KCC Bullseye ‐ Kindergarten ELA
Standard
ELA Standards: Reading for Literature - Kindergarten
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
key detail, before, during, after The student can ask and answer questions
before, during, and after reading a text.
K.RL.1
Real World Instructional Example
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
Prior to reading a text, teacher will guide the students to
generate questions that they want answered from the text.
During reading of the text, students will provide and
record answers to questions based on the text. After
reading create a list of additional thoughts and questions.
2. With prompting and support, retell familiar stories, including key details.
key detail, retell
The student can listen to a text and retell the Students can use a familiar story's illustration to retell the
key details.
story.
3. With prompting and support, identify characters, settings, and major events in a story.
character, setting, event
The student can define and identify
After reading The Three Little Pigs students will draw
character, setting, and major event in a story. and label illustrations that include the characters (3 pigs,
wolf), the setting (3 houses), and interactions between the
characters (wolf and the pigs).
Craft and Structure
4. Ask and answer questions about unknown words in a text.
unknown
The student can identify unknown words in a
text, and ask and answer questions about
those words.
5. Recognize common types of texts (e.g., storybooks, poems).
text, storybook, poem, play
The student can recognize when a text is a
storybook, a poem, or a play.
Teacher reads The Three Billy Goats Gruff, a poem
about goats, and has a Reader's Theater version of the
story. As a class fill out a graphic organizer and disucss
the similarities and differeneces between the three.
6. With prompting and support, name the author and illustrator of a story and define the role of each in
the story.
author, illustrator
The student can explain that authors write
the book and the illustrators create the
pictures of a text.
Students will author a story about animals then find a pee
to illustrate the story. After going on a field trip, students
write a "flip-flop" book where one class authors a short
story about the trip and another class adds the
illustrations.
illustration
The student can explain how illustrations
help them understand the text.
Students select illustrations that support the text.
character, adventure,
experience, compare, contrast
The student can tell how the adventures and Students compare and contrast a character in given texts.
experiences of characters are alike and
(There Was an Old Lady that Swallowed a _____ )
different.
K.RL.2
K.RL.3
K.RL.4
K.RL.5
K.RL.6
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the story in which
they appear (e.g., what moment in a story an illustration depicts).
K.RL.7
8. N/A
9. With prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories.
K.RL.9
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
K.RL.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to
be literate.
K.RL.KS11
Standard
ELA Standards: Reading for Informational Text - Kindergarten
Key Ideas and Details
1. With prompting and support, ask and answers questions about key details in a text.
attentively, eye contact, mimic The student can model the rules the teacher The student can model the rules the teacher gives for
gives for listening and and answering
listening and and answering questions and participate in
questions and participate in group discussion group discussion of a text.
of a text.
attentively, eye contact, mimic The student can model the rules the teacher The student can model the rules the teacher gives for
gives for listening and and answering
listening and and answering questions and participate in
questions and participate in group discussion group discussion of a text.
of a text.
Vocabulary Student
Essentials
Big Idea Content & Process
key, detail, before, during, after The student can ask and answer questions
before, during, and after reading a text.
K.RI.1
2. With prompting and support, identify the main topic and retell key details of a text.
main topic, retell, key detail
3. With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.
individual, event, idea/piece of The student can describe a connection
information, connection
between individuals, events, or ideas in a
text.
Real World Instructional Example
Prior to reading a text, teacher will guide the students to
generate questions that they want answered from the text.
During reading of the text, students will provide and
record answers to questions based on the text. After
reading create a list of additional thoughts and questions.
The student can listen to a text and retell the Student will use photographs and illustrations to retell and
identify details of a text.
key details.
K.RI.2
K.RI.3
After reading 3 animal books (one reptile, one mammal
and one bird), students complete a graphic organizer
about habitat, diet and characteristics of each animal
group.
KCC Bullseye ‐ Kindergarten ELA
Craft and Structure
4. With prompting and support, ask and answer questions about unknown words in a text.
unkknow, text
The student can identify unknown words in a Using the vocabulary from the story, "The Bundle of
text, and ask and answer questions about
Sticks" (read aloud anthology), students will raise their
those words.
hands when they hear the vocabulary words, then use
context clues to define unknown vocabulary words.
5. Identify the front cover, back cover, and title page of a book.
front cover, back cover, title
page
The student can identify the front cover, backThe student can identify the front cover, back cover, and
cover, and title page of a book.
title page of a book.
6. Name the author and illustrator of a text and define the role of each in presenting the ideas or
information in a text.
author, illustrator,
photographer, photos
The student can explain that authors write
the book, the illustrators create the pictures,
and the photographer adds the pictures of a
text.
Students will author a story about animals then find a pee
to illustrate the story. After going on a field trip, students
write a "flip-flop" book where one class authors a short
story about the trip and another class adds the
illustrations.
7. With prompting and support, describe the relationship between illustrations and the text in which
they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
illustration
The student can explain how illustrations
help them understand the text.
Students select illustrations that support the text.
8. With prompting and support, identify the reasons an author gives to support points in a text.
point, reason
The student can identify the points the authorTeacher reads a book about healthy eating habits and
makes and tells the reason the points are
students help make a list of author's reasons for making
important.
healthy food choices.
9. With prompting and support, identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
alike, different
The student can identify how two texts on
the same topic are alike and different.
attentively, eye contact
The student can model the rules the teacher The student can model the rules the teacher gives for
gives for listening and and answering
listening and and answering questions and participate in
questions and participate in group discussion group discussion of a text.
of a text.
K.R.I.4
K.RI.5
K.RI.6
Integration of Knowledge and Ideas
K.RI.7
K.RI.8
K.RI.9
Teacher reads a fiction and a non-fiction story/text Three
(
Little Bears, story about bears) students will create a
venn diagram to show similarities and differences.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
K.RI.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to
be literate.
K.RI.KS11
Standard
ELA Standards: Foundational Skills - Kindergarten
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional Example
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
right-side up, left, right, top,
bottom
The student can follow words from left to
right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
order, letters, sequence
The student can recognize that spoken words Teacher models speaking/writing a daily Morning
are represented in written language by
Message.
specific sequences of letters.
c. Understand that words are separated by spaces in print.
spaces, words
The student can understand that words are
separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
uppercase letter, lowercase
letter
The student can recognize and name all
The student can demonstrate the ability to recognize and
upper- and lowercase letters of the alphabet. name all upper- and lowercase letters of the alphabet.
K.RF.1.a
K.RF.1.b
Teacher will assess student's ability to track print left to
right; top to bottom; and page by page. Can be monitored
by having students read a text or read their own writing
aloud.
Class creates a "Shared Pen Morning Message" on
SMARTBoard or chart paper.
K.RF.1.c
K.RF.1.d
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ Kindergarten ELA
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
end sound, rhyme
The student can recognize and produce
rhyming words.
Do ______ and _____ rhyme? Tell me a word that
rhymes with _______.
b. Count, pronounce, blend, and segment syllables in spoken words.
syllables, blend, segment (break The student can count, pronounce, blend, andUse student names to count, pronounce, blend, and
it down)
segment syllables in spoken words.
segment syllables.
c. Blend and segment onsets and rimes of single-syllable spoken words.
syllables, blend, segment (break The student can blend and segment onsets
it down)
and rimes of single-syllable spoken words.
Model using word families.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes in three-phoneme
(consonant/vowel-consonant, or CVC) words.
vowel, beginning, middle, end, The student can isolate and pronounce the
consonant
initial, medial vowel, and final sounds
(phonemes in three-phoneme
(consonant/vowel-consonant, or CVC)
words.
Use kinesthetic cues of head, waist, knees to break a
simple CVC word into initial, medial, and final sounds.
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
substitute, add, change
K.RF.2.a
K.RF.2.b
K.RF.2.c
K.RF.2.d
K.RF.2.e
The student can add or substitute individual Quick erase: Students will write a word on a white board
sounds (phonemes) in simple, one-syllable and have a student change a sound by erasing and adding
words to make new words.
the new sounds.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
The student can demonstrate basic
knowledge of one-to-one letter-sound
correspondence.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary
or many of the most frequent sound for each consonant.
consonant, sound, vowel
During Jolly Phonics students will identify sounds to
match the letters.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
long vowel sound, short vowel The student can associate the long and short Students identify the short or long vowel sounds when
sounds with common spellings (graphemes) given a word or individual vowel patterns.
sound
for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
sight words, high-frequency
words, tricky words, power
words
The student can read common highfrequency words by sight (e.g., the, of, to,
you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
similar, different
The student can distinguish between similarlyStudents participate in whole group activity which initial,
spelled words by identifying the sounds of medial, and/or final sounds are changed to make a new.
the letters that differ.
sight word, retell
The student can read and understand an
Students can read and understand an emergent-reader
emergent-reader text that includes common text.
sight words, illustrations, and pictures.
K.RF.3.a
K.RF.3.b
K.RF.3.c
K.RF.3.d
Students can read a list of high-frequency words.
Fluency
4. Read emergent-reader texts with purpose and understanding.
K.RF.4
KCC Bullseye ‐ Kindergarten ELA
ELA Standards: Writing - Kindergarten
I.
Standard
II.
III. IV. V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Real World Instructional Example
Date
Text Types and Purposes
K.W.1
K.W.2
1. 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 . . . ).
The student can use words During journal activity the student will write and/or
opinion, topic,
draw about a given topic. (family, animals,
preference (like or or drawings to share an
opinion or preference
transportation, etc.)
dislike)
about a topic or book.
2. Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
topic, information The student can use words During journal activity the student will write and/or
draw about a given topic in addition student will add at
or drawings to write a
story or explain a topic. least one detail about the topic.
3. Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they
occurred, and provide a reaction to what happened.
first, next, last
The student can use words Students will use graphic organizers to write and/or
and/or drawings to retell draw about three sequential events in a story.
(example, Gingerbread man retelling)
the events of a story or
communicate feelings
about the story.
topic, detail
Whole class will critique student work and recommend
The student can add at
least one detail to a story additions or changes.
after input from adult
and/or peers.
6. With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
digital tool,
publish
The student can work with Students work together to create a class story that
the teacher and others to includes photostory, clip-art, and/or document camera
learn about digital tools images. (for example, alphabet book, back to school
that produce and publish routines, field trip, animals, community helpers, etc.)
digital writing.
Research to Build and Present Knowledge
7. Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
research, topic
The student can work with After reading several Dr. Seuss books, students will be
others to write about a
grouped according to interests based on favorite book
research topic.
and produce a product that expresses their opinion
about the story.
recall
The student can answer
questions using
information recalled or
gathered.
K.W.3
K.W.4
Production and Distribution of Writing
4. (Begins in grade 3)
5. With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
K.W.5
K.W.6
K.W.7
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
K.W.8
K.W.9
9. (Begins in grade 3)
K.W.10
Range of Writing
10. (Begins in grade 3)
Students will share product from K.W.7 and answer
peer and adult questions.
Percent
Proficient
Level
V
I-
Percent
Mastery
Level
I-V
KCC Bullseye ‐ Kindergarten ELA
ELA Standards: Speaking and Listening - Kindergarten
K.SL.1
Vocabulary Student Big Idea Content & Process
I.
Standard
II.
III. IV. V.
Essentials
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners aboutkindergarten
topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
discussion, idea,
The student can listen to
taking turns, listening others and take turns in
to others
discussions.
b. Continue a conversation through multiple exchanges.
discussion, idea,
The student can listen to Students participate in
taking turns, listening the comments of others
class discussions. (ex,
to others, continue
and share their own ideas. class meetings)
2. Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting
clarification if something is not understood.
media, key detail,
presentation
The student can ask and
answer questions about a
text read aloud or
information presented
through other media.
After a read aloud of The
Little Red Hen , students
will use visuals to retell
the story to a partner.
3. Ask and answer questions in order to seek help,
get information, or clarify something that is not
understood.
information, clear
The student can ask and
answer questions that help
them get information when
they do not understand.
Students participate in a
mystery bag (provided by
teacher) related to class
theme/topic. Students will
ask and answer questions
about the mystery bag
object.
familiar, people,
place, thing, event,
detail
The student can identify
and use detail to describe
familiar people, places,
things, or events.
During morning message
students will describe
people, places, things, or
events prompted by the
message.
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
presentation, detail,
visual display,
illustration
The student can create
drawings or add visual
displays to add details to
their work.
Students will add
drawings or other visual
displays to add details to
their journal ideas.
6. Speak audibly and express thoughts, feelings, and ideas clearly.
thought, feeling, idea, The student can share
clearly
thoughts, feelings, and
ideas clearly when
speaking.
K.SL.1a
K.SL.1b
K.SL.2
K.SL.3
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
K.SL.4
K.SL.5
K.SL.6
Real World
Instructional Example
Students participate in
Think-Pair-Share on a
given topic.
During class meetings,
students share their
thoughts, feelings, and
ideas to the class.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ Kindergarten ELA
ELA Standards: Language - Kindergarten
I.
Standard
K.L.1
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World
Instructional Example
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Print many upper- and lowercase letters.
uppercase, lowercase
The student can identify and Students will write
print the differences between upper- and lowercase
upper- and lowercase letters. letters.
b. Use frequently occurring nouns and verbs.
noun, verb
The student can use common Students observed using
nouns and verbs correctly
nouns and verbs in
when writing or speaking.
journal writing and
speaking activities.
c. Form regular plural nouns orally by adding /s/or /es/ (e.g.,dog, dogs ; wish,
wishes ).
plural
The student can make the
correct plural noun when
writing or speaking by adding
s or -es.
d. Understand and use question words (interrogatives) (e.g., who, what, where,
when, why, how ).
question words
The student can use question Students participate in
words correctly when writing mystery bag activity
or speaking.
related to topic/theme.
e. Use the most frequently occurring prepositions (e.g.,to, from, in, out, on, off,
for, of, by, with ).
prepositions
The student can use common Students work with a
prepositions correctly when partner to give directions
writing or speaking.
on where to position a
given object.
f. Produce and expand complete sentences in shared language activities.
complete sentence
The student can share ideas
and respond to questions
using complete sentences.
K.L.1a
K.L.1b
K.L.1c
K.L.1d
K.L.1e
K.L.1f
Students observed using
nouns and verbs in
journal writing and
speaking activities.
Students will work with
a partner to use highfrequency words to
create a sentence and
partner will expand or
add-on to the sentence.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
K.L.2
a. Capitalize the first word in a sentence and the pronounI .
capitalize, pronoun, first The student can capitalize the Using a morning
first word in a sentence and message, students will
the pronoun I.
correct or locate and find
correct conventions.
b. Recognize and name end punctuation.
question mark,
exclamation point,
period, end
K.L.2a
K.L.2b
The student can recognize and Using a morning
name end punctuation such as message, students will
question mark, exclamation correct or locate and find
point, and period.
correct conventions.
Date
Percent
Proficient
Level
V
I-
Percent
Mastery
Level
V
I-
KCC Bullseye ‐ Kindergarten ELA
c. Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
Using individual
consonant sound, vowel The student can write the
letter or letters for consonants whiteboards, students
sound
and vowel sounds.
will write the given
letter sound.
d. Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
spell
The student can spell words Students will use letter
by matching sounds to letters. tiles to spell given
words.
prefix, suffix, ending,
(affix)
The student can identify and
use accurately words with
more than one meaning.
During a lesson of the
seasons, students will
identify and/or
demonstrate the two
meanings of "fall." (Fall
the season, fall to the
ground)
The student can identify and
use affixes to help define
unknown words.
Through daily clothing
routines students will
show understanding of
untie, unzip, retie, one
glove/two gloves, etc.
K.L.2c
K.L.2d
K.L.3
Knowledge of Language
3. (Begins in grade 2)
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on kindergarten reading and content.
K.L.4
a. Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck ).
K.L.4a
b. 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.
K.L.4b
5. With guidance and support from adults, explore word relationships and
nuances in word meanings.
K.L.5
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of
the concepts the categories represent.
sort, common, categories The student can sort and use
words to explain what the
objects have in common.
b. Demonstrate understanding of frequently occurring verbs and adjectives by
relating them to their opposites (antonyms).
opposite (antonym)
The student can identify the
opposite of a word.
Using Harry the Dirty
Dog, students will
identify opposites
clean/dirty;
spots/spotless;
lost/found; happy/sad
c. Identify real-life connections between words and their use (e.g., note places at
school that are colorful ).
connections
The students can connect
words that have been heard or
have been read to the real
world.
During SmartStart unit,
students participate in
school tour to connect
new school vocabulary
with the real world.
d. Distinguish shades of meaning among verbs describing the same general
action (e.g., walk, march, strut, prance ) by acting out the meanings.
similar, different,
meaning, acting out
The students can recognize
verbs that have similar
meanings and act out the
meanings to show the
differences.
During the animal unit,
students will act out
animal movements such
as slither like a snake,
prance like a horse,
waddle like a duck, drag
like a seal.
6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts.
list, phrase
The student can discover and
use new words and phrases
through reading, listening,
and conversations.
Students will use new
vocabulary learned in
themes/topics in their
conversations and/or in
their writing.
K.L.5a
K.L.5b
K.L.5c
K.L.5d
K.L.6
Student will take a
group of given objects
tied to class theme or
topic and sort and
explain their categories.
KCC Bullseye ‐ 1st Grade ELA
ELA Standards: Reading Literature - 1st Grade
Standard
I.
II. III. IV.
V.
Key Ideas and Details
1. Ask and answer questions about key details in a text.
Vocabulary
Student Essentials
details, events
1.RL.1
Big Idea
Content & Process
Real World Instructional Example
SWBAT answer questions about After a read-aloud, students will sketch a key
and identify key details in a text detail in the story. For example, in the story
of "The Three Bears", a key detail could be
that the bears left the house for a walk.
2. Retell stories, including key details, and demonstrate understanding
of their central message or lesson.
retell, details, main SWBAT retell a story, including The student will verbally retell a story,
the main idea and details
including details, characters, setting and the
idea
correct sequence of events.
3. Describe characters, settings, and major events in a story, using key
details.
characters, setting, SWBAT describe characters,
settings, and major events.
major events,
details
The student will verbally retell a story,
including details, characters, setting and the
correct sequence of events or use an
illustration to do the same.
4. Identify words and phrases in stories or poems that suggested
feelings or appeal to the senses.
identify, feelings, SWBAT identify words or
appeal to senses, phrases that suggest feelings or
poem
apply to the senses.
After reading the story Alexander and the
Terrible, Horrible, No Good, Very Bad Day,
students will identify words that suggest how
Alexander is feeling. Students will draw a
picture of him and write how his feelings
change throughout the story.
5. Explain major differences between books that tell stories and books
that give information, drawing on a wide reading of a range of text
types.
After reading the story The Tiger Cub Grows
story, information SWBAT explain differences
between books that tell stories
Up (nonfiction) and a fiction story of your
and books that give information. choice about a tiger, students will complete a
Venn diagram comparing the two stories.
6. Identify who is telling the story at various points in a text.
character, point of SWBAT identify who is telling Using the Oral Vocabulary Cards, "How
view
the story at various points in the Beetle Got His Coat", have students identify
text.
who is telling the story at different points.
1.RL.2
1.RL.3
Craft and Structure
1.RL.4
1.RL.5
1.RL.6
Integration of Knowledge and Ideas
illustration,
details,
character,setting,
event
7. Use illustration and details in a story to describe its characters,
setting or events.
1.RL.7
1.RL.8
8. N/A
compare, contrast, SWBAT compare and contrast
events, characters the adventures and experiences
of characters in stories.
9. Compare and contrast the adventures and experiences of characters
in stories.
1.RL.9
Range of Reading and Level of Text Complexity
10. With prompting and support, read prose and poetry of appropriate
complexity for grade 1.
During shared reading, students will read
prose and poetry written at an On Grade
Level complexity.
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
SWBAT read prose and poetry
of appropriate complexity for
grade 1 with prompting and
support.
During shared reading, students will read
prose and poetry written at an On Grade
Level complexity.
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
SWBAT read prose and poetry
of appropriate complexity for
grade 1 with prompting and
support.
During shared reading, students will read
prose and poetry written at an On Grade
Level complexity.
1.RL.KS11
1.RL.KS12
ELA Standards: Reading Informational Text - 1st Grade
Key Ideas and Details
1. Ask and answer questions about key details in a story.
1.RI.1
Students compare the adventures of "Olivia"
versus Peter from "Whistle for Willie" (or any
two characters) using a Venn Diagram.
SWBAT read prose and poetry
of appropriate complexity for
grade 1 with prompting and
support.
poetry
1.RL.10
Standard
SWBAT use the illustrations and After the story "When Sophie Gets Angry,
details in a story to describe its Really Really Angry" students can use a
characters, setting, or events.
graphic organizer table to illustrate how she
feels at each point in the story and why.
I.
II. III. IV.
V.
Vocabulary
Student Essentials
details
Big Idea
Content & Process
Real World Instructional Example
SWBAT answer questions about After an informational text read-aloud,
and identify key details in a text students will sketch a key detail in the story.
For example, in the story "Fruit is a Suitcase
for Seeds", a key detail could be that the
strawberry has seeds in the outside instead of
the inside.
Date
Percent Proficient
Level I-V
Percent Mastered
Level I-V
KCC Bullseye ‐ 1st Grade ELA
2. Identify the main topic and retell key details of a text.
main idea, retell,
key details
3. Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
connection, event, SWBAT describe the connection
information
between two people or things,
events, ideas, or pieces of
information in a text.
After reading two informational texts about
two different inventors, the student will
construct a connection chain with each
inventor on one side and links that connect
them that represent a piece of information.
4. Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
meaning
SWBAT ask and answer
questions to help determine or
clarify the meaning of words and
phrases in a text.
When a student is unsure of a word's
meaning, he/she will ask the teacher what it
means. Then, the teacher will respond by
asking, "How can you figure that out on your
own?" They can then discuss strategies to
finding the word's meaning.
5. Know and use various text features (headings, table of contents,
glossaries, electronic menus, icons) to locate key facts or information in
a text.
text feature,
heading, table of
contents, glossary,
label
SWBAT know and use various
text features (headings, table of
contents, glossaries, labels) to
locate key facts or information in
a text.
While reading the story The World of Insects,
students will discuss text features (headings
and labels). They will then create and label
their own picture of an insect.
6. Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
picture,
illustration,
difference
SWBAT distinguish between
information provided by pictures
or other illustrations and
information provided by the
words in a text.
Read the story A Prairie Dog Home aloud to
the students without showing the
illustrations. Then, the students will use a Tchart to record the information they obtained
from illustrations during their reread. Then,
they will contrast that information vs. the
information they obtained from the text and
add that information to their T-chart.
1.RI.2
1.RI.3
SWBAT identify the main idea
and retell key details of an
informational text.
After listening to a read-aloud of a non-fiction
book, the student will verbally report what
the main topic was, as well as some key
details.
Craft and Structure
1.RI.4
1.RI.5
1.RI.6
Integration of Knowledge and Ideas
7. Use the illustrations and details in a text to describe its key ideas.
illustration, detail, SWBAT use the illustrations
key idea
and details in a text to describe
its key ideas.
8. Identify the reasons an author gives to support points in a text.
point, reason
9. Identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
compare, contrast, SWBAT identify similarities in
similarities,
and differences between two
differences
texts on the same topic.
1.RI.7
1.RI.8
1.RI.9
After reading the story A Prairie Dog Home,
students will create a diagram of a prairie
dog's home using the information from the
text and the illustrations.
SWBAT identify the reasons an After reading the Meet Ellen Ochoa
author gives to support the
interview, the class will discuss why the
points in a text.
author interviewed Ellen Ochoa, why she
asked the questions she did, and create of list
of what questions they would like to ask
Ellen.
After reading A Fruit is a Suitcase for Seeds
and another nonfiction selection on plants,
compare/contrast the two texts using a Venn
diagram.
Range of Reading and Level of Text Complexity
10. With prompting and support, read informational texts appropriately
complex for grade 1.
informational text SWBAT read informational text During shared reading, students will read
of appropriate complexity for
informational text written at an On Grade
grade 1 with prompting and
Level complexity.
support.
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
SWBAT read informational text During shared reading, students will read
of appropriate complexity for
informational text written at an On Grade
grade 1 with prompting and
Level complexity.
support.
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
SWBAT read informational text During shared reading, students will read
of appropriate complexity for
informational text written at an On Grade
grade 1 with prompting and
Level complexity.
support.
1.RI.10
1.RI.KS11
1.RI.KS12
ELA Standards: Reading Foundational Skills - 1st Grade
I.
Standard
II. III. IV.
V.
Vocabulary
Student Essentials
Big Idea
Content & Process
Real World Instructional Example
1. Demonstrate understanding of the organization and basic features of
print.
1.RF.1
a. Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
1.RF.1a
capitalization,
ending
punctuation
SWBAT recognize the
distinguishing features of a
sentence
The student can look at a piece of writing
(Morning Message) and circle or hilight the
first words of the sentence, capital letters, and
ending punctuation.
KCC Bullseye ‐ 1st Grade ELA
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
1.RF.2
a. Distinguish long from short vowel sounds in spoken single-syllable
words.
short vowel sound, SWBAT distringuish long from
short vowel sounds in spoken
single syllable
single-syllable words.
words
Students will make a foldable to sort long and
short vowel words. The students will create 5
short vowel picture cards and 5 long vowel
picture cards to sort.
b. Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
single syllable
words, blending
sounds
SWBAT orally produce singlesyllable words by blending
sounds (phonemes), including
consonant blends.
Students will create a mystery word game to
play with their peers. Example: My mystery
word has these sounds /c/ /a/ /t/. What word
is it?
c. Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
beginning, middle, SWBAT isoalte and pronounce
and ending sounds beginning, middle, and end
sounds.
Students engage in a game called "My turn,
Your turn". In this game one student will say
a word and the other student will identify the
beginning, middle, and end sounds.
d. Segment spoken single-syllable words into their complete sequences
of individual sounds (phonemes).
segment,
SWBAT segment spoken single- The student models the segmentation of
individual sounds syllable words into their
words by touching their head (beginning),
complete sequences of individual waist (middle), and feet (end).
sounds (phonemes)
1.RF.2a
1.RF.2b
1.RF.2c
1.RF.2d
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in
decoding words.
1.RF.3
a. Know the spelling-sound correspondence for common consonant
digraphs. 2nd grade doesn't address digraphs.
consonant
digraphs
SWBAT apply the spellingsound correspondence for
common consonant digraphs.
b. Decode regularly spelled one-syllable words. 2nd grade needs to be
able to decode two-syllable words with long vowels.
decode, onesyllable
SWBAT decode regularly spelled Students will read A Cap For Pam, decoding
all of the CVC words.
one-syllable words
c. Know final -e and common vowel team conventions for representing
long vowel sounds.
long vowel sounds SWBAT know final -e and
Students will demonstrate their
common vowel team conventions understanding of long vowel words through
for representing long vowel
either dictated sentences or journal writing.
sounds.
d. Use knowledge that every syllable must have a vowel sound to
determine the number of syllables in a printed word.
syllable, sound,
vowel
SWBAT use knowledge that
Given a two-syllable word on a sentence
every syllable must have a vowel strip, students will physically cut the word
sound to determine the number into syllables.
of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the
words into syllables.
syllable
SWBAT decode two-syllable
words following basic patterns
by breaking the words into
syllables
f. Read words with inflectional endings.
endings (-ing, -ed, - SWBAT read words with
inflectional endings.
s, -er, and -est)
When shown a word card with an -ing, -ed, s, -er, -est ending, the student will act out the
word.
g. Recognize and read grade-appropriate irregularly spelled words.
sight words
SWBAT read sight words.
Shown flashcards of grade level required
sight words, either electronically or hand
printed, students will read the sight words.
a. Read on-level text with purpose and understanding.
purpose,
understanding
SWBAT read on-level text with After the student reads an on-level text, they
purpose and understanding
will complete a written book report or
verbally retell the story to their classmates.
b. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
timing, accuracy,
and expression.
SWBAT read on-level text orally Students will participate in a reader's theater
with accuracy, appropriate rate, activity.
and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
self-correct, reread SWBAT use context to confirm
or self-correct word recognition
and understanding, rereading as
necessary
1.RF.3a
Students will demonstrate their
understanding of sh, th, wh, and ch words
through either dictated sentences or journal
writing.
1.RF.3b
1.RF.3c
1.RF.3d
1.RF.3e
1.RF.3f
1.RF.3g
When given decodable two-syllable words
(happy, puppy, handy, lucky) the student will
sort the words into basic patterns, read the
words orally, and illustrate the words.
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
1.RF.4
1.RF.4a
1.RF.4b
1.RF.4c
Examples of self-correcting: Teacher
modeling, peer modeling, reader asks
themselves - "Does the sentence make
sense?"
KCC Bullseye ‐ 1st Grade ELA
Vocabulary
Standard
ELA Standards: Writing - 1st Grade
Text Types and Purposes
1. 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.
I.
II. III. IV. V.
Student
Essentials
Real World Instructional Example Date
opinion,
conclusion,
reason
SWBAT write opinion pieces After reading The Three Little Pigs and
in which they introduce the The True Story of the Three Little Pigs
topic or name the book they the students will choose which story
are writing about, state an
they believe is true. They will then
opinion, supply a reason for compose a writing that states their
the opinion, and provide
opinion and why they chose that
some sense of closure
opinion.
2. Write informative/explanatory texts in which they name a topic
supply some facts about the topic, and provide some sense of
closure.
topic, facts,
conclusion
SWBAT write
After completing a study of the moon
informative/explanatory texts the students will complete a writing
in which they name a topic, that provides facts about the moon.
supply some facts about the
topic, and provide some sense
of closure
3. Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure.
sequence,
conclusion
SWBAT write narratives in
which they recount two or
more appropriately
sequenced events, include
some details regarding what
happened, use temporal
words to signal event order,
5. With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add details to
strengthen writing as needed.
conferencing
SWBAT to use conferencing The whole class will critique student
skills to strengthen writing. work and recommend additions or
changes.
6. With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
digital tools
SWBAT to use a variety of
digital tools to produce and
publish writing, inclusing
collaboration with peers.
1.W.1
1.W.2
1.W.3
Big Idea Content & Process
Following the class field trip, the
student will write a narrative story in
which they recount two or more
appropriately sequenced events, include
some details regarding what happened,
use temporal words to signal event
order (first, next, then, last), and
Create—both independently and collaboratively—technical, nonprint, digital, and multimodal versions of text types and purposes
outlined in standards 1, 2, and 3.
1.W.KS11
Production and Distribution of Writing
4. (Begins in grade 3)
1.W.4
1.W.5
1.W.6
Strengthen writing craft—both independently and
collaboratively—through a recursive writing and revision process
and the use of the common vocabulary of the 6-Trait model.
1.W.KS12
Students work together to create a
class story that includes PhotoStory,
Clip Art, document camera,
SmartBoard, etc….
Percent Proficient
Level I-V
Percent
Mastered
Level I-V
KCC Bullseye ‐ 1st Grade ELA
Research to Build and Present Knowledge
SWBAT to participate in
shared research and writing
projects.
7. Participate in shared research and writing projects (e.g.,
explore a number of “how-to” books on a given topic anduse
them to write a sequence of instructions).
sequencing,
how-to,
instructions
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer
a question.
recall, answer SWBAT recall information
from experiences or gather
information from provided
sources to answer a question
1.W.7
1.W.8
9. (Begins in grade 4)
1.W.9
Range of Writing
1.W.10
10. (Begins in grade 3)
Students will explore a number of
“how-to” books on a given topic and
use them to write a sequence of
instructions. For example, the teacher
might use Peanut Butter and Jelly.
Following the class field trip, the
student will write a narrative in
response to the question "What did you
like most about the field trip?"
KCC Bullseye ‐ 1st Grade ELA
Standard ELA Standards: Speaking and Listening - 1st Grade
I. II. III. IV.
V. Vocabulary
Big Idea Content & Process
Student Essentials
Real World Instructional
Example
Comprehension and Collaboration
1.SL.1
1.SL.1a
1. Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in
small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and
texts under discussion).
rules,
discussions
SWBAT follow agreed-upon rules for Create a set of class discussion
rules. Students will follow the
discussions.
agreed upon rules.
b. Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
conversation,
respond
SWBAT build on others’ talk in
conversations by responding to the
comments of others through multiple
exchanges.
c. Ask questions to clear up any confusion about the topics and
texts under discussion.
clarify
2. Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
aloud, ask,
answer
3. Ask and answer questions about what a speaker says in
order to gather additional information or clarify something that
is not understood.
Students will determine the solution
question, clarify SWBAT ask and answer questions
about what a speaker says in order to to the mystery bag game by asking
gather additional information or clarifyquestions to clear up any confusion.
something that is not understood.
1.SL.1b
1.SL.1c
1.SL.2
1.SL.3
Students will be given three "talking
chips". The teacher will begin a
conversation about one topic (e.g.
things you like about school).
Students will use one "talking chip"
for each idea that they would like to
express.
SWBAT ask questions to clear up any Depending on the topic (fire safety,
confusion about the topics and texts weather), students will have the
opportunity to ask questions of a
under discussion.
speaker (firefighter, meteorologist).
SWBAT ask and answer questions
about key details in a text read aloud
or information presented orally or
through other media.
By listening to a text read aloud,
students will complete a KWL chart
as a class. (before, during, after
reading)
Presentation of Knowledge and Ideas
4. Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
SWBAT describe people, places,
describe,
express, feelings things, and events with relevant
details, expressing ideas and feelings
clearly.
5. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
visual, clarify
SWBAT add drawings or other visual Students will add drawings or other
displays to descriptions when
visual displays to add details to their
appropriate to clarify ideas, thoughts, journal ideas.
and feelings.
6. Produce complete sentences when appropriate to task and
situation. (See grade 1 Language standards 1 and 3 on page 26
for specific expectations.)
complete
sentences
SWBAT produce complete sentences. During class meetings and
discussions, students share their
thoughts, feelings, and ideas by
speaking in complete sentences.
1.SL.4
1.SL.5
1.SL.6
Students will describe a family
member, their home, or their
favorite toy/book clearly by
including relevant details and how
they feel about that person, place, or
thing.
Date
Percent Proficient
Level I-V
Percent
Mastered
Level I-V
KCC Bullseye ‐ 1st Grade ELA
Standard
ELA Standards: Language - 1st Grade
I.
II.
III. IV.
V. Vocabulary Student Big Idea Content &
Essentials
Process
Real World Instructional Example
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
1.L.1
a. Print all upper- and lowercase letters.
uppercase,
lowercase, letters
SWBAT print all
upper and
lowercase letters.
Students will write all uppercase and lowercase
letters.
b. Use common, proper, and possessive nouns.
noun, common
noun, proper noun,
possessive noun
SWBAT use
common, proper,
and possessive
nouns.
Students will use common, proper, and possessive
nouns in journal writing and speaking activities.
c. Use singular and plural nouns with matching verbs in basic
sentences (e.g., He hops; We hop).
noun, singular,
plural, verb
SWBAT use
Students will use singular and plural nouns with the
singular and plural correct matching verbs in their daily writing and
nouns with basic
speaking.
sentences.
d. Use personal, possessive, and indefinite pronouns (e.g., I, me,
my; they, them, their; anyone, everything).
pronoun
SWBAT use
pronouns.
e. 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).
SWBAT use verbs Students will create a flipbook to write verb tense in
verb, past tense,
the past, present , and future.
present tense, future to convey past,
tense
present, and future.
f. Use frequently occurring adjectives.
adjective
SWBAT use
adjectives.
Using a picture about a given topic (animal, habitat)
students can brainstorm a list of words that describe
the picture. Students will then use the words to write
sentences about the picture.
g. Use frequently occurring conjunctions (e.g., and, but, or, so,
because).
conjunction
SWBAT use
conjunctions.
Following the class field trip, the student will write
a narrative in response to the question "What did
you like most about the field trip?" Students will use
conjuctions correctly in the narrative.
h. Use determiners (e.g., articles, demonstratives).
determiner, noun
SWBAT use
determiners (the,
an)
In journal writing, students will use a, an, and the
correctly in their sentences.
i. Use frequently occurring prepositions (e.g., during, beyond,
toward).
preposition
SWBAT use
prepositions.
In journal writing, students will use prepositions
correctly in their sentences.
j. Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences
in response to prompts.
sentence, question, SWBAT produce
exclamation, simple various types of
sentence, compound sentences.
sentence
1.L.1a
1.L.1b
1.L.1c
1.L.1d
1.L.1e
1.L.1f
1.L.1g
1.L.1h
Students will use personal, possessive, and
indefinite pronouns in journal writing and speaking
activities.
1.L.1i
1.L.1j
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
1.L.2
Given a prompt (ie, Field day was _______. ) ,
students will write about their experience using
different types of sentences using a variety of
punctuation.
Date
Percent Proficient
Level I - V
Percent Mastery
Level I - V
KCC Bullseye ‐ 1st Grade ELA
a. Capitalize dates and names of people.
capitalize, date,
name
SWBAT capitalize Writing a letter to pen pal or buddy classroom,
dates and names of students will include correct conventions.
people.
b. Use end punctuation for sentences. (End punctuation is not
addressed after first grade.)
period, question
mark, exclamation
mark, punctuation
SWBAT use end
punctuation for
sentences.
Writing a letter to pen pal or buddy classroom,
students will include correct conventions.
c. Use commas in dates and to separate single words in a series.
comma, date, series SWBAT use
commas in dates
and to separate
single words in a
series.
Students will write the date at the top of their
journals, assignments, etc.
Students will make a list of their favorite foods
using commas correctly.
d. Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words.
spelling pattern,
sight words
SWBAT use
conventional
spelling for words
with common
spelling patterns
and sight words.
Students will use conventional spelling in their
narrative writing, as well as spelling high frequency
words correctly.
e. Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
inventive (sound)
spelling
SWBAT use sound When writing an unknown word, students will use
spelling to spell
phonetic spelling.
untaught words.
1.L.2a
1.L.2b
1.L.2c
1.L.2d
1.L.2e
Knowledge of Language
3. (Begins in grade
2)
1.L.3
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
1.L.4
context clues
SWBAT use
context clues to
determine
meaning.
b. Use frequently occurring affixes as a clue to the meaning of a
word.
affix (un, re)
Given a word with the prefix un or re, students will
SWBAT use
act out the word. (ie, zip/unzip)
frequently
occuriing affixes as
a clue to determine
word meaning.
c. Identify frequently occurring root words (e.g., look) and their
inflectional forms (e.g., looks, looked, looking).
root word,
inflectional form
SWBAT identify During a group read aloud, students will locate and
record on white boards words ending with (ed, ing,
frequently
or s). Then, they will circle the root word.
occuriing root
words and their
inflectional forms.
