someone utters a word.
propaganda
techniques
Methods of conveying information selectively to produce and opinion or action favorable
to the source of the information.
prose
Written or spoken language in its ordinary form, without metrical structure.
protagonist
The main character in a novel, play, story, or poem; also known as the “hero” or
“heroine.”
pun
A joke that comes from a play on words. It can make use of a word’s multiple meanings
or a word’s rhyme. (e.g. A Groucho Marx pun: "Time flies like an arrow. Fruit flies like a
banana."
purpose
An author’s desired effect or result; intention. See audience.
reason
Think, understand, and form judgments by a process of logic.
red herring
A fallacy in which an irrelevant topic is presented in order to divert attention from the
original issue. The basic idea is to “win” an argument by leading attention away from the
argument and toward another topic.
reference materials
Resources used to find out more information on a subject (dictionary, thesaurus,
encyclopedia, journals, both print and on-line sources, etc.)
relevance
Term used to describe how pertinent, current, connected, or applicable something is to a
given matter.
repetition
The action of repeating something that has already been said or written to produce a
desired effect.
research
An organized study or methodical investigation into a subject in order to discover facts,
to establish or revise a theory, or to develop a plan of action based on the facts
discovered.
research question
A formal question that sets a goal and guides study.
resolution
Also called denouement, the portion of a play or story where the problem is solved. The
resolution comes after the climax and falling action and is intended to bring the story to
an end.
response
An answer or reply, as in words or in some action.
revise
To alter something already written or printed, in order to make corrections, improve, or
update, primarily in terms of style, content, structure and ideas, as well as the details.
See edit.
rhetoric
The art of using language effectively, especially for persuasion, in speaking or writing,
especially in oratory.
rhetorical appeals
Writers of text use various strategies to appeal to their audiences. The three means by
which writers persuade their audience are pathos, ethos, and logos.
pathos: appeals to emotions, seen through: sensory description of a scene, examples or
anecdotes, objects of emotion (people, pets, ideas, symbols, etc.) that have emotional
connotations, ethos: appeals to audience’s view of the speaker and subject. A writer
uses the persuasive value of his/her character to create an impression that he/she is a
person of sound sense, high moral character, and benevolence/good will, logos: appeals
to reason. A writer uses logical reasoning such as inductive and deductive reasoning,
evidence from other sources, expert testimony, etc. to appeal to the readers.
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rhetorical device
Rhetoric is the art of effective expression and the persuasive use of language; rhetorical
devices are specific and effective uses of language that may influence or persuade an
audience (e.g., rhetorical questions, repetition, and extended analogies).
rhyme
The repetition of sounds in two or more words or phrases, which appear close to each
other in a poem. End rhyme occurs at the end of lines. An internal rhyme occurs within a
line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.
rhythm
An ordered recurrent alternation of strong and weak elements in the flow of sound and
silence in speech.
rising action
The events of a dramatic or narrative plot preceding the climax.
salient points
Facts or information that seem most important or significant to the argument.
satire
A literary art of diminishing a subject by making it ridiculous and evoking attitudes of
amusement, contempt, indignation or scorn. It differs from comedy in that comedy
evokes laughter as an end in itself. Satire uses laughter as a weapon against a subject
existing outside the work itself, for example, social satire mocks existing social mores
and conventions in order to draw attention to their limitations or hypocrisy.
secondary sources
Information or research that is written by someone other than the person who
experienced the events. For example, a comment by a historian, an encyclopedia
article, or a critical essay.
sensory imagery
The use of words to describe tastes, smells, textures, sounds and images in order to
provide a sensory experience for the reader.
setting
The time and place in which a narrative takes place; the physical and psychological
background against which the action of a story takes place; the scenery and stage
effects for a dramatic production.
·
Environment: The surrounding things, conditions, and
narrative.
·
·
Place: The physical location of the narrative.
influences in the
Time: The period or era in which the narrative takes place.
simile
A comparison of two unlike things in which a word of comparison using the words ‘like’
or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’
(Maya Angelou). See metaphor.
soliloquy
A dramatic monologue spoken aloud by a character that is alone on the stage (or is
under the impression of being alone). The soliloquist thus reveals his or her inner
thoughts and feelings to the audience.
source
A place, person, or thing from which something comes or can be obtained.
source credibility
The believability of a communicator, as perceived by the recipient of the message.
There are different elements that may comprise a person's credibility but, according to
source credibility theory, the two elements most commonly identified are perceived
expertise, and trustworthiness of the source.
stanza
A recurring grouping of two or more verse lines in terms of length, metrical form, and,
often, rhyme scheme.
story elements
The intrigue or plot of a narrative or dramatic work.
conflict: The basic tension, predicament, or challenge that propels a story's plot
complications: Plot events that plunge the protagonist further into conflict
rising action: The part of a plot in which the drama intensifies, rising toward the climax
climax: The plot's most dramatic and revealing moment, usually the turning point of the
story
falling action: The part of the plot after the climax, when the drama subsides and the
conflict is resolved
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stream of
consciousness
The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human
mind; a literary method of representing such a blending of mental processes in fictional
characters, usually in an unpunctuated or disjointed form of internal monologue.
style