1.L.4a
1.L.4b
1.L.4c
It was so breezy outside that the leaves were blowing
all around. Students use clues in the sentence to
determine the meaning of breezy.
a. Use sentence-level context as a clue to the meaning of a word
or phrase.
KCC Bullseye ‐ 1st Grade ELA
5. With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
1.L.5
a. Sort words into categories (e.g., colors, clothing) to gain a
sense of the concepts the categories represent.
sort, category
SWBAT sort words Using flashcards with number words and color
into categories to words, students will sort the words into correct
gain a sense of the categories and explain their catergories.
concepts the
categories
represent.
b. Define words by category and by one or more key attributes
(e.g., a duck is a bird that swims; a tiger is a large cat with
stripes).
define, trait
During the animal unit, students will work with a
SWBAT define
words by categories partner to sort animals into groups and label the
group. Then, the partners will choose one animal
and attributes.
out of a group and identify one unique characteristic
about that animal.
c. Identify real-life connections between words and their use
(e.g., note places at home that are cozy).
connection
SWBAT identify Students can make a list of items/things that fall
real-life
into particular category (i.e. cozy).
connections
between words and
their use.
verb, adjective,
meaning
1.L.5d
d. 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.
SWBAT
Students can act out the meaning of verbs differing
distinguish shades in manner (ie, stomp, walk, tiptoe) and illustrate
of meanings
closely related adjectives.
between different
verbs.
word, phrase,
conjunction, list
1.L.6
6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including
using frequently occurring conjunctions to signal simple
relationships (e.g., because).
SWBAT use words
and phrases to
signal simple
relationships.
1.L.5a
1.L.5b
1.L.5c
Students can record new words that they are
introduced to in their "Word Books" or personal
dictionaries. They can then use these new words in
the future when they are writing journal entries or
stories.
KCC Bullseye ‐ 2nd Grade ELA
Standard
ELA Standards: Writing (W)
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
Text Types and Purposes
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reason s that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons , and provide a concluding statement or section.
opinion, reason, link, connection,
introduction, concluding
statement/section
Students can write an opinion piece with an introduction, supporting
reasons, and a concluding statement/section. Students can link their
opinions and reasons with connecting words.
Students can write a journal entry about what their favorite subject is in school. They will
include reasons to back up their opinion.
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points , and provide a concluding statement or section.
topic, fact, definition, concluding
statement/section
Student can present facts and information in writing and provide a
concluding statement or section.
Students can write a report on an animal that they are interested in after studying animals
in Science.
3. Write narratives in which they recount a well elaborated event or short sequence of events, include
details to describe actions, thoughts, and feelings , use temporal words to signal event order, and
provide a sense of closure.
narrative, event, temporal word,
closure
Students can write a detailed narrative story with events placed in the
correct order, and provide a sense of closure.
Students will write a narrative about their first day of second grade (other examples: about
a field trip/field day). They will include how they felt and things they did. They will also
include temporal words (first, next, then, finally), and provide a sense of closure.
5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed
by revising and editing .
draft, revise, edit, errors, spelling,
capitalization, punctuation
Students can revise and edit their writing with the help of others.
Students will share a piece of their writing with a teacher or a peer and receive feedback
(using a rubric). They will then revise and edit their work based upon the suggestions of
the teacher/peer.
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
digital tools, publish, collaborate
Students can identify and use digital tools to produce and publish
their writing while collaborating with others.
Students will type a story that they have written. They will turn it into a PhotoStory.
research, topic
Students can work with others to write about a research topic.
Students work with a team to research and write a report.
recall
Students can answer questions using information recalled or gathered. Students will complete a KWL chart about a specific topic.
2.W.1
2.W.2
2.W.3
Create—both independently and collaboratively—technical, non-print, digital, and multimodal versions
of text types and purposes outlined in standards 1, 2, and 3.
2.W.KS11
Production and Distribution of Writing
4. (Begins in grade 3)
2.W.4
2.W.5
2.W.6
Strengthen writing craft—both independently and collaboratively—through a recursive writing and
revision process and the use of the common vocabulary of the 6-Trait model.
2.W.KS12
Research to Build and Present Knowledge
7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
2.W.7
8. Recall information from experiences or gather information from provided sources to answer a
question.
2.W.8
9. (Begins in grade 4)
2.W.9
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ 2nd Grade ELA
Vocabulary Student
Standard
ELA Standards: Reading Literary Text (RL)
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a
text.
I.
II. III. IV. V.
Essentials
Big Idea
Content & Process
Who, what, where, when, Students can identify who, what, where, when, why and how
how, why
questions about a text. Students can ask and answer questions
before, during and after reading a text.
Real World Instructional Example
After reading the story, David's New Friends, students will ask and answer questions
about the text.
2.RL.1
2. Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
recount, central message, Students can recount/retell. Students can define lesson or moral. After listening to a fable or a folktale from the Read Aloud Anthology (Treasures),
students will retell the story and identify the central message.
lesson, moral, detail,
fable,folktale
3. Describe how characters in a story respond to major events
and challenges.
character, event,
challenge
2.RL.2
Students can identify characters in a story. Student can describe After reading the story, Babu's Song, students will complete a Problem/Solution
graphic organizer. Students will then explain how the character handled the problem
how characters react to events and challenges in a story.
to a partner.
2.RL.3
Craft and Structure
4. Describe how words and phrases (e.g., regular beats,
alliteration, rhymes, repeated lines) supply rhythm and meaning
in a story, poem, or song.
rhythm, beat, alliteration, Students can identify words and phrases that create beat,
Respond to the beats , rhymes and repeated lines of a story or poem using the booksalliteration, rhymes in a poem, story or song. Students can
rhyme
You Read to Me, I'll Read to You.
describe how words and phrases create rhythm and add meaning.
5. Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes
the action.
Students can recognize that a story has a beginning, middle and After reading the story Mice and Beans, students will complete a story map.
structure, introduce,
character, setting, action end. Students can describe how the characters, setting, and action
are introduced in a story. Students can describe how the events a
the end of a story let them know what happened to the character.
6. Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character
when reading dialogue aloud.
Point of view, dialogue
Students can define a point of view, a character's point of view inStudents will read aloud a play to a classmate changing their voice when reading
a story. Students can show points of view by changing their voic dialogue for different characters.
when reading dialogue for each character.
7. Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its
characters, setting, or plot.
illustration, character,
setting plot
Students can identify illustrations that support a story. Students Report information received from the illustrations that are not told in the story by usin
can explain how illustrations add meaning to the words in a story the story Officer Buckle and Gloria.
Students can use illustrations and words in a story to help
describe the characters, setting or plot.
9. Compare and contrast two or more versions of the same story
(e.g., Cinderella stories) by different authors or from different
cultures.
version, compare, contrast Students can compare two or more versions of the same story.
Students can contrast two or more versions of the same story.
2.RL.4
2.RL.5
2.RL.6
Integration of Knowledge and Ideas
2.RL.7
Construct a Venn Diagram using several different versions of Cinderella, or
LonPoPo
and Little Red Riding Hood.Versions are in the Anthology.
2.RL.9
2.RL.10
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature,
including stories and poetry, in the grades 2–3 text complexity
band proficiently, with scaffolding as needed at the high end of
the range.
reading strategy
Students can recognize when a text is too easy or too difficult for Students will read and comprehend stories and poems found in their Treasures book, a
them. Students can use reading strategies to help them
well as leveled reader stories.
underderstand difficult texts.
Encounter a diverse range of engaging and culturally sensitive
text and media that motivate the desire to be literate.
reading strategy
Students can recognize when a text is too easy or too difficult for Students will read and comprehend stories and poems found in their Treasures book, a
them. Students can use reading strategies to help them
well as leveled reader stories.
underderstand difficult texts.
Read—both independently and collaboratively—print, non-print
and multi-modal works proficiently and critically to be media
literate.
reading strategy
Students can recognize when a text is too easy or too difficult for Students will read and comprehend stories and poems found in their Treasures book, a
well as leveled reader stories.
them. Students can use reading strategies to help them
underderstand difficult texts.
2.RL.KS11
2.RL.KS12
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ 2nd Grade ELA
Standard
ELA Standards: Reading Informational Text (RI)
I. II. III. IV. V.
Vocabulary Student
Essentials
Big Idea
Content & Process
Real World Instructional Example
Key Ideas and Details
1. Ask and answer such questions aswho, what, where, when,
why, and how to demonstrate understanding of key details
in a text.
key detail, who, what,
where, how, when, why
Students can identify who, what, where, when, why, and how to After reading the text, The Alvin Ailey Kids, students will ask and answer key
questions about the text.
answer questions about a text.
2. Identify the main topic of amultiparagraph text as well as
the focus of specific paragraphs within the text.
topic, main idea, focus,
paragraph
Students can define topic or main idea and determine the topic or After reading the Time for Kids article,A Trip to the Emergency Room,students will
main idea of a text.
identify the main idea of the article.
3. Describe the connection between a series of historical events,
scientific ideas or concepts, orsteps in technical procedures in
a text.
After reading and discussing the storyThe Tiny Seed, students will describe how to
event, idea, concept, step, Students can identify and explain the connection between
historical events, scientific ideas or concepts, and the steps in a plant a seed by illustrating the steps.
process, connect,
process.
history/historical
Date
2.RI.1
2.RI.2
2.RI.3
Craft and Structure
4. Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
specific, topic, subject
Students can use information in a text to determine the meaning After reading an informational text about a specific topic, students can determine the
of words/phrases about the topic.
meaning of a word or a phrase by using context clues.
5. Know and use various text features (e.g.,captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to
locate key facts or information in a text efficiently.
text feature, captions,
bold print, subheadings,
glossaries, index
Students can identify text features. Students can locate key facts While reading the storyAfrican American Inventors, students will discuss text features.
and information about a topic by using text features.
They will then locate key information using the text features.
6. Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
author's purpose, inform, Students can identify purposes for reading. Students can read a After reading the story Music of the Stone Age, students will be able to identify the
main purpose of the text, and what the author wanted the reader to learn.
explain, persuade
text and identify the author's purpose.
2.RI.4
2.RI.5
2.RI.6
Integration of Knowledge and Ideas
7. Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
image, informational text, Students can explain how the images in text add meaning to the Using an informational text with diagrams, students will tell how the diagram helps
words.
diagram
explain the text.
8. Describe how reasons support specific points the author makes
in a text.
reasons, point
9. Compare and contrast the most important points presented by
two texts on the same topic.
important point, compare, Students can identify, compare, and contrast the most important After reading two texts about the same topic, students will complete a venn diagram
contrast
comparing and contrasting the two informational texts.
points of two texts on the same topic.
2.RI.7
Students can identify and describe the reasons the author uses to In the text, Stirring Up Memories, students will identify and share with a partner the
support specific points in a text.
reasons why the author decided to become a writer.
2.RI.8
2.RI.9
Range of Reading and Level of Text Complexity
2.RI.10
10. 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.
reading strategy
Students can recognize when a text is too easy or too difficult for Students will read and comprehend informational texts found in their Treasures book,
them. Students can use reading strategies to help them understan as well as leveled reader stories.
difficult texts.
Encounter a diverse range of engaging and culturally sensitive
text and media that motivate the desire to be literate.
reading strategy
Students can recognize when a text is too easy or too difficult for Students will read and comprehend informational texts found in their Treasures book,
them. Students can use reading strategies to help them understan as well as leveled reader stories.
difficult texts.
Read—both independently and collaboratively—print, non-print
and multi-modal works proficiently and critically to be media
literate.
reading strategy
Students can recognize when a text is too easy or too difficult for Students will read and comprehend informational texts found in their Treasures book,
them. Students can use reading strategies to help them understan as well as leveled reader stories.
difficult texts.
2.RL.KS11
2.RL.KS12
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ 2nd Grade ELA
Standard
2.RF.3
ELA Standards: Reading Foundational Skills (RF)
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills
in decoding words.
a. Distinguish long and short vowels when reading regularly
spelled one-syllable words.Review
I. II. III. IV. V.
Vocabulary Student
Essentials
Big Idea
Content & Process
Real World Instructional Example
Date
short and long vowel
pattern, vowel team,
syllable
Students can distinguish between words with short and long
vowel patterns.
Given a list of long and short vowel one syllable words, students will read and sort the
words by vowel patterns. (ie, cap/cape, hop/hope)
b. Know spelling-sound correspondences foradditional common
vowel teams
vowel teams
Students can identify common vowel teams (e.g., ea, oi, oo) and Students will demonstrate their understanding of common vowel teams through either
say the individual sounds they create.
dictated sentences or journal writing.
c. Decode regularly spelled two-syllable words with long
vowels.
syllable, long vowels
Students can decode two-syllable long vowel words.
In guided reading groups, students will read a leveled reader conaining two-syllable
long vowel words aloud to a partner or teacher.
d. Decode words with common prefixes and suffixes.
prefix, suffix
Students can decode words with common prefixes/suffixes.
In guided reading groups, students will read a leveled reader containing common
prefixes and suffixes aloud to a partner or teacher.
e. Identify words with inconsistent but common spelling-sound
correspondences.
spelling pattern, irregular Students can identify words with similar patterns that create
different sounds.
Given a list of words with similar vowel patterns (now/snow, out/ought), students will
read and sort the words by vowel sounds.
f. Recognize and read grade-appropriate irregularly spelled
words.
irregularly spelled words, Students can read irregularly spelled words.
sight words
Shown flashcards of grade level required sight words, either electronically or hand
printed, students will read the sight words.
a. Read on-level text with purpose and understanding.
fluent, voice, timing,
expression, context clue
Students can read and understand second grade text.
After the student reads an on-level text, they will complete a written book report or
verbally retell the story to their classmates.
b. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
fluent, voice, timing,
expression, context clue
Students can read second grade level text fluently.
Students will participate in a Reader's Theater activity.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
self-correct, rereading
Students can self-correct misread or misunderstood words using Examples of self-correcting: Teacher modeling, peer modeling, reader asks themselve
context clues.
"Does the sentence make sense?"
2.RF.3a
2.RF.3b
2.RF.3c
2.RF.3d
2.RF.3e
2.RF.3f
2.RF.4
Fluency
4. Read with sufficient accuracy and fluency to support
comprehension.
2.RF.4a
2.RF.4b
2.RF.4c
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bulllseye ‐ 2nd Grade ELA
Standard
ELA Standards: Speaking and Listening (SL)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional Example
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
2.SL.1
a. 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)
discussion, rules, listening,
speaking, topics
Students can identify and follow agreed Create a set of class discussion rules. Students
upon rules for discussion.
will follow the agreed upon rules.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
connection
Students can make connections between After reading the story, David's New Friends, the
the comments of others.
students will have a small group discussion about
how they felt on their first day of school (making
sure to take turns in the discussion).
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
idea, topics, discussion
Students can ask questions when they do After studying a given topic in Science or Social
Studies, students will ask questions when they do
not understand something.
not understand something about the topic.
2. Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
format, key idea, detail
Students can identify and describe key
ideas and details from a text or
presentation.
By listening to a text read aloud, students will
complete a non-linguistic organizer about the
text.
3. 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.
presentation
Students can ask and answer questions
about a speaker's presentation.
Depending on the topic (fire safety, weather),
students will have the opportunity to ask
questions of a guest speaker (firefighter,
meteorologist).
2.SL.1a
2.SL.1b
2.SL.1c
2.SL.2
2.SL.3
2.SL.4
Presentation of Knowledge and Ideas
4. Tell a story or recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences
relevant, descriptive detail, Students can tell a story or share an
Students will share an experience they had over a
complete sentence, audience experience using complete sentences and break including relevant details and speaking
speaking in a clear voice.
audibly in complete sentences.
5. Create audio recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
pace, visual display
Students can create audio recordings of Students will create a digital story about an
stories and poems. Students can add
experiernce they had over a break including
drawings/visual displays to clarify their drawings or other visual displays to add details.
ideas and thoughts.
6. Produce complete sentences when appropriate to task and situationin order to provide
requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and
27 for specific expectations.)
complete sentence,
clarification
During class meetings and discussions, students
Students can speak using complete
sentences when asked to provide details share their thoughts, feelings, and ideas and
respond to questions by speaking in complete
or clarification.
sentences.
2.SL.5
2.SL.6
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ 2nd Grade ELA
Standard
ELA Standards: Language (L)
I.
II.
III.
IV.
V.
Vocabulary
Student Essentials
Big Idea Content & Process
Real World Instructional
Example
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
2.L.1
Students will use collective nouns
(e.g. group) correctly when writing
and speaking.
a. Use collective nouns (e.g., group).
collective noun Students can use collective
nouns correctly.
b. Form and use frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).
irregular plural Students can identify and use Students will make a flip chart using
noun
irregular plural nouns correctly. one foot/two feet, one tooth/two feet,
etc…
c. Use reflexive pronouns (e.g., myself, ourselves).
reflexive
pronoun
Students can identify and use
reflexive pronouns correctly.
d. Form and use the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).
irregular verb,
past tense
Students can identify irregular Create "Verb Man" out of two pipe
verbs in the past tense and use cleaners. "Verb Man" acts out the
action (verb). Anything "Verb
them correctly.
Man" can do is a verb. Today he
runs. Yesterday he ran.
e. Use adjectives and adverbs, and choose between them
depending on what is to be modified.
adjective,
adverb
Students can identify adjectives Using a picture, students will write
and adverbs and use them
a descriptive paragraph highlighting
correctly.
adjectives and adverbs.
f. 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).
simple sentence, Students can create simple and
compound sentences. Students
compound
can expand and rearrange
sentence,
simple and compound
expand,
sentences.
rearrange
2.L.1a
2.L.1b
Students will use reflexive pronouns
(e.g. myself, ourselves) correctly
when writing and speaking.
2.L.1c
2.L.1d
2.L.1e
2.L.1f
Students will write a journal entry
about their family (field trip, school
day, favorite toy) using both simple
and compound sentences.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
2.L.2
a. Capitalize holidays, product names, and geographic names.
2.L.2a
capitalize
Students can capitalize proper n Students will create a travel poster,
calendar with holidays, or new
product. Students will capitalize all
proper nouns.
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ 2nd Grade ELA
b. Use commas in greetings and closings of letters.
comma,
Students will write a letter to a
Students can place a comma
greeting, closing after the greeting and closing of friend or a family member using
letters.
commas correctly.
c. Use an apostrophe to form contractions and frequently
occurring possessives.
apostrophe,
contraction,
possessive
d. Generalize learned spelling patterns when
writing words (e.g., cage → badge; boy → boil).
spelling pattern Students can use common
Students will apply common spelling
spelling patterns when writing patterns when writing stories.
words.
e. Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
reference
materials,
dictionary
2.L.2b
2.L.2c
Students can use apostrophes
when writing contractions and
frequently occurring
possessives.
Using a writing sample, students
will edit for apostrophes and make
corrections (D.O.L., morning
message)
2.L.2d
2.L.2e
Students can identify
misspelled words and use a
dictionary to spell them
correctly.
Students will look up unfamiliar
words in the dictionary or Word
Book so they know how to spell
them correctly.
Knowledge of Language
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
2.L.3
formal English, Students can use formal and
informal
informal English when
English
appropriate.
Students will be able to use correct
English when they are speaking and
writing.
a. Use sentence-level context as a clue to the meaning of a
word or phrase.
context clue,
phrase
Students can determine the
meaning of unknown words
using context clues in a
sentence.
The two of them are usually civil,
but today they were quite impolite to
one another. Students use clues in
the sentence to determine the
meaning of civil.
b. Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
prefix
Students can recognize and
define common prefixes(e.g.,
un-, dis-,re-).
Students will generate a list of new
words after learning the meaning of
a prefix.
a. Compare formal and informal uses of English.
2.L.3a
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and
content, choosing flexibly from an array of strategies.
2.L.4
2.L.4a
2.L.4b
KCC Bullseye ‐ 2nd Grade ELA
c. Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
root word
Students can break down
unknown words into units of
meaning (prefix, root) to
determine definitions.
Students will act out or illustrate
words (e.g. happy/unhappy) to show
that they know they understand how
the prefix changes the meaning of
the root word.
d. Use knowledge of the meaning of individual words to
predict the meaning of compound words (e.g., birdhouse,
lighthouse, housefly; bookshelf, notebook, bookmark).
compound word Students can recognize
compound words and predict
the meaning using the
individual words.
Students will identify the two words
that make up compound words and
use that information to define the
compund word. Examples:
backpack, cupcake, snowstorm.
e. Use glossaries and beginning dictionaries, both print and
digital, to determine or clarify the meaning of words and
phrases.
glossary,
dictionary
Students can determine the
meaning of an unknown word
by using glossaries and
beginning dictionaries.
Students will look up the meaning of
weekly vocabulary words in a
glossary or dictionary. Students will
then draw a picture depicting the
word or use it in a sentence.
a. Identify real-life connections between words and their use
(e.g., describe foods that are spicy or juicy).
connection
Students can make a real-life
connection (text to self) to
words they hear and read.
Students can make a list of
items/things that fall into particular
categories (i.e. spicy, juicy, sour).
b. Distinguish shades of meaning among closely related verbs
(e.g., toss, throw, hurl) and closely related adjectives (e.g.,
thin, slender, skinny, scrawny).
verb, adjective Students can recognize verbs Students can create a foldable book
and adjectives the have similar with illustrations identifying closely
meanings and choose the one related verbs and adjectives.
that best fits the action or
description.
6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including
using adjectives and adverbs to describe (e.g., When other
kids are happy that makes me happy).
phrase,
adjective,
adverb
2.L.4c
2.L.4d
2.L.4e
5. Demonstrate understanding of word relationships and
nuances in word meanings.
2.L.5
2.L.5a
2.L.5b
2.L.6
Students can discover new
words and phrases through
reading, listening, and
conversation. Students can use
the new words when speaking
and writing.
Students can record new words that
they are introduced to in their "Word
Books" or personal dictionaries.
They can then use these new words
in the future when they are writing
journal entries or stories.
KCC Bullseye ‐ 3rd Grade ELA
ELA Standards: Reading Literature (RL)
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.
details, text, demonstrate, explicit, 5 W's
The student will ask and answer questions based Based on the story, describe how Beatrice's life was different after she got
on the text.
Mugisa (the goat)? Refer explicitly from the text as a basis for your answer.
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.
recount (retell), lesson, moral, fable, folktales
(folklore) myth, key ideas, cultures, diverse
The student will recount stories including, fables,After Reading the storySeven Spools of Thread, explain the lesson that the
brothers learned from trying to make gold.
folktalkes, and myths from divers cultures.
Determines the central messages, lessons, or
morals from folktales, fables, or myths.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
characters, motivation, traits
The student will describe the character of the
What kind of person is Juno (Dear Juno)? Discuss how the kind of person Juno
story based on their traits, motivations, or
is supports the sequence of the events of the story. Use details from the story t
feelings, and analyze how the characters actions support your answer.
contribute (support) to the sequence of events.
literal language, non-literal language, context
clues, interpret, phrases
The student will determine the meaning of words Meanwhile, the bird's frantc parents were watching from the willow tree. They
and phrases as they are used in the text. Define shrieked and screamed and darted about in the branches while the young bird
and distinguish literal and non-literal words and swam on. What mood does the author create by writing that the bird's parents
phrases.
shrieked and screamed?
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.
drama, poems, chapter, scene, stanza
The student will refer to parts of stories, dramas, In the poem Everytime I Climb a Tree by David McCord, how does the author'
and poems when writing or speaking about a text feelings about climbing a tree change from the first to the last stanza in the
using terms such as chapter, scene, and stanza. poem?
The student will describe how each part builds on
earlier sections.
Distinguish their own point of view from that of the narrator or those of the characters.
point of view, distinguish, narrator, character,
opinion
The student will determine his/her own point of In the story First Day Jitters, Sarah feels nervous for the first day of school.
Compare how you feel about the first day of school to how Sarah feels on the
view, the character's point of view, and
first day of school.
distinguish between both points of view.
illustrations, characters, mood, setting
The student will explain how parts of a text's
Looking at the illustrations on page 297 of the story
Stone Soup, how do the
illustations contribute to what is conveyed by
villagers feel about the fire in the large pot? How do you know?
words in a story. The student will explain how
part of a text's illustrations contribute to the mood
of the story or emphasize aspects of a character or
setting.
Compare and contrast thethemes, settings, and plots of stories written by thesame author about the same or
similar characters (e.g., in books from a series).
compare, contrast, author, plot, setting, series,
theme, characters
The student will identify plot, setting, or theme In a book series (Cam Jansen, Marvin Redpost, Magic Tree House, etc),
from stories written by the same author about the compare and contrast the plot, settings, and themes of the different books in the
series.
same or similar characters. The student will
compare/contrast a plot, setting, or theme of a
story written by the same author about the same
or similar characters.
Range of Reading and Level of Text Complexity
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.
TBD at a later date (referring to protected novels
shift).
3.RL.1
3.RL.2
3.RL.3
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
3.RL.4
3.RL.5
3.RL.6
Integration of Knowledge and Ideas
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character or setting).
3.RL.7
3.RL.8
(Not applicable to literature)
3.RL.9
3.RL.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be
literate.
3.RI.KS11
Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and
critically to be media literate.
3.RI.KS12
Date
Percent Proficient
Level
(I-V)
Percent Mastery
Level
(IV)
KCC Bullseye ‐ 3rd Grade ELA
ELA Standards: Reading Informational Text (RI)
I.
Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
text demonstrate, explicit, details, 5 W's (who,
what, when, where, why), how
The student will ask and answer questions about In the story The Perfect Pet, why was Doug the perfect pet for Elizabeth?
the text, referring explicitly to the text as a basis
for the answer.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
main idea, recount, key details, support,
paragraph
The student will identify the main idea of the
After reading pages 230-232 ofThe Planets of the Solar System, what is the
text. The student will recount (describe) the key main idea? What are three important supporting details?
details. The student will explain how key details
support the main idea.
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.
histroical events, technical procedures, cause andThe student will determine the realtionship
effect, time, sequence, connection, relationship, between a series of historical events, scientific
ideas, or technical procedures in a text, using
language
language that pertains to time, sequence, and
cause/effect.
3.RI.1
3.RI.2
3.RI.3
Craft and Structure
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
general academic language, domain specific
language, dictionary, glossary
3.RI.4
After reading the storyPenguin Chick, explain the scientific process of the
development of a penguin chick.
(Domain Specific) The Kern River Preserve keeps the environment safe for
The student will determine the meaning of
general academic and domain specific words and plants and animals that live there. What is a preserve?(General Academic)
The birds have suffered because their nests are destroyed or lost. What does
phrases relevant to a 3rd grade topic.
suffered mean? (Refer to page 342 in Teasures story For the Birds!)
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
text features, search tools, sidebars, hyperlinks, The student will identify text features and search In the article "Child's Call to Aid the Zoo," identify what text features would
text structure, caption, bold print, subheadings tools and use them to locate information relevant help you to understand how Angel collected the money to save the Zoo.(Refer
to a certain topic.
to page 98 in the story Here's My Dollar)
Distinguish their own point of view from that of the author of a text.
distinguish, point of view, author, compare,
contrast, opinion
3.RI.5
The student will identify his/her own point of
In the article "What's in Store for the Future?", identify the author's point of
view, the author's point of view, and distinguish view and compare it to your own point of view.
between both points of view.
3.RI.6
Integration of Knowledge and Ideas
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).
illustrations, maps, photographs, graphs, italics, The student will use information gained from
illustrations and the words in a text to
subheading, bold face
demonstrate understanding of the text.
Look at the map on page 81 of "Whose Habitat is it?". What does it tell you
about black bears?
3.RI.7
Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence).
comparison, sequence, logical connections, causeThe student will describe the logical connections After reading and summarizing the storyWOLF!, choose the BEST word to
between particular sentences and paragraphs in a begin this sentence, ________________ the other animals asked the wolf to
and effect, paragraph, text, transition words
join them for a picnic. ANSWER CHOICES: (first, next, then, or finally).
text. The student will use words to show
comparisons, sequence, and cause and effect to
demonstrate a connection between sentences and
paragraphs in a text.
Compare and contrast the most important points and key details presented in two texts on the same topic.
compare, contrast, key details, main idea, topic The student will use two texts on the same topic, Using a Venn Diagram, compare and contrast the important points and details
compare and contrast the important points and presented by the two texts. (Compare Fairy Tales such asCindy Ellen and
Bubba: A Cinderella Story or The Stinky Cheese Man.)
details presented.
3.RI.8
3.RI.9
Range of Reading and Level of Text Complexity
By the end of the year, read and comprehend informational texts, including history/social studies, science, a
technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
3.RI.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be
literate.
3.RI.KS11
Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and
critically to be media literate.
3.RI.KS12
Date
Percent Proficient
Level
(I-V)
Percent Mastery
Level
(IV)
KCC Bullseye ‐ 3rd Grade ELA
ELA Standards: Reading Foundational Skills (RF)
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
(Review)
3.RF.3
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
prefix, derivational suffix, root word, before,
begin, end, chunk
The student will identify and know the meaning Looking at the words audible, auditorium, or audience, what does the prefix
of the most common prefixes and derivational audio- mean?
suffixes.
b. Decode words with common Latin suffixes.
suffixes, decode
The student will decode words with common
Which of the following means to cooperate?ANSWER CHOICES (coop,
latin suffixes
(-tion/-sion, -ture, -tive/-sive, -cooperative, collide, or combine)
ify, -ity, -ment).
c. Decode multisyllable words(Review).
multi-syllable
The student will decode multi-syllable words.
How should the word chambers be divided into syllables?
d. Read grade-appropriate irregularly spelled words.
irregularly spelled
The student will read grade appropriate
irregularly spelled words (although, science,
stomach, machine).
Use site word strategies or Guided Reading strategies such as think of a word
that makes sense, or skip and reread. Apply the words on a Word Wall. Have
students practice writing the words. Repeated exposure to the words.
Fluency
a. Read on-level text with purpose and understanding.
on level text, purpose
The student will read with sufficient accuracy andStudents will read on-level text with purpose and understanding as measured by
fluency to support comprehension. The student comprehension assessments (RC tests with Treasure series stories).
will read on-level text with purpose and
understanding.
b. Read on-level prose andpoetry orally with accuracy, appropriate rate, and expression on successive
readings.
on-level text, rate, expression, poetry, prose
The student will read with sufficient accuracy andAssess student's accuracy and rate (110 words per minute by Dibels
fluency to support comprehension. The student measurement) by the end of the third grade with an on-level prose and poetry
will read on-level prose and poetry orally with text.
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
self-correct, context
The student will use context to self-correct and Examples of self-correcting: Teacher modeling, peer modeling, reader asks
confirm word recognition and understanding
himself "Does the sentence/paragraph make sense?", check for understanding b
encouraging the reader to reuse the incorrect word in a new context.
(rereading as necessary).
3.RF.3a
3.RF.3b
3.RF.3c
3.RF.3d
3.RF.4a
3.RF.4b
3.RF.4c
Date
Percent Proficient
Level
(I-V)
Percent Mastery
Level
(IV)
KCC Bullseye ‐ 3rd Grade ELA
Standard
ELA Standards: Writing (W)
I.
II.
III. IV. V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
Text Types and Purposes
Write opinion pieces on topics or texts, supporting
a point of view with reasons.
3.W.1
3.W.1a
a. Introduce the topic or text they are writing about, state an
opinion, and create an organizational structure that lists
reasons.
c. Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion and reasons.
state opinion in graphic
organizer
opinion, introduction, topic,
organizing structure, concluding
statement, linking words and use connection words
phrases, point of view, reason
Write a letter to your teacher stating your
opinion as to what pet you would purchase
for the class with $50 dollars. Make sure to
include reasons why this would be the best
choice for a class pet.
3.W.1c
d. Provide a concluding statement or section.
concluding statement
3.W.1d
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
3.W.2
introduction, use an illustraion
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
3.W.2a
b. Develop the topic with facts, definitions, and details.
informative, explanitory, linking
words and phrases, concluding
statement
3.W.2b
c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
3.W.2c
3.W.3
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences.
include facts, definitins and
details
use linking words to connect
ideas
Investigate and write an article informing the
class of an endangered animal. Include
details explaining why they are endangered
and what we can do to help
Date
Percent Proficient
Level
(I-V)
Percent Mastery
Level
(I-V)
KCC Bullseye ‐ 3rd Grade ELA
a. Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds naturally.
graphic organizer with
situation, narrator, characters,
sequence of events
b. Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
dialogue, descriptions,
thoughts and feelings
3.W.3a
3.W.3b
c. Use temporal words and phrases to signal event order.
situation, characters, narrative,
event sequence, narrator,
dialogue, temporal words, plot, temporal (sequence words)
conclusion
Write about a time that you worked really
hard to do something well.
3.W.3c
conclusion statement
d. Provide a sense of closure.
3.W.3d
3.W.KS11
3.W.4
3.W.5
Create—both independently and collaboratively—technical,
non-print, digital, and multimodal versions of text types and
purposes outlined in standards 1, 2, and 3.
Production and Distribution of Writing
With guidance and support from adults, produce writing in
which the development and organization are appropriate to
task and purpose. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
development, organization,
The student will produce
graphic organizer, purpose, task, writing in which development
writing style
and organization are
appropriate to task and
purpose.
Given a list of requirements for each type of
writing, students will state opinions, and
write narrative and expository text.
Writing Appendix A
With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and
editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including
grade 3 on pages 28 and 29.)
revising, editing
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.
technology, publish, keyboarding The student will use
Podcasts, pen pals through e-mail, publish
technology to produce and
skills
class newscast, blog or newspaper. See
publish writing with guidance Writing Appendix B
and support from adults. The
student will use technology to
interact and collaborate with
others.
3.W.6
Strengthen writing craft—both independently and
collaboratively—through a recursive writing and revision
process and the use of the common vocabulary of the 6-Trait
3.W.KS12 model.
The student will develop and Peer editing, small group editing, teacher
strengthen writing as needed conference (writing), examine and discuss
by planning, revising, and
class examples of strong and weak writing.
editing with guidance and
support from peers and adults.
KCC Bullseye ‐ 3rd Grade ELA
Research to Build and Present Knowledge
Conduct short research projects that build knowledge about a
topic.
research, project
The student will build
knowledge about a topic by
conducting short research
projects.
Provide students with different texts on a
topic (pull ideas from Treasures, or science
and social studies topics). Students will take
notes and then write a summary of what they
learned. See Writing Appendix C
print source, digital source,
evidence, categories
The student will recall
information from experiences.
The student will develop an
understanding of printed and
digital sources, using them to
gather information, take notes,
and sort evidence into
categories.
Choose 3 types of media that address a
similar topic: excerpt from a speech,
photograph, political cartoon, video, or sign,
etc. Put students into three groups. Teacher
prepares questions relating to the media.
Divide students into three groups to discuss
and answer questions based on the media on
their chart. Students should work in each
group to design a summary statement based
on the media they have. Once students have
finished, use Comparison Matrix to compile
and sort responses and compare and contrast
information from the different media sources
to find an overall summary statement
routinely, research, reflection,
revision, discipline specific
The student will write
routinely over shorter or
extended time frames for a
rancge of disciplines-specific
tasks, purposes, and
audiences.
Students can keep writing journals, complete
writing projects that address specific
prompts, and participate in research projects.
See Writing Appendix D
3.W.7
Recall information from experiences or gather information
from print and digital sources; take brief notes on sources
and sort evidence into provided categories.
3.W.8
3.W.9
(Begins in grade 4)
3.W.10
Range of Writing
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.
KCC Bullseye ‐ 3rd Grade ELA
Standard
3.SL.1
3.SL.1a
3.SL.1b
ELA Standards: Speaking and Listening (SL)
I.
II. III. IV. V.
Vocabulary
Student Essentials
Real World Instructional Example
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on grade
3 topics and texts, building on others’ ideas and expressing their
own clearly.
a. 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.
The student will be prepared. Question: As a result of the group discussion,
students should be able to extend their ideas on
the subject being discussed.
b. 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).
The student will follow rules. Activities to facilitate group discussions.
c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks
of others.
explicitly,
collaborate
3.SL.1c
d. Explain their own ideas and understanding in light of the
discussion.
The student will ask questions Information Gap activities– Each student in a
and stay on topic.
group has only on or two pieces of information
needed to solve the puzzle or problem. Students
must work together, sharing information while
using critical thinking skills.
The student will explain their 3 Step Interview– Students are paired. Each
ideas.
student listens to the other as they respond to a
topic question. At the end of 3 minutes, each
pair joins another pair of students and shares
what their partners said.
3.SL.1d
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.
main idea,
supporting details,
graphically,
visually, orally,
quantatively,
diverse media
The student will determine the
main idea and supporting
details of a text read aloud or
information presented in
diverse media and formats
visually, quantatively, and
orally.
Students can answer comprehension questions
about a given visual and then explain why the
author chose to present information the way
they did. See Speaking/Listening Apendix A
Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
elaboration, detail
The student will ask and
answer questions about
information from a speaker
giving appropriate elaboration
and detail.
Presentation Questions for students:
1. What did the speaker say?
2. Can I explain (elaborate) on what the speaker
said?
3. Can I repeat what the speaker said in my own
words?
4. Can I ask questions about the presentation?
5. Can I elaborate on the ideas of the speaker?
6. Did I give enough important details in my
answer?
3.SL.2
3.SL.3
Big Idea Content & Process
Date
Percent Proficient
Level
(I-V)
Percent
Mastery
Level
(I-V)
KCC Bullseye ‐ 3rd Grade ELA
Presentation of Knowledge and Ideas
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.
recount, relevant,
facts, report,
descriptive details
3.SL.4
3.SL.5
3.SL.6
The student will demonstrate Oral book report (costume optional). Lots of
an understanding of how to
teacher and peer modeling.
report, tell a story, or recount
an experience on a topic or
text with appropriate facts and
relevant descriptive details,
while speaking clearly at an
understandable pace.
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.
fluid reading, pace, The student will create fluently Readers theatre, blabberize, songify (Ipad),
read audio recordings of
photo stories, sonic pics (Ipad).
visual displays
stories or poems. Adding
visual displays to enhance
facts/details is optional.
Speak in complete sentences when appropriate to
task and situation in order to provide requested detail or
clarification. (See grade 3 Language standards 1 and 3 on pages
28 and 29 for specific expectations.)
task, situation, clarification
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Students will be given many oppportunities to
orally present information to their classmates.
Their presentations could be scored using a
rubric so that they know exactly what they need
to work on. See Speaking and Listening
Appendix B
KCC Bullseye ‐ 3rd Grade ELA
Standard
ELA Standards: Language (L)
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World
Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
3.L.1
a. Explain the function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in particular sentences.
Nouns, adjectives,
pronouns, adverbs,
verbs, function
Nouns, adjectives,
pronouns, adverbs,
verbs, function
b. Form and use regular and irregular plural nouns.
regular, irregular
plural nouns
c. Use abstract nouns (e.g., childhood).
abstract
abstract nouns
d. Form and use regular and irregular verbs.
regular, irregular
verbs
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb
tenses.
verb form
verb tenses
f. Ensure subject-verb and pronoun-antecedent agreement.*
subjegreementct-verb
agreement, pronounantecedent
g. Form and use comparative and superlative adjectives and adverbs,
and choose between them depending on what is to be modified.
comparative, superlative adjectives, adverbs
h. Use coordinating and subordinating conjunctions.
coordinating,
subordinating
conjunctions
i. Produce simple, compound, and complex sentences.
simple, compound,
complex sentences
simple, compound,
complex sentences
3.L.1a
3.L.1b
3.L.1c
3.L.1d
Use Grammar Book, DOL,
and any other stories on
the topics.
3.L.1e
3.L.1f
subjegreementct-verb
agreement, pronounantecedent
3.L.1g
3.L.1h
3.L.1i
Date
Percent
Proficient
Level
(I-V)
Percent
Mastery
Level
(I-V)
KCC Bullseye ‐ 3rd Grade ELA
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
3.L.2
a. Capitalize appropriate words in titles.
capitalize, titles
capitalize appropriate
words in titles
b. Use commas in addresses.
addresses
commas in addresses
c. Use commas and quotation marks in dialogue.
dialogue, quotation
marks
Use Grammar Book, DOL,
and any other stories on
commas and qoutations
the topics.
in dialogue
d. Form and use possessives.
possessives
possessives
e. Use conventional spelling for high-frequency and other studied words
and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness).
prefix, suffix, base word high-frequency words,
adding suffixes to base
words
f. Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts)
in writing words.
word families
g. Consult reference materials, including beginning dictionaries, as
needed to check and correct spellings.
dictionaries
spelling references
a. Choose words and phrases for effect.(This skill is particularly likely to
require continued attention in higher grades as they are applied to
increasingly sophisticated writing and speaking.)
effect, phrases
Choose words and
phrases for effect.
Thesaurus
b. Recognize and observe differences between the conventions of spoken
and written standard English.
conventions
conventions in spoken
and written standard
English
Oral presentations and
journal entries
3.L.2a
3.L.2b
3.L.2c
3.L.2d
3.L.2e
3.L.2f
spelling patterns
Use Spelling Book, word
sorts, DOL, dictionaries,
and any other books on the
topics.
3.L.2g
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
3.L.3
3.L.3a
3.L.3b
KCC Bullseye ‐ 3rd Grade ELA
Vocabulary Acquisition and Use
3.L.4
Determine or clarify the meaning of unknownand multiple-meaning wor
and phrases basedon grade 3 reading and content, choosing flexibly from
a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or
phrase.
context clues
context clues
b. Determine the meaning of the new word formed when a known affix i
added to aknown word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
prefix, suffix
affix
c. Use a known root word as a clue to the meaning of an unknown word
with the same root (e.g., company, companion).
root word
Use root words to find What root word has
the meaning of unknown something to do with
words with the same
writing? (graph)
root.
d. Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.
glossary, dictionary,
digital
Using printed and digital Use printed and digital
glossaries or dictionaries (online) glossary or
dictionary.
to determine precise
meaning of key words
a. Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
literal, nonliteral,
context
idioms
Brainpop, books on
idioms, websites on
idioms.
b. Identify real-life connections between words and their use (e.g.,
describe people who are friendly or helpful).
real-life connections
descriptive words
Read aloud stories,
interactive story websites.
c. Distinguish shades of meaning among related words that describe
states of mind or degrees of certainty (e.g., knew, believed, suspected,
heard, wondered).
States of mind, degrees intensity of synonymns, Discuss real life situations
of certainty
antonymns
and explain the degree of
intensity for descriptive
words. Example, horrified
feels more intense than
scared. (Alexander and the
Acquire and use accurately grade-appropriate conversational, general
academic, and domainspecific words and phrases, including those that
signal spatial and temporal relationships (e.g., After dinner that night we
went looking for them).
make connections to
General academic
academic vocabulary
vocabulary, Domainspecific words, Spatial
relationships, Temporal
relationships
3.L.4a
3.L.4b
3.L.4c
3.L.4d
There were lemonade and
cookies on the refreshment
table.
What does the underlined
word mean?
If the prefix –inter means between, the trade between nations is referred to as _____________?
Demonstrate understanding of word relationships and nuances in word
meanings.
3.L.5
3.L.5a
3.L.5b
3.L.5c
3.L.6
Complete a word web
(read and make
connections with academic
vocabulary).
Standard
ELA Standards: Reading Literature (RL)
I.
II. III. IV. V.
Vocabulary
Student Essentials
Big Idea Content & Process
Real World Instructional Example
Date
Key Ideas and Details
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
inference,
The student will use details and
explicit, drawing examples from the text to explain
conclusions
the text and draw conclusions.
4.RL.1
What are the most important events that
happened in the story? How do you know? When
answering questions, students point to answers,
highlight them, or use post-its to take notes.
Phrases students could use when proving their
answers could be because, for instance, for
example, the author said, according to the text, it
said on page, from my reading I know that...
Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
summary, theme, The student will analyze the
Summarize the text story from beginning to end
friendship,
summary in order to determine the in a few sentences.
acceptance,
theme.
cooperation,
honesty,
kindness,
perseverance,
responsibility,
courage,
compassion
4.RL.3
Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character’s thoughts,
words, or actions).
character,
setting, plot,
event
The student uses specific details to Can you tell me the reasons why the character
describe character, setting, or
said….?
events.
4.RL.4
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).
context clues,
restating,
examples,
definitions
The student uses various strategies What other words could you use in place of
to determine the meaning of
(Herculean) effort.
unknown phrases.
Explain major differences between poems, drama, and prose, and refer
to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking
about a text.
drama, setting,
dialogue, prose,
poem, verse,
rhythm, meter
The students can identify and
explain the characteristics of
different types of genre including
poetry, drama, fables, fantasies,
chapter books, fiction, and nonfiction. I can tell that this is an
example of drama because there
are characters, dialogue, etc.
Compare and contrast the point of view from which different stories
are narrated, including the difference between first- and third-person
narrations.
first-, second-,
The student will compare and
and third-person, contrast points of view.
narrate, point of
view, compare,
contrast
Compare a story presented from different points
of view. Example - Three Little Pigs vs. The True
Story of the Three Little Pigs.
connection,
visual
representation
Have students make comparisons between a
novel and it's movie (Because of Winn Dixie).
Have students create a visual representation of
a story; PowerPoint, poster, comic, skit, etc.
4.RL.2
Craft and Structure
4.RL.5
4.RL.6
Use a Venn Diagram to compare and contrast a
poem to a drama. "What makes this format
more appropriate for 5-year-olds and this one
more appropriate for 10-year-olds?"
Integration of Knowledge and Ideas
Make connections between the text of a story or drama and a visual or
oral presentation of the text, identifying where each version reflects
specific descriptions and directions in the text.
4.RL.7
The student determines
similarities and difference
between a written text and its
visual or oral representation.
(Not applicable to literature)
4.RL.8
Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
4.RL.9
theme, culture, The student compares and/or
myth, pattern of contrasts how stories from
events
different cultures treat the
theme, topic, and patterns of
events.
Investigate and contrast different versions of
Cinderella.
Percent
Proficient
Level I - V
Percent
Mastery
Level I V
4.RL.10
Range of Reading and Level of Text Complexity
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
The student will be able to read
and comprehend 4th grade level
text.
Encounter a diverse range of engaging and culturally sensitive text
and media that motivate the desire to be literate.
The student will be able to read
and comprehend a variety of
informational texts.
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
The student will be able to read
and comprehend a variety of
informational texts.
4.RL.11
4.RL.12
Standard
ELA Standards: Reading Informational Text (RI)
Key Ideas and Details
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
4.RI.1
II. III. IV. V.
Vocabulary
Student Essentials
Big Idea Content & Process
inference,
The student will use details and
explicit, drawing examples from the text to explain
conclusions
the text and draw conclusions.
Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
main idea,
details, support,
important
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.
event, procedure, The student will use specific
idea, concept
information in a text to explain
what happened and why.
4.RI.2
4.RI.3
I.
The student will examine text to
find the main idea, supporting
details, and summarize a text.
Students pass Reading Counts quizzes over books
at their grade level.
Real World Instructional Example
What are the most important events that
happened in the story? How do you know? When
answering questions, students point to answers,
highlight them, or use post-its to take notes.
Phrases students could use when proving their
Students can use post-it notes or different colored
highlighters to identify main idea and details.
Anchor questions such as "What is this passage
mainly about?"
Students create a concept map or idea web to
organize and categorize events, procedures, or
ideas.
Craft and Structure
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 4 topic or subject area.
context clues,
restating,
examples,
definitions
The student uses various strategies Underline or highlight the words in the text that
to determine the meaning of
help them figure out the meaning of the word.
unknown phrases.
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.
text structure,
compare,
contrast,
sequence, cause,
effect, problem,
solution, and
signal words for
each
The student will describe different
text structures including sequence,
compare/contrast, cause/effect, and
problem/solution.
Discuss with the students that writers use text
structures to organize information. How is the
information presented/organized in this text?
What signal words were used? Use graphic
organizers for each structure.
Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information
provided.
compare,
contrast,
similarities,
differences,
firsthand,
secondhand
account
The student will compare and
contrast first and secondhand
accounts of the same event.
Compare an autobiography to a biography, or a
witnessed event on the playground to just hearing
about what happened.
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.
conclusion,
graph, diagram,
timeline, chart,
caption, heading
The student will generate
conclusions from informational
text features and tell how those
features contribute to the meaning
of the text.
Examine visual information and generate
questions based on the text features.
Explain how an author uses reasons and evidence to support particular
points in a text.
reason, evidence, The student will explain how an
Can you find the reasons the author gives for his
support, claim, author uses reasons and evidence to thinking? Choose a point of view based on the
point of view
support particular points in a text. text. Do you agree with it? Explain why.
Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
research,
summarize,
combine
4.RI.4
4.RI.5
4.RI.6
Integration of Knowledge and Ideas
4.RI.7
4.RI.8
4.RI.9
The student will be able to use at
least two texts to write about a
topic knowledgably.
Research a topic from multiple sources and merge
information into one report (presentation, speech,
photo story).
Range of Reading and Level of Text Complexity
4.RI.10
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.
The student will be able to read
and comprehend a variety of
informational texts.
Encounter a diverse range of engaging and culturally sensitive text
and media that motivate the desire to be literate.
The student will be able to read
and comprehend a variety of
informational texts.
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
The student will be able to read
and comprehend a variety of
informational texts.
4.RI.11
4.RI.12
Standard
ELA Standards: Reading Foundational Skills (RF)
I.
II. III. IV. V.
Vocabulary
Student Essentials
Big Idea Content & Process
Use Weekly Reader\Time for Kids to report the
information.
Real World Instructional Example
Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in
decoding words.
4.RF.3
4.RF.3a
a. 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.
consonant blend, The student will be able to analyze Students will given root words and use different
long vowel
word structure to determine the
prefixes and suffixes to change ether meaning of
pattern, short
meaning of ;unknown words.
the word. (as a center activity)
vowel pattern,
root, prefix,
suffix syllable
Fluency
Read with sufficient accuracy and fluency to support comprehension.
4.RF.4
a. Read on-level text with purpose and understanding.
fluency, pace,
expression,
context, easy,
smooth, and
automatic
The student will be able to read
text with appropriate pace,
phrasing, expression and
automaticity.
Students will reread passage to add expression.
Students could record their reading or perform
reader's theater. Perform running records for
assessment (DIBLES)
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings.
fluency, pace,
expression,
context, easy,
smooth, and
automatic
The student will be able to read
poetry aloud with appropriate pace,
phrasing, expression, projection,
enunciation, and automaticity.
Students will read a piece of poetry to an
audience. Perform a poetry slam for parents. Have
students write their own poems and perform.
Students can write their own poetry and create an
MP3, photo-story, keynote or movie.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
self-correct,
fluency, context
clues, reread
The student will use context clues, Monitor students as they read aloud and provide
self-correction, and reading skills feedback. Model reading and self-correcting.
to comprehend text, rereading if
necessary.
4.RF.4a
4.RF.4b
4.RF.4c
KCC Bullseye ‐ 4th Grade ELA
Standard
ELA Standards: Writing (W)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional Example
Text Types and Purposes
Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
4.W.1
a. Introduce a topic or text clearly, state an
opinion, and create an organizational structure in
which related ideas are grouped to support the
writer’s purpose.
topic, main idea, author's The student will introduce a topic,
form an opinion about the topic,
purpose, fact, opinion,
and group ideas together in an
support, organize
organized manner to support the
writer's purpose.
b. Provide reasons that are supported by facts and
details.
topic, main idea, author's The student will provide reason for Students will form an opinion on a
their opinions with facts and
topic then support it with three or
purpose, fact, opinion,
details.
more statements.
support, organize
c. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in addition)
for instance, in order to, The student will link opinion and
additional
reasons with linking words and
phrases
d. Provide a concluding statement or section
related to the opinion presented.
conclusion, statement
The student will write a conclusion Students will write a concluding
sentence related to their opinion.
statement.
topic, main idea,
paragraph, organization,
illustrations, captions,
format, text features
The student will write a
informative or explanatory text that
contain a clear topic, organization,
and illustrations with the audience
in mind.
Introduce samples of writing where
author's are presenting an opinion or
persuading an audience. Use a
graphic organizer or prewriting tool
to have students identify the structure
and organization. Have students
choose their own point of view or
topic and create a similar graphic
organizer. Then write an organized
piece themselves.
When students are writing, require
them to use at least two linking
words or phrases. Create an anchor
chart with linking words and phrases.
Add to chart throughout. Have
students use a page in their writers
notebook to list linking words and
phrases.
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
4.W.2
4.W.2a
a. Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
Have students research and write a
non-fiction piece. This could be in
any subject area. Use multi-media to
present report. Keynote, I movie,
photo story, publisher, or word
document.
Date
Percent
Proficient
Level I - V
Percent
Mastery
Level I - V
KCC Bullseye ‐ 4th Grade ELA
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
Facts, topic, definitions, The student will write about a
quotes, concrete details, topic that includes facts, details,
definitions, specific details,
quotations, or other information
related to the topic.
Have students create a newspaper
article that includes quotes and
pictures. Have students research and
write a non-fiction piece. This could
be in any subject area. Use multimedia to present report. Keynote, I
movie, photo story, publisher, or
word document.
c. Link ideas within categories of information
using words and phrases (e.g., another, for
example, also, because).
another, for example,
also, because
The student will gather and use
linking words to connect
categories of information
When students are writing, require
them to use at least two linking
words or phrases. Create an anchor
chart with linking words and phrases.
Add to chart throughout. Have
students use a page in their writers
notebook to list linking words and
phrase
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
vocabulary
Have students write about science or
The student will use precise
language and vocabulary about the social studies topic using content
required vocabulary
topic in their writing.
e. Provide a concluding statement or section
related to the information or explanation
presented.
conclusion, statement
The student will write a colluding
statement that restates their main
idea
Students will include concluding
statements in their writing and
presentations.
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
sequence, narrator,
character, setting, plot,
events, conflict,
resolution, problem,
solution
The student will write a narrative
with setting characters and plot
that unfolds naturally.
Use lessons from Writing Fix
http://writingfix.com/Picture_Book_
Prompts.htm For example the lesson
using the text Nothing Ever Happens
on 90th Street
b. Use dialogue and description to develop
experiences and events or show the responses of
characters to situations
quotations marks,
dialogue, descriptions
The student will use dialogue and
descriptions to explain the
experiences, events or characters.
Use lessons from Writing Fix For
example the lesson using the Wilford
Gordon McDonald Partridge
http://writingfix.com/Picture_Book_
Prompts/Wilfrid2.htm
c. Use a variety of transitional words and phrases
to manage the sequence of events.
sequence, before, after,
then , next, finally,
The student will use a variety of
Use lessons from Writing fix. For
transition words to show sequence example The Little Bug that Went
Ka-Choo
http://writingfix.com/Picture_Book_
Prompts/Because_Little_Bug_Went_
Kachoo2.htm
4.W.2b
4.W.2c
4.W.2d
4.W.2e
4.W.3
4.W.3a
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
4.W.3b
4.W.3c
KCC Bullseye ‐ 4th Grade ELA
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely
sensory words, smells,
feelings, tastes,
the student will use concrete words Have students complete a five senses
sensory details to convey
graphic organizer. Use lesson form
experiences and events.
Writing Fix using the text The
Important Book
http://www.writingfix.com/Picture_B
ook_Prompts/ImportantBook1.htm
Do a monster exchange type project
with another class
http://www.monsterexchange.org/ind
ex.asp
e. Provide a conclusion that follows from the
narrated experiences or events.
Conclusion
The student will write a satisfying Prove examples of satisfying
conclusion that provides a sense of conclusions. Model several
closure.
conlusion for a piece of writing and
have students choose the one that is
most satisfying.
Produce clear and coherent writing in which the
development and organization are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
author's purpose,
audience, writing style
The student will organize writing Use the RAFT (Role, Audience,
and create ideas appropriate to the Format, Topic) model to create a
task purpose and audience.
piece of writing. Example
http://www.readwritethink.org/profes
sional-development/strategyguides/using-raft-writing-strategy30625.html
With guidance and support from peers and adults,
develop and strengthen writing as needed by
planning, revising, and editing. (Editing for
conventions should demonstrate command of
Language standards 1–3 up to and including grade
4 on pages 28 and 29.)
rewrite, revise, edit, plan The student will recognize that a
well-written piece of writing
requires more than one draft. They
will plan, revise, edit, and rewrite
multiple drafts to develop and
strengthen their writing skills with
guidance from peers and adults.
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.
publish, compose,
keyboarding, credible
website
4.W.3d
4.W.3e
Create—both independently and
collaboratively—technical, non-print, digital, and
multimodal versions of text types and purposes
4.W.KS11
outlined in standards 1, 2, and 3.
Production and Distribution of Writing
4.W.4
4.W.5
4.W.6
Strengthen writing craft—both independently and
collaboratively—through a recursive
writing and revision process and the use of the
4.W.KS12
common vocabulary of the 6-Trait model.
Model and use the writing process.
Model editing and revising.
Conference with students about their
writing.
The student will choose
Guide students to collaborate and
appropriate technology and use
publish their text using technology.
skills such as keyboarding, word
processing, or researching with the
internet, to produce and publish
writing. Students will also
collaborate with others.
KCC Bullseye ‐ 4th Grade ELA
Research to Build and Present Knowledge
Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
research, facts, prove,
important details,
multiple sources,
plagiarism
The student will investigate and
complete a short research project
about a topic
Have students write research projects
across the curriculum. Use writing
fix lesson How I Became a Pirate
http://writingfix.com/picture_book_p
rompts/howpirate1.htm
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.
textual evidence,
analysis, reflection,
research
The student will recall important
informational a passage or from
experiences, take notes, and
provide a list of sources. The
student will gather, organize, and
tell the difference between
important and unimportant
information from print and digital
resources.
Watch a brain pop video and take
notes. Use notes to write a summary.
Write an ABC book about a
curriculum topic. Do a sort of
important and unimportant details
about a curriculum topic. When
reading The Raft from the Treasures
book bring in or list camping
supplies. have students choose the
five most important items and
explain why they chose those items.
Resources http://www.ohiorc.org/adlit/strategy/s
trategy_each.aspx?id=000005 from
the Reading Lady
http://www.readinglady.com/index.p
hp?module=pagemaster&PAGE_user
_op=view_page&PAGE_id=4
a. 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].”).
exedence, reflection,
analysis, research
The student will use evidence from While reading have students identify
text to analyze, reflect, and
and highlight evidence from the test.
research grade level narrative text. Model how to use evidence in
writing about a topic. Have students
write research projects across the
curriculum. Use writing fix lesson
How I Became a Pirate
b. 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”).
reasons, evidence,
author's purpose
The student will use evidence from
text to analyze, reflect, and
research grade level informational
text.
While reading have students identify
and highlight evidence from the test.
Model how to use evidence in
writing about a topic. Have students
write research projects across the
curriculum. Use writing fix lesson
How I Became a Pirate
task, purpose, audience
The student will write short and
long pieces of writing depending
on different tasks, purposes, and
audiences.
Have students write about various
topics and complete projects through
out the year.
4.W.7
4.W.8
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
4.W.9
4.W.9a
4.W.9b
4.W.10
Range of Writing
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.
KCC Bullseye ‐ 4th Grade ELA
Standard
4.SL.1
4.SL.1a
ELA Standards: Speaking and Listening (SL)
I.
II.
III.
IV.
V.
Vocabulary
Student Essentials
a. 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.
discussion,
ideas,
connection,
piggy-back
ideas
The student will read and study Literature circle discussions
materials to discuss topics with Jigsaw reading and
presentations
peers.
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
rules, roles,
respect
The student will follow group
discussion rules to perform a
role or task in a group
discussion
c. 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.
thick and thin
questions
The student will contribute to Model and create thick and
group discussions by asking and thin questions about a topic.
answering questions
Have students create questions
to prepare for a discussion.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
summarize,
connect
The student will identify key
ideas of a discussion and stay
on topic during discussions.
Paraphrase portions of a text read aloud or information presented
in diverse media and formats, including visually, quantitatively,
and orally.
paraphrase,
restate,
The student will paraphrase part Model paraphrasing and have
of a text presented in a variety students restate each others
of formats. (orally, media,
ideas for understanding
charts, graphs, websites,
speeches)
Identify the reasons and evidence a speaker provides to support
particular points.
Use video clips to show
reason, evidence The student will evaluate the
point of view and the evidence different sides of an issue.
use to support a speaker's point. Have students use evidence to
determine their own opinion
about the topic. Use the books
Ike for Mayor or Duck for
President and have students
present evidence from the
book.
4.SL.1d
4.SL.2
4.SL.3
Real World Instructional
Example
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their
own clearly.
4.SL.1b
4.SL.1c
Big Idea Content & Process
Establish rules and roles for
discussion of various topics
and in various situations
Summarize important learning
and ideas of discussions. Have
exit slips after a discussion.
Date
Percent
Proficient
Level I - V
Percent
Mastery
Level I - V
KCC Bullseye ‐ 4th Grade ELA
Presentation of Knowledge and Ideas
4.SL.4
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.
recount,
Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
The student will add audio and Have students use visual aids
audio, video,
visual aids to presentations
to present on a topic
main idea,
theme, visual
display, enhance
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 task and situation. (See grade 4 Language
standards 1 on pages 28 and 29 for specific expectations.)
informal, formal The student will determine
when to use formal and
informal speech
4.SL.5
4.SL.6
The student will speak clearly Model speaking clearly and
to report on a topic, tell a story, expressively. Have students
of recall an experience
practice or read presentation
with a partner before
presenting to audience.
include students in informal,
small-group discussions as
well as formal large group
presentations.
KCC ‐ 4th Grade ELA
Standard
ELA Standards: Language (L)
I.
II. III. IV. V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
4.L.1
a. Use relative pronouns (who, whose, whom, which,
that) and relative adverbs (where, when, why).
pronouns, who, whose, whom,
which, that, adverbs, where,
when, why
The student will use relative
pronouns and adverbs.
b. Form and use the progressive (e.g., I was walking; I
am walking; I will be walking) verb tenses.
verbs, tense, progressive
The student will use correct verb Grammar Tales books, Brainpop and Brainop Jr. movies,
tense in writing and speaking
Treasures grammar book
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
can, may, must
The student will use can, may
Grammar Tales books, Brainpop and Brainop Jr. movies,
and must appropriately to convey Treasures grammar book
mood or tense.
d. Order adjectives within sentences according to
conventional patterns (e.g., a small red bag rather than
a red small bag).
adjectives
The student will use multiple
adjectives in the correct order
when writing and speaking
Grammar Tales books, Brainpop and Brainop Jr. movies,
Treasures grammar book have students write adjetives
about themselves and their classmates include these in
making a wordle http;//wordle.net
e. Form and use prepositional phrases.
prepositional phrases, of to, in , The student will be able to
on, at
identify and use prepositional
phrases when writing and
speaking.
Grammar Tales books, Brainpop and Brainop Jr. movies,
Treasures grammar book
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.*
complete sentence, fragment,
run-on
The student will produce
Have students identify, sort and correct several sentences.
complete sentences and be able Grammar Tales books, Brainpop and Brainop Jr. movies,
to correct fragment and run-on Treasures grammar book
sentences with correct
punctuation.
g. Correctly use frequently confused words (e.g.,
to, too, two; there, their).*
homophones, to/two/too
The student can correctly use
homophones and commonly
confused words when writing.
Dear Deer book Have student act out homophones in pairs
Grammar Tales books, Brainpop and Brainop Jr. movies,
Treasures grammar book
Capitalization, titles, proper
nouns
The student will use correct
capitalization
Grammar Tales books, Brainpop and Brainop Jr. movies,
Treasures grammar book Teach editing marks
4.L.1a
Grammar Tales books, Brainpop and Brainop Jr. movies,
Treasures grammar book
4.L.1b
4.L.1c
4.L.1d
4.L.1e
4.L.1f
4.L.1g
4.L.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a. Use correct capitalization.
4.L.2a
Date
Percent
Proficient
Level I - V
Percent
Mastery
Level I - V
KCC ‐ 4th Grade ELA
The student will use commas and The book Yo, Yes
quotation marks in dialogue
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
commas, quotations marks,
c. Use a comma before a coordinating conjunction in a
compound sentence.
conjunction, compound sentence The student will use comma
before a conjunction in a
compound sentence
d. Spell grade-appropriate words correctly, consulting
references as needed.
dictionary
Teach editing marks
4.L.2b
4.L.2c
4.L.2d
The book Yo, Yes
Teach editing marks Grammar
Tales books, Brainpop and Brainop Jr. movies, Treasures
grammar book
The student will identify and
Have students do a dictionary scavenger hunt
Grammar
spell 4th grade words and use a Tales books, Brainpop and Brainop Jr. movies, Treasures
dictionary if needed
grammar book
Knowledge of Language
Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
4.L.3
4.L.3a
4.L.3b
4.L.3c
4.L.4
4.L.4a
4.L.4b
4.L.4c
a. Choose words and phrases to convey ideas
precisely. (In Language standards 1–3, are particularly
likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing
and speaking.)
The student will choose specific word choice activities Writing fix, word choice activites
and descriptive words to convey
ideas precisely when writing or
speaking.
b. Choose punctuation for effect. (In Language
standards 1–3, are particularly likely to require
continued attention in higher grades as they are applied
to increasingly sophisticated writing and speaking.)
The student will choose all types Yo, Yes book
Grammar Tales books, Brainpop and
of punctuation correctly
Brainop Jr. movies, Treasures grammar book
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).
Formal and informal
The student will use language
Have students talk with or write to a variety audeinces
appropriately in different settings
and for different purposes
context clues,
The student will use context
Close activites, context clues challenge
clues to determine the meaning ofhttp://www.brighthubeducation.com/high-school-englishlessons/6323-teaching-context-clues-activity/
a word or phrase
Vocabulary Acquisition and Use
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.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find
the pronunciation and determine or clarify the precise
meaning of key words and phrases.
The student will use words parts, Have students create different words with root words, and
such as affixes and root words, affixes
to find the meaning of a word.
dictionary, glossary, thesaurus, The student will use reference have students complete a dictionary scavenger hunt, teach
on-line dictionaries
materials to find the meaning of students to alphabetize
words and phrases
KCC ‐ 4th Grade ELA
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
4.L.5
a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
similes, metaphors, compare,
contrast
Have students write poetry using similies and metaphors
The student will explain the
meanings of simple similes and
metaphors
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
idioms, adages, proverbs
The student will recognize and Have students write and illustrate idoms, adages and
explain the meaning of common proverbs
idioms, adages and proverbs
c. Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words with
similar but not identical
meanings (synonyms).
synonym, antonym
The student will use synonyms Make a foldable with synonyms and antonyms,
and antonyms to understand and
explain the meaning of words
4.L.5a
4.L.5b
4.L.5c
4.L.6
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).
The student will use grade level
words and recognize the
difference between general
words, precise words and
academic words
KCC Bullseye ‐ 5th Grade ELA
ELA Standards: Reading Literature (RL)
Standard
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World Instructional Example Date
Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
inference, draw conclusions, The student will draw
specific, accurate, explain inferences from the text
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.
characters, theme,
summarize
The student will determine Based upon the passage, explain how
the theme of a text
a character responds to a
challenge/conflict.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact).
compare, contrast,
characters, setting
The student will compare
and contrast characters,
setting, and events in a
text.
Select a quote from a passage to
explain how a character felt.
5.RL.1
5.RL.2
5.RL.3
Compare and contrast characters,
events, or settings based on specific
details. Use details from the passage
to support your answer.
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative language
such as metaphors and similes.
metaphor, simile,
figurative language, context
clues
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
stanza, chapter, text
structure,
relationship, narrative,
fiction
The student will be able When students read and interpret
to explain the structure in excerpts from two different literary
a piece of text.
texts, they will compare how patterns
of events in the texts are similar.
Describe how a narrator’s or speaker’s point of view influences how events are described.
point of view, influence,
impact, narrator
The student will describe When students read and interpret
the influence of the
excerpts from two different literary
narrarators point of view texts, they will compare how patterns
of events in the texts are similar.
tone, pleasant, meaning,
media
The student will recognize
the benefit of using
multimedia elements in
text
compare, contrast, genre,
theme, topic
The student will compare Think about fairytales or fables you
and contrast same genre have read. Use a venn diagram to
stories
compare and contrast themes and
topics from the text.
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to
be literate.
cultural, media, literate
Students will be exposed
to engaging and diverse
text that motivates desire
for literacy.
Show student a short clip of the
movie "Shiloh" before reading the
Treasures story, "Shiloh". Students
can then read the novel to gain
interest and desire in on-level text and
media.
Read--both independently and collaboratively-- print, non-print, and multi-modal works proficiently and
critically to be media literate.
media, collaboratively,
Students will not simply
read on-level but be
proficient.
Use TFK to have students read at
grade level and identify various
modalities of media.
5.RL.4
5.RL.5
5.RL.6
Find an example of figurative
language in the text. Explain the
meaning of the words or phrase.
Integration of Knowledge and Ideas
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).
5.RL.7
5.RL.8
Read and view the movie version of
"Bud, Not Buddy". Students will
compare what they see and hear from
the text to what they see and hear in
the movie using images, sounds, and
movements as points of discussion.
(Not applicable to literature)
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
5.RL.9
Range of Reading and Level of Text Complexity
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.
5.RL.10
KS 5.RL.11
KS 5.RL.12
Percent
Proficient
Level
(I-V)
Percent Mastery
Level
(I-V)
KCC Bullseye ‐ 5th Grade ELA
Standard
ELA Standards: Reading Informational Text (RI)
Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World Instructional Example
quote, accurate, explicit,
inference
The student will draw
inferences from the text
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
main idea, details
The student will determine Have students read a passage,
main idea and supporting determining the main idea of each
detail.
paragraph discussing supporting
details for each main idea. Discuss
the overall summary of the text, in
addition to the main ideas.
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.
explain, relationships,
Students will be able to
events, concepts, historical, explain relationships and
events in the text
scientific
5.RI.1
5.RI.2
5.RI.3
Which detail from the article "What is
an Ecosystem?" helps show how a sea
otters diet can protect kelp forest?
A. Seals live in the kelp forests.
B. Sea urchins eat and destroy kelp.
C. Shrimp-like animals eat dead kelp.
D. Fish make their homes in kelp
forests.
Answer: B
Use a historical fiction text,
comparing the events in text and
discussing relationships throughout.
Craft and Structure
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area.
academic language, domain- The student will determine Have students determine meaning of
specific words, key
key vocabulary in a text unknown words using context clues.
vocabulary
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.
chronology, comparison,
cause, effect, problem,
solution
5.RI.4
5.RI.5
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
point of view they represent.
The student will describe Students will use a graphic organizer
organizational structure
to compare elements of text structure.
Determine the point of
view
5.RI.6
Integration of Knowledge and Ideas
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.
text features, print, digital
sources, skim, scan
Explain how an author uses reasons and evidence to support particular points in a text, identifying which
reasons and evidence support which point(s).
reasons, evidence, support, The student will identify
identify, support details
supporting details
Integrate information fromseveral texts on the same topic in order to write or speak about the subject
knowledgeably.
integrate, genre, draw
conclusions
5.RI.7
The student will use
When students prepare for BSSE,
multiple sources to gather have them use multiple sources
information
(laptops, atlas, peers, etc.) to complete
passports
5.RI.8
5.RI.9
The student will draw
conclusions
Using a persuasive text, identify the
evidence the author is using to
support the main idea (or their point
of view).
Create a research-based project, using
multiple text sources based on a
social studies indicator (ex: native
Americans)
Date
Percent
Proficient
Level
(I-V)
Percent Mastery
Level
(I-V)
KCC Bullseye ‐ 5th Grade ELA
Range of Reading and Level of Text Complexity
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.
5.RI.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to
be literate.
cultural, media, literate
Students will be exposed
to engaging and diverse
text that motivates desire
for literacy.
Show student a short clip of the
movie "Shiloh" before reading the
Treasures story, "Shiloh". Students
can then read the novel to gain
interest and desire in on-level text and
media.
Read--both independently and collaboratively-- print, non-print, and multi-modal works proficiently and
critically to be media literate.
media, collaboratively,
Students will not simply
read on-level but be
proficient.
Use TFK to have students read at
grade level and identify various
modalities of media.
5.RL.KS11
5.RL.KS12
Standard
ELA Standards: Reading Foundational Skills (RF)
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World Instructional Example Date
Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
5.RF.3
a. 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.
5.RF.3a
Fluency
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
syllabication patterns, roots The student will use
and affixes, multisyllabic, knowledge of all lettercontext, word analysis.
sound correspondences
Model syllabic breaks in words and
allow students to practice using word
sorts.
fluency, consonant, vowel, Students will read at read- Complete a running record for
syllables, blends, digraphs level fluency with
students using the IRI model.
comprehending the text.
Percent
Proficient
Level
(I-V)
Percent Mastery
Level
(I-V)
KCC Bullseye ‐ 5th Grade ELA
Standard
ELA Standards: Writing (W)
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content &
Process
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
opinion, point of view
The student will write
opinion pieces
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the
writer’s purpose.
introduce, opinion,
organization, structure,
logical, writer's purpose
The student will create an
organizational structure
b. Provide logically ordered reasons that are supported by facts and details.
reasoning, view point
The student will provide
logically ordered reasons
Real World
Instructional
Example
5.W.1
5.W.1a
5.W.1b
c. Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
phrases, clauses, consequently, The student will link
specifically
opnions and reasons
d. Provide a concluding statement or section related to the opinion
presented.
concluding, statement
The student will provide a
concluding statement
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
informative, explanatory,
convey
The student will convey
ideas and information
clearly
a. Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
introduce, observation, focus, The student will introduce
format, illustration, multimediaa topic clearly
b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
facts, definitions, concrete
The student will develop
details, quotations, examples the topic
c. Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
categories, phrases, clauses
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
precise language, domanspecific vocabulary
The student will inform
about or explain a topic
e. Provide a concluding statement or section related to the information or
explanation presented.
concluding, section
The student will provide a
concluding statement
5.W.1c
Write an opinion
on a grade level
topic that shows
mastery of learning
targets
(ex: Should students be
required to wear
uniforms?).
5.W.1d
5.W.2
5.W.2a
5.W.2b
5.W.2c
Write an informative/
explanatory text on
grade appropriate topic
that shows mastery
of the learning topics
(ex: research/write
on a founding father)
using the writing
The student will link ideas process to publish and
within and across
complete the piece.
categories
5.W.2d
5.W.2e
Date
Percent
Proficient
Level
(IV)
Percent
Mastery
Level
(IV)
KCC Bullseye ‐ 5th Grade ELA
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
5.W.3
introduction, organization,
events, sequence, narrarator,
characters,
b. Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
dialouge, character response, The student will use a
description
variety of narrative
(Ex: Daily journal)
techniques to show
responses of characters to
Write a narrative
situations
piece based on
The student will mange the prompt (rooted in
transitional words, phrases,
sequence of events in their personal experience)
clauses
placing emphasis
writing
on word choice.
5.W.3a
5.W.3b
The student will organize a
written piece that will
unfold naturally
a. Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
5.W.3c
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
concrete words and phrases,
sesory details
The student will convey
experiences and events
precisely
e. Provide a conclusion that follows from the narrated experiences or
events.
conclusion
The student will provide a
conclusion to their piece.
Create-both independently and collaboratively- techincal, non-print, digital,
and multi-modal versions of text types and purposes outlined in standards 1
2, and 3.
technical, digital, multi-modal, Students will create a
collaboratively, independently project- independently or
with a group- using
multiple media outlets.
5.W.3d
5.W.3e
5.W.KS11
5.W.4
5.W. KS12
5.W.5
5.W.6
Production and Distribution of Writing
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
Strengthen writing craft- both independently and collaboratively- through a
recursive writing and revision process and the use of common vocabulary o
the six-trait model.
Students will create a
brochure for a colony,
including persuasive,
expository, and
narrative texts.
coherent writing, development, The student will produce
organization, task, purpose,
clear and coherent writing
audience
revision, organization, voice, Students will create a
ideas and content, conventions,written piece using the sixsentence fluency, and word
trait model.
choice
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
plan, revise, edit, rewrite
The student will develop
and strengthen writing
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.
collaborate, key boarding
skills
The student will use
technology to produce and
publish writing
Six-Trait
Writing ProcessUsing a prompt or
project-based
KCC Bullseye ‐ 5th Grade ELA
Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
research, investigation
The student will conduct a Students will research
short research project
colonization during
specific eras
(including texts,
laptops, photographs,
etc.)
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.
paraphrase, summarize
The student will recall
relevant information
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
analysis, reflection, research
The student will draw
evidence from text
a. 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]”).
compare, contrast, character,
setting, details
The student will compare Use a poem (ex: Eraser
and contrast details in the and School Clock) to
text
compare and contrast
characters, settings, and
events.
http://www.doe.mass.e
du/mcas/2008/release/g
5ela.pdf
b. 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]”).
informational text, reasons,
supporting evidence
The student will explain
how an author supports
points in a text
research, reflect, revise
Journal entries,
The student will write
routinely over a variety of research project,
look above,
time frame
darn it!