The particular way a piece of literature is written. Not only what is said but also how it is
said, style is the writer’s unique way of communicating ideas. Elements contributing to
style include word choice, sentence length, tone, figurative language, and use of
dialogue.
subjective summary
A succinct description of the content of a text modified by individual bias. The opposite
of an abstract. See objective summary.
supporting details
Secondary points which may help to clarify a point, illustrate a concept, or prove a point.
summarize
To briefly describe a text – read, viewed, or heard – highlighting the main ideas and
most salient features or details. See paraphrase.
symbol
A word or object that stands for an object, event, or idea. The object, event or idea thus
represented may be concrete or abstract, visible or invisible.
synecdoche
A figure of speech in which a part is used to represent the whole (for example, ABCs for
alphabet) or the whole for a part ("England won the World Cup in 1966").
synonym
A word that has a meaning identical with, or very similar to, another word.
synthesize
Combine (a number of things), so as to form a new, complex, coherent whole.
text
Coherent set of symbols that transmit some kind of informative message.
text features
Various ways of manipulating and placing text to draw attention to or emphasize certain
points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary,
listing, bulleting, numbering).
text structure
The organizational pattern an author uses to structure the ideas in a text (e.g.,
cause/effect, compare/contrast, description, problem/solution, sequential,
goal/action/outcome, concept/definition, proposition/support).
textual evidence
Support from one or more resources to support an interpretation or analysis of a literary
work.
theme
A theme is the central idea or ideas explored by a literary work.
thesis statement
The basic argument advanced by a speaker or writer who then attempts to prove it by
presenting compelling evidence; the subject or major argument of a speech or
composition. See theme, main idea.
tone
An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to
shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can
be serious, humorous, sarcastic, playful, ironic, honoring, or objective.
tragic flaw
A defect in the protagonist that leads to his or her downfall.
tragic hero
The primary character in a narrative that makes an error of judgment or has a fatal flaw
that, combined with fate and external forces, brings on a tragedy.
transitional words
and phrases
Transitional words and phrases provide the glue that holds ideas together in writing.
They provide coherence (making sense as a whole) by helping the reader to understand
the relationship between ideas, and they act as signposts that help the reader follow the
movement of the discussion. Transitional expressions, then, can be used between
sentences, between paragraphs, or between entire sections of a work.
understatement
A form of irony in which something is intentionally represented as less that it is.
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verse
A line of writing arranged in a metrical pattern (i.e., a line of poetry). Also, a piece of
poetry or a particular form of poetry such as free verse, blank verse, etc., or the art or
work of a poet.
visual aide
An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to
enhance a viewer’ understanding or experience of presented content.
warrant
The warrant can be expressed by a general statement referring to a rule, principle, and
so on. In principle, this general statement will have a hypothetical form ('[if data] then
[claim]'). The warrant functions as a bridge between the data and the claim.
website
A set of interconnected web pages, usually including a homepage, generally located on
the same server, and prepared and maintained as a collection of information by a
person, group, or organization. See cite.
works cited
When producing a works cited for an essay you only list the actual sources of information
that you referenced in your piece of work. See bibliography.
writing process
The stages of writing that produce a final, well-crafted piece. They are prewriting/planning, drafting, revising, editing, polishing, and publishing.
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Common Core College & Career Readiness Anchor Standards
These are the Common Core Preschool through 5 College and Career Readiness Anchor Standards for Writing that
connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—that together
define the skills and understandings that all students must demonstrate.
Common Core Anchor Standards for Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated
Common Core Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
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Common Core Anchor Standards for Writing
Text Types and Purposes (*These broad types of writing include many subgenres.)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of 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
encountering an unknown term important to comprehension or expression.
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Colorado: Prepared Graduate Competencies
These are Preschool through twelfth-grade concepts and skills that all students who complete the Colorado education
system must master to ensure their success in a postsecondary and workforce setting.
Oral
 Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful
questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an
objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

Interpret how the structure of written English contributes to the pronunciation and meaning of complex
vocabulary (Oral & Reading & Writing)
Reading
 Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and
the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of
ideas, or complete daily tasks
Writing
 Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for
different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the recursive writing process successfully to plan, draft, revise, and edit, publish & share written
work

Master the techniques of effective informational, literary, and persuasive writing

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning (Writing &
Research)
Research
 Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and
use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and
illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult
texts or examining complex problems or issues (Reading & Research)

Exercise ethical conduct when writing, researching, and documenting sources
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