5.W.7
5.W.8
Students use a graphic
organizer
while reading a passage
to take notes on
relevant information.
They will then use the
GO to create a
summary.
5.W.9
5.W.9a
5.W.9b
5.W.10
Range of Writing
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.
KCC Bullseye ‐ 5th Grade ELA
Standard
5.SL.1
5.SL.1a
ELA Standards: Speaking and Listening (SL)
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World Instructional
Example
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacherled) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
a. 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.
ideas, discussion, prior The student will come to Students will
knowledge
discussions prepared
be prepared
for discussion
(ie: read passage
assigned).
b. Follow agreed-upon rules for discussions and carry out assigned roles.
rules, roles
The student will follow
discussion rules
c. Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
respond, elaborate
The student will pose
Contribute
and respond to questions throughtfully to
discussion in a
given group.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
key ideas, draw
conclusions,
The student will review Draw conclusions
the key ideas expressed based on information
in a discussion
from discussion.
Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
Show a brainpop
summarize, diverse
The student will
media formats, visual, summarize text presented over a given subject.
Have students give
quantitative, oral
in a variety of formats
an oral summary.
Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
summarize, reason,
evidence
The student will
Show students
summarize and explain MLK Speech
claims made by a speaker and have them write a
summary
supporting his points made.
Presentation of Knowledge and Ideas
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 themes; speak clearly at an understandable pace.
opinion, sequence,
logic, main ieas,
themes
The student will report When students
on a topic in a clear and study oceans, have them
understandable manor
present individually on an
ocean animal.
Follow discussion
guidelines.
5.SL.1b
5.SL.1c
5.SL.1d
5.SL.2
5.SL.3
5.SL.4
5.SL.5
5.SL.6
Include multimedia components (e.g., graphics, sound) and visual displays
in presentations when appropriate to enhance the development of main ideas
or themes.
multimedia
The student will include
components, graphics, multimedia components
visuals displays
to enhance the
development of main
ideas or themes
To conclude a unit, have
students create a powerpoint
on information they've
collected/learned.
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (See grade 5 Language standards 1 and 3
on pages 28 and 29 for specific expectations.)
formal english
Provide students with
situation cards and have
them orally respond to a
variety of audiences
regarding the same situation.
The student will use
Formal English when
appropriate
Date
Percent
Proficient
Level
(IV)
Percent
Mastery
Level
(IV)
KCC Bullseye ‐ 5th Grade ELA
Standard
ELA Standards: Language (L)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World
Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
5.L.1
a. Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.
Combine two short
conjunctions, prepositions, The student will explain
interjections
the function of
sentences into one
conjunctions, prepositions, sentence using a
and interjections
conjunction.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked)
verb tenses.
perfect tense
The student will use
perfect verb tenses
Create a "verb search"
having students replace
missing verbs with the
correct tense.
c. Use verb tense to convey various times, sequences, states, and conditions.
verb tense, sequence,
states, conditions
The student will form and
use verb tenses
Give examples of
past, present, and
future tenses of given
verbs.
d. Recognize and correct inappropriate shifts in verb tense.*
verb tense
The student will recognize Practice pages
and correct inappropriate (Esther Morrisshifts in verb tense
Grammar Bk p71-75)
e. Use correlative conjunctions (e.g., either/or, neither/nor).
correlative conjunctions,
either/or, neither/nor
The student will use
correlative conjunctions
Grammar Book
(p14)
a. Use punctuation to separate items in a series.*
punctuation, series
The student will use
correct punctuation
practice using
commas
b. Use a comma to separate an introductory
element from the rest of the sentence
comma, introductory
element
The student will use a
comma to separate to
separate the introduction
from the rest of the
sentence
ex: "Hi, My name…"
5.L.1a
5.L.1b
5.L.1c
5.L.1d
5.L.1e
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
5.L.2
5.L.2a
5.L.2b
Date
Percent
Proficient
Level
(I-V)
Percent
Mastery
Level
(I-V)
KCC Bullseye ‐ 5th Grade ELA
5.L.2c
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?)
tag question, direct address The student will use a
comma to set off tag
questions and indicate
direct address
Students practice
writing dialogue.
d. Use underlining, quotation marks, or italics to indicate titles of works.
quotation marks, italics
The student will properly
indicate titles of works
Use to TFK to identify
text features including
title
e. Spell grade-appropriate words correctly, consulting references as needed.
consulting
The student will spell
grade appropriate words
correctly
Use basal lists provided
to have weekly tests
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
conventions
The student will use
CONSTANT
knowledge of language and MODELING
its conventions
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and
style.
expand, combine, reduce
The student will expand,
combine, and reduce
sentences
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
compare, contrast, dialects, The student will compare Use an excerpt from
registers,
and contrast the varieties of "Shiloh" and an excerpt
English
from "Tuck Everlasting"
to compare the
differences in dialect.
5.L.2d
5.L.2e
5.L.3
5.L.3a
5.L.3b
5.L.4
Vocabulary Acquisition and Use
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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to
the meaning of a word or phrase.
cause, effect, camparisons, The student will use
Use a grade-level
context clues to determine passage
context clues
meaning of words
to find the meaning
of unknown words
using context clues.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).
affixes, roots,
5.L.4a
5.L.4b
Original- "The girl
walked in the room and
everyone looked."
Expanded- "The
beautiful woman with
flowing blonde hair
strutted into the room.
All of the others jaws
dropped as they gawked
at her beauty."
The student will use grade Use grade-level
appropriate Greek and
spelling words
Latin prefixes and roots for
word decoding
KCC Bullseye ‐ 5th Grade ELA
5.L.4c
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation and determine or clarify the precise meaning
of key words and phrases.
dictionary, glossary,
thesaurus, pronunciation
The student will use
reference materials to
determine meanings of
words
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
figurative language,
relationships, nuances
The student will
demonstrate understanding
of language usage
a. Interpret figurative language, including similes and metaphors, in context.
similes, metaphors
The student will interpret
figurative language
Identify similes (slick as
ice) and/or metaphors
(he's a snake!) using a
grade-level passage
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
idioms, adages, proverbs
The student will know the
meaning of common
idioms, adages, and
proverbs
c. Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
synonym, antonym,
homograph
The student will
understand relationships
between words
Students can identify
idioms (Raining cats
and dogs), adages
(That's the way the
cookie crumbles), and
proverbs (Absence
Students can identify
synonyms, antonyms,
and homographs
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other
logical relationships (e.g., however, although, nevertheless, similarly, moreover, in
addition).
signal words and phrases
The student will recognize
and use general academic
vocabulary words that
show logical relationships
5.L.5
5.L.5a
5.L.5b
5.L.5c
5.L.6
Use a Thanksgiving
dictionary search to
have students find
words to determine
pronounciation and
syllables of words.
Students will be
encouraged/modeled to
use appropriate gradelevel vocabulary (ex:
keep a journal with
necessary vocabulary)
KCC Bullseye ‐ 6th Grade ELA
Reading Literature (RL)
Standard
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
I. II. III. IV. V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
textual evidence, explicitly stated
evidence, inferred evidence
The student will locate important
details in uncomplicated passages.
Make simple inferences about how
details are used in passages.
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.
theme, central idea, summary
The student will identify the central
idea or main topic of a straight
forward piece of writing. Determine
relevency when presented with a
variety of sentence level details.
The theme of the story is that sometimes
men can act like fools but really be very
wise. Analyze how this theme is developed
over the course of the story. Use evidence
from the text to support your answer.
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.
unfolds, episodes, characters
respond/change
The student will identify clear
relationships between people, ideas,
and so on in uncomplicated
passages.
Describe how the author develops the plot
using examples from the story. Explain how
Hank's feelings about the wolf change as
the story progresses. Use evidence from the
text to support your answer.
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.
figurative meaning, connotative
meaning, specific word choice
The student will use context to
The following lines are from the poem:…
determine the appropriate meaning Choose an image from these lines and
of some figurative and non-figurative explain what it shows about the speaker's
words, phrases and statement in
experience.
uncomplicated passages.
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.
development of theme, plot and
setting
The student will understand the
overall approach taken by the author
or narrator (e.g., point of view, kinds
of evidence used) in uncomplicated
passages.
Explain how an author develops the point of view of the narrator or speaker in a text.
point of view
The student will understand the
Describe how the author establishes the
overall approach taken by the author point of view of (character). Use evidence
or narrator (e.g., point of view, kinds from the text to support your answer.
of evidence used) in uncomplicated
passages.
6.RL.1
6.RL.2
6.RL.3
Craft and Structure
6.RL.4
6.RL.5
6.RL.6
Integration of Knowledge and Ideas
Compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio,
video or live version of the text, including contrasting what they "see" and "hear" when reading the text to
what they perceive when they listen or watch.
6.RL.7
audio, video, live version of a text The student will use context to
determine the appropriate meaning
of some figurative and nonfigurative
words, phrases, and statements in
uncomplicated passages.
(Not applicable to literature).
6.RL.8
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and
fantasy stories) in terms of their approaches to similar themes and topics.
6.RL.9
genre, compare and contrast,
approach to theme/themes
The student will understand the
overall approach taken by an author
or narrator (e.g. point of view, kinds
of evidence used) in uncomplicated
passages.
Share a video…Analyze how the
multimedia elements (sounds, colors, etc.)
contributes to the meaning and tone of the
story.
Date
Percent
Proficient
Level
V
I- Percent
Mastery
Level
I-V
KCC Bullseye ‐ 6th Grade ELA
Range of Reading and Level of Text Complexity
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.
text complexity band, scaffolding
6.RL.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be
literate.
6.RI.KS11
Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and
critically to be media literate.
6.RI.KS12
Standard
ELA Standards: Reading Informational Text (RI)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
21
6.RI.2
I. II. III. IV. V.
Vocabulary Student Essentials
Big Idea Content & Process
Textual evidence, inferences drawn The student will locate important
from text
details in uncomplicated passages.
Make simple inferences about how
details are used in passages.
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.
central idea, summary
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.
key individual, event, idea
6.RI.3
Real World Instructional Example
Explain why…use evidence from the text.
The student will identify the central Analyze how details develop a central idea.
idea or main topic of a
Use evidence from the text to support your
straightforward piece of writing.
answer.
Determine relevancy when presented
with a variety of sentence-level
details.
The student will identify clear cause- Explain how _____ led to ______. Use
effect relationships in uncomplicated evidence from the text to support your
answer.
passages.
Craft and Structure
6.RI.4
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone).
figurative, connotative, technical
meanings
The student will use context to
determine the meaning of figurative
and nonfigurative words, phrases,
and statements in uncomplicated
passages.
Explain what the author means when she
says the slamming doors symbolized the
closing of the door of life. Use evidence
from the text to support your answer.
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
structure of texts, development of
ideas
The student will understand the
overall approach taken by the author
or narrator. (e.g., point of view,
kinds of evidence used) in
uncomplicated passages.
Describe the organization of the text.
Explain why the author chose to use
headings. Use evidence from the text to
support your answer.
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.
author's point-of-view, author's
purpose
The student will understand the
overall approach taken by the author
or narrator. (e.g., point of view,
kinds of evidence used) in
uncomplicated passages.
Compare and contrast the points of view of
the authors in providing information on
William Wegman. Use evidence from the
text to support your answer.
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
different media formats, visually,
quantitatively
The student will draw simple
generalizations and conclusions
using details that support the main
points of more challenging passages.
Use DVD and text versions of a biography.
Compare and contrast the stories. Point out
which details are emphasized in each
version. Evaluate which version unfolds a
clearer account of his/her life. Use evidence
from the text to support your answer.
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.
argument, claims
The student will determine relevancy Identify the opinions the author concludes
using facts from the text. Determine if the
when presented with a variety of
opinion of the author has been justified
sentence-level details.
using examples from the story.
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).
presentation of events
The student will identify clear cause- Explain how two or more characters'
effect relationships between people, attitudes differ at the beginning of the story.
Describe how reading one text helped in
ideas and so on in uncomplicated
understanding a related text. Use evidence
passages.
from the texts to support your answer.
6.RI.5
6.RI.6
Integration of Knowledge and Ideas
6.RI.7
6.RI.8
6.RI.9
Date
Percent
Proficient
Level
V
I- Percent
Mastery
Level
I-V
KCC Bullseye ‐ 6th Grade ELA
Range of Reading and Level of Text Complexity
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.
6.RI.10
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be
literate.
6.RI.KS11
Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and
critically to be media literate.
6.RI.KS12
text complexity band, comprehend,
proficiency
KCC Bullseye ‐ 6th Grade ELA
Standard
Writing (W)
I.
II.
III.
IV.
V.
Vocabulary Student Essentials Big Idea Content & Process Real World Instructional Example
Text Types and Purposes
Write arguments to support claims with clear reasons and relevant
evidence.
6.W.1
a. Introduce claim(s) and organize the reasons and evidence clearly.
arguments, support, relevant
evidence, organize
The student will show
Write an editorial for your school
understanding of the
newspaper clearly stating your
persuasive purpose of the task thoughts and position on an issue.
by taking a position on the
Think of some possible concerns and
issue in the prompt.
counter-arguments that might arise
from those who have a differing
opinion and address them.
b. Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
arguments, support, relevant
evidence, credible sources
The student will use credible Students can look at a website or
sources to demonstrate an
URL and determine several
understanding of the topic or important pieces of information.
text.
c. Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons.
arguments, support, relevent
evidence, relationships among
claims, relationships among
reasons
The student will use words, Teach students common transitional
phrases and clauses to clarify words that can be used to cue readers
th erelationships among
in a given way.
claims and reasons.
d. Establish and maintain a formal style.
arguments, support, relevant
evidence formal style
The student will establish and The way we write in academic and
maintain a formal style in
scientific settings differs greatly from
their writing.
the way we write to a friend or close
one. The tone, vocabulary, and
syntax, all change as the occasion
changes.
e. Provide a concluding statement or section that follows from the
argument presented.
arguments, support, relevant
evidence, concluding
statements or section
The student will provide a
concluding statement.
6.W.1a
6.W.1b
6.W.1c
6.W.1d
6.W.1e
6.W.2
6.W.2a
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and informationthrough the selection,
organization, and analysisof relevant content
a. Introduce a topic; organize ideas, concepts,and information, using
strategies such as definition, classification, comparison/contrast,and
cause/effect; include formatting (e.g.,headings), graphics (e.g., charts,
tables),and multimedia when useful to aidingcomprehension.
informative/explanatory text, The student will introduce a
examine, relevant content, use topic, organize ideas, use
strategies, formatting
strategies including
formatting, graphics, and
multimedia to aid
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
informative/explanatory text, The student will develop the Teach strategies for developing
examine, relevant content, use topic with relevant facts,
paragraphs.
strategies, develop the topic
definitions, concrete details,
quotations, and other
information or examples.
c. Use appropriate transitions to clarify the relationships among ideas and
concepts.
informative/explanatory text,
examine, relevant content,
appropriate transitions, clarify
relationships
6.W.2b
6.W.2c
Teach students specific strategies for
closing.
The student will use
appropriate transitions to
clarify relationships among
ideas and concepts.
Write an article for the newspaper in
which you report on the current
acceptable fads at your school.
Include information on which fads
were popular last year but are no
longer "in."
Teach common transitional words
that can be used to cue readers in a
given way.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ 6th Grade ELA
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
informative/explanatory text,
examine, relevant content,
precise language, domain
specific language
The student will use precise Limit the use of adjectives and
language and domain specific adverbs.
vocabulary to inform or
explain the topic.
e. Establish and maintain a formal style.
informative/explanatory text,
examine, relevant content,
formal style
The student will establish and Examples of formal writing
maintain a formal style in
assignments include: articles,
their writing.
reviews, proposals, abstracts,
editorials, letters
f. Provide a concluding statement or section that follows from the
information or explanation presented
informative/explanatory text,
examine, relevant content,
concluding statement or
section
The student will provide a
Teach students strategies to avoid
concluding statement or
when concluding.
section that follows from the
information or explanation
presented.
6.W.2d
6.W.2e
6.W.2f
6.W.3
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
narrative, effective techniques, The student will engage and
orient reader by establishing
relevent, descriptive details,
context, introducing narrator
well-structured event
and characters. Organize an
sequences, engage, orient
event sequence that unfolds
reader, establish context,
introduce narrator or characters naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
narrative; effective techniques;
relevent, descriptive details;
well-structured event
sequences; narrative
techniques
The student will use narrative
techniques,such as dialogue,
pacing, and description, to
develop experiences, events,
and/or characters.
A transcription of a conversation
would be completely boring to read.
Edit out the filler words and
unessential dialogue--that is, the
dialogue that doesn't contribute to the
plot in some way.
c. Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.
narrative; effective techniques;
relevent; descriptive details;
well-structured event
sequences; transition words,
phrases, and clauses; time
frame or setting
The student will use a variety
of transition words, phrases,
and clauses to convey
sequence and signal shifts
from one time frame or
setting to another.
First, provide students a sentence
without a transition. Add transitional
words and phrases to the sentence to
demonstrate the kind of logical
relationship you want to convey.
6.W.3a
6.W.3b
6.W.3c
Choose one skill that you've learned
or mastered. Write about what that
skill was and what steps you needed
to take in order to learn this skill. Be
sure to tell your readers where you
were, who helped you, and how you
felt while you were working on
acquiring this new skill.
KCC Bullseye ‐ 6th Grade ELA
d. Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
narrative; effective techniques;
relevant, descriptive details;
well-structured event
sequences; precise; sensory
language; convey experiences
or events
The student will use precise
words and phrases, relevant
descriptive details, and
sensory language to convey
experiences and events
Show adequate use of language to
communicate by using precise nouns
in well-structured sentences.
e. Provide a conclusion that follows from the narrated experiences or
events.
narrative; effective techniques;
relevant, descriptive details;
well-structured event
sequences; conclusion
The students will provide a
conclusion that follows from
the narrated experiences or
events.
Provide sample narratives
demonstrating specific strategies
used to write closing. For example,
in the sample provided on the note
page, the writer returns to the
introductory paragraph to make a
lasting connection with the reader.
clear/coherent writing
The student will produce clear Produce clear and coherent writing
and coherent writing.
appropriate to task, purpose, and
audience.
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. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 6 on page
52.)
strengthen writing, new
approach
The student will develop and Develop and strengthen writing by
strengthen writing.
planning, revising, editing, rewriting,
or trying an new approach with
guidance from adults and peers.
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.
produce/publish writing;
interact;collaborate;
keyboarding skills
The student will use
technology to produce and
publish writing.
6.W.3d
6.W.3e
6.W.4
6.W.5
6.W.6
Production and Distribution of Writing
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3
above.)
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
short research projects, refocus The student will conduct a
inquiry, refocus-restate the
short research project to
question as needed, question answer a question.
Write an informational article that
compares the Culture of South Africa
to that of your school.
print and digital sources,
credibility, quote/paraphrase
data and conclusions, avoid
plagiarism, bibliographic
information
The student will gather
relevant information from
multiple print and digital
sources.
Research the following topic: Should
the United States rely on alternative
energy sources instead of fossil fuels?
a. 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”).
support analysis, support
reflection, support research
The student will draw
evidence from literary or
information texts to support
analysis, relfection, and
research.
Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
b. 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”)
information sources, literary
non-fiction
The student will 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.
Select an article for students to read.
Based on information from the
article, should good sportsmanship
be taught in school? Support your
answer with evidence.
write routinely, extended and
shorter time frames
Write routinely over extended Generate various writing samples to
include: entrance/exti slips, on
time frames.
demand prompts, open response
questions, essays, reports, interactive
content notebooks.
6.W.7
6.W.8
Essays should be typed, doublespaced on standard-sized paper with
1" margins on all sides. You should
use 10-12pt. Times New roman font
or a similar font.
Gather relevant information from multiple printand 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.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
6.W.9
6.W.9a
6.W.9b
Range of Writing
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
6.W.10
KCC Bullseye ‐ 6th Grade ELA
Standard
6.SL.1
Vocabulary
Big Idea Content Real World
Student Essentials
& Process
Instructional Example
a. 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.
collaborative
discussions,
explicitly draw,
referring to
evidence, probe
and reflect
The student will
use class
discussion to
connect the world
of the novel with
his/her own
experiences.
Following class
discussion over a novel,
student respond to ideas
raised by classmates
and then rethink their
understanding based on
those comments.
b. Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
collaborative
discussions,
collegial
discussions,
multiple
perspectives
The student will
interact
appropriately in
group setting.
Participate fully by
actively listening,
speaking from own
experiences, and
respectfully challenging
the views of another
without having to agree.
c. Pose and respond to specific questions with elaboration and detail
by making comments that contribute to the topic, text, or issue under
discussion.
collaborative
discussions, probe
and reflect on
ideas, collegial
discussions,
multiple
perspectives
The student will
react to major
themes in the text
and discuss in a
group setting.
Identify important
aspects of an assigned
texts and develop
questions.
d. Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
collaborative
discussions, probe
and reflect on
ideas, collegial
discussions,
multiple
perspectives
The student will Prepare a brief
demonstrate
summary of the day's
understanding of reading.
key ideas through
paraphrasing and
summarizing.
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
diverse media,
The student will
diverse formate,
interpret and
contribute to issue explain
information
presented in a
diverse format.
Watch President
Obama's speech to
American students.
Explain the President's
message and how the
information he presents
clarifies his message.
Delineate a speaker’s argument and specific claims, distinguishing
claims that are supported by reasons and evidence from claims that
are not.
delineate claims, The student will
interpret, evidence distinguish among
claims by reason
and evidence of a
speaker's
argument.
After listening to a
speech, students explain
what the point the
speaker is making and
describe the evidence
that supports the claim.
Speaking and Listening (SL)
II.
III.
IV.
V.
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacherled) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
6.SL.1a
6.SL.1b
6.SL.1c
6.SL.1d
6.SL.2
6.SL.3
I.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ 6th Grade ELA
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideaslogically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
sequencing ideas, The students will
pertinent
verbally present a
descriptions, facts, speech.
details, appropriate
eye contact,
adequate volume,
clear pronunciation
Create a speech using
the following website
http://speeches.com/spe
eches/577/Menu/d/spee
ch5777.aspx
Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
multimedia
The student will
components, visual create digital
displays
media or visual
display to
accompany a
presentation.
Using an IPAD app,
students will create a
visually enhanced
presentation.
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate. (See
grade 6 Language standards 1 and 3 on page 52 for specific
expectations.)
formal English,
adapt speech
6.SL.4
6.SL.5
6.SL.6
The student will Create a speech
use formal English demonstrating
to adapt speech to command of formal
a variety of
English when
contexts and
appropriate.
tasks.
KCC Bullseye ‐ 6th Grade ELA
Standard
Language (L)
I.
II.
III. IV. V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Real World
Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
6.L.1
a. Ensure that pronouns are in the proper case (subjective, objective,
possessive).
6.L.1a
b. Use intensive pronouns (e.g., myself, ourselves).
6.L.1b
c. Recognize and correct inappropriate shifts in pronoun number and
person.*
6.L.1c
pronouns,
subjective
pronouns,
objective
pronoun,
possessive
pronoun
pronouns,
subjective
pronouns,
objective
pronoun,
possessive
pronoun
inapproriate
shifts, pronoun
number and
person
The student will
Use the following
ensure that pronouns website for practice of
are in the proper case standard English
(subjective, objective, grammar.
possessive)
The student will use
intensive pronouns
when writing or
speaking.
The students will
recognize and correct
inappropriate shifts.
d. Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*
vague pronouns The student will
ambiguous
recognize and correct
pronouns
vague pronouns.
e. Recognize variations from standard English in their own and others’
writing and speaking, and identify and use strategies to improve
expression in conventional language.*
standard English The student will
recognize variations
from standard
English in their own
and others' writing.
6.L.1d
6.L.1e
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
6.L.2
Http://www.internet4classro
oms.com/skill_builders/noun
s_pronouns_language_arts_e
ighth_8th_grade.htm Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ 6th Grade ELA
a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
6.L.2a
commas,
parentheses,
nonrestrictive
elements,
parenthetical
elements
b. Spell correctly.
The student will use Write frequently and
punctuation correctly. use correct punctuation.
The student will spell Write frequently and
correctly.
use correct spelling.
6.L.2b
*Skills marked with an asterisk (*) in Language standards 1–3, are
particularly likely to require continued attention in higher grades as they
are applied to increasingly sophisticated writing and speaking.
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
6.L.3
a. Vary sentence patterns for meaning, reader/ listener interest, and style.*
sentence
patterns, style,
tone
The student will vary Have students write
sentence patterns.
using combination of a
variety of sentence
types. (Simple,
complex, compound,
compound-complex)
b. Maintain consistency in style and tone.*
sentence
patterns, style,
tone
Assign writing
The student will
maintain consistency exercises with varying
scenarios for students to
in style and tone.
practice maintaining
consistency in style and
tone.
6.L.3a
6.L.3b
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies.
6.L.4
a. Use context (e.g., the overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
6.L.4a
b. Use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., audience, auditory, audible).
6.L.4b
Use context to
determine appropriate
meaning of some
figurative and
nonfigurative words,
phrases, and statements
in uncomplicated
Greek or Latin The student will use The word malnourished
is made from adding the
affixes, Greek or Greek and Latin
affixes and roots to Latin word mal to the
Latin roots
determine meaning of word nourished. The
Latin word mal most
a word.
nearly means_______.
context, multiple The student will
meaning words context clues to
determine meaning.
KCC Bullseye ‐ 6th Grade ELA
Read a dictionary entry
and choose the best
definition of a word
used in sentence from
multiple definitions.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
reference
materials,
pronunciation,
precise meaning,
part of speech
The student will use
reference materials to
determine
pronunciation,
meaning and part of
speech.
d. 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).
verify,
preliminary
determination
Based on context clues,
The student will
verify the preliminary define the meaning of a
meaning of a word or word. Then read the
dictionary entry and
phrase.
choose the closest
meaning of a word.
6.L.4c
6.L.4d
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
6.L.5
a. Interpret figures of speech (e.g., personification) in context.
The student will
figurative
language, word interpret figures of
speech in context.
relationships,
figures of
speech, nuances
b. Use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the words.
figurative
language, word
relationships,
figures of
speech, nuances
The student will use
relationships between
particular words to
better understand
each of the words.
Use the word or phrase
most consistent with the
style and tone of a fairly
straightforward essay.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).
figurative
language, word
relationships,
figures of
speech,
denotations/conn
otations
academic
vocabulary,
domain specific
vocabulary
The student will
distinguish among
the connotations of
words with similar
denotations.
Use the word or phrase
most consistent with the
style and tone of a fairly
straightforward essay.
6.L.5a
6.L.5b
6.L.5c
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
6.L.6
Use the word or phrase
most consistent with the
style and tone of a fairly
straightforward essay.
The student will use Be able to use words as
defined in a grade level
grade appropriate,
glossary.
general academic
words and phrases.
KCC ‐ 7th Grade ELA
Reading
ELA Standards: Reading Literature (RL)
Standard
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
12.7.11
Real World Instructional Example
7.RL.1
Key Ideas and Details
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
explicitly stated evidence textual
evidence, analyze, inference
The student will draw conclusions and
Student selects quote or statement from the text
make inferences using evidence the text. illustrates how it supports the meaning of the
text.
7.RL.2
Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text.
theme, central idea, opinion,
objective, summary
The student will be able to determine the Creative alternative title that demonstrates the
theme, central idea, and summarize text. theme and compose a story/book cover review
of the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).
story, drama elements, interact
7.RL.3
The student will analyze how the
elements of the story or drama interact.
Students change the setting of the story and
explain how that would change the other
elements of the story.
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.
Impact, figurative language, literal The student will determine the meaning
language, denotative meaning,
of words and phrases in a text.
connotative meaning
Analyze and illustrate song lyrics of choice.
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
form/structure, drama, poem
The students will analyze the structure of Match poem to appropriate structure or form.
text in a drama or poem
(ie…poetry memory game.)
Analyze how an author develops and contrasts the points of view of different characters or narrators in a
text.
point of view, first person, third
person limited, third person
omniscient
The student will analyze how the author Write a journal from the character's point of
uses point of view to develop characters view through out the story.
and narrators in a text.
compare, contrast, medium
The students will evaluate diverse media Using a Venn Diagram the students compare
and formats and their techniques used in and contrast the movie version of a story to the
texts.
written version.
Craft and Structure
7.RL.4
7.RL.5
7.RL.6
Integration of Knowledge and Ideas
7.RL.7
7.RL.8
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).
(Not applicable to literature)
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.
historical fiction, compare, contrast The students will compare/contrast a
Read a newspaper article from history and a
fiction and historical account of the same story from the same time period and create a
time period and understand how authors GO represent the similarties and differences.
use history.
7.RL.9
7.RL.10
Standard
Range of Reading and Level of Text Complexity
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.
ELA Standards: Reading Informational Text (RI)
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional Example
7.RI.1
Key Ideas and Details
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine two or more central ideas in a text and analyze their development over the course of the text;
provide an objective summary of thetext.
central idea, summary, objective
7.RI.2
The students will determine the theme,
central idea, and summarize the text.
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).
interaction, infer
The students will analyze the interactions Read an account of a historical figure and create
between individuals,events, and ideas in a a facebook profile.
text.
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.
figurative, literal, denotative,
conotative, tecchnical, tone, mood
The students will interpret meanings of
words or phrases in a text.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the
whole and to the development of the ideas.
organization structure
The students will analyze the organization Using SQ3R the students create a summary of a
structure of the text and effects the bigger chapter of their science book.
meaning.
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.
point of view, purpose, position
The students will analyze the author's
purpose and point of view effects the
meaning of the text.
multimedia, medium, format,
compare, contrast
The students will evaluate diverse media Read an article about a current event and watch
and formats and their techniques used in a news video about the same event and evaluate
texts.
the similarities and differences in the portrayal
of the subject.
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.
argument, credibility, claim, fact,
opinion, relevant, suffcient
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.
point of view, evidence, compare,
contrast, interpretation
The students will evaluate arguments and
claims in a text and determine the
validity.
The students will analyze multi authors
purposes and points of view and how that
effects the meaning of the text.
7.RI.3
textual evidence, analyze, inference, The students will draw conclusions and Using a current newspaper article to draw a
explicity
make inferences using evidence from the conclusion or make an inference about what
text.
really happened.
Read a newspaper article and write a Tweet
(140 characters) summarizing the central ideas.
Craft and Structure
7.RI.4
7.RI.5
7.RI.6
Read a techinical manuel for electronic device
and create word maps for unknown words.
Read 2 articles related to a current controversial
issue and determine the difference in point of
view to convey their purpose for writing.
Integration of Knowledge and Ideas
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
7.RI.7
7.RI.8
7.RI.9
Range of Reading and Level of Text Complexity
7.RI.10
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.
reading, strategy, comprehension
Participate in a class debate about a relevant
topic and support claims with logical and sound
evidence.
Read 2 similar articles by to different authors
related to a current controversial issue and
determine the difference in point of view to
convey their purpose for writing.
Date
Percent Proficient
Level I-V
Percent Mastery
Level I-V
KCC ‐ 7th Grade ELA
Writing
Standard
ELA Standards: Writing (W)
Vocabulary Student Essentials
I.
II.
III.
IV.
Big Idea Content & Process
V.
12.7.11
Real World Instructional
Example
Text Types and Purposes
Write arguments to support claims with clear reasons and relevant evidence.
7.W.1
a. Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
claim, evidence, argument,
alternate, opposting
The students will introduce claims
and organize supporting evidence.
Write an opening statement for a
debate over a controversial issue.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or
text.
claim, evidence, source, logical
reasoning, relevant, credible
The students will incorporate
supporting evidence and cite
credible, relevant sources.
Support their opening statement
with research based evidence and
incorportate them into their written
debate arguments.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
argument, evidence,
transition/cohesive, clarify,
relationship
The students will use specific word Edit and incorporate relevant terms
choice that is cohesive and clarifying and transitional words into their
to their argument or claim.
written debate arguements
d. Establish and maintain a formal style.
formal style, maintain
The students will write in a formal
style.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
conclusion
The students will write a conclusion Write a closing argument and
to restate and support their original restate their opinion.
claim.
7.W.1a
7.W.1b
7.W.1c
Highlight and edit word choice and
style in written debate argument.
7.W.1d
7.W.1e
7.W.2
Write a how-to speech.
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis o
relevant content.
Introduction, preview, concepts,
classification, organizational
structures, compare/contrast,
cause/effect, format, graphics
The student will create an outline of Compose an organized outline over
their ideas and compose an
a how-to topic and create an
introduction that includes a thesis
introduction of their topic of choice.
statement.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
relevant, concrete, quotations
The student will compose an
Compose a body for their how-to
informative/explanatory body using speech.
strong details and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
transitions, cohesion, clarify,
concepts
The students will use appropriate
Edit and incorporate transitiosn into
transistions and word choice for their how-to speech.
informative/explanatory body.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
precise language, domain-specific, The students will use topic relate
Edit speech for vocabulary and
word choice
vocabulary and language to explain topic specific language.
the topic.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/ effect; include formatting (e.g., headings),
7.W.2a
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
7.W.2b
7.W.2c
7.W.2d
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC ‐ 7th Grade ELA
Writing
12.7.11
e. Establish and maintain a formal style.
writing styles (formal style,
informal style)
The students will write in a formal
style.
Edit speech for style.
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented.
conclusion, support
The students will write a conclusion Compose a conclusion to their howfor their informative/explanatory
to speech
text.
7.W.2e
7.W.2f
7.W.3
7.W.3a
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
Create their own myth
engage, hook, context, point of
The students compose a introduction Write an introduction that includes
view, narrator, sequence of events, that engages the reader and
a hook and introduces story
logical, plot
introduces story elements.
elements for a myth/fairy tale.
KCC ‐ 7th Grade ELA
Writing
12.7.11
b. Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
narrative techniques, dialogue,
pacing, description
The students will incorporate
Write vivid character descriptions
narrative techniques throughout the with dialogue.
story.
c. Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another.
transitions, sequence
The students will write in a logical
sequence and use appropriate
transitions.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
precise, relevant, descriptive,
sensory language
The students will write with precise Edit and incorporate vivid imagery
and relevant evocabulary and
within their story.
incorporate sensory language that is
descriptive and vivd.
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.
conclusion
The students will compose a
conclusions that reflecting on the
events of the story.
coherent writing, purpose,
audience, writing style
The students will produce clear,
Respond to a writing prompt
coherent, and appropriate writing for
the task assigned.
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. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 7 on page 52.)
develop, planning, revising,
editing, rewriting
The students will practice the entire Write a letter and edit a letter to an
writing process.
author of their choice and particpate
in peer editing.
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.
cite sources, collaborate, publish, The students will incorporate
credible websites
technology as sources, to publish
and to collaborate when writing.
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further
research and investigation.
research, central question, source, The students will research and find Create a tesearch paper on a topic
investigation
credible sources.
of their choice.
7.W.3b
7.W.3c
7.W.3d
7.W.3e
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
Edit the story so that it follows
specific or logical seqence using
transition words.
Compose a logical and reflective
ending with a moral or lesson.
7.W.4
7.W.5
Write and publish a blog post.
7.W.6
7.W.7
print sources, credibility,
plagiarism, paraphrase
The students will research and
paraphrase relevant quotations and
avoid plagarism.
Include research and citations in
research paper.
a. 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
7.W.9a the same period as a means of understanding how authors of fiction use or
alter history”).
analyze, reflection, textual
evidence, fiction
The students will draw evidence
from literary texts to support
thoughts or claims.
Reflect on assigned reading or
characters within a novel.
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and
evaluate the argument and specific claims in a text, assessing whether the
7.W.9b reasoning is soundand the evidence is relevant and sufficient to support the
claims”).
non-fiction, analyze, research,
reflection
The students will draw evidence
from informational text to support
thoughts or claims.
Respond to others arguments within
class debate.
7.W.8
Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7.W.9
Range of Writing
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
7.W.10
of discipline-specific tasks, purposes, and audiences.
writing format, writing style, tast, The students will write in various
purpose audience
types of genres of writing.
Research papers, debate, how-to
speech, myths, stories, letters
KCC ‐ 7th Grade ELA
Speaking and Listening
Standard
ELA Standards: Speaking and Listening (SL)
I.
7.SL.1
II.
III. IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
12.7.11
Real World Instructional
Example
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one
on-one, in groups, and teacherled) with diverse partners on
grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by
7.SL.1a referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
explicit, researched
material
The student will be able Use sticky notes to mark
to particpate in
important details within text.
discussions about
novels.
b. Follow rules for collegial discussions, track progress
toward specific goals and deadlines,and define individual role
7.SL.1b as needed.
collegial, collaborate
The students will follow The students create their own
set procedures for class set of class norms for class
discussions.
discussions.
c. Pose questions that elicit elaboration and respond to
others’ questions and comments with relevant observations
7.SL.1c and ideas that bring the discussion back on topic as needed.
elaborate, relevant
observations
The students will pose Parking lot activity (where
discussion questions and students post questions that
respond effectively
they think of during the
lesson.)
d. Acknowledge new information expressed by others and,
when warranted, modify their own views.
acknowledge,
warrented, modify
The student will
acknowledge and
respond to opinions
from others.
Participate in peer editing
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.
main idea, supporting
detail, diverse media,
quantitatively
The students present
main ideas.
Present how-to speech
Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the relevance
and sufficiency of the evidence.
delineate, argument,
claim, fact, opinion,
credibility
The students analyze
others arguments.
Small group discussion
following class procedures for
discussion.
Presentation of Knowledge and Ideas
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.
salient, claim, finding, The students present
pertinent, sequence
arguments using
appropriate speaking
techniques.
Students evaluate each other
using a speech rubric and give
constructive criticism.
7.SL.1d
7.SL.2
7.SL.3
7.SL.4
7.SL.5
7.SL.6
Students use a video add to
The students will
incorporate visual
their speech presentation.
elements into presenting.
Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points.
media component,
salient, clarification
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate. (See grade 7 Language standards 1 and 3 on
page 52 for specific expectations.)
adapt, formal, informal The student will adapt
presentation for oral
speaking.
Present a Smart Board
Presentation.
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC ‐ 7th Grade ELA
Language
ELA Standards: Language (L)
Standard
Vocabulary Student Essentials
I.
7.L.1
7.L.1a
7.L.1b
7.L.1c
7.L.2
7.L.2a
II.
III.
IV.
12.7.11
Big Idea Content & Process
V.
Real World
Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in
specific sentences.
phrase, clause
The student will understand Identify errors in a short
the correct use of phrases and sentence. (BW)
clauses.
b. Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas.
simple, compound-complex,
compound, complex sentence
structure.
The student will identify
sentence types.
Classify a type of
sentence in BW.
c. Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
misplaced modifier, dangling
modifier
The student will place
modifiers correctly in
sentence.
Identify errors and
correct short sentences in
BW.
coordinate adjectives, noncoordinate adjectives
The student will correctly use Correctly writes
commas to separate coordinate character descriptions
adjectives.
using commas.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
7.L.2b
The student will edit for
spelling.
Uses spell check and
edits work.
The students will use
appropriate vocabulary and
word choice for writing.
Enhance vocabulary
through editing.
*Skills marked with an asterisk (*) in Language standards 1–3, are particularly
likely to require continued attention in higher grades as they are applied to
increasingly sophisticated writing and speaking
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
7.L.3
a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.*
precise, concise, wordiness,
redundancy
7.L.3a
7.L.4
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of
strategies.
7.L.4a
a. 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.
context clues, multiple meanings The students will use context Read short sentences and
clues to find meaning of word determine word meaning
through context.
or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose, rebel).
affixes, roots
The students will use Greek or Read short sentences and
Latin affixes and roots to
determine word meaning
determine meaning of word. from affixes and roots
knowledge.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning or its part of speech.
reference materials, precise
meaning, parts of speech
The students will utilize
reference materials
d. 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).
Predict unknown
verify, preliminary, word meaning The student will make
predictions or inferences about vocabulary in their own
novels.
vocabulary.
7.L.4b
7.L.4c
7.L.4d
conduct library research
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC ‐ 7th Grade ELA
Language
7.L.5
12.7.11
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in
context.
figures of speech
The students will interpret
figures of speech.
Discuss figures of speech
within fairy tales and
myths.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy)
to better understand each of the words.
synonym, antonym, analogy
The students will use word
relationships to make
inferences about unknown
words.
Present ideas to add to
the word wall.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
connotation, denotation
7.L.5c
The students distinguish
between connotative and
denotative words.
Create word maps of
possible meanings.
7.L.6
Acquire and use accurately grade-appropriate general academic and domain-specifi
words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
general academic words, domain The students will utilize grade
spcific words
specific academic vocabulary.
7.L.5a
7.L.5b
KCC Bullseye ‐ Advanced 7th Grade ELA
Standard
Vocabulary Student
Reading Literature (RL)
I.
Key Ideas and Details
Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
II.
III.
IV.
V.
Essentials
Big Idea Content & Process
Real World Instructional
Example
explicitly stated evidence The student will draw conclusions Student selects quote or
textual evidence, analyze, and make inferences using
statement from the text
inference
evidence the text.
illustrates how it supports the
meaning of the text.
7.RL.1
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.
theme, central idea,
opinion, objective,
summary
Creative alternative title that
The student will be able to
determine the theme, central idea, demonstrates the theme and
compose a story/book cover
and summarize text.
review of the text.
Analyze how particular elements of a story or drama interact (e.g.,
how setting shapes the characters or plot).
story, drama elements,
interact
The student will analyze how the
elements of the story or drama
interact.
Students change the setting of
the story and explain how that
would change the other
elements of the story.
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.
Impact, figurative
language, literal
language, denotative
meaning, connotative
meaning
The student will determine the
meaning of words and phrases in
a text.
Analyze and illustrate song
lyrics of choice.
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy,
sonnet) contributes to its meaning.
form/structure, drama,
poem
The students will analyze the
structure of text in a drama or
poem
Match poem to appropriate
structure or form. (ie…poetry
memory game.)
Analyze how an author develops and contrasts the points of view of
different characters or narrators in a text.
point of view, first
person, third person
limited, third person
omniscient
The student will analyze how the Write a journal from the
author uses point of view to
character's point of view
develop characters and narrators in through out the story.
a text.
compare, contrast,
medium
The students will evaluate diverse Using a Venn Diagram the
media and formats and their
students compare and contrast
techniques used in texts.
the movie version of a story to
the written version.
historical fiction,
compare, contrast
The students will compare/contrast
a fiction and historical account of
the same time period and
understand how authors use
history.
7.RL.2
7.RL.3
Craft and Structure
7.RL.4
7.RL.5
7.RL.6
Integration of Knowledge and Ideas
7.RL.7
7.RL.8
7.RL.9
7.RL.10
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).
(Not applicable to literature)
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.
Range of Reading and Level of Text Complexity
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.
Encounter a diverse range of engaging and culturally sensitive text
and media that motivate the desire to be literate.
7.RL.KS11
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
7.RL.KS12
Read a newspaper article from
history and a story from the
same time period and create a
GO represent the similarties
and differences.
Date
Percent
Proficient
Level
I-V
Percent Mastery
Level
I-V
KCC Bullseye ‐ Advanced 7th Grade ELA
Standard
Reading Informational Text (RI)
Key Ideas and Details
Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
7.RI.1
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional
Example
textual evidence, analyze, The students will draw conclusions Using a current newspaper
inference, explicity
and make inferences using
article to draw a conclusion or
evidence from the text.
make an inference about what
really happened.
7.RI.2
Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary
of thetext.
central idea, summary,
objective
The students will determine the
theme, central idea, and
summarize the text.
Read a newspaper article and
write a Tweet (140 characters)
summarizing the central ideas.
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).
interaction, infer
7.RI.3
The students will analyze the
interactions between
individuals,events, and ideas in a
text.
Read an account of a historical
figure and create a facebook
profile.
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.
figurative, literal,
denotative, conotative,
tecchnical, tone, mood
The students will interpret
Read a techinical manuel for
meanings of words or phrases in a electronic device and create
text.
word maps for unknown
words.
Analyze the structure an author uses to organize a text, including how
the major sections contribute to the whole and to the development of
the ideas.
organization structure
The students will analyze the
organization structure of the text
and effects the bigger meaning.
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.
point of view, purpose,
position
Read 2 articles related to a
The students will analyze the
author's purpose and point of view current controversial issue and
effects the meaning of the text.
determine the difference in
point of view to convey their
purpose for writing.
Craft and Structure
7.RI.4
7.RI.5
7.RI.6
Using SQ3R the students
create a summary of a chapter
of their science book.
Integration of Knowledge and Ideas
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).
The students will evaluate diverse Read an article about a current
multimedia, medium,
format, compare, contrast media and formats and their
event and watch a news video
techniques used in texts.
about the same event and
evaluate the similarities and
differences in the portrayal of
the subject.
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.
argument, credibility,
claim, fact, opinion,
relevant, suffcient
The students will evaluate
Participate in a class debate
arguments and claims in a text and about a relevant topic and
determine the validity.
support claims with logical and
sound evidence.
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.
point of view, evidence,
compare, contrast,
interpretation
The students will analyze multi
authors purposes and points of
view and how that effects the
meaning of the text.
7.RI.7
7.RI.8
7.RI.9
Range of Reading and Level of Text Complexity
7.RI.10
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.
Encounter a diverse range of engaging and culturally sensitive text
and media that motivate the desire to be literate.
7.RI.KS11
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
7.RI.KS12
reading, strategy,
comprehension
Read 2 similar articles by to
different authors related to a
current controversial issue and
determine the difference in
point of view to convey their
purpose for writing.
KCC Bullseye ‐ Advanced 7th Grade ELA
Standard
Writing (W)
Vocabulary Student Essentials Big Idea Content & Process
I.
II.
III.
IV.
V.
Real World Instructional
Example
Text Types and Purposes
Write arguments to support claims with clear reasons and
relevant evidence.
7.W.1
7.W.1b
Write an opening statement for a
debate over a controversial issue.
a. Introduce claim(s), acknowledge alternate or opposing claims,
and organize the reasons and evidence logically.
claim, evidence, argument,
alternate, opposting
The students will introduce
claims and organize
supporting evidence.
b. Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
claim, evidence, source,
logical reasoning, relevant,
credible
The students will incorporate Support their opening statement
supporting evidence and cite with research based evidence and
incorportate them into their written
credible, relevant sources.
debate arguments.
c. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), reasons, and evidence.
argument, evidence,
transition/cohesive, clarify,
relationship
The students will use specific Edit and incorporate relevant terms
word choice that is cohesive and transitional words into their
and clarifying to their
written debate arguements
argument or claim.
d. Establish and maintain a formal style.
formal style, maintain
The students will write in a
formal style.
Highlight and edit word choice and
style in written debate argument.
e. Provide a concluding statement or section that follows from
and supports the argument presented.
conclusion
The students will write a
conclusion to restate and
support their original claim.
Write a closing argument and
restate their opinion.
7.W.1a
7.W.1c
7.W.1d
7.W.1e
7.W.2
7.W.2a
Write a how-to speech.
Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information, using strategies such
as definition, classification, comparison/contrast, and cause/
effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
Introduction, preview,
concepts, classification,
organizational structures,
compare/contrast,
cause/effect, format, graphics
b. Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
relevant, concrete, quotations The student will compose an Compose a body for their how-to
informative/explanatory body speech.
using strong details and
examples.
c. Use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
transitions, cohesion, clarify, The students will use
Edit and incorporate transitiosn into
concepts
appropriate transistions and how-to speech.
word choice for their
informative/explanatory body.
d. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
precise language, domainspecific, word choice
Edit speech for vocabulary and
The students will use topic
topic specific language.
relate vocabulary and
language to explain the topic.
e. Establish and maintain a formal style.
writing styles (formal style,
informal style)
The students will write in a
formal style.
7.W.2b
7.W.2c
7.W.2d
7.W.2e
The student will create an
Compose an organized outline over
outline of their ideas and
a how-to topic and create an
compose an introduction that introduction of their topic of choice.
includes a thesis statement.
Edit speech for style.
Date
Percent Proficient Level
I-V
Percent Mastery
Level
I-V
KCC Bullseye ‐ Advanced 7th Grade ELA
f. Provide a concluding statement or section that follows from
and supports the information or explanation presented.
conclusion, support
7.W.2f
The students will write a
Compose a conclusion to their howconclusion for their
to speech
informative/explanatory text.
7.W.3
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and
well-structured event sequences.
7.W.3a
a. Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
engage, hook, context, point The students compose a
Write an introduction that includes
of view, narrator, sequence of introduction that engages the a hook and introduces story
events, logical, plot
elements for a myth/fairy tale.
reader and introduces story
elements.
b. Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters.
narrative techniques, dialogue, The students will incorporate Write vivid character descriptions
with dialogue.
pacing, description
narrative techniques
throughout the story.
c. Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or setting
to another.
transitions, sequence
d. Use precise words and phrases, relevant descriptive details,
and sensory language to capture the action and convey
experiences and events.
precise, relevant, descriptive, The students will write with
sensory language
precise and relevant
evocabulary and incorporate
sensory language that is
descriptive and vivd.
e. Provide a conclusion that follows from and reflects on the
narrated experiences or events.
conclusion
The students will compose a Compose a logical and reflective
conclusions that reflecting on ending with a moral or lesson.
the events of the story.
coherent writing, purpose,
audience, writing style
The students will produce
clear, coherent, and
appropriate writing for the
task assigned.
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. (Editing for
conventions should demonstrate command of Language
standards 1–3 up to and including grade 7 on page 52.)
develop, planning, revising,
editing, rewriting
The students will practice the Write a letter and edit a letter to an
entire writing process.
author of their choice and
particpate in peer editing.
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.
cite sources, collaborate,
publish, credible websites
The students will incorporate Write and publish a blog post.
technology as sources, to
publish and to collaborate
when writing.
7.W.3b
7.W.3c
7.W.3d
Create their own myth
7.W.3e
The students will write in a
logical sequence and use
appropriate transitions.
Edit the story so that it follows
specific or logical seqence using
transition words.
Edit and incorporate vivid imagery
within their story.
Create—both independently and collaboratively—technical, nonprint, digital, and multimodal versions of text types and purposes
7.W.KS11 outlined in standards 1, 2, and 3.
7.W.4
7.W.5
7.W.6
Production and Distribution of Writing
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Strengthen writing craft—both independently and
collaboratively—through a recursive writing and revision process
and the use of the common vocabulary of the 6-Trait model.
7.W.KS12
Respond to a writing prompt
KCC Bullseye ‐ Advanced 7th Grade ELA
7.W.7
7.W.8
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused
questions for further research and investigation.
research, central question,
source, investigation
The students will research and Create a tesearch paper on a topic
find credible sources.
of their choice.
print sources, credibility,
plagiarism, paraphrase
The students will research and Include research and citations in
paraphrase relevant quotations research paper.
and avoid plagarism.
a. 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”).
analyze, reflection, textual
evidence, fiction
The students will draw
Reflect on assigned reading or
evidence from literary texts to characters within a novel.
support thoughts or claims.
b. 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 soundand the evidence is
relevant and sufficient to support the claims”).
non-fiction, analyze, research, The students will draw
evidence from informational
reflection
text to support thoughts or
claims.
Respond to others arguments
within class debate.
Range of Writing
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.
writing format, writing style, The students will write in
tast, purpose audience
various types of genres of
writing.
Research papers, debate, how-to
speech, myths, stories, letters
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.
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
7.W.9
7.W.9a
7.W.9b
7.W.10
KCC Bullseye ‐ Advanced 7th Grade ELA
Standard
Speaking and Listening (SL)
I.
7.SL.1
II.
III. IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World
Instructional Example
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacherled) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
a. 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.
explicit, researched
material
The student will be
able to particpate in
discussions about
novels.
b. Follow rules for collegial discussions, track progress toward
specific goals and deadlines,and define individual roles as needed.
collegial, collaborate
The students will
The students create their
follow set procedures own set of class norms
for class discussions. for class discussions.
c. 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.
elaborate, relevant
observations
The students will pose
discussion questions
and respond
effectively
Parking lot activity
(where students post
questions that they think
of during the lesson.)
d. Acknowledge new information expressed by others and, when
warranted, modify their own views.
acknowledge,
warrented, modify
The student will
acknowledge and
respond to opinions
from others.
Participate in peer
editing
main idea, supporting The students present
detail, diverse media, main ideas.
quantitatively
Present how-to speech
7.SL.2
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.
delineate, argument,
claim, fact, opinion,
credibility
The students analyze
others arguments.
7.SL.3
Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of
the evidence.
Small group discussion
following class
procedures for
discussion.
7.SL.4
Presentation of Knowledge and Ideas
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.
salient, claim, finding, The students present
arguments using
pertinent, sequence
appropriate speaking
techniques.
Students evaluate each
other using a speech
rubric and give
constructive criticism.
media component,
salient, clarification
7.SL.5
Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient
points.
Students use a video add
to their speech
presentation.
Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate. (See
grade 7 Language standards 1 and 3 on page 52 for specific
expectations.)
adapt, formal, informal The student will adapt Present a Smart Board
presentation for oral Presentation.
speaking.
7.SL.1a
7.SL.1b
7.SL.1c
7.SL.1d
7.SL.6
The students will
incorporate visual
elements into
presenting.
Use sticky notes to mark
important details within
text.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ Advanced 7th Grade ELA
Language (L)
Standard
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content & Process
Real World Instructional
Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
7.L.1
a. Explain the function of phrases and clauses in general and their function
in specific sentences.
phrase, clause
The student will understand the
Identify errors in a short
correct use of phrases and clauses. sentence. (BW)
b. Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
simple, compound-complex,
compound, complex sentence
structure.
The student will identify sentence
types.
c. Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
misplaced modifier, dangling modifierThe student will place modifiers
correctly in sentence.
Identify errors and correct
short sentences in BW.
coordinate adjectives, non-coordinate The student will correctly use
commas to separate coordinate
adjectives
adjectives.
Correctly writes character
descriptions using commas.
7.L.1a
7.L.1b
Classify a type of sentence
in BW.
7.L.1c
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
7.L.2
a. Use a comma to separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore an old[,] green shirt).
7.L.2a
b. Spell correctly.
The student will edit for spelling.
Uses spell check and edits
work.
The students will use appropriate
vocabulary and word choice for
writing.
Enhance vocabulary through
editing.
7.L.2b
*Skills marked with an asterisk (*) in Language standards 1–3, are
particularly likely to require continued attention in higher grades as they
are applied to increasingly sophisticated writing and speaking.
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
7.L.3
a. Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
7.L.3a
precise, concise, wordiness,
redundancy
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level I-V
KCC Bullseye ‐ Advanced 7th Grade ELA
Vocabulary Acquisition and Use
7.L.4
7.L.4a
Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade 7 reading and content, choosing flexibly from
a range of strategies.
a. 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.
context clues, multiple meanings
The students will use context clues Read short sentences and
to find meaning of word or phrase. determine word meaning
through context.
b. Use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
affixes, roots
The students will use Greek or Latin Read short sentences and
determine word meaning
affixes and roots to determine
from affixes and roots
meaning of word.
knowledge.
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
reference materials, precise meaning, The students will utilize reference
parts of speech
materials
d. Verify the preliminary determination of the meaning of a word or phras
(e.g., by checking the inferred meaning in context or in a dictionary).
verify, preliminary, word meaning
The student will make predictions or Predict unknown vocabulary
inferences about vocabulary.
in their own novels.
a. Interpret figures of speech (e.g., literary, biblical, and mythological
allusions) in context.
figures of speech
The students will interpret figures of Discuss figures of speech
speech.
within fairy tales and myths.
b. Use the relationship between particular words (e.g., synonym/antonym,
analogy) to better understand each of the words.
synonym, antonym, analogy
The students will use word
relationships to make inferences
about unknown words.
Present ideas to add to the
word wall.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
connotation, denotation
The students distinguish between
connotative and denotative words.
Create word maps of
possible meanings.
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
general academic words, domain
spcific words
The students will utilize grade
specific academic vocabulary.
7.L.4b
7.L.4c
conduct library research
7.L.4d
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
7.L.5
7.L.5a
7.L.5b
7.L.5c
7.L.6
KCC Bullseye ‐ 8th Grade ELA
Reading Literature (RL)
Standard
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional Example
Key Ideas and Details
8.RL.1
Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
point out, infer, cite,
educated guess
TSW cite evidence from the text Cite specific quotations or examples
to support analysis and
from assigned texts to prove
inferences.
student's position.
8.RL.2
Determine a theme or central idea of a text and analyze its development over
the course of the text, including its relationship to the characters, setting, and
plot; provide an objective summary of the text.
theme, main idea,
objective summary
bias
TSWBAT determine themes or
main ideas of a text and
summarize. TSWBAT: analyze
character, setting, and plot to
help determine theme.
1) Summarize the text
2) Identify the main idea or theme
3) State the inter-relationship of
characters, setting, and plot
8.RL.3
Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
reveal character,
cause and effect,
provoke a decision,
propel, drama
TSWBAT: analyze the rising
action of a story or drama.
1) Create and label a plot diagram.
2) Analyze how plot reveals
character
Craft and Structure
8.RL.4
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions
to other texts.
TSW: determine figurative and
connotative meanings of words
and phrases. TSW: analyze the
Figurative and
connotative meaning impact of word choice (including
analogy and allusion) on tone
and meaning.
8.RL.5
Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
Structure of text,
compare contrast
TSWBAT: Compare and
contrast text structures and how Compare and contrast texts.
it effects meaning and style.
8.RL.6
Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor.
POV, perspective,
suspense, humor,
irony
TSWBAT: Analyze various
points of view and how they
create effects such as suspense
and humor.
Recognize how different points of
view effect the story.
analyze, compare/
contrast
TSWBAT: Analyze similarities
and differences between visual
representations and the written
text. 2) TSWBAT: Identify
choices made by directors and
actors.
1) Compare and contrast a visual
representation with a written text.
2) Identify techniques used by the
directors and actors.
allusions, compare,
contrast
TSWBAT: Analyze how modern
fiction draws on a previous
source and how the material is
rendered new.
1) Identify the themes, patterns,
characters, and stories from previous
source as are found in modern works
of fiction.
2) Compare and
contrast a modern work with a
previous or original source.
1) Analyze how and why author's
chose to use figurative language and
allusions.
2) Understand what
figurative language words or phrases
mean.
Integration of Knowledge and Ideas
8.RL.7
Analyze the extent to which a filmed or live production of a story or drama
stays faithful to or departs from the text or script, evaluating the choices
made by the director or actors.
8.RL.8
(Not applicable to literature)
8.RL.9
Analyze how a modern work of fiction draws on themes, patterns of events,
or character types from myths, traditional stories, or religious works such as
the Bible, including describing how the material is rendered new.
Range of Reading and Level of Text Complexity
8.RL.10
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.
Date
Percent Proficient
Level
(I-V)
Percent Mastery
Level
(I-V)
KCC Bullseye ‐ 8th Grade ELA
8.RL.KS11
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
8.RL.KS12
Read—both independently and collaboratively—print, non-print, and multimodal works proficiently and critically to be media literate.
Strand
Reading Informational Text (RI)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional Example
Key Ideas and Details
8.RI.1
Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
text evidence,
support, cite, prove,
logical
TSW: cite evidence from the text Cite specific quotations or examples
to support analysis and
from assigned tests to prove student's
inferences.
position.
8.RI.2
Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas; provide an
objective summary of the text.
Central idea,
summary
TSWBAT: determine the main
idea of the text and summarize.
Summarize the text and identify the
main idea.
Date
Percent Proficient
Level
(I-V)
Percent Mastery
Level
(I-V)
KCC Bullseye ‐ 8th Grade ELA
8.RI.3
Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
1) Explain how the individuals,
events, and/or ideas in a text affect
TSWBAT: analyze connections
one another.
2) I can analyze
Compare, categorize,
and distinctions between
connotation
how an author makes connections
individuals, ideas, and events
and distinctions between individuals,
ideas, or events through comparison.
Craft and Structure
8.RI.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
denotation,
connotation, tone,
mood
TSWBAT: determine figurative
and connotative meanings of
words of phrases. 2)
TSWBAT: analyze the impact of
word choice (including analogy
and allusion) on tone or
meaning and technical terms.
1) Understand what figurative
language words or phrases mean.
2) Analyze how and why the author
chose to use figurative language and
allusions.
3) Recognize words
that have technical meaning and
understand their purpose.
8.RI.5
Analyze in detail the structure of a specific paragraph in a text, including the
role of particular sentences in developing and refining a key concept.
structure, detail, setup, refine
TSWBAT: analyze paragraph
structure and development.
Analyze and explain paragraph
structure and how topic sentences
and supporting detail further the
author's key concepts.
8.RI.6
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.
POV, purpose,
analyze
TSWBAT: determine the point of
view and analyze how the author
addresses conflicting evidence.
Verify the author's point of view and
how they respond to conflicting
evidence.
TSWBAT: evaluate the advantages
and disadvantages of using different Can evaluate pros and cons of using
media mediums to present a
different mediums for presentations.
particular topic or idea.
Integration of Knowledge and Ideas
8.RI.7
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
advantages,
disadvantages,
evaluate, analyze,
media types
8.RI.8
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
TSWBAT: 1) evaluate the
argument or claims from a text
relevant, irrelevant,
and assess if the reasoning and
credibility, reasoning,
evidence is sound
2)
fact, opinion
recognize when irrelevant
experience is present
8.RI.9
Analyze a case in which two or more texts provide conflicting information
on the same topic and identify where the texts disagree on matters of fact or
interpretation.
matter of fact,
interpretation
Range of Reading and Level of Text Complexity
8.RI.10
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.
8.RI.KS11
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
8.RI.KS12
Read—both independently and collaboratively—print, non-print, and multimodal works proficiently and critically to be media literate.
1) Evaluate an argument using the
evidence an author used to
determine if it is sufficient to support
a claim 2) I can recognize when an
author introduces irrelevant evidence
TSWBAT: Analyze conflicting
Compare and contrast texts and how
texts on the same topic and
they approach the same topic
identify disagreements from fact
differently.
or interpretation.
KCC Bullseye ‐ 8th Grade ELA
Writing (W)
Standard
I.
II.
III.
IV.
V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Real World Instructional
Example
Text Types and Purposes
8.W.1
Write arguments to support claims with clear reasons and relevant
evidence.
8.W.1a
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
argument,
support,
evidence,
distinguish
8.W.1b
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
support your claim with
logical
logical reasoning using support a claim with a
reasoning,
credible sources and that textual evidence from a
credible/accurat
demonstrates
credible source.
e
understanding
8.W.1c
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
use strong words,
clarify, cohesive,
phrases, and clauses to
support,
strengthen their
counterclaim
argument.
8.W.1d
d. Establish and maintain a formal style.
formal style
TSWBAT: Establish and I can use formal style to
maintain a formal style. prove a claim.
8.W.1e
e. Provide a concluding statement or section that follows from and supports
the argument presented.
transition,
conclusion,
support
I can create a conclusion that
TSWBAT: Produce a
supports my argument using
conclusion that supports
supporting details that serve
the argument
as transitions.
8.W.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis
of relevant content.
8.W.2a
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
introduction,
preview,
organize,
formatting
1) Introduce a topic,
preview the supporting
details, and concepts. 2)
Include various
formatting, media, and
graphics when
appropriate.
introduce a claim,
distinguish a claim, and
organize the reasons
logically.
identify a controversial topic
choose a side, and determine
reasons to support my
choice.
choose strong vocabulary
and phrases to strengthen
my argument.
1) I can select a topic and
gather relevant information
to share with my audience
2) I can determine if various
structures and media would
better allow me to organize
my information.'
Date
Percent
Proficient
Level
(I-V)
Percent
Mastery
Level
(I-V)
KCC Bullseye ‐ 8th Grade ELA
8.W.2b
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
Develop the topic with I can analyze the information
develop content, relevant facts, definitions, and specific vocabulary that
concrete details, details, quotations, and would best inform my
readers.
information
8.W.2c
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
Use transitions to convey
I can present my information
sequence, shifts in time
in a style that includes
varied transition,
frame, and to show
appropriate and varied
cohesion
relationships between
transitions.
events and experiences.
8.W.2d
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
Use precise language and Identify appropriate
precise language vocabulary to explain the language and vocabulary to
topic
explain the topic
8.W.2e
e. Establish and maintain a formal style.
formal style
Establish and maintain a I can use a formal style to
formal style
inform an audience.
8.W.2f
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented.
conclusion,
support,
transition
TSWBAT: Produce a
conclusion that suports
the information
8.W.3
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
8.W.3a
a. Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
sequence, plot
structure,
context,
transitions
Engage the reader by
I can define a narrative and
establishing point of
describe the basic parts of
view, context,
characters, and sequence plot
of events.
8.W.3b
b. Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
narrative
techniques,
relevant,
structure
Utilize various narrative
I can use dialogue, pacing,
techniques to develop
description, and reflection to
experiences, events, or
develp the story.
characters
8.W.3c
c. Use a variety of transition words, phrases,
and clauses to convey sequence, signal shifts from one time frame or setting
to another, and show the relationships among experiences and events.
transitions, shifts
Utilize a variety of
transition types.
I can produce a conclusion
that supports the information
I can use transition words,
phrases, and clauses to show
sequence, time shifts, and
relationships between
experiences and events.
KCC Bullseye ‐ 8th Grade ELA
8.W.3d
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events
precise
language,
descriptive
details, sensory
language
Utilize precise words,
details, and sensory
language to further the
plot
I can use descriptive details
and sensory language to
capture the action of a scene
and convey experiences.
8.W.3e
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.
conclusion
Provide an appropriate
conclusion to the
narrative
I can write a logical
conclusion that provides a
sense of closure.
Create—both independently and collaboratively—technical, non-print,
8.W.KS11 digital, and multimodal versions of text types and purposes outlined in
standards 1, 2, and 3.
Production and Distribution of Writing
8.W.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
clear and
coherent,
purpose, task,
audience
Produce a writing that is I can identify the writing
appropriate for the task, style that best fits my task,
purpose, and audience. purpose, and aundience.
8.W.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 8 on page 52.)
revise, edit,
purpose,
audience
Revise their work with I can use prewriting, peer
help from adult and peer editing, and adult critiques
editing.
to revise my work.
8.W.6
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well
as to interact and collaborate with others.
I can determine the most
Use technology to
effective technology for
publish, present produce, collaborate, and
presenting my ideas, and
publish writing
collaborate through it.
Strengthen writing craft—both independently and collaboratively—through
8.W.KS12 a recursive writing and revision process and the use of the common
vocabulary of the 6-Trait model.
Research to Build and Present Knowledge
8.W.7
8.W.8
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.
Conduct research to
answer a question using
research,
several sources and use
ceontral
question, source, the information to
generate additional
further explo
related questions.
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.
print and digital
resources,
search terms,
credible,
paraphrase,
plagarism,
citation
Gather information from
a variety of sources,
assess the credibility of
sources and paraphrase
the data while avoiding
plagiarism and following
a standard format of
citation
I can focus my research
around a central question,
choose several sources to
gather information, and
create additional questions
that allow for further
investigation
1) I can use search terms
effectively 2) I can
determine when my research
must be quoted or
paraphrased 3) I can follow
a standard format for citation
KCC Bullseye ‐ 8th Grade ELA
8.W.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
8.W.9a
a. 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”).
text evidence,
analysis,
reflection,
research
I can write a paragraph
Write a paragraph
applying grade 8 reading applying a grade 8 reading
standard to literature
standard to literature
8.W.9b
b. 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”).
evaluate,
argument,
analysis,
reflection
research
I can write a paragraph
Write a paragraph
applying grade 8 reading applying a grade 8 reading
standard to non-fiction standard to non-fiction
format, style,
task, purpose,
audience
develop a habit of writing I can write a paragraph, a
short story, an essay, a long
for various audiences,
research paper, a poem.
and in varios formats.
Range of Writing
8.W.10
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
KCC Bullseye ‐ 8th Grade ELA
Standard
Speaking and Listening (SL)
I.
II.
III.
IV.
V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Real World Instructional
Example
Comprehension and Collaboration
8.SL.1
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.
8.SL.1a
a. 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.
TSWBAT read and/or
research topics for
collaborate,
discussion in order to
express, draw on,
explicitly draw on
refer, probe
evidence during
discussion.
TSWBAT: rules and
norms of collegial
discussion and identify
the goal and roles of the
discussion.
Review and research the
material to be discussed and
create questions and locate
textual evidence to contribute
to the discussion.
1) I can define the roles and
rules necessary for
collaborative discussion.
2) I can track the progress of
a discussion and recognize
when the discussion is getting
off-task.
b. Follow rules for collegial discussions and decision-making, track
progress toward specific goals and deadlines, and define individual roles
as needed.
"track progress,"
rules for
discussion, roles
8.SL.1c
c. Pose questions that connect the ideas of several speakers and respond
to others’ questions and comments with relevant evidence, observations,
and ideas.
TSWBAT: pose
integrate connect, questions from several
respond
speakers and respond
with relevance.
8.SL.1d
d. Acknowledge new information expressed by others, and, when
warranted, qualify or justify their own views in light of the evidence
presented.
qualify, justify
8.SL.2
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.
TSWBAT: analyze the
purpose of information
analyze, format,
presented in various
motivate, purpose
formats and evaluate the
motives for that format.
Identify various purposes for
presenting info to an
audience and analyze the
purpose of using a specific
type.
TSWBAT: 1) evaluate
the argument or claims
from the speaker and
assess if the reasoning
and evidence is sound
2) recognize when
irrelevant evidence is
present
1) Evaluate an argument
using the evidence an author
used and determine if it is
sufficient to support a claim
2) I can recognize when a
speaker introduces irrelevant
evidence
8.SL.1b
8.SL.3
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.
relevant,
irrelevant,
evidence,
argument, claim,
I can participate in discussion
by posing questions that
connect the ideas of several
speakers as well as
elaborating my own ideas. I
can recognize when we are
off topic.
TSWBAT: acknowledge
new ideas and
Review key ideas and justify
information and qualify my own views based on new
or justify their own views evidence .
when warranted.
Date
Percent
Proficient
Level
(I-V)
Percent
Mastery
Level
(I-V)
KCC Bullseye ‐ 8th Grade ELA
Presentation of Knowledge and Ideas
1) Determine important
points and emphasize them
using relevant evidence
2) Present information in a
logical sequence using
appropriate eye contact,
adequate volume, and clear
pronunciation
8.SL.4
Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
TSWBAT: 1) Present
relevant evidence, claims and findings in a
focused manner, using
salient,
2)
pronunciation, eye relevant evidence
deliver on effective
contact
presentation
8.SL.5
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
multimedia, visual SWBAT: integrate multi- Chose appropriate media and
displays, clarify media and visuals into
or visuals to improve
information
presentations.
presentation.
8.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate. (See grade 8 Language
standards 1 and 3 on page 52 for specific expectations.)
SWBAT: adapt speech
formal, informal,
depending on the
adapt
audience or situation.
I can distinguish between
difference audiences and
situations.
KCC Bullseye ‐ 8th Grade ELA
Standard
Language (L)
I.
II.
III.
IV.
V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Real World
Instructional Example
Conventions of Standard English
8.L.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
8.L.1a
a. Explain the function of verbals (gerunds, participles, infinitives) in general and
their function in particular sentences.
verbals, gerunds,
participles,
infinitives
SWBAT: explain
the use of verbals
and how they
function in a
sentence.
b. Form and use verbs in the active and passive voice.
active voice,
passive voice
I can explain the
SWBAT: form and
difference and create
use verbs in the
sentences with verbs in
active and passive
the active and passive
voice,
voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
indicative,
SWBAT: form and
imperative,
use verbs in the
interrogative,
various moods,
conditional,
subjunctive moods
I can explain the
difference and create
sentences with verbs in
the indicative,
imperative, conditional,
and subjunctive mood.
8.L.1d
d. Recognize and correct inappropriate shifts in verb voice and mood.*
SWBAT: recognize
and correct
mood shift, voice
inappropriate shifts
shift
in verb voice and
mood,
Identify and correct
appropriate shifts in the
verb voice and verb
mood,
8.L.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
8.L.2a
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
comma, ellipsis,
dash
SWBAT: use
determine when to use a
appropriate
comma to indicate a
punctuation to show
pause or break.
a pause or break
8.L.2b
b. Use an ellipsis to indicate an omission.
ellipsis as
omission
SWBAT: use an
ellipsis to show an
omission
8.L.1b
8.L.1c
I can define and identify
verbals and explain their
use.
determine when to use a
dash or dashes to
indicate a pause or break.
Date
Percent
Proficient
Level
(I-V)
Percent
Mastery
Level
(I-V)
KCC Bullseye ‐ 8th Grade ELA
8.L.2c
SWBAT: spell
correctly
c. Spell correctly
identify misspelled words
and use resources to help
spell correctly
Knowledge of Language
8.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
8.L.3a
a. 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).
active voice,
passive voice,
conditional mood,
subjunctive mood
I can create sentences
SWBAT: verbs in
with verbs in the active
various voices, &
or passive voice, or the
moods to achieve a
conditional or
certain effect.
subjunctive mood.
Vocabulary Acquisition and Use
8.L.4
Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
8.L.4a
a. 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.
context clues,
infer
determine word
meaning using
context as a clue.
infer the meanings of
unkown words using
context clues
8.L.4b
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede, secede).
root, affix, clues,
infer
determine word
meaning using
Greek or Latin
affixes or roots as
clues.
recognize and define
common Greek or Latin
roots and affixes in an
unknown word and infer
the definition
8.L.4c
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of speech.
use reference
materials to find
reference material,
word pronunciation,
determine
meaning, or part of
speech.
8.L.4d
d. 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).
8.L.5
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
verify, reference
material
I can determine meaning
of unkown words, parts
of speech, or
pronunciation by using a
variety of reference
materials.
I can verify the meaning
of unknown words, parts
verify the prediction
of speech, or
of a word's meaning
pronounciation by using
or phrase's meaning
a variety of reference
mateirals.
KCC Bullseye ‐ 8th Grade ELA
I can distinguish between
literal language and
figures of speech and
decode the meaning.
8.L5a
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
figures of speech
interpret figures of
(fig lang
examples), literal speech in context
languages
8.L.5b
b. Use the relationship between particular words to better understand each of the
words.
word
relationships,
nuances
use the relationships
between words to
better understand
the meaning of the
words.
recognize word
relationships
(similarities) to better
understand multiple
words.
8.L.5c
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
connotation,
denotation
distinguish between
connotations of
words with similar
denotations
recognize the difference
between denotative
meanings and
connotative meanings.
8.L.6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
domain specific
vocab academic
vocab
aquire and use
grade level general
academic and
domain specific
vocab
recognize and aquire the
difference between
general academic
vocabulary and content
specific vocabulary.
KCC Bullseye ‐ Advanced 8 ELA
Standard
Reading Literature (RL)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional
Example
Key Ideas and Details
Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
point out, infer, cite,
educated guess
TSW cite evidence from the text to Cite specific quotations or
support analysis and inferences.
examples from assigned texts to
prove student's position.
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.
theme, main idea,
objective summary
bias
TSWBAT determine themes or main 1) Summarize the text 2) Identify
ideas of a text and summarize.
the main idea or theme 3) State the
TSWBAT: analyze character,
inter-relationship of characters,
setting, and plot to help determine setting, and plot
theme.
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.
reveal character,
cause and effect,
provoke a decision,
propel, drama
TSWBAT: analyze the rising action 1) Create and label a plot diagram.
of a story or drama.
2) Analyze how plot reveals
character
8.RL.1
8.RL.2
8.RL.3
Craft and Structure
8.RL.4
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or
allusions to other texts.
Figurative and
TSW: determine figurative and
connotative meaning connotative meanings of words and
phrases. TSW: analyze the impact
of word choice (including analogy
and allusion) on tone and meaning.
1) Analyze how and why author's
chose to use figurative language
and allusions. 2) Understand what
figurative language words or
phrases mean.
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.
Structure of text,
compare contrast
TSWBAT: Compare and contrast
text structures and how it effects
meaning and style.
Compare and contrast texts.
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.
POV, perspective,
suspense, humor,
irony
TSWBAT: Analyze various points Recognize how different points of
of view and how they create effects view effect the story.
such as suspense and humor.
analyze, compare/
contrast
TSWBAT: Analyze similarities and 1) Compare and contrast a visual
differences between visual
representation with a written text.
representations and the written text. 2) Identify techniques used by the
2) TSWBAT: Identify choices made directors and actors.
by directors and actors.
8.RL.5
8.RL.6
Integration of Knowledge and Ideas
Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
8.RL.7
(Not applicable to literature)
8.RL.8
Date
Percent
Proficient
Level
I-V
Percent Mastery
Level
I-V
KCC Bullseye ‐ Advanced 8 ELA
8.RL.9
Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious
works such as the Bible, including describing how the material is
rendered new.
allusions, compare,
contrast
TSWBAT: Analyze how modern
fiction draws on a previous source
and how the material is rendered
new.
1) Identify the themes, patterns,
characters, and stories from
previous source as are found in
modern works of fiction. 2)
Compare and contrast a modern
work with a previous or original
source.
Range of Reading and Level of Text Complexity
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.
8.RL.10
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
8.RL.KS11
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
8.RL.KS12
Standard
Reading Informational Text (RI)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional
Example
Key Ideas and Details
Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
text evidence,
support, cite, prove,
logical
TSW: cite evidence from the text to Cite specific quotations or
support analysis and inferences.
examples from assigned tests to
prove student's position.
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.
Central idea,
summary
TSWBAT: determine the main idea Summarize the text and identify the
of the text and summarize.
main idea.
Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Compare, categorize, TSWBAT: analyze connections and 1) Explain how the individuals,
connotation
distinctions between individuals,
events, and/or ideas in a text affect
ideas, and events
one another.
2) I can
analyze how an author makes
connections and distinctions
between individuals, ideas, or
events through comparison.
8.RI.1
8.RI.2
8.RI.3
Craft and Structure
8.RI.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
denotation,
connotation, tone,
mood
TSWBAT: determine figurative and 1) Understand what figurative
connotative meanings of words of language words or phrases mean.
phrases. 2) TSWBAT: analyze 2) Analyze how and why the
the impact of word choice (includingauthor chose to use figurative
analogy and allusion) on tone or
language and allusions. 3)
meaning and technical terms.
Recognize words that have
technical meaning and understand
Date
Percent
Proficient
Level
I-V
Percent Mastery
Level
I-V
KCC Bullseye ‐ Advanced 8 ELA
TSWBAT: analyze paragraph structure Analyze and explain paragraph
and development.
structure and how topic sentences
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.
structure, detail, setup, refine
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.
POV, purpose,
analyze
TSWBAT: determine the point of view Verify the author's point of view
and analyze how the author addresses and how they respond to
conflicting evidence.
conflicting evidence.
Evaluate the advantages and disadvantages of using different mediums
(e.g., print or digital text, video, multimedia) to present a particular
topic or idea.
advantages,
disadvantages,
evaluate, analyze,
media types
TSWBAT: evaluate the advantages and Can evaluate pros and cons of
disadvantages of using different media using different mediums for
mediums to present a particular topic presentations.
or idea.
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.
relevant, irrelevant, TSWBAT: 1) evaluate the argument 1) Evaluate an argument using the
credibility, reasoning, or claims from a text and assess if evidence an author used to
fact, opinion
the reasoning and evidence is sound determine if it is sufficient to
2) recognize when irrelevant
support a claim 2) I can recognize
experience is present
when an author introduces
irrelevant evidence
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.
matter of fact,
interpretation
and supporting detail further the
author's key concepts.
8.RI.5
8.RI.6
Integration of Knowledge and Ideas
8.RI.7
8.RI.8
8.RI.9
Range of Reading and Level of Text Complexity
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.
8.RI.10
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
8.RI.KS11
Read—both independently and collaboratively—print, non-print, and
multi-modal works proficiently and critically to be media literate.
8.RI.KS12
TSWBAT: Analyze conflicting texts Compare and contrast texts and
on the same topic and identify
how they approach the same topic
disagreements from fact or
differently.
interpretation.
KCC Bullseye ‐ Advanced 8 ELA
Standard
Writing (W)
I.
II.
III.
IV.
V.
Vocabulary Big Idea Content
Student
Essentials
& Process
Real World
Instructional
Example
Text Types and Purposes
Write arguments to support claims with clear reasons and relevant
evidence.
8.W.1
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
8.W.1a
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
8.W.1b
argument,
support,
evidence,
distinguish
introduce a claim, identify a
distinguish a claim, controversial
and organize the topic, choose a
reasons logically. side, and
determine
reasons to
support my
support your claim support a claim
logical
with a textual
with logical
reasoning,
evidence from a
credible/accura reasoning using
credible sources
credible source.
te
and that
demonstrates
understanding
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
clarify,
cohesive,
support,
counterclaim
use strong words,
phrases, and
clauses to
strengthen their
argument.
d. Establish and maintain a formal style.
formal style
TSWBAT:
I can use formal
Establish and
style to prove a
maintain a formal claim.
style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
transition,
conclusion,
support
TSWBAT:
Produce a
conclusion that
supports the
argument
choose strong
vocabulary and
phrases to
strengthen my
argument.
8.W.1c
8.W.1d
8.W.1e
I can create a
conclusion that
supports my
argument using
supporting
details that serve
as transitions.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ Advanced 8 ELA
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis
of relevant content.
8.W.2
8.W.2a
introduction,
preview,
organize,
formatting
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
develop
content,
concrete
details,
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
varied
transition,
cohesion
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
precise
language
e. Establish and maintain a formal style.
formal style
Establish and
I can use a
maintain a formal formal style to
style
inform an
audience.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented.
conclusion,
support,
transition
TSWBAT:
Produce a
conclusion that
suports the
information
8.W.2b
8.W.2c
8.W.2d
8.W.2e
8.W.2f
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
8.W.3
1) I can select a
topic and gather
relevant
information to
share with my
audience 2) I
can determine if
I can analyze the
information and
specific
vocabulary that
would best
inform my
readers.
Use transitions to I can present my
convey sequence, information in a
shifts in time
style that
frame, and to show includes
relationships
appropriate and
between events
varied
and experiences. transitions.
Use precise
Identify
language and
appropriate
vocabulary to
language and
explain the topic vocabulary to
explain the topic
1) Introduce a
topic, preview the
supporting details,
and concepts. 2)
Include various
formatting, media,
and graphics when
Develop the topic
with relevant facts,
definitions, details,
quotations, and
information
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
I can produce a
conclusion that
supports the
information
KCC Bullseye ‐ Advanced 8 ELA
a. Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
sequence, plot
structure,
context,
transitions
b. Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
narrative
techniques,
relevant,
structure
c. Use a variety of transition words, phrases,
and clauses to convey sequence, signal shifts from one time frame or
setting to another, and show the relationships among experiences and
events.
transitions,
shifts
8.W.3a
8.W.3b
8.W.3c
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events
8.W.3d
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.
8.W.3e
Engage the reader
by establishing
point of view,
context,
characters, and
sequence of
events.
Utilize various
narrative
techniques to
develop
experiences,
events, or
characters
I can define a
narrative and
describe the
basic parts of
plot
I can use
dialogue, pacing,
description, and
reflection to
develp the story.
Utilize a variety of I can use
transition types.
transition words,
phrases, and
clauses to show
sequence, time
shifts, and
relationships
I can use
Utilize precise
precise
words, details, and descriptive
language,
sensory language details and
descriptive
details, sensory to further the plot sensory language
to capture the
language
action of a scene
and convey
I can write a
conclusion
Provide an
logical
appropriate
conclusion to the conclusion that
provides a sense
narrative
of closure.
Create—both independently and collaboratively—technical, non-print,
digital, and multimodal versions of text types and purposes outlined in
standards 1, 2, and 3.
8.W.KS11
8.W.4
8.W.5
Production and Distribution of Writing
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3
above.)
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. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 8 on page 52.)
clear and
coherent,
purpose, task,
audience
Produce a writing
that is appropriate
for the task,
purpose, and
audience.
I can identify the
writing style that
best fits my task,
purpose, and
aundience.
revise, edit,
purpose,
audience
Revise their work
with help from
adult and peer
editing.
I can use
prewriting, peer
editing, and
adult critiques to
revise my work.
KCC Bullseye ‐ Advanced 8 ELA
publish,
present
Use technology to
produce,
collaborate, and
publish writing
I can determine
the most
effective
technology for
presenting my
ideas, and
collaborate
through it.
research,
ceontral
question,
source, further
explo
print and
digital
resources,
search terms,
credible,
paraphrase,
plagarism,
Conduct research
to answer a
question using
several sources
and use the
information to
generate additional
Gather information
from a variety of
sources, assess the
credibility of
sources and
paraphrase the
data while
I can focus my
research around
a central
question, choose
several sources
to gather
information, and
1) I can use
search terms
effectively 2) I
can determine
when my
research must be
quoted or
8.W.9a
a. 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”).
text evidence,
analysis,
reflection,
research
Write a paragraph
applying grade 8
reading standard to
literature
I can write a
paragraph
applying a grade
8 reading
standard to
literature
8.W.9b
b. 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”).
evaluate,
argument,
analysis,
reflection
research
Write a paragraph
applying grade 8
reading standard to
non-fiction
I can write a
paragraph
applying a grade
8 reading
standard to nonfiction
format, style, develop a habit of
task, purpose, writing for various
audience
audiences, and in
varios formats.
I can write a
paragraph, a
short story, an
essay, a long
research paper, a
poem.
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well
as to interact and collaborate with others.
8.W.6
Strengthen writing craft—both independently and
collaboratively—through a recursive writing and revision process and the
use of the common vocabulary of the 6-Trait model.
8.W.KS12
Research to Build and Present Knowledge
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.
8.W.7
8.W.8
Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
8.W.9
Range of Writing
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and audiences.
8.W.10
Standard
8.SL.1
Speaking and Listening (SL)
I.
II.
III.
IV.
V.
Real World
Big Idea
Vocabulary KCC Bullseye ‐ Advanced 8 ELA
Instructional
Student Essentials
Example
Comprehension and Collaboration
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.
a. 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.
collaborate,
express, draw on,
refer, probe
TSWBAT
Review and
read and/or
research the
research topics material to be
for discussion discussed and
in order to
create questions
explicitly
and locate textual
draw on
evidence to
evidence
contribute to the
during
discussion.
discussion.
b. Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed.
"track progress,"
rules for
discussion, roles
TSWBAT:
rules and
norms of
collegial
discussion and
identify the
goal and roles
of the
discussion.
c. Pose questions that connect the ideas of several speakers and respond to
others’ questions and comments with relevant evidence, observations, and
ideas.
integrate connect, TSWBAT:
pose questions
respond
from several
speakers and
respond with
relevance.
8.SL.1a
8.SL.1b
8.SL.1c
Content &
Process
1) I can define
the roles and
rules necessary
for collaborative
discussion.
2) I can track the
progress of a
discussion and
recognize when
the discussion is
getting off-task.
I can participate
in discussion by
posing questions
that connect the
ideas of several
speakers as well
as elaborating my
own ideas.
I can recognize
when we are off
topic.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
d. Acknowledge new information expressed by others, and, when warranted,
qualify or justify their own views in light of the evidence presented.
qualify, justify
Review key ideas
new ideas and own views based
information on new evidence .
and qualify or
justify their
own views
when
warranted.
8.SL.1d
Identify various
purposes for
presenting info to
an audience and
analyze the
purpose of using
a specific type.
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.
analyze, format,
TSWBAT:
motivate, purpose analyze the
purpose of
information
presented in
various
formats and
evaluate the
motives for
that format.
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.
1) Evaluate an
relevant, irrelevant, TSWBAT:
evidence,
1) evaluate the argument using
argument, claim, argument or the evidence an
claims from author used and
determine if it is
the speaker
and assess if sufficient to
the reasoning support a claim
and evidence 2) I can recognize
when a speaker
is sound
2) recognize introduces
irrelevant
when
evidence
irrelevant
evidence is
present
8.SL.2
8.SL.3
Presentation of Knowledge and Ideas
Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
relevant evidence,
salient,
pronunciation, eye
contact
8.SL.4
TSWBAT:
1) Present
claims and
findings in a
focused
manner, using
relevant
evidence
2) deliver on
effective
presentation
1) Determine
important points
and emphasize
them using
relevant evidence
2) Present
information in a
logical sequence
using appropriate
eye contact,
adequate volume,
and clear
pronunciation
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
Chose
multimedia, visual SWBAT:
integrate multi-appropriate
displays, clarify
media and or
information
media and
visuals to
visuals into
presentations. improve
presentation.
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grade 8 Language
standards 1 and 3 on page 52 for specific expectations.)
formal, informal,
adapt
8.SL.5
8.SL.6
TSWBAT:
KCC Bullseye ‐ Advanced 8 ELA
acknowledge and justify my
SWBAT:
adapt speech
depending on
the audience
or situation.
I can distinguish
between
difference
audiences and
situations.
KCC Bullseye ‐ Advanced 8 ELA
Standard
Language (L)
I.
II.
III.
IV.
V.
Vocabulary
Student Essentials
Big Idea
Content &
Process
Real World
Instructional
Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
8.L.1
a. Explain the function of verbals (gerunds, participles, infinitives) in general and
their function in particular sentences.
I can define and
verbals, gerunds, SWBAT:
participles,
explain the use identify verbals and
infinitives
of verbals and explain their use.
how they
function in a
sentence.
b. Form and use verbs in the active and passive voice.
active voice,
passive voice
SWBAT: form
and use verbs
in the active
and passive
voice,
I can explain the
difference and create
sentences with verbs
in the active and
passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
indicative,
imperative,
interrogative,
conditional,
subjunctive
moods
SWBAT: form
and use verbs
in the various
moods,
d. Recognize and correct inappropriate shifts in verb voice and mood.*
mood shift, voice SWBAT:
shift
recognize and
correct
inappropriate
shifts in verb
voice and
mood,
I can explain the
difference and create
sentences with verbs
in the indicative,
imperative,
conditional, and
subjunctive mood.
Identify and correct
appropriate shifts in
the verb voice and
verb mood,
8.L.1a
8.L.1b
8.L.1c
8.L.1d
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
8.L.2
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
8.L.2a
comma, ellipsis, SWBAT: use
dash
appropriate
punctuation to
show a pause
or break
determine when to
use a comma to
indicate a pause or
break.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ Advanced 8 ELA
b. Use an ellipsis to indicate an omission.
ellipsis as
omission
8.L.2b
c. Spell correctly
SWBAT: use
an ellipsis to
show an
omission
determine when to
use a dash or dashes
to indicate a pause
or break.
SWBAT: spell identify misspelled
words and use
correctly
resources to help
spell correctly
8.L.2c
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
8.L.3
8.L.3a
a. Use verbs in the active and passive voice and
in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).
8.L.4
Vocabulary Acquisition and Use
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.
SWBAT: verbs
in various
voices, &
moods to
achieve a
certain effect.
a. 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.
context clues,
infer
determine word infer the meanings
meaning using of unkown words
context as a
using context clues
clue.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede, secede).
root, affix, clues, determine word
infer
meaning using
Greek or Latin
affixes or roots
as clues.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of speech.
reference
material,
determine
8.L.4a
8.L.4b
8.L.4c
d. 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).
8.L.4d
I can create
sentences with verbs
in the active or
passive voice, or the
conditional or
subjunctive mood.
active voice,
passive voice,
conditional
mood,
subjunctive
mood
use reference
materials to
find word
pronunciation,
meaning, or
part of speech.
recognize and define
common Greek or
Latin roots and
affixes in an
unknown word and
infer the definition
I can determine
meaning of unkown
words, parts of
speech, or
pronunciation by
using a variety of
reference materials.
verify, reference verify the
I can verify the
material
prediction of a meaning of
word's meaning unknown words,
or phrase's
parts of speech, or
meaning
pronounciation by
using a variety of
reference mateirals.
KCC Bullseye ‐ Advanced 8 ELA
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
8.L.5
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
figures of speech interpret figures I can distinguish
(fig lang
of speech in
between literal
examples), literal context
language and figures
languages
of speech and
decode the meaning.
b. Use the relationship between particular words to better understand each of the
words.
word
relationships,
nuances
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
connotation,
denotation
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
domain specific aquire and use
vocab academic grade level
vocab
general
academic and
domain specific
vocab
8.L5a
8.L.5b
8.L.5c
8.L.6
use the
relationships
between words
to better
understand the
meaning of the
words.
distinguish
between
connotations of
words with
similar
denotations
recognize word
relationships
(similarities) to
better understand
multiple words.
recognize the
difference between
denotative meanings
and connotative
meanings.
recognize and aquire
the difference
between general
academic
vocabulary and
content specific
vocabulary.
KCC Bullseye ‐ 9th Grade ELA
Standard
ELA Standards: Reading Literature (RL)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content &
Process
Real World Instructional Example
Explicit, Textual Evidence,
Analyze, Inference
TSW make sense of
Cite strong and thorough textual evidence to
key ideas and details in support analysis of what the texts says
a variety of texts.
explicitly.
Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
Theme, Central Idea, Summary,
Objective
Theme, Main Idea
Explain how the specific details in The Flowers
shape and refine the overall theme presented by
the author. Use evidence from the passage to
support your answer.
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.
Complex Character, Theme
Characters, Plot,
Theme
Marc Antony uses evidence to convince the
crowd that Caesar was not ambitious.
a. Identify three examples of the evidence that
Marc Antony uses to support his claim that
Caesar was not ambitious.
b. Explain how Marc Antony’s word choice
reveals his inner conflict.
Use evidence from the passage to support your
answer.
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).
Figurative Language, Literal
Language, Denotative and
Connotative Meaning,
Cummulative Meaning
TSW determine
understanding from
figurative and
connotative language
Based on the excerpt from The Bluest Eye,
explain how the narrator’s diction and tone
evokes a sense of time and place. Use evidence
from the passage to support your answer.
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.
Text Structure
Analyze text for
structure to enhance
understanding
vidence from the passage to support your
answer.
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.
Point of View, Cultural
Experience, World Literature
TSW analyze for
cultural experiences,
and POV to gain
understanding
How does Dicken’s use his characters in A
Christmas Carol as a portrayal of the
socioeconomic times in England? Use evidence
from the passage to support your answer.
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).
Artistic Medium
TSW use artistic
medium to examine
content and ideas
Analyze the poem “Musee de Beaux Art” with
the painting Landscape with the Fall of Icarus.
What is emphasized in each representation. Use
evidence from the passage to support your
answer.
Source Material, Critique
TSW use source
the excerpt from Rosencrantz and Guildenstern
materials to understand Are Dead draws on and transforms the portrayal
a text
of these two minor characters in Hamlet. Use
evidence from the passage to support your
answer.
9.RL.1
9.RL.2
9.RL.3
Craft and Structure
9.RL.4
9.RL.5
9.RL.6
9.RL.7
9.RL.8
9.RL.9
9.RL.10
(Not applicable to literature)
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).
Range of Reading and Level of Text Complexity
By the end of grade 9, read and comprehend 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. By
the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity
band independently and proficiently.
Reading Strategy, Comprehension, TSW use reading
Students will be given a variety of text that is
strategies to make
appropriate for their level to choose from to
sense of key ideas and read.
concepts in texts.
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC Bullseye ‐ 9th Grade ELA
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
9.RL.KS11
Read - both independently and collaboratively - print, non-print, and
multi-modal works proficiently and critically to be media literate.
9.RL.KS12
Standard
ELA Standards: Reading Informational Text (RI)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
I.
II.
III.
IV.
V.
Vocabulary Student Essentials
Big Idea Content &
Process
Real World Instructional Example
Textual Evidence, Inference,
Explicit
TSW use textual
Identify three examples of inference in t memo
evidence to make sense from J. Kimura to all e-mail users at Molten
of key ideas.
Metals. Analyze the impact of these inferences
on the reader. Use evidence from the passage to
support your answer.
Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
Central Idea, Objective
TSW use determine
central ideas and key
ideas.
Analysis
9.RI.3
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.
TSW analyze events in How is the idea of personal freedom and choice
a text.
established in the two articles “Identify of Tank
Man of Tiananmen Square Remains a
Mystery,” and “Google vs. China.” Use
evidence from the passage to support your
answer.
9.RI.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
Figurative Language, Literal
Language, Denotative and
Connotative Meaning, Technical
Meaning, Tone, Mood,
Cummulative
TSW analyze text for
style, format and word
choice to enhance
meaning.
Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text
(e.g., a section or chapter).
Claim, Refine
TSW analyze in detail How does Patrick Henry develop and refine his
how an author's claims claims in his “Speech to the Second Virginia
Convention?” Use evidence from the passage to
are developed.
support your answer.
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.
Determine Patrick Henry’s purpose in
Point of View, Purpose, Rhetoric, TSWdetermine and
analyze aouthor's POV. addressing the Second Virginia Convention.
Explain how Patrick Henry uses rhetoric to
advance his point of view in his “Speech to the
Second Virginia Convention.” Use evidence
from the pas-sage to support your answer.
9.RI.1
9.RI.2
Maya Angelou’s grandmother taught her several
important lessons.
a. Identify two lessons Maya Angelou’s
grandmother taught her.
b. Using information from the text, discuss two
different ways the grandmother conveyed each
lesson to Maya.
Use evidence from the passage to support your
answer.
Craft and Structure
9.RI.5
9.RI.6
How does the author’s use of language shape
meaning and tone in the excerpt “Against
School: How Public Education Cripples Our
Kids, and Why” and “School is Bad for
Children”? Use evidence from the passage to
support your answer.
Integration of Knowledge and Ideas
9.RI.7
Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which
details are emphasized in each account.
Medium
TSW analyze content, analyze what personality traits are emphasized
reasoning and claims in in each medium.
different mediums.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level
I-V
KCC Bullseye ‐ 9th Grade ELA
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.
Delineate, Argument, Credibility, TSW evaluate an
Claim, Relevant, Sufficient,
argument, claims and
Fallacious Reasoning,
assess reasoning.
Analyze seminal U.S. documents of historical and literary significance
(e.g., Washington’s Farewell Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham
Jail”), including how they address related themes and concepts.
Seminal Documents
9.RI.8
9.RI.9
The author’s website proposes abolishing
mandatory attendance. What evidence does use
to support his position? Evaluate whether the
evidence presented is relevant and sufficient in
supporting his argument. Use evidence from the
passage to sup-port your answer.
TSW analyze US
After reading Washington’s Farewell Address,
documents of historical analyze the theme of freedom and person choice
documents to gain
as illustrated in the text. Cite evidence from the
keener insight into
text to support your answer.
texts.
Range of Reading and Level of Text Complexity
9.RI.10
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. 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.
Encounter a diverse range of engaging and culturally sensitive text and
media that motivate the desire to be literate.
9.RI.KS11
Read - both independently and collaboratively - print, non-print, and
multi-modal works proficiently and critically to be media literate.
9.RI.KS12
TSW use variety of
strategies to make
sense of text.
Students will score at grade 10 on
comprehension based measures.
KCC Bullseye‐ 9th Grade ELA
Standard
ELA Standards: Writing (W)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence
9.W.1
9.W.1a
9.W.1b
9.W.1c
9.W.1d
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.
I.
II. III. IV.
V.
Vocabulary Student
Essentials
Big Idea Content & Process
Real World Instructional Example
Argument, Claim, Valid SWBAT write an argumentative Your school is considering adding a community service
Reasoning,Sufficient
text that clearly communicates requirement for high school graduation. Some students feel
Evidence
ideas to reader
that this will better prepare them for adult civic
responsibilities. Others feel that this is an imposition on
their time. Write a speech to present to your board of
education in which you take a position on this proposal.
Support your position with appropriate evidence and
reasoning. Use words, phrase, and clauses to create
cohesion and clarify the relationships that exist between
your claims, reason, evidence, and counterclaims.
Counter Claim
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.
Counter Claim
Audience Knowledge
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.
Clauses, Cohesion
Transitions
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
Style, Tone, Norms,
Discipline
Discipline
Provide a concluding statement or section that follows from and
supports the argument presented.
Concluding Statement
Conclusion
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.
Convey, Informative,
Explanatory
SWBAT write an informative
text that clearly communicates
the ideas to the reader.
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.
Formatting, Graphics,
Multimedia
Introduce a Topic
Develop the topic with well-chosen, relevant, and sufficient facts
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s
knowledge of the topic.
Relevant, Concrete
Develop Topic
9.W.1e
9.W.2
9.W.2a
9.W.2b
Your local historical society has asked you to develop a
web page about a specific site that is important to your
community. Locate information about the site, choose
which facts are of the greatest interest to potential visitors
and organize the information in the most logical format.
Include appropriate formatting and graphics to help clarify
your ideas.
Date
Percent
Proficient
Level
I-V
Percent
Mastery
Level I-V
KCC Bullseye‐ 9th Grade ELA
9.W.2c
Use appropriate and varied transitions to link the major sections
of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
Transitions, Cohesion, Transitions
Varies
Use precise language and domain-specific vocabulary to manage
the complexity of the topic.
Precise, Domain
Specific
Vocabulary
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
Formal and Objective
Tone
Tone
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).
Articulate, Implications, Conclusion
Signifacance,
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured event sequences.
Narratives, Sequence,
TSWBAT write a narrative text Procrastination, according to its Latin roots, means “putting
that clearly communicates ideas some-thing off until tomorrow.” Most people at one time or
another have procrastinated. Write a narrative using the
to the reader.
appropriate form to tell your peers about a time when you
or someone you know procrastinated. Describe the
outcome, good or bad, of postponing the action. Be sure to
explain the lessons that can be learned from this
experience.
Engage and orient the reader by setting out a problem, situation,
or observation, establishing one or multiple point(s) of view, and
ntroducing a narrator and/or characters; create a smooth
rogression of experiences or events.
Engage, Orient,
Engaging Introduction
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
Progression, Pacing,
Pacing and Progression
Dialogue, Multiple Plot
Lines
Use a variety of techniques to sequence events so that they build
on one another to create a coherent whole.
Coherent
Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
setting, and/or characters.
Telling Details, Sensory Imagery
Language,
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the
narrative.
Conclusion
9.W.2d
9.W.2e
8.W.2f
9.W.3
9.W.3a
9.W.3b
Coherent Whole
9.W.3c
9.W.3d
9.W.3e
9.W.11(KS)
Create- both independently and collaboratively - technical, nonprint, digital, and multi-modal versions of text types and
purposes outlined in standards 1,2,and 3
Conclusion
KCC Bullseye‐ 9th Grade ELA
9.W.4
9.W.5
9.W.6
9.W.KS12
Production and Distribution of Writing
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command
of Language standards 1–3 up to and including grades 9–10 on
page 54.)
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.
Writing Style, Task,
Purpose, Audience
TSWBAT produce a text that See Standards 1-3 (persuasive, informative/explanatory and
narrative)
has clear ideas, that involve
selecting appropriate style for
their audience, and is strengthed
bthrough.
Revision Stragegy, Edit, Produce a text that has been
Purpose, Audience
revised.
See Standards 1-3 (persuasive, informative/explanatory and
narrative)
Flexibly, Dynamically, Produce a text that incorporates Internet sites for publishing student work:
Technology
http://www.educationworld.com/a_tech/tech/tech042.shtml
http://www.reacheverychild.com/feature/kids_publish.html
Strengthen writing craft - both independently and collaboratively
through a recursive writing and revision process and the use of
the common vocabulary of the 6 - trait model
Research to Build and Present Knowledge
Research, Central
Question, Synthesize
9.W.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Credibility, Advanced TSWBAT Research with
Search, Plagiarism,
authentic Sources and cite
Paraphrase, Authorative properly.
Print
9.W.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for
citation.
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Textual Evidence,
Analysis, Reflection,
Research
9.W.9
9.W.9a
9.W.9b
TSWBAT write a piece that
uses Research to answer a
question.
A short research project is a short, narrowly-focused
academic paper that does not require the writer to build a
complex argument. Rather, it teaches the process of researching focusing on the basic elements of research.
Research a current issue that evokes strong opinions (e.g.
immigration, global warming, genetics manipulation, etc.).
Make sure you locate information that addresses multiple
perspectives on the issue and evaluate each for its
credibility, accuracy and relevance. Use the information to
produce a product (e.g., web page, editorial) that reflects
the diversity of viewpoints. Use a standard documentation
format (e.g., APA, MLA) that suits your purpose and
format.
a) Analyze a wide range of foundational works of
TSWBAT find appropriate
information to support analysis literature, comparing and contrasting approaches to similar
ideas or themes in two or more texts from the same period.
or position.
b) Apply grades 10 reading standards to literary nonfiction
(e.g., “Assess the truth of an argument’s explicit and
implicit premises by determining whether the evidence
presented in the text justifies the conclusions”).
Apply grades 9–10 Reading standards to literature (e.g.,
“Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a theme
or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare]”).
Literature Based Info
Apply grades 9–10 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning”).
Nonfiction Based Info
KCC Bullseye‐ 9th Grade ELA
Range of Writing
9.W.10
9.W.KS11
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.
Create - both independently and collaboratively - technical,
nonprint, digital, and multi-modal versions of text types and
purposes outlined in standards 1, 2, and 3,.
Writing Format, Style, TSWBAT choose and use a
varitey of formats appropriate
Task, Purpose,
for audience, task and time
Audience
frame.
KCC Bullseye‐ 9th Grade ELA
Standard
ELA Standards: Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
I.
II. III. IV. V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Collaborative,
Diverse
TSW enhance
comprehension through
Collaborative
Discussions
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, wellreasoned exchange of ideas.
Explicit, WellReasoned
Prepared Discussions
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.
Consensus,
Collegial
Set rule, roles and
deadlines for
Discussions with peers
9.SL.1
9.SL.1a
9.SL.1b
9.SL.1c
9.SL.1d
9.SL.2
9.SL.3
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.
Real World Instructional Example
Read a selection of primary and secondary texts
based around an essential question and annotate
material e.g. such as immigration:
To help you think critically about this question
and develop a deeper understanding of the history
of immigration in America, to help you shape
your answer to the essential question: Should we
keep America’s Immigration door open? You
will read selections of texts that address a specific
question and thinking skills. Example: What first
experiences did immigrants have—levelanalyzing? Did Immigrant expectations match
reality? What is the immigrant experience today?
In cooperative groups set group norms,
implement roles such as summarizer, clarifier,
etc. Talking chips or post-its or another system
can be used so that a few students do not
dominate the discussion.
Evaluate, using the rubric, whether the team met
its goals.
Pacing Discussions
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.
Diverse
Perspectives,
Justify
Multiple Views
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
Media, Format
TSW evaluate Multiple Students evaluate credibility and accuracy in
Sources and ideas, and several sources, and diverse media.
evaluate sources within Students then research other legislation that has
discussions
been enacted to reduce various risks to human
health and the environment.
Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
Point of View,
SW evaluate Point of
Rhetoric, Distorted View
Evidence,
Fallacious
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC Bullseye‐ 9th Grade ELA
9.SL.4
Presentation of Knowledge and Ideas
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.
Line of Reasoning, TSW Present with
Appropriate Audience,
Task, Purpose,
Style, Task in mind
Audience
Presentation based on I-Search in the content area
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.
Digital Media
Students will utilize programs such as iMovie,
Xtranormal.com, Dragon Speak (voice-to-text),
Powerpoint, Pixton Comics, google Earth/google
Lit trips or other technological innovations to
enhance a presentation for a Literature Circles
project.
Adapt speech to a variety of contexts and tasks, demonstrating command o
formal English when indicated or appropriate. (See grades 9–10 Language
standards 1 and 3 on pages 54 for specific expectations.)
Formal and
TSW Adapt Speech for
Informal Language contexts and tasks
TSW use Media to
Enhance speech
9.SL.5
9.SL.6
KCC Bullseye ‐ 9th Grade ELA
ELA Standards: Language (L)
Standard
I.
II. III. IV. V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Real World Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Conventions
TSW write using
appropriate
Conventions of
language
TSW write using appropriate
Conventions of language
Use parallel structure.*
Parallel Structure
Parallel structure in
Sentences
Describe the use of parallel structure in
the essay “Down with the Forests”. How
do these structures help develop the
theme of the essay?
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.
Phrases, Clauses
Phrases and Clauses
If the writer were to delete the phrase
“coordinating the timing and pitch of thei
instruments” from the preceding
sentence, the sentence would primarily
lose:
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Conventions,
TSW write using
appropriate
Conventions of
language
TSW write using appropriate
Conventions of language
Use a semicolon (and perhaps a conjunctive adverb) to link two or more
closely related independent clauses.
Semicolon,
Independent
Clauses
Semi colon
a description of how musicians overcame
the limitations of the antara.
Use a colon to introduce a list or quotation.
Colon
Colon
an indication that music was an important
element in Incan life.
9.L.1
9.L.1a
9.L.1b
9.L.2
9.L.2a
9.L.2b
Spell correctly.
Spelling
9.L.2c
9.L.3
Knowledge of Language
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.
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.
9.L.3a
Context
TSW apply knowledge TSW apply knowledge of language, to
of language, to make make choices.
choices.
Style Manual
Editing Style
You will find two quotes from any two
book you choose; write them down with
MLA in-text citings. You will then,
below your quote, offer an MLA works
cited in alphabetical order for the books
you took your quotes from.
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC Bullseye ‐ 9th Grade ELA
9.L.4
Vocabulary Acquisition and Use
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.
TSW Determine
TSW Determine Meaning of vocabulary .
Meaning of vocabulary
.
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.
Context Clues
Contxt Clues
In "Alien Invasion," on page 4, an
Australian official says, "We can-not
tolerate a situation" where cane toads are
traveling across the Australian continent.
This means that the official thinks that
Australians cannot
Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Parts of Speech
Parts of Speech
Spell the word that is pronounced [ab-hor
uhns]. Define the word that is spelled,
and utilize it in a sentence reflecting this
meaning.
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.
Etemology
Use resources of
meaning of words
Spell the word that is pronounced [ab-hor
uhns]. Define the word that is spelled,
and utilize it in a sentence reflecting this
meaning.
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).
Inferred Meaning Dictionary
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Figure of Speech, TSW understand
TSW understand nuances of words from
Nuance
nuances of words from figurative language and figures of speech
figurative language
and figures of speech
Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
Figure of Speech, Figures of Speech
Euphemism,
Oxymoron
Analyze nuances in the meaning of words with similar denotations.
Denotations
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
General Academic TSW understand
words to aid
Words, Domain
comprehension for
Specific Words
college and career.
9.L.4a
9.L.4b
9.L.4c
9.L.4d
9.L.5
9.L5a
9.L.5b
9.L.6
What does Shakespeare imply with the
use of the word “sole” in this exchange in
Julius Caesar Act I, Scene I between a
commoner and the two tribunals?
As it is used in line 65, the term the edge
refers to a place where Abshu felt:
a. most alive. b. unfulfilled. c. defeated.
d. most competitive
Denotative Meanings The same girl was described by many
people. Some called her slender; others
scrawny; still others gaunt. Which of
these words implies the most positive
description of the girl? Defend your
choice. Which of these words is the most
negative? Defend your choice.
TSW understand words to aid
comprehension for college and career.
KCC Bullseye ‐ Advanced 9 ELA
Standard
ELA Standards: Reading Literature (RL)
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World Instructional Example
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text.
Textual evidence, analyze, TSW make sense of
Cite strong and thorough textual evidence key ideas and details in to support analysis of what the texts says inference, explicit
a variety of texts.
explicitly.
Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective
summary of the text.
Theme, central idea,
summary, objective
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.
Complex Character, theme Characters, Plot,
Theme
Marc Antony uses evidence to convince
the crowd that Caesar was not
ambitious.
a. Identify three examples of the
evidence that Marc Antony uses to
support his claim that Caesar was not
ambitious.
b. Explain how Marc Antony’s word
choice reveals his inner conflict.
Use evidence from the passage to
support your answer.
9.RL.4
Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
Figurative language, literal
language, denotative and
connotative meaning,
cumulative
TSW determine
understanding from
figurative and
connotative language
Based on the excerpt from The Bluest Eye , explain how the narrator’s diction and tone evokes a sense of time and place. Use evidence from the passage to support your answer.
Text structure
Analyze text for
structure to enhance
understanding
9.RL.5
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.
Explain how the structure of the funeral speech (Act III sc. Ii) by Marc Antony creates dramatic tension. Use evidence from the passage to support your answer.
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.
TSW analyze for
Point of view, cultural
experience, world literature cultural experiences,
and POV to gain
understanding
9.RL.1
9.RL.2
Theme, Main Idea
9.RL.3
Explain how the specific details in The Flowers shape and refine the overall theme presented by the author. Use evidence from the passage to support your answer.
Craft and Structure
9.RL.6
How does Dicken’s use his characters in A Christmas Carol as a portrayal of the socioeconomic times in England? Use evidence from the passage to support your answer.
Date
Percent
Proficient
Level I - V
Percent Mastery
Level I - V
KCC Bullseye ‐ Advanced 9 ELA
9.RL.7
9.RL.8
9.RL.9
Artistic Medium
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).
TSW use artistic
medium to examine
content and ideas
Analyze the poem “Musee de Beaux Art” with the painting Landscape with the Fall of Icarus. What is emphasized in each representation. Use evidence from the passage to support your answer.
(Not applicable to literature)
Explain how the excerpt from Rosencrantz Source material and critique TSW use source
materials to understand and Guildenstern Are Dead draws on and a text
transforms the portrayal of these two minor characters in Hamlet. Use evidence from the passage to support your answer.
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).
Range of Reading and Level of Text Complexity
9.RL.10
By the end of grade 9, read and comprehend 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. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems,
at the high end of the grades 9–10 text complexity band
independently and proficiently.
Reading strategy and
comprehension
TSW use reading
Students will be given a variety of text that strategies to make sense is appropriate for their level to choose of key ideas and
from to read.
concepts in texts.
Encounter a diverse range of engaging and culturally sensitive
text and media that motivate the desire to be literate.
9.RL.KS11
Read - both independently and collaboratively - print, nonprint, and multi-modal works proficiently and critically to be
media literate.
9.RL.KS12
Standard
ELA Standards: Reading Informational Text (RI)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Big Idea Content &
Process
Real World Instructional Example
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text.
9.RI.1
Textual evidence, inference, TSW use textual
Identify three examples of inference in t and explicit
evidence to make sense memo from J. Kimura to all e‐mail users at of key ideas.
Molten Metals. Analyze the impact of these inferences on the reader. Use evidence from the passage to support your answer.
Date
Percent
Proficient
Level I - V
Percent Mastery
Level I - V
KCC Bullseye ‐ Advanced 9 ELA
Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective
summary of the text.
Central idea and objective
TSW use determine
central ideas and key
ideas.
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.
Analysis
TSW analyze events in How is the idea of personal freedom and a text.
choice established in the two articles “Identify of Tank Man of Tiananmen Square Remains a Mystery,” and “Google vs. China.” Use evidence from the passage to support your answer.
9.RI.2
9.RI.3
Maya Angelou’s grandmother taught
her several important lessons.
a. Identify two lessons Maya Angelou’s
grandmother taught her.
b. Using information from the text,
discuss two different ways the
grandmother conveyed each lesson to
Maya.
Use evidence from the passage to
support your answer.
Craft and Structure
9.RI.4
How does the author’s use of language shape meaning and tone in the excerpt “Against School: How Public Education Cripples Our Kids, and Why” and “School is Bad for Children”? Use evidence from the passage to support your answer.
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).
Figurative language, literal TSW analyze text for
language, denotative
style, format and word
meaning, connotative
choice to enhance
meaning, technical meaning,meaning.
tone, mood, cumulative
Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
Claim, refine
TSW analyze in detail How does Patrick Henry develop and how an author's claims refine his claims in his “Speech to the are developed.
Second Virginia Convention?” Use evidence from the passage to support your answer.
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.
Point of view, purpose,
rhetoric
Determine Patrick Henry’s purpose in TSWdetermine and
analyze aouthor's POV. addressing the Second Virginia Convention. Explain how Patrick Henry uses rhetoric to advance his point of view in his “Speech to the Second Virginia Convention.” Use evidence from the pas‐
sage to support your answer.
Medium
TSW analyze content, After reading portions of "Amadeus" and reasoning and claims in “Mozart: Setting the Record Straight” and different mediums.
watching excerpts from the film, Amadeus , analyze what personality traits are emphasized in each medium.
9.RI.5
9.RI.6
Integration of Knowledge and Ideas
9.RI.7
Analyze various accounts of a subject told in different
mediums (e.g., a person’s life story in both print and
multimedia), determining which details are emphasized in each
account.
KCC Bullseye ‐ Advanced 9 ELA
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.
Delineate, argument,
TSW evaluate an
credibility, claim, relevant, argument, claims and
sufficient, fallacious
assess reasoning.
reasoning
Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Seminal documents
9.RI.8
9.RI.9
TSW analyze US
documents of historical
documents to gain
keener insight into
texts.
The author’s website proposes abolishing mandatory attendance. What evidence does use to support his position? Evaluate whether the evidence presented is relevant and sufficient in supporting his argument. Use evidence from the passage to sup‐port your answer.
After reading Washington’s Farewell Address , analyze the theme of freedom and person choice as illustrated in the text. Cite evidence from the text to support your answer.
Range of Reading and Level of Text Complexity
9.RI.10
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. 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.
Encounter a diverse range of engaging and culturally sensitive
text and media that motivate the desire to be literate.
9.RI.KS11
Read - both independently and collaboratively - print, nonprint, and multi-modal works proficiently and critically to be
media literate.
9.RI.KS12
TSW use variety of
Students will score at grade 10 on
strategies to make sense comprehension based measures.
of text.
KCC Bullseye ‐ Advanced 9 ELA
Standard
ELA Standards: Writing (W)
Text Types and Purposes
Write arguments to support claims in
an analysis of substantive topics or
texts, using valid reasoning and
relevant and sufficient evidence
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Arguments, claims,
valid reasoning,
sufficient evidence
SWBAT write an
argumentative text that
clearly communicates
ideas to reader
Counterclaim
Counter Claim
9.W.1
9.W.1a
9.W.1b
9.W.1c
9.W.1d
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.
Audience Knowledge
Develop claim(s) and counterclaims
fairly, supplying evidence for each
while pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level and concerns.
Use words, phrases, and clauses to
link the major sections of the text,
create cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
Cohesion
Transitions
Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
Style, tone, norms, and Discipline
discipline
Real World Instructional
Example
Your school is considering adding a community service requirement for high school graduation. Some students feel that this will better prepare them for adult civic responsibilities. Others feel that this is an imposition on their time. Write a speech to present to your board of education in which you take a position on this proposal. Support your position with appropriate evidence and reasoning. Use words, phrase, and clauses to create cohesion and clarify the relationships that exist between your claims, reason, evidence, and counterclaims.
Date
Percent
Proficient
Level I - V
Percent
Mastery
Level I - V
KCC Bullseye ‐ Advanced 9 ELA
Provide a concluding statement or
section that follows from and supports
the argument presented.
Conclusion
9.W.1e
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.
Infomative,
explanatory, convey,
content analysis
SWBAT write an
informative text that
clearly communicates
the ideas to the reader.
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.
Formating, graphics,
and multimedia
Introduce a Topic
Develop the topic with well-chosen,
relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the
audience’s knowledge of the topic.
Relevant, concrete
Develop Topic
Use appropriate and varied transitions
to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
Varied transitions,
cohesions
Transitions
Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
Precise, domanispecific
Vocabulary
Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
Formal and objective
tone
Tone
9.W.2
9.W.2a
9.W.2b
9.W.2c
9.W.2d
9.W.2e
Your local historical society has asked you to develop a web page about a specific site that is important to your community. Locate information about the site, choose which facts are of the greatest interest to potential visitors and organize the information in the most logical format. Include appropriate formatting and graphics to help clarify your ideas.
KCC Bullseye ‐ Advanced 9 ELA
9.W.2f
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).
Articulating,
implications,
significance
Conclusion
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Sequences, narrative
TSWBAT write a
narrative text that clearly
communicates ideas to
the reader.
Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
ntroducing a narrator and/or
characters; create a smooth rogression
of experiences or events.
Engage, orient
Engaging Introduction
Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters.
Dialogue, multiple plot Pacing and Progression
line, progression,
dialogue
Use a variety of techniques to
sequence events so that they build on
one another to create a coherent
whole.
Coherent whole
Use precise words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters.
Telling details, sensory Imagery
language
Provide a conclusion that follows
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
Conclusion
9.W.3
9.W.3a
9.W.3b
9.W.3c
9.W.3d
9.W.3e
Coherent Whole
Conclusion
Procrastination, according to its Latin roots, means “putting some‐
thing off until tomorrow.” Most people at one time or another have procrastinated. Write a narrative using the appropriate form to tell your peers about a time when you or someone you know procrastinated. Describe the outcome, good or bad, of postponing the action. Be sure to explain the lessons that can be learned from this experience. KCC Bullseye ‐ Advanced 9 ELA
9.W.4
9.W.5
9.W.6
9.W.12
Production and Distribution of
Writing
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing types
are defined in standards 1–3 above.)
Writing style, task,
purpose, audience
TSWBAT produce a text See Standards 1‐3 (persuasive, that has clear ideas, that informative/explanatory and involve selecting
narrative)
appropriate style for
their audience, and is
strengthed bthrough.
Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions
should demonstrate command of
Language standards 1–3 up to and
including grades 9–10 on page 54.)
Revision stategy, edit,
purpose, audience
Produce a text that has
been revised.
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.
Flexibly, dynamically
Produce a text that
Internet sites for publishing
incorporates Technology student work:
See Standards 1‐3 (persuasive, informative/explanatory and narrative)
http://www.educationworld.co
m/a_tech/tech/tech042.shtml
http://www.reacheverychild.co
m/feature/kids_publish.html
Strengthen writing craft - both
independently and collaboratively through a recursive writing and
revision process and the use of the
common vocabulary of the 6 - trait
model
Research to Build and Present
Knowledge
9.W.7
Conduct short as well as more
sustained research projects to answer
a question (including a self-generated
question) or solve a problem; narrow
or broaden the inquiry when
appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
Research, central
questions, synthesize
TSWBAT write a piece
that uses Research to
answer a question.
A short research project is a short, narrowly‐focused academic paper that does not require the writer to build a complex argument. Rather, it teaches the process of re‐
searching focusing on the basic elements of research.
KCC Bullseye ‐ Advanced 9 ELA
9.W.8
Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of
each source in answering the research
question; integrate information into
the text selectively to maintain the
flow of ideas, avoiding plagiarism and
following a standard format for
citation.
Credibility, advanced
search, plagerism,
paraphase,
authoratative print
TSWBAT Research with Research a current issue that authentic Sources and
evokes strong opinions (e.g. cite properly.
immigration, global warming, genetics manipulation, etc.). Make sure you locate information that addresses multiple perspectives on the issue and evaluate each for its credibility, accuracy and relevance. Use the information to produce a product (e.g., web page, editorial) that reflects the diversity of viewpoints. Use a standard documentation format (e.g., APA, MLA) that suits your purpose and format.
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
Textual evidence,
analysis, reflection,
research
TSWBAT find
appropriate information
to support analysis or
position.
9.W.9
9.W.9a
9.W.9b
Apply grades 9–10 Reading standards
to literature (e.g., “Analyze how an
author draws on and transforms
source material in a specific work
[e.g., how Shakespeare treats a theme
or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare]”).
Literature Based Info
Apply grades 9–10 Reading standards
to literary nonfiction (e.g., “Delineate
and evaluate the argument and
specific claims in a text, assessing
whether the reasoning is valid and the
evidence is relevant and sufficient;
identify false statements and
fallacious reasoning”).
Nonfiction Based Info
a) Analyze a wide range of
foundational works of literature,
comparing and contrasting
approaches to similar ideas or
themes in two or more texts from
the same period.
b) Apply grades 10 reading
standards to literary nonfiction
(e.g., “Assess the truth of an
argument’s explicit and implicit
premises by determining whether
the evidence presented in the text
justifies the conclusions”).
KCC Bullseye ‐ Advanced 9 ELA
Range of Writing
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of tasks, purposes, and
audiences.
9.W.10
Writing format, writing TSWBAT choose and
Sample short time Frame Writing
use a varitey of formats Prompts:
style, task, purpose,
appropriate for audience,
audience
task and time frame.
Paraphrase and explain the
meanings of quotations, theories,
excerpts from readings or class
discussions/lectures, movies, etc.
Write a dialogue about two or
more points of view on a
controversy that emerged in class
discussion, in articles, documents
or other written materials, or by
experts in the field under study.
Sample Long Term Prompts:
Write about a historical event in
American history and its impact on
the US today
KCC Bullseye ‐ Advanced 9 ELA
Standard
ELA Standards: Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
I.
II.
III.
IV.
V.
Vocabulary
Big Idea Content &
Student Essentials
Process
Collaborative,
diverse
Real World Instructional Example
Read a selection of primary and secondary texts
TSW enhance
comprehension through based around an essential question and annotate
Collaborative Discussions material e.g. such as immigration:
To help you think critically about this question and
develop a deeper understanding of the history of
immigration in America, to help you shape your
answer to the essential question:
Should we keep America’s Immigration door
open?
You will read selections of texts that address a
specific question and thinking skills.
Example: What first experiences did immigrants
have—level-analyzing? Did Immigrant
expectations match reality? What is the immigrant
experience today?
9.SL.1
In cooperative groups set group norms, implement
roles such as summarizer, clarifier, etc. Talking
chips or post-its or another system can be used so
that a few students do not dominate the discussion.
Evaluate, using the rubric, whether the team met
its goals.
9.SL.1a
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.
Explicit, wellreasoned
Prepared Discussions
Date
Percent Level I Percent Level I V
Proficient
-V
Mastery
KCC Bullseye ‐ Advanced 9 ELA
9.SL.1b
9.SL.1c
9.SL.1d
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.
Collegial, consensus Set rule, roles and
deadlines for Discussions
with peers
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.
Pacing Discussions
Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and
understanding and make new connections in light of the
evidence and reasoning presented.
Diverse perspective, Multiple Views
justify
Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source.
Media, format
Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
Point of view,
SW evaluate Point of
rhetoric, distorted
View
evidence, fallacious
reasoning
You will watch the Geoffrey Coates 90‐second interview http://earthsky.org/human‐
world/geoffrey‐coates‐says‐his‐new‐plastics‐are‐
friendlier‐to‐environment and evaluate his point of view by using a rubric evaluating:
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.
Line of reasoning,
task, purpose,
audience
TSW Present with
Appropriate Audience,
Style, Task in mind
Presentation based on I-Search in the content
area
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.
Digital Media
TSW use Media to
Enhance speech
Students will utilize programs such as
iMovie, Xtranormal.com, Dragon Speak
(voice-to-text), Powerpoint, Pixton Comics,
google Earth/google Lit trips or other
technological innovations to enhance a
presentation for a Literature Circles project.
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (See grades 9–10 Language
standards 1 and 3 on pages 54 for specific
expectations.)
Formal, informal
TSW Adapt Speech for
contexts and tasks
Give a speech that is adapted for two very
different audiences (peers vs parents)
changing word choice, language and phrasing
as appropriate.
TSW evaluate Multiple
Sources and ideas, and
evaluate sources within
discussions
9.SL.2
9.SL.3
Students evaluate credibility and accuracy in
several sources, and diverse media.
Students then research other legislation that
has been enacted to reduce various risks to
human health and the environment.
Presentation of Knowledge and Ideas
9.SL.4
9.SL.5
9.SL.6
KCC Bullseye ‐ Advanced 9 ELA
Standard
9.L.1
ELA Standards: Language (L)
Conventions of Standard English
Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
I.
II.
III. IV. V. Vocabulary Student Big Idea Content &
Essentials
Process
Conventions
TSW write using
appropriate
Conventions of
language
TSW write using appropriate Conventions of
language
Use parallel structure.*
Parallel Structure
Parallel structure in
Sentences
Describe the use of parallel structure in the essay “Down with the Forests”. How do these structures help develop the theme of the essay? 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.
Phrases, clauses
Phrases and Clauses
If the writer were to delete the phrase “coordinating the timing and pitch of their instruments” from the preceding sentence, the sentence would primarily lose: Demonstrate command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Conventions
TSW write using
appropriate
Conventions of
language
TSW write using appropriate Conventions of language
Use a semicolon (and perhaps a conjunctive adverb)
to link two or more
closely related independent clauses.
Semicolon,
independent clauses
Semi colon
a description of how musicians overcame the limitations of the antara.
Use a colon to introduce a list or quotation.
Colon
Colon
an indication that music was an important element in Incan life.
9.L.1a
9.L.1b
9.L.2
9.L.2a
9.L.2b
Real World Instructional Example
Date
Percent
Proficient
Level I V
Percent
Mastery
Level I V
KCC Bullseye ‐ Advanced 9 ELA
Spelling
Spell correctly.
the idea that the antara was a key feature of Incan music.
9.L.2c
nothing of significance, because the phrase is redundant.
Knowledge of Language
9.L.3
9.L.3a
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.
Context
TSW apply
knowledge of
language, to make
choices.
TSW apply knowledge of language, to make
choices.
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.
Style Manual
Editing Style
You will find two quotes from any two book you choose; write them down with MLA in‐text citings. You will then, below your quote, offer an MLA works cited in alphabetical order for the books you took your quotes from.
TSW Determine
Meaning of
vocabulary .
TSW Determine Meaning of vocabulary .
Vocabulary Acquisition and Use
9.L.4
9.L.4a
9.L.4b
9.L.4c
9.L.4d
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.
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.
Context
Contxt Clues
In "Alien Invasion," on page 4, an Australian official says, "We can‐not tolerate a situation" where cane toads are traveling across the Australian continent. This means that the official thinks that Australians cannot Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate,
advocacy).
Parts of Speech
Parts of Speech
Spell the word that is pronounced [ab‐hor‐uhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.
Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of
speech, or its
etymology.
Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
Etymology
Use resources of
meaning of words
Spell the word that is pronounced [ab‐hor‐uhns]. Define the word that is spelled, and utilize it in a sentence reflecting this meaning.
Inferred
Dictionary
What does Shakespeare imply with the use of the word “sole” in this exchange in Julius Caesar Act I, Scene I between a commoner and the two tribunals? KCC Bullseye ‐ Advanced 9 ELA
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Figure of speech,
nuance
TSW understand
TSW understand nuances of words from figurative nuances of words
language and figures of speech
from figurative
language and figures
of speech
Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the
text.
Figure of speech,
nuance, euphemism,
oxymoron
Figures of Speech
Analyze nuances in the meaning of words with
similar denotations.
Denotations
Denotative Meanings The same girl was described by many people. Some called her slender; others scrawny; still others gaunt. Which of these words implies the most positive description of the girl? Defend your choice. Which of these words is the most negative? Defend your choice.
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.
General academic
words, domain
specific words
TSW understand
words to aid
comprehension for
college and career.
9.L.5
9.L5a
9.L.5b
9.L.6
As it is used in line 65, the term the edge refers to a place where Abshu felt: a. most alive. b. unfulfilled. c. defeated. d. most competitive
TSW understand words to aid comprehension for college and career.
KCC Bullseye - 10th Grade ELA
Reading
Standard
ELA Standards: Reading Literature (RL)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Real World
Instructional Example
Textual evidence,
analyze, inference,
explicit
TSW make sense of key
ideas and details in a
variety of texts.
Cite strong and thorough
textual evidence to support
analysis of what the texts
says explicitly.
Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Theme, central idea,
summary, objective
Theme, Main Idea
Explain how the specific details
in The Flowers shape and
refine the overall theme
presented by the author. Use
evidence from the passage to
support your answer.
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.
Complex Character,
theme
Characters, Plot, Theme
Marc Antony uses evidence to
convince the crowd that Caesar
was not ambitious.
a. Identify three examples of
the evidence that Marc Antony
uses to support his claim that
Caesar was not ambitious.
b. Explain how Marc Antony’s
word choice reveals his inner
fli
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).
Figurative language,
literal language,
denotative and
connotative meaning,
cumulative
TSW determine
understanding from
figurative and connotative
language
Based on the excerpt from The
Bluest Eye , explain how the
narrator’s diction and tone
evokes a sense of time and
place. Use evidence from the
passage to support your
answer.
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.
Text structure
Analyze text for structure Explain how the structure of
to enhance understanding the funeral speech (Act III sc.
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.
Point of view, cultural
experience, world
literature
TSW analyze for cultural How does Dicken’s use his
experiences, and POV to characters in A Christmas
Carol as a portrayal of the
gain understanding
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).
Artistic Medium
TSW use artistic medium Analyze the poem “Musee de
Beaux Art” with the painting
to examine content and
Landscape with the Fall of
ideas
10.RL.1
10.RL.2
10.RL.3
Craft and Structure
10.RL.4
Ii) by Marc Antony creates
dramatic tension. Use evidence
from the passage to support
your answer.
10.RL.5
socioeconomic times in
England? Use evidence from
the passage to support your
answer.
10.RL.6
10.RL.7
10.RL.8
Icarus. What is emphasized in
each representation. Use
evidence from the passage to
support your answer.
(Not applicable to literature)
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).
Source material and
critique
TSW use source materials Explain how the excerpt from
Rosencrantz and Guildenstern
to understand a text
Are Dead draws on and
transforms the portrayal of
these two minor characters in
Hamlet. Use evidence from the
passage to support your
answer.
10.RL.9
10.RL.10
Range of Reading and Level of Text Complexity
By the end of grade 9, read and comprehend 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. By the end of grade 10,
read and comprehend literature, including stories, dramas, and poems, at the
high end of the grades 9–10 text complexity band independently and
proficiently.
Reading strategy and
comprehension
TSW use reading
strategies to make sense
of key ideas and concepts
in texts.
Students will be given a variety
of text that is appropriate for
their level to choose from to
read.
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye - 10th Grade ELA
Reading
Standard
ELA Standards: Reading Informational Text (RI)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Vocabulary Student
Big Idea Content &
Essentials
Process
Textual evidence,
inference, and explicit
Real World Instructional
Example
TSW use textual evidence Identify three examples of
inference in t memo from J.
to make sense of key
Kimura to all e-mail users at
ideas.
Molten Metals. Analyze the
impact of these inferences on
the reader. Use evidence from
the passage to support your
answer.
10.RI.1
Maya Angelou’s grandmother
taught her several important
lessons.
a. Identify two lessons Maya
Angelou’s grandmother taught
her.
b. Using information from the
text, discuss two different ways
the grandmother conveyed each
lesson to Maya.
Use evidence from the passage
to support your answer.
Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Central idea and objective TSW use determine
central ideas and key
ideas.
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.
Analysis
TSW analyze events in a How is the idea of personal
text.
freedom and choice
established in the two
articles “Identify of Tank
Man of Tiananmen Square
Remains a Mystery,” and
“Google vs. China.” Use
evidence from the passage
to support your answer.
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).
Figurative language,
literal language,
denotative meaning,
connotative meaning,
technical meaning, tone,
mood, cumulative
TSW analyze text for
style, format and word
choice to enhance
meaning.
How does the author’s use
of language shape meaning
and tone in the excerpt
“Against School: How
Public Education Cripples
Our Kids, and Why” and
“School is Bad for
Children”? Use evidence
from the passage to support
your answer.
Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
Claim, refine
TSW analyze in detail
how an author's claims
are developed.
How does Patrick Henry
develop and refine his
claims in his “Speech to the
Second Virginia
Convention?” Use evidence
from the passage to support
your answer.
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.
Point of view, purpose,
rhetoric
TSWdetermine and
analyze aouthor's POV.
Determine Patrick Henry’s
purpose in addressing the
Second Virginia
Convention. Explain how
Patrick Henry uses rhetoric
to advance his point of view
in his “Speech to the
Second Virginia
Convention.” Use evidence
from the pas-sage to
support your answer.
10.RI.2
10.RI.3
Craft and Structure
10.RI.4
10.RI.5
10.RI.6
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye - 10th Grade ELA
Reading
Integration of Knowledge and Ideas
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.
Medium
TSW analyze content,
reasoning and claims in
different mediums.
After reading portions of
"Amadeus" and “Mozart:
Setting the Record Straight”
and watching excerpts from
the film, Amadeus , analyze
what personality traits are
emphasized in each
medium.
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.
Delineate, argument,
credibility, claim,
relevant, sufficient,
fallacious reasoning
TSW evaluate an
argument, claims and
assess reasoning.
The author’s website
proposes abolishing
mandatory attendance.
What evidence does use to
support his position?
Evaluate whether the
evidence presented is
relevant and sufficient in
supporting his argument.
Use evidence from the
passage to sup-port your
answer.
Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Seminal documents
TSW analyze US
documents of historical
documents to gain keener
insight into texts.
After reading Washington’s
Farewell Address , analyze
the theme of freedom and
person choice as illustrated
in the text. Cite evidence
from the text to support
your answer.
TSW use variety of
strategies to make sense
of text.
Students will score at grade
10 on comprehension based
measures.
10.RI.7
10.RI.8
10.RI.9
Range of Reading and Level of Text Complexity
10.RI.10
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. 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.
Enounter a diverse range of engaging and culturally senstitive text and media
that motivate the desire to be literate
10.RI.KS11
Read-both independently and collaboratively-print, non-print, and multi-modal
works proficiently and critically to be media literate
10.RI.KS12
KCC Bullseye - 10th Grade ELA
Writing
Standard
ELA Standards: Writing (W)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Arguments, claims, valid
reasoning, sufficient
evidence
SWBAT write an
argumentative text that
clearly communicates
ideas to reader
Counterclaim
Counter Claim
10.W.1
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.
Real World
Instructional Example
Your school is considering
adding a community service
requirement for high school
graduation. Some students
feel that this will better
prepare them for adult civic
responsibilities. Others feel
that this is an imposition on
their time. Write a speech to
present to your board of
education in which you take a
position on this proposal.
Support your position with
appropriate evidence and
reasoning. Use words, phrase,
and clauses to create cohesion
and clarify the relationships
that exist between your
claims, reason, evidence, and
counterclaims.
10.W.1a
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.
Audience Knowledge
10.W.1b
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.
Cohesion
Transitions
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Style, tone, norms, and
discipline
Discipline
10.W.1c
10.W.1d
Provide a concluding statement or section that follows from and supports the
argument presented.
Conclusion
10.W.1e
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.
10.W.2
Infomative, explanatory,
convey, content analysis
SWBAT write an
informative text that
clearly communicates the
ideas to the reader.
Your local historical
society has asked you to
develop a web page about
a specific site that is
important to your
community. Locate
information about the site,
choose which facts are of
the greatest interest to
potential visitors and
organize the information in
the most logical format.
Include appropriate
formatting and graphics to
help clarify your ideas.
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye - 10th Grade ELA
Writing
10.W.2a
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.
Formating, graphics, and
multimedia
Introduce a Topic
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
Relevant, concrete
Develop Topic
Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
Varied transitions,
cohesions
Transitions
Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
Precise, domani-specific
Vocabulary
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Formal and objective tone Tone
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).
Articulating, implications, Conclusion
significance
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Sequences, narrative
TSWBAT write a
narrative text that clearly
communicates ideas to the
reader.
Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and ntroducing a narrator and/or
characters; create a smooth rogression of experiences or events.
Engage, orient
Engaging Introduction
Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Dialogue, multiple plot
Pacing and Progression
line, progression, dialogue
Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
Coherent whole
Coherent Whole
Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
Telling details, sensory
language
Imagery
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Conclusion
Conclusion
10.W.2b
10.W.2c
10.W.2e
10.W.2f
10.W.3
10.W.3a
10.W.3b
10.W.3c
10.W.3d
10.W.3e
Procrastination, according
to its Latin roots, means
“putting some-thing off
until tomorrow.” Most
people at one time or
another have
procrastinated. Write a
narrative using the
appropriate form to tell
your peers about a time
when you or someone you
know procrastinated.
Describe the outcome,
good or bad, of postponing
the action. Be sure to
explain the lessons that can
be learned from this
experience.
KCC Bullseye - 10th Grade ELA
Writing
Production and Distribution of Writin
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
Writing style, task,
purpose, audience
TSWBAT produce a text
that has clear ideas, that
involve selecting
appropriate style for their
audience.
See Standards 1-3
(persuasive,
informative/explanatory
and narrative)
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
9–10 on page 54.)
Revision stategy, edit,
purpose, audience
Produce a text that has
been revised.
See Standards 1-3
(persuasive,
informative/explanatory
and narrative)
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.
Flexibly, dynamically
Produce a text that
incorporates Technology
Internet sites for publishing
student work:
http://www.educationworld.co
m/a_tech/tech/tech042.shtml
http://www.reacheverychild.c
om/feature/kids_publish.html
Research, central
questions, synthesize
TSWBAT write a piece
that uses Research to
answer a question.
A short research project is
a short, narrowly-focused
academic paper that does
not require the writer to
build a complex argument.
Rather, it teaches the
process of re-searching
focusing on the basic
elements of research.
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.
Credibility, advanced
search, plagerism,
paraphase, authoratative
print
TSWBAT Research with Research a current issue
authentic Sources and cite that evokes strong opinions
properly.
(e.g. immigration, global
warming, genetics
manipulation, etc.). Make
sure you locate
information that addresses
multiple perspectives on
the issue and evaluate each
for its credibility, accuracy
and relevance. Use the
information to produce a
product (e.g., web page,
editorial) that reflects the
diversity of viewpoints.
Use a standard
documentation format
(e.g., APA, MLA) that
suits your purpose and
format.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Textual evidence, analysis, TSWBAT find appropriate a) Analyze a wide range of
reflection, research
information to support
foundational works of
analysis or position.
literature, comparing and
contrasting approaches to
similar ideas or themes in
two or more texts from the
same period.
b) Apply grades 10
reading standards to
literary nonfiction (e.g.,
“Assess the truth of an
argument’s explicit and
implicit premises by
determining whether the
evidence presented in the
text justifies the
conclusions”).
10.W.4
10.W.5
10.W.6
Research to Build and Present Knowledge
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.
10.W.7
10.W.8
10.W.9
KCC Bullseye - 10th Grade ELA
Writing
Literature Based Info
10.W.9a
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare]”).
Nonfiction Based Info
10.W.9b
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
Range of Writing
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.
Writing format, writing
style, task, purpose,
audience
TSWBAT choose and use Sample short time Frame
Writing Prompts:
a varitey of formats
appropriate for audience,
Paraphrase and explain the
task and time frame.
meanings of quotations,
theories, excerpts from
readings or class
discussions/lectures, movies,
etc.
Write a dialogue about two or
more points of view on a
controversy that emerged in
class discussion, in articles,
documents or other written
materials, or by experts in the
field under study.
10.W.10
Sample Long Term Prompts:
Write about a historical event
in American history and its
impact on the US today
Create-both independently and collaboratively-technical, non-print, digital, and
multi-modal versions of text types and purposes outlined in standards 1, 2, and 3.
multi-modal
Strengthen writing craft-both independently and collaboratively-through a
recursive writing and revision process and the use of the common vocabulary of
the 6-Trait model.
recursive writing, revision TSW strengthen writing
process
craft through revision
TSW create varied text
types
10.W.11 KS
10.W.12 KS
KCC Bullseye - 10th Grade ELA
Speaking and Listening
Standard
ELA Standards: Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Collaborative, diverse
TSW enhance
comprehension through
Collaborative Discussions
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.
Explicit, well-reasoned
Prepared Discussions
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.
Collegial, consensus
Set rule, roles and
deadlines for Discussions
with peers
10.SL.1
10.SL.1a
Real World
Instructional Example
Read a selection of primary and
secondary texts based around an
essential question and annotate
material e.g. such as
immigration. To help you think
critically about this question and
develop a deeper understanding
of the history of immigration in
America, to help you shape your
answer to the essential question.
In cooperative groups set group
norms, implement roles such as
summarizer, clarifier, etc.
Talking chips or post-its or
another system can be used so
that a few students do not
dominate the discussion.
Evaluate, using the rubric,
whether the team met its goals.
10.SL.1b
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.
Pacing Discussions
10.SL.1c
10.SL.1d
10.SL.2
Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
Diverse perspective,
justify
Multiple Views
Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
Media, format
TSW evaluate Multiple
Sources and ideas, and
evaluate sources within
discussions
Students evaluate
credibility and accuracy in
several sources, and
diverse media.
Students then research
other legislation that has
been enacted to reduce
various risks to human
health and the
environment.
Date
Percent
Proficient
Level (I-V)
Percent MasteryLevel (I-V)
KCC Bullseye - 10th Grade ELA
Speaking and Listening
Point of view, rhetoric,
distorted evidence,
fallacious reasoning
SW evaluate Point of
View
You will watch the Geoffrey
Coates 90-second interview
http://earthsky.org/humanworld/geoffrey-coates-says-hisnew-plastics-are-friendlier-toenvironment and evaluate his
point of view by using a rubric
evaluating:
Line of reasoning, task,
purpose, audience
TSW Present with
Appropriate Audience,
Style, Task in mind
Presentation based on ISearch in the content area
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.
Digital Media
TSW use Media to
Enhance speech
Students will utilize
programs such as iMovie,
Xtranormal.com, Dragon
Speak (voice-to-text),
Powerpoint, Pixton
Comics, google
Earth/google Lit trips or
other technological
innovations to enhance a
presentation for a
Literature Circles project.
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grades 9–10 Language
standards 1 and 3 on pages 54 for specific expectations.)
Formal, informal
TSW Adapt Speech for
contexts and tasks
Give a speech that is
adapted for two very
different audiences (peers
vs parents) changing word
choice, language and
phrasing as appropriate.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
10.SL.3
10.SL.4
Presentation of Knowledge and Ideas
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.
10.SL.5
10.SL.6
KCC Bullseye - 10th Grade ELA
Language
ELA Standards: Language (L)
Standard
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Real World
Instructional Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Conventions
TSW write using
appropriate Conventions
of language
TSW write using
appropriate Conventions
of language
Use parallel structure.*
Parallel Structure
Parallel structure in
Sentences
Describe the use of
parallel structure in the
essay “Down with the
Forests”. How do these
structures help develop the
theme of the essay?
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.
Phrases, clauses
Phrases and Clauses
If the writer were to delete
the phrase “coordinating
the timing and pitch of
their instruments” from
the preceding sentence,
the sentence would
primarily lose:
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Conventions
TSW write using
appropriate Conventions
of language
TSW write using
appropriate Conventions
of language
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
Semicolon, independent
clauses
Semi colon
A description of how
musicians overcame the
limitations of the antara.
Use a colon to introduce a list or quotation.
Colon
Colon
Wtrite an essay explaining
how music was an
important element in Incan
life.
Spelling
Wtrite an essay explaining
the idea that the antara
was a key feature of Incan
music.
10.L.1
10.L.1a
10.L.1b
10.L.2
10.L.2a
10.L.2b
Spell correctly.
10.L.2c
Knowledge of Language
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.
Context
TSW apply knowledge of TSW apply knowledge of
language, to make choices. language, to make choices.
Style Manual
Editing Style
10.L.3
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.
10.L.3a
You will find two quotes
from any two book you
choose; write them down
with MLA in-text citings.
You will then, below your
quote, offer an MLA
works cited in alphabetical
order for the books you
took your quotes from.
Date
Percent
Proficient
Level (I-V)
Percent Mastery Level (I-V)
KCC Bullseye - 10th Grade ELA
Language
Vocabulary Acquisition and Use
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.
TSW Determine Meaning TSW Determine Meaning
of vocabulary .
of vocabulary .
10.l.4
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.
Context
Contxt Clues
In "Alien Invasion," on
page 4, an Australian
official says, "We can-not
tolerate a situation" where
cane toads are traveling
across the Australian
continent. This means that
the official thinks that
Australians cannot.
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
Parts of Speech
Parts of Speech
Spell the word that is
pronounced [ab-horuhns]. Define the word
that is spelled, and utilize
it in a sentence reflecting
this meaning.
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.
Etymology
Use resources of meaning Spell the word that is
of words
pronounced [ab-horuhns]. Define the word
that is spelled, and utilize
it in a sentence reflecting
this meaning.
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).
Inferred
Dictionary
What does Shakespeare
imply with the use of the
word “sole” in this
exchange in Julius Caesar
Act I, Scene I between a
commoner and the two
tribunals?
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Figure of speech, nuance
TSW understand nuances
of words from figurative
language and figures of
speech
TSW understand nuances
of words from figurative
language and figures of
speech
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.
Figure of speech, nuance, Figures of Speech
euphemism, oxymoron
10.L.4a
10.L.4b
10.L.4c
10.L.4d
10.L.5
As it is used in line 65, the
term the edge refers to a
place where Abshu felt:
a. most alive.
b. unfulfilled.
10.L5a
c. defeated.
d. most competitive
Analyze nuances in the meaning of words with similar denotations.
Denotations
Denotative Meanings
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.
General academic words,
domain specific words
TSW understand words to TSW understand words to
aid comprehension for
aid comprehension for
college and career.
college and career.
10.L.5b
10.L.6
The same girl was
described by many people.
Some called her slender;
others scrawny; still
others gaunt. Which of
these words implies the
most positive description
of the girl? Defend your
choice. Which of these
words is the most
negative? Defend your
choice.
KCC Bullseye Advanced 10 ELA
ELA Standards: Reading Literature (RL)
Standard
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
II.
III. IV.
V.
Vocabulary
Student Essentials
Big Idea Content & Process
Real World
Instructional Example Date
textual evidence
analysis explicitly
inferences
*Cite evidence *Support
claims *Make inferences
Determine two or more themes or central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex account; provide an objective
summary of the text.
themes, complex
account, objective
summary
*Determine and analyze
*Analyze a piece of
theme *Objective summary literature for theme and
development of theme
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze, elements of a *Analyze elements of a story *Analyze a short story for
story
elements of a story
10.RL.1
10.RL.2
I.
*Use a text to cite and
support
10.RL.3
Craft and Structure
10.RL.4
10.RL.5
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.)
figurative, connotative, *Determine use of language *Vocabulary assignment
literal, denotative
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.
structure, aesthetic
*Analyze author's choices of *Small group discussion
structure
analyzing author's choices
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
point of view, satire,
sarcasm, irony,
understatement
*Analyze point of view to
determine meaning
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.)
multiple
interpretations,
evaluating, medium
*T-Charts while watching
*Analyze multiple
interpretations of a piece of film interpretation of a
piece of literature
literature
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
foundational works
*Compare/ contrast different *Compare content of
student-generated
eras
PowerPoints to
demonstrate student
understanding
scaffolding
*Students build on prior
knowledge
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be
literate.
culturally sensitive
text, desire to be
literate
*Encounter a diverse range
of text and media
Read - both independently and collaboratively - print, non-print, and multi-modal works proficiently and
critically to be media literate.
multi-modal works,
media literate
*Read to be media literate
10.RL.6
*Students find examples
of satire, irony, etc. in
texts
Integration of Knowledge and Ideas
10.RL.7
10.RL.8
10.RL.9
10.RL.10
Range of Reading and Level of Text Complexity
By the end of grade 11, read and comprehend 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. (12151355 lexile)
11.RI.KS11
11.RI.KS12
*Project-based learning
Percent
Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye Advanced 10 ELA
ELA Standards: Reading Informational Text (RI)
Standard
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
11.RI.1
11.RI.2
I.
II.
III. IV.
V.
Vocabulary Student Big Idea Content & Process
Essentials
textual evidence,
analysis, explicitly,
inferences
*Citing, supporting,
analyzing and drawing
inferences
Real World
Instructional Example
*Students make inferences
from teacher-generated
lists from various texts
*Plot line activity
Determine two or more 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 provide a complex analysis; provide an objective
summary of the text.
central ideas, objective *Determine central ideas,
summary
analyze and summarize
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.
complex, sequence of *Analyze complex ideas and *Use a Venn Diagram to
events
show character
explain specifics,
development/ comparisons
interactions
11.RI.3
Craft and Structure
11.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the cour
of a text (e.g., how Madison defines faction in Federalist No. 10).
denotative/literal,
*Determine meanings of
figurative, connotative, language *Analyze author's
technical meaning,
use of language
refines
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging.
exposition, engaging
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
point of view, purpose, *Determine author's point of *Listen to or show a
persuasive speech and
rhetoric
view or purpose
create list of effective
persuasive techniques
*Analyze effectiveness of
structure
11.RI.5
11.RI.6
*Student generated TChart showing various
examples of literary
devices and why/how the
author uses them
*Small group discussion
with structure generated
by teacher
Integration of Knowledge and Ideas
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.
integrate,evaluate,
diverse
*Use multiple sources
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).
delineate, seminal US *Evaluate reasoning in
texts, premises, public various pieces of literature,
advocacy
specifically U.S. texts
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.
*Analyze U.S. lit for themes, *Graphic organizer used
foundational US
documents, rhetorical purposes, etc.
to sort U.S. movements
features
which leads to essay
11.RI.7
11.RI.8
11.RI.9
*Pose a question to
students, students use
PBL to answer question
*Graphic organizer used
to sort U.S. non-fiction
texts which leads to essay
Range of Reading and Level of Text Complexity
11.RI.10
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.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text
complexity band independently and proficiently.
literary nonfiction, text *Comprehend nonfiction,
complexity band,
build on prior readings
scaffolding
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be
literate.
culturally sensitive
text, desire to be
literate
*Encounter a diverse range
of text and media
Read - both independently and collaboratively - print, non-print, and multi-modal works proficiently and
critically to be media literate.
multi-modal works,
media literate
*Read to be media literate
11.RI.KS11
11.RI.KS12
*Use PBL as a final which
requires students to
illustrate main themes
throughout various texts
KCC Bullseye Advanced 10 ELA
Standard
ELA Standards: Writing (W)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
I.
II.
III. IV.
V.
Vocabulary
10.W.1b
10.W.1c
10.W.1d
*Write
*Write essay to support
arguments based claims drawn from a
on reasoning & piece of literature
analysis
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
counterclaims
*Work with
*Write essay to support
claims and
claims drawn from a
create an
piece of literature
organization to
sequence claims
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
biases
*Develop claims *Write essay to support
*Supply relevant claims drawn from a
evidence
piece of literature
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
syntax, cohesion *Use language
to strengthen
text
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
formal style,
objective tone
*Establish &
*Write essay to support
maintain formal claims drawn from a
style & objective piece of literature
tone
e. Provide a concluding statement or section that follows from and supports the
argument presented.
concluding
statement
*Concluding
statement
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.
*Write essay based on
informative/expl *Write
informative/
real world experience
anatory texts,
convey complex explanatory
ideas, analysis texts to analyze
complex ideas
of content
a. Introduce a topic; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
formatting,
structure
*Introduce topic *Write essay based on
real world experience
b. Develop the topic thoroughly by selecting the most significant and relevant
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
significant,
relevant,
concrete
*Develop topic *Write essay based on
by selection of real world experience
various writing
features
c. Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
syntax
*Use language
to strengthen
text
10.W.1e
10.W.2
10.W.2a
110W.2b
10.W.2c
Real World
Instructional Example
claims
10.W.1
10.W.1a
Big Idea
Student Essentials Content & Process
*Write essay to support
claims drawn from a
piece of literature
*Write essay to support
claims drawn from a
piece of literature
*Write essay based on
real world experience
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye Advanced 10 ELA
10.W.2d
d. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
domain-specific *Use language
vocabulary
to strengthen
text
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
objective tone
*Establish &
*Write essay based on
maintain formal real world experience
style & objective
tone
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
concluding
statement,
articulating
implications
*Concluding
statement
*Write essay based on
real world experience
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
narratives
*Write a
narrative essay
*Write a narrative essay
based on personal
knowledge
a. Engage and orient the reader by setting out a problem, situation, or observation
and its significance, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events.
*Write a narrative essay
point(s) of view *Set up a
problem,
based on personal
situation to
knowledge
engage & orient
the reader
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
formatting,
structure
*Use narrative
techniques to
develop
experiences
c. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole and build toward a particular tone and outcome (e.g., a
sense of mystery, suspense, growth, or resolution).
coherent
*Use a variety *Write a narrative essay
of techniques to based on personal
build toward
knowledge
tone and
outcome
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
sensory
language
*Use language
to strengthen
text
*Write a narrative essay
based on personal
knowledge
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
provide a
conclusion,
resolved
*Provide a
conclusion
*Write a narrative essay
based on personal
knowledge
Create - both independently and collaboratively - technical, non-print, digital, and
multi-modal versions of text types and purposes outlined in standards 1,2, and 3.
multi-modal
*Create varied
text types
10.W.2e
10.W.2f
10.W.3
10.W.3a
10.W.3b
10.W.3c
10.W.3d
10.W.3e
10.W.11.ks
*Write essay based on
real world experience
*Write a narrative essay
based on personal
knowledge
KCC Bullseye Advanced 10 ELA
10.W.4
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
Strengthen writing craft - both independently and collaboratively - through a
recursive writing and revision process and the use of the common vocabulary of
10.W.12.ks the 6-Trait model.
10.W.6
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 11–12 on page
54.)
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.
10.W.7
Research to Build and Present Knowledge
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.
10.W.5
10.W.8
10.W.9b
10.W.10
*Produce clear
and coherent
writing
*Clear and coherent
writing for specific
purposes and audiences
recursive
*Strengthen
writing, revision writing craft
process
editing, specific *Stengthen
*Self-edits, peer edits and
purpose,
writing by using teacher edits
audience
editing
techniques
feedback
*Use technology *Students use technology
to receive
as a tool in various
feedback
writings
research
projects,
synthesize
*Research
*Research project
project with selfgenerated
question or
solving a
problem
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.
authoritative,
sources,
advanced
searches,
plagiarism,
overreliance,
credibility
*Gather relevant *Research project
information and
avoid
plagiarism,
overreliance
Draw evidence form literary or informational texts to support analysis, reflection,
and research.
analysis,
*Use textual
reflection,
evidence
research, textual
evidence
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature, including how two or more texts from the same
period treat similar themes or topics”).
foundational
works
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. SupremeCourt
Case majority opinions and dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist, presidential addresses]”).
seminal U.S.,
*Use priorly
premises, public studied nonadvocacy
fiction to
demonstrate
knowledge
10.W.9
10.W.9a
style, task,
purpose,
audience
Range of Writing
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.
*Research project
*Research project
*Use priorly
studied literature
to demonstrate
knowledge
*Research project
tasks, purposes, *Write often for *Various writings (i.e.
journals, bellwork,
audiences,
different
essays, responses, etc.)
writing format audiences,
purposes, tasks
KCC Bullseye Advanced 10 ELA
Standard
ELA Standards: Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
I.
II.
III. IV.
V.
Vocabulary
collaborative
*Socratic Seminar
discussions,
build on others
ideas,
express own
ideas, clear and
persuasively
a. 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, wellreasoned
exchange of ideas.
explicitly,
referring to
evidence,
research,
wellreasoned
exchange
Be prepared,
draw on
evidence,
stimulate
discussion
*Students receive prompts
for SS beforehand,
research, and bring
answers to SS
b. Work with peers to promote civil, democratic discussions and decisionmaking,
set clear goals and deadlines, and establish individual roles as needed.
civil,
democratic
discussions
Independently
set:
Roles
Goals
Deadlines
*Socratic Seminar
c. 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.
divergent
perspectives
Pose thoughtful
questions,
probe reasoning
and evidence,
challenge ideas,
promote
different
perspectives
10.SL.1b
10.SL.1c
Real World
Instructional Example Date
collaborative
discussions
10.SL.1
10.SL.1a
Big Idea
Student Essentials Content & Process
Percent Proficient
Level (I-V)
Percent Mastery
KCC Bullseye Advanced 10 ELA
d. 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.
synthesize,
resolve
contradictions
*Socratic Seminar
Pull multiple
perspectives and
evidence
together,
resolve conflicts,
find additional
information
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.
quantitatively,
credibility,
discrepancies
Use multiple
*Socratic Seminar
source forms,
evaluate sources
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.
point of view,
rhetoric
Evaluate
speakers'
credability and
state of mind
10.SL.1d
10.SL.2
10.SL.3
*Research paper
*Students watch, listen to,
or read a speech then
discuss
10.SL.4
10.SL.5
10.SL.6
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range or formal and
informal tasks.
line of
reasoning,
perspectives,
purpose,
audience, tasks
Present
information
clearly,
rebut opposing
ideas,
clearly
understand topic
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.
digital media
Use digital
media
competently
*Students work with
partners to examine
opposing points of view
(PowerPoint, Prezi, etc.)
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 on page 54 for specific expectations.)
formal,
informal
Use formal
english,
use language
appropriate for
purpose
*Students use digital
media in a presentation
over various topics
*Students use formal
English during various
presentations
KCC Bullseye Advanced 10 ELA
Standard
ELA Standards: Language (L)
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
Real World Instructional
Example
Date
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
conventions
Competently use
proper conventions
*Demonstrate command of
conventions through presentations or
writings
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
contested
Modify
conventions
to suit purpose
*Demonstrate command of
conventions through presentations or
writings
b. 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.
contested usage
Use sources
to support
conventions
*Demonstrate command of
conventions through presentations or
writings
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
demonstrate
Properly use
command, conventions all writing
conventions
*Various writing assignments
a. Observe hyphenation conventions.
hyphenation
Hyphenate correctly
*Various writing assignments
b. Spell correctly.
spell
Spell
correctly
*Various writing assignments
Knowledge of Language
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.
functions, contexts,
effective choices
Comprehend
different
uses of
language
*Students find examples of idioms in
text and explain
10.L.1
10.L.1a
10.L.1b
Big Idea Content &
Process
10.L.2
10.L.2a
10.L.2b
11.L.3
a. 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.
11.L.3a
syntax, complex texts Vary sentences for
*Teacher generated list of syntax
purpose and affect
examples; discuss or students write
Comprehend different their own
sentence structure
Vocabulary Acquisition and Use
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.
multiple-meaning
words
Understand the
meaning of unkown
and multiple meaning
words
Proper use of context
clues
*Students keep reading log of
vocabulary words
a. 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.
context, word's
position, function
Use
context
clues
*Students keep reading log of
vocabulary words which requires
them to define based on context
clues
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
patterns, word changes Understand
prefixes
and suffixes
*Students keep reading log of
vocabulary words which requires
them to define based on context
clues
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, its etymology, or its standard usage.
etymology
Consult
multiple
sources
for vocab
*Vocabulary worksheets based on
texts from textbook
d. 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).
verify, preliminary
determination
Infer
from
context
*Students check reading vocabulary
log with dictionary to verify
meaning
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
figurative language,
word relationships,
nuances
*Create a descriptive product over a
Apply figurative
person in their life that only uses
language knowledge
Minor word differences figurative language
Word relationship
knowlede
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
figures of speech
Comprehend uses
of figure of speech
*Socratic seminar over author's
purpose in using figurative language
b. Analyze nuances in the meaning of words with similar denotations.
nuances, denotations
Comprehend
uses of
minor
word
differences
*Discuss various uses of popular
slang words
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.
Use vocabulary
general academic,
domain-specific words appropriate for purpose
Independently increase
vocabulary
11.L.4
11.L.4a
11.L.4b
11.L.4c
11.L.4d
11.L.5
11.L.5a
11.L.5b
11.L.6
*Students choose a possible future
career and research according
(including education requirements,
career-specific vocab, interviews,
etc.)
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye- 11th Grade ELA
Reading
Standard
ELA Standards: Reading Literature (RL)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Real World
Instructional Example
Textual evidence, analyze, TSW make sense of key
inference, explicit
ideas and details in a
variety of texts.
Cite strong and thorough
textual evidence to support
analysis of what the texts
says explicitly.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.
Theme, central idea,
summary, objective
Explain how the specific
details in The Flowers shape
and refine the overall theme
presented by the author. Use
evidence from the passage to
support your answer.
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
Complex Character, theme Characters, Plot, Theme
Marc Antony uses evidence
to convince the crowd that
Caesar was not ambitious.
a. Identify three examples of
the evidence that Marc
Antony uses to support his
claim that Caesar was not
ambitious.
b. Explain how Marc
Antony’s word choice
11.RL.4
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.)
Figurative language, literal TSW determine
language, denotative and understanding from
figurative and connotative
connotative meaning,
language
cumulative
Based on the excerpt from
The Bluest Eye , explain how
the narrator’s diction and
tone evokes a sense of time
and place. Use evidence
from the passage to support
your answer.
11.RL.5
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.
Parallel plots
Manipulate time
Pacing
Flashbacks
Mystery
Tension
Surprise
Point of view, Satire,
sarcasm, irony,
understatement
TSW analyze how authors’ Explain how the structure of
the funeral speech (Act III
structure texts, order
sc. Ii) by Marc Antony
events, and manipulate
creates dramatic tension.
time to create an effect.
Artistic Medium
TSW use artistic medium Analyze the poem “Musee
de Beaux Art” with the
to examine content and
painting Landscape with the
ideas
11.RL.1
11.RL.2
Theme, Main Idea
11.RL.3
Craft and Structure
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Use evidence from the
passage to support your
answer.
TSW analyze the use of
satire, sarcasm, irony, or
understatement
11.RL.6
Using Jonathan Swift’s A
Modest Proposal, analyze
how the use of satire helps
to draw attention to Ireland’s
heartless attitude towards
the poor, as well as Irish
policy in general. . Use
evidence from the passage to
support your answer.
Integration of Knowledge and Ideas
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.)
Fall of Icarus. What is
emphasized in each
representation. Use evidence
from the passage to support
your answer.
11.RL.7
11.RL.8
11.RL.9
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
Foundational Works
TSW analyze US
documents of historical
documents to gain keener
insight into texts.
After reading
Washington’s Farewell
Address , analyze the
theme of freedom and
person choice as illustrated
in the text. Cite evidence
from the text to support
your answer
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye- 11th Grade ELA
Reading
11.RL.10
Range of Reading and Level of Text Complexity
By the end of grade 11, read and comprehend 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. (1215-1355 lexile)
Reading strategy and
comprehension
TSW use reading
strategies to make sense of
key ideas and concepts in
texts.
Encounter a diverse range of engaging and culturally sensitive text and media that
motivate the desire to be literate.
culturally sensitive
TSW encounter a diverse
range of text and media
Read - both independently and collaboratively - print, non-print, and multi-modal
works proficiently and critically to be media literate.
multi-modal works
TSW read a variety of
literature types and forms
in order to become media
literate.
Students will be given a
variety of text that is
appropriate for their level to
choose from to read.
11.RL.11 KS
11.RL.12 KS
Standard
ELA Standards: Reading Informational Text (RI)
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Textual evidence,
inference, and explicit
Real World
Instructional Example
TSW use textual evidence Identify three examples of
to make sense of key ideas. inference in t memo from J.
Kimura to all e-mail users at
Molten Metals. Analyze the
impact of these inferences
on the reader. Use evidence
from the passage to support
your answer.
11.RI.1
Determine two or more 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
provide a complex analysis; provide an objective summary of the text.
Central idea and objective TSW use determine central Maya Angelou’s
grandmother taught her
ideas and key ideas.
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.
Analysis
several important lessons.
a. Identify two lessons Maya
Angelou’s grandmother
taught her.
b. Using information from
the text, discuss two
different ways the
grandmother conveyed each
lesson to Maya.
Use evidence from the
passage to support your
answer.
11.RI.2
11.RI.3
TSW analyze events in a
text.
How is the idea of personal
freedom and choice
established in the two
articles “Identify of Tank
Man of Tiananmen Square
Remains a Mystery,” and
“Google vs. China.” Use
evidence from the passage
to support your answer.
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
Figurative language, literal TSW analyze text for style, How does the author’s use
format and word choice to of language shape meaning
language, denotative
and tone in the excerpt
enhance meaning.
meaning, connotative
“Against School: How
meaning, technical
Public Education Cripples
meaning, tone, mood,
Our Kids, and Why” and
cumulative
“School is Bad for
Children”? Use evidence
from the passage to
support your answer.
Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
Exposition
11.RI.4
11.RI.5
TSW analyze how authors’ Explain how the structure of
structure in the exposition the funeral speech (Act III
sc. Ii) by Marc Antony
makes points clears,
convincing and engaging. creates dramatic tension.
Use evidence from the
passage to support your
answer.
KCC Bullseye- 11th Grade ELA
Reading
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
Point of view, purpose,
rhetoric
TSW determine and
analyze author's POV.
Determine Patrick Henry’s
purpose in addressing the
Second Virginia
Convention. Explain how
Patrick Henry uses rhetoric
to advance his point of
view in his “Speech to the
Second Virginia
Convention.” Use
evidence from the passage
to support your answer.
Integrate and evaluate multiple sources of information presented in different medi
or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
Medium
TSW analyze content,
reasoning and claims in
different mediums.
After reading portions of
"Amadeus" and “Mozart:
Setting the Record
Straight” and watching
excerpts from the film,
Amadeus , analyze what
personality traits are
emphasized in each
medium.
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).
Delineate, argument,
TSW evaluate an
credibility, claim, relevant, argument, claims and
sufficient, fallacious
assess reasoning.
reasoning
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.
Seminal documents
11.RI.6
Integration of Knowledge and Ideas
11.RI.7
11.RI.8
11.RI.9
The author’s website
proposes abolishing
mandatory attendance.
What evidence does use to
support his position?
Evaluate whether the
evidence presented is
relevant and sufficient in
supporting his argument.
Use evidence from the
passage to support your
answer.
TSW analyze US
After reading
documents of historical
Washington’s Farewell
documents to gain keener Address , analyze the
insight into texts.
theme of freedom and
person choice as illustrated
in the text. Cite evidence
from the text to support
your answer.
Range of Reading and Level of Text Complexity
11.RI.10
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.
By the end of grade 12, read and comprehend literary nonfiction at the high end of
the grades 11–CCR text complexity band independently and proficiently.
TSW use variety of
Students will score at
strategies to make sense of grade 10 on
text.
comprehension based
measures.
Encounter a diverse range of engaging and culturally sensitive text and media that
motivate the desire to be literate.
culturally sensitive
TSW encounter a diverse
range of text and media
Read - both independently and collaboratively - print, non-print, and multi-modal
works proficiently and critically to be media literate.
multi-modal works, media TSW read various types of
literate
writing in media in order
to become media literate
11.RI.11 KS
11.RI.12 KS
KCC Bullseye- 11th Grade ELA
Writing
Standard
ELA Standards: Writing (W)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Arguments, claims, valid SWBAT write an
reasoning, sufficient
argumentative text that
evidence
clearly communicates
ideas to reader
11.W.1
11.W.1a
11.W.1b
11.W.1c
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
Counterclaim
Real World
Instructional Example
Your school is considering
adding a community service
requirement for high school
graduation. Some students
feel that this will better
prepare them for adult civic
responsibilities. Others feel
that this is an imposition on
their time. Write a speech to
present to your board of
education in which you take
a position on this proposal.
Support your position with
appropriate evidence and
reasoning. Use words,
phrase, and clauses to create
cohesion and clarify the
relationships that exist
between your claims, reason,
evidence, and counterclaims.
Counter Claim
Audience Knowledge
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
Cohesion
Transitions
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Style, tone, norms, and
discipline
Discipline
11.W.1d
e. Provide a concluding statement or section that follows from and supports the
argument presented.
Conclusion
11.W.1e
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
11.W.2
Infomative, explanatory,
convey, content analysis
SWBAT write an
informative text that
clearly communicates the
ideas to the reader.
Your local historical society
has asked you to develop a
web page about a specific
site that is important to your
community. Locate
information about the site,
choose which facts are of the
greatest interest to potential
visitors and organize the
information in the most
logical format. Include
appropriate formatting and
graphics to help clarify your
ideas.
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye- 11th Grade ELA
Writing
a. Introduce a topic; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
Formating, graphics, and Introduce a Topic
multimedia
Relevant, concrete
Develop Topic
11.W.2b
b. Develop the topic thoroughly by selecting the most significant and relevant
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
Varied transitions,
cohesions
Transitions
11.W.2c
d. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
Precise, domani-specific
Vocabulary
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Formal and objective tone Tone
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Articulating, implications, Conclusion
significance
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Sequences, narrative
TSWBAT write a
narrative text that clearly
communicates ideas to the
reader.
a. Engage and orient the reader by setting out a problem, situation, or observation
and its significance, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences or events.
Engage, orient
Engaging Introduction
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Pacing and Progression
Dialogue, multiple plot
line, progression, dialogue
c. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole and build toward a particular tone and outcome (e.g., a
sense of mystery, suspense, growth, or resolution).
Coherent whole
Coherent Whole
d. Use precise words and phrases, telling details, and sensory language to convey
a vivid picture of the experiences, events, setting, and/or characters.
Telling details, sensory
language
Imagery
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Conclusion
Conclusion
11.W.2a
11.W.2d
11.W.2e
11.W.2f
11.W.3
11.W.3a
11.W.3b
11.W.3c
11.W.3d
11.W.3e
Procrastination, according to
its Latin roots, means
“putting some-thing off until
tomorrow.” Most people at
one time or another have
procrastinated. Write a
narrative using the
appropriate form to tell your
peers about a time when you
or someone you know
procrastinated. Describe the
outcome, good or bad, of
postponing the action. Be
sure to explain the lessons
that can be learned from this
experience.
KCC Bullseye- 11th Grade ELA
Writing
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
Writing style, task,
purpose, audience
TSWBAT produce a text
that has clear ideas, that
involve selecting appropriate
style for their audience, and
is strengthed bthrough.
See Standards 1-3
(persuasive,
informative/explanatory
and narrative)
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12 on page 54.)
Revision stategy, edit,
purpose, audience
Produce a text that has
been revised.
See Standards 1-3
(persuasive,
informative/explanatory
and narrative)
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.
Flexibly, dynamically
Internet sites for publishing
Produce a text that
incorporates Technology student work:
11.W.4
11.W.5
http://www.educationworld.
com/a_tech/tech/tech042.sht
ml
http://www.reacheverychild.
com/feature/kids_publish.ht
ml
11.W.6
Research to Build and Present Knowledge
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.
TSWBAT write a piece
that uses Research to
answer a question.
Credibility, advanced
search, plagerism,
paraphase, authoratative
print
TSWBAT Research with Research a current issue that
authentic Sources and cite evokes strong opinions (e.g.
immigration, global
properly.
11.W.7
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 overrelianc
on any one source and following a standard format for citation.
11.W.8
A short research project is a
short, narrowly-focused
academic paper that does not
require the writer to build a
complex argument. Rather, it
teaches the process of researching focusing on the
basic elements of research.
Research, central
questions, synthesize
warming, genetics
manipulation, etc.). Make
sure you locate information
that addresses multiple
perspectives on the issue and
evaluate each for its
credibility, accuracy and
relevance. Use the
information to produce a
product (e.g., web page,
editorial) that reflects the
diversity of viewpoints. Use
a standard documentation
format (e.g., APA, MLA)
that suits your purpose and
format.
KCC Bullseye- 11th Grade ELA
Writing
Draw evidence form literary or informational texts to support analysis, reflection,
and research.
Textual evidence,
analysis, reflection,
research
TSWBAT find
appropriate information to
support analysis or
position.
11.W.9
11.W.9a
11.W.9b
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature, including how two or more texts from the same
period treat similar themes or topics”).
Literature Based Info
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. SupremeCourt
Case majority opinions and dissents) and the premises, purposes, and arguments
in works of public advocacy (e.g., The Federalist, presidential addresses]”).
Nonfiction Based Info
Range of Writing
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.
Writing format, writing
style, task, purpose,
audience
a) Analyze a wide range of
foundational works of
literature, comparing and
contrasting approaches to
similar ideas or themes in
two or more texts from the
same period.
b) Apply grades 10 reading
standards to literary
nonfiction (e.g., “Assess the
truth of an argument’s
explicit and implicit
premises by determining
whether the evidence
presented in the text justifies
the conclusions”).
TSWBAT choose and use Sample short time Frame
Writing Prompts:
a varitey of formats
appropriate for audience,
Paraphrase and explain the
task and time frame.
meanings of quotations,
theories, excerpts from
readings or class
discussions/lectures, movies,
etc.
11.W.10
Write a dialogue about two
or more points of view on a
TSW create varied text
types
Create - both independently and collaboratively - technical, non-print, digital, and
multi-modal versions of text types and purposes outlined in standards 1,2, and 3.
multi-modal
Strengthen writing craft - both independently and collaboratively - through a
recursive writing and revision process and the use of the common vocabulary of
the 6-Trait model.
recursive writing, revision TSW strengthen writing
process
craft through revision
11.W.11. KS
11.W.12 KS
12.7.11
KCC Bullseye -11th Grade ELA
Speaking and Listening
Standard
ELA Standards: Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (oneon
one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
I.
II. III. IV. V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Collaborative, diverse
Read a selection of primary
TSW enhance
comprehension through and secondary texts based
Collaborative Discussions around an essential
question and annotate
material e.g. such as
immigration. To help you
think critically about this
question and develop a
deeper understanding of the
history of immigration in
America, to help you shape
your answer to the essential
question.
In cooperative groups set
group norms, implement
roles such as summarizer,
clarifier, etc. Talking chips
or post-its or another
system can be used so that a
few students do not
dominate the discussion.
Evaluate, using the rubric,
whether the team met its
goals.
11.SL.1
11.SL.1a
11.SL.1b
11.SL.1c
11.SL.1d
a. 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, wellreasoned
exchange of ideas.
Explicit, well-reasoned
Prepared Discussions
b. Work with peers to promote civil, democratic discussions and
decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
Collegial, consensus
Set rule, roles and
deadlines for Discussions
with peers
c. 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.
Pacing Discussions
d. 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.
Diverse perspective,
justify
Multiple Views
Integrate multiple sources of information presented in diverse formats and medi
(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.
Media, format
TSW evaluate Multiple
Sources and ideas, and
evaluate sources within
discussions
Students evaluate
credibility and accuracy in
several sources, and diverse
media.
Students then research
other legislation that has
been enacted to reduce
various risks to human
health and the
environment.
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.
Point of view, rhetoric,
distorted evidence,
fallacious reasoning
SW evaluate Point of
View
You will watch the Geoffrey Coates 90second interview http://earthsky.org/human
world/geoffrey-coates-says-his-newplastics-are-friendlier-to-environment and
evaluate his point of view by using a rubric
evaluating:
11.SL.2
11.SL.3
Real World
Instructional Example
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye -11th Grade ELA
Speaking and Listening
11.SL.4
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range or formal and informal tasks.
Line of reasoning, task,
purpose, audience
TSW Present with
Appropriate Audience,
Style, Task in mind
Presentation based on ISearch in the content area
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.
Digital Media
TSW use Media to
Enhance speech
Students will utilize
programs such as iMovie,
Xtranormal.com, Dragon
Speak (voice-to-text),
Powerpoint, Pixton
Comics, google
Earth/google Lit trips or
other technological
innovations to enhance a
presentation for a
Literature Circles project.
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 on page 54 for specific expectations.)
Formal, informal
TSW Adapt Speech for
contexts and tasks
Give a speech that is
adapted for two very
different audiences (peers
vs parents) changing
word choice, language
and phrasing as
appropriate.
11.SL.5
11.SL.6
12.7.11
12.7.11
KCC Bullseye- 11th Grade ELA
Language
ELA Standards: Language (L)
Standard
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usag
when writing or speaking.
I.
II. III. IV. V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Real World
Instructional Example
Conventions
TSW write using
TSW write using
appropriate Conventions appropriate Conventions
of language
of language
a. Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
Convention, Contested
Conventions to suit
purpose
b. 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.
Contested usage
Use sources resolve issues
of convention
Demonstrate command of the conventions of standard English
capitalization,punctuation, and spelling when writing.
Conventions
TSW write using
TSW write using
appropriate Conventions appropriate conventions
of language
of language
a. Observe hyphenation conventions.
Hyphenation
Hyphenation
11.L.1
11.L.1a
11.L.1b
11.L.2
11.L.2a
b. Spell correctly.
Spelling
11.L.2b
Knowledge of Language
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.
Context
TSW apply knowledge of TSW apply knowledge of
language, to make choices. language, to make choices.
Syntax, Complex texts
Vary syntax
11.L.3
11.L.3a
a. 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.
TSW apply knowledge of
syntax for effect
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye- 11th Grade ELA
Language
11.L.4
Vocabulary Acquisition and Use
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.
TSW Determine Meaning TSW Determine Meaning
of vocabulary.
of vocabulary.
a. 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.
Context
Contxt Clues
In "Alien Invasion," on
page 4, an Australian
official says, "We can-not
tolerate a situation" where
cane toads are traveling
across the Australian
continent. This means that
the official thinks that
Australians cannot
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
Parts of Speech
Parts of Speech
Spell the word that is
pronounced [ab-hor-uhns].
Define the word that is
spelled, and utilize it in a
sentence reflecting this
meaning.
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
Etymology
Use resources of meaning Spell the word that is
of words
pronounced [ab-hor-uhns].
Define the word that is
spelled, and utilize it in a
sentence reflecting this
meaning.
d. 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).
Inferred
Dictionary
What does Shakespeare
imply with the use of the
word “sole” in this
exchange in Julius Caesar
Act I, Scene I between a
commoner and the two
tribunals?
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Figure of speech, nuance
TSW understand nuances
of words from figurative
language and figures of
speech
TSW understand nuances
of words from figurative
language and figures of
speech
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
Figure of speech, nuance, Figures of Speech
hyperbole, paradox
b. Analyze nuances in the meaning of words with similar denotations.
Denotations
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
General academic words, TSW understand words to TSW understand words to
domain specific words
aid comprehension for
aid comprehension for
college and career.
college and career.
11.L.4a
11.L.4b
11.L.4c
11.L.4d
11.L.5
11.L.5a
As it is used in line 65, the
term the edge refers to a
place where Abshu felt:
a. most alive.
11.L.5b
11.L.6
Denotative Meanings
The same girl was
described by many people.
Some called her slender;
others scrawny; still
others gaunt. Which of
these words implies the
most positive description
of the girl? Defend your
choice. Which of these
words is the most
negative? Defend your
choice.
12.7.11
KCC Bullseye ‐ Advanced 11 ELA
II.
III.
IV.
Big Idea Content &
Reading Literature (RL)
11.RL.1
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
textual evidence
analysis explicitly
inferences
*cite evidence *support *Use a text to cite and support
claims *make inferences
11.RL.2
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
themes complex
account, objective
summary
*determine and analyze
theme *objective
summary
Analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
analyze elements of a *analyze elements of a
story
story
11.RL.3
I.
V. Vocabulary Student
Standard
Essentials
Process
Real World Instructional Example
Date
*Analyze a piece of literature for
theme and development of theme
*Analyze a short story for elements
of a story
Craft and Structure
11.RL.4
11.RL.5
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.)
figurative,
connotative, literal
denotative
*determine use of
language
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.
structure, aesthetic
analyze author's choices *Small group discussion analyzing
of structure
author's choices
Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
point of view, satire, *analyze point of view to *Students find examples of satire,
sarcasm, irony,
determine meaning
irony, etc. in texts
understatement
11.RL.6
*Vocabulary assignment
Integration of Knowledge and Ideas
11.RL.7
11.RL.8
11.RL.9
multiple
interpretations,
evaluating medium
*analyze multiple
*T-Charts while watching film
interpretations of a piece interpretation of a piece of literature
of literature
foundational works
*cite evidence *support *Compare content of studentclaims *make inferences generated PowerPoints to
demonstrate student understanding
scaffolding
*students build on prior
knowledge
Encounter a diverse range of engaging and culturally sensitive text and media that
motivate the desire to be literate.
culturally sensitive
text, desire to be
literate
*Encounter a diverse
range of text and media
Read - both independently and collaboratively - print, non-print, and multi-modal works
proficiently and critically to be media literate.
multi-modal works, *Read to be media literate
media literate
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.)
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as
11.RL.10
needed at the high end of the range.
11.RL.KS11
11.RL.KS12
*Project-based learning
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ Advanced 11 ELA
Reading Informational Text (RI)
Standard
11.RI.1
11.RI.2
11.RI.3
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
I.
II.
III.
IV.
V.
Vocabulary Student
Big Idea Content &
Essentials
Process
Real World Instructional Example
textual evidence,
analysis, explicity,
inferences
*citing supporting,
analyzing and drawing
inferences
*Students make inferences from
teacher-generated lists from various
texts
Determine two or more 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 provide a
complex analysis; provide an objective summary of the text.
central ideas
objective summary
*determine central ideas, *Plot line activity
analyze and summarize
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.
complex, sequence of *analyze complex ideas
and explain specifics,
events
interactions
*Use a Venn Diagram to show
character development/ comparisons
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines
the meaning of a key term or terms over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
denotative/literal,
figurative,
connotative,
technical meaning,
refines
*Student generated T-Chart showing
various examples of literary devices
and why/how the author uses them
Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing,
and engaging.
exposition, engaging *analyze effectiveness of *Small group discussion with
structure
structure generated by teacher
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
point of view,
purpose, rhetoric
*determine author's point *Listen to or show a persuasive
of view or purpose
speech and create list of effective
persuasive techniques
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.
integrate,evaluate,
diverse
*Use multiple sources
*Pose a question to students, students
use PBL to answer question
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).
delineate, seminal
US texts, premises,
public advocacy
*Evaluate reasoning in
various pieces of
literature, specifically
U.S. texts
*Graphic organizer used to sort U.S.
non-fiction texts which leads to essay
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.
*Analyze U.S. lit for
foundational US
documents, rhetorical themes, purposes, etc.
features
Craft and Structure
11.RI.4
11.RI.5
11.RI.6
*determine meanings of
language
*analyze
author's use of language
Integration of Knowledge and Ideas
11.RI.7
11.RI.8
11.RI.9
*Graphic organizer used to sort U.S.
movements which leads to essay
Range of Reading and Level of Text Complexity
11.RI.10
11.RI.KS11
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.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the
grades 11–CCR text complexity band independently and proficiently.
literary nonfiction,
text complexity
band, scaffolding
*Comprehend nonfiction, *Use PBL as a final which requires
build on prior readings
students to illustrate main themes
throughout various texts
Encounter a diverse range of engaging and culturally sensitive text and media that
motivate the desire to be literate.
culturally sensitive
text, desire to be
literate
*Encounter a diverse
range of text and media
Read - both independently and collaboratively - print, non-print, and multi-modal works
11.RI.KS12 proficiently and critically to be media literate.
multi-modal works, *Read to be media literate
media literate
KCC Bullseye ‐ Advanced 11 ELA
Standard
11.W.1
Writing (W)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
11.W.1a and create an organization that logically sequences claim(s), counterclaims
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases
c. Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
11.W.1c
between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
11.W.1d
11.W.1b
11.W.1e
11.W.2
e. Provide a concluding statement or section that follows from and
supports the argument presented.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension
b. Develop the topic thoroughly by selecting the most significant and
relevant extended definitions, concrete details, quotations, or other
11.W.2b
information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
11.W.2c
complex ideas and concepts.
11.W.2a
11.W.2d
11.W.2e
11.W.2f
I.
II. III. IV. V.
Vocabulary Big Idea Content
Student
Essentials
& Process
claims
*Write arguments
based on
reasoning &
analysis
counterclaims *Work with
claims and create
an organization to
sequence claims
*Write essay to
support claims
drawn from a piece
of literature
*Write essay to
support claims
drawn from a piece
of literature
biases
*Develop claims *Write essay to
*Supply relevant support claims
evidence
drawn from a piece
of literature
syntax,
*Use language to *Write essay to
cohesion
strengthen text
support claims
drawn from a piece
of literature
formal style, *Establish &
*Write essay to
objective tone maintain formal support claims
style & objective drawn from a piece
tone
of literature
concluding
*Concluding
*Write essay to
statement
statement
support claims
drawn from a piece
of literature
informative/ex *Write
*Write essay based
planatory
informative/
on real world
texts, convey explanatory texts experience
complex ideas, to analyze
formatting,
*Introduce topic *Write essay based
structure
on real world
experience
significant,
relevant,
concrete
syntax
*Develop topic by *Write essay based
on real world
selection of
experience
various writing
features
*Use language to *Write essay based
strengthen text
on real world
experience
*Use language to *Write essay based
strengthen text
on real world
experience
d. Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
domainspecific
vocabulary
e. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
objective tone *Establish &
maintain formal
style & objective
tone
concluding
*Concluding
statement,
statement
articulating
implications
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Real World
Instructional
Example
*Write essay based
on real world
experience
*Write essay based
on real world
experience
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ Advanced 11 ELA
11.W.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
a. Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
11.W.3b
characters.
11.W.3a
11.W.3c
11.W.3d
11.W.3e
11.W.KS11
11.W.4
11.W.KS12
11.W.5
11.W.6
11.W.7
11.W.8
narratives
point(s) of
view
formatting,
structure
*Write a narrative *Write a narrative
essay
essay based on
personal knowledge
*Set up a
problem, situation
to engage &
orient the reader
*Use narrative
techniques to
develop
experiences
*Use a variety of
techniques to
build toward tone
and outcome
*Use language to
strengthen text
*Write a narrative
essay based on
personal knowledge
*Write a narrative
essay based on
personal knowledge
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
coherent
d. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
sensory
language
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
provide a
conclusion,
resolved
*Provide a
concludsion
Create - both independently and collaboratively - technical, non-print,
digital, and multi-modal versions of text types and purposes outlined in
standards 1,2, and 3.
multi-modal
*Create varied
text types
style, task,
purpose,
audience
*Produce clear
and coherent
writing
recursive
writing,
revision
process
editing,
specific
purpose,
audience
*Strengthen
writing craft
feedback
*Use technology *Students use
to receive
technology as a tool
feedback
in various writings
research
projects,
synthesize
*Research project *Research project
with selfgenerated
question or
solving a problem
authoritative,
sources,
advanced
searches,
plagiarism,
overreliance,
credibility
*Gather relevant *Research project
information and
avoid plagiarism,
overreliance
Production and Distribution of Writing
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3
above.)
Strengthen writing craft - both independently and collaboratively - through
a recursive writing and revision process and the use of the common
vocabulary of the 6-Trait model.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and
including grades 11–12 on page 54.)
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.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
*Write a narrative
essay based on
personal knowledge
*Write a narrative
essay based on
personal knowledge
*Write a narrative
essay based on
personal knowledge
*Clear and coherent
writing for specific
purposes and
audiences
*Stengthen
*Self-edits, peer
writing by using edits and teacher
editing techniques edits
KCC Bullseye ‐ Advanced 11 ELA
Draw evidence form literary or informational texts to support analysis,
reflection, and research.
analysis,
reflection,
research,
textual
evidence
*Use textual
evidence
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
11.W.9a foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
foundational
works
*Research project
*Use priorly
studied literature
to demonstrate
knowledge
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
11.W.9b U.S. SupremeCourt Case majority opinions and dissents) and the premises,
purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses]”).
seminal U.S.,
premises,
public
advocacy
*Use priorly
studied nonfiction to
demonstrate
knowledge
*Research project
tasks,
purposes,
audiences,
writing format
*Write often for
different
audiences,
purposes, tasks
*Various writings
(i.e. journals,
bellwork, essays,
responses, etc.)
11.W.9
Range of Writing
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes, and audiences.
11.W.10
*Research project
KCC Bullseye ‐ Advanced 11 ELA
Standard
Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
11.SL.1
11.SL.1a
I.
II.
III.
IV.
V.
Vocabulary Student
Essentials
collaborative discussions collaborative
Discuss post-high
discussions,
school plans
build on others
ideas,
express own ideas,
clear and
persuasively
a. 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, wellreasoned
exchange of ideas.
explicitly, referring to
evidence, research,
wellreasoned exchange
Be prepared,
Research college
draw on evidence, programs and criteria
stimulate discussion
b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and
deadlines, and establish individual roles as needed.
civil, democratic
discussions
Independently set:
Roles
Goals
Deadlines
c. 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.
divergent perspectives
Challenge one
Pose thoughtful
another in
questions,
probe reasoning and discussion group
evidence,
challenge ideas,
promote different
perspectives
d. 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.
synthesize, resolve
contradictions
Pull multiple
perspectives and
evidence together,
resolve conflicts,
find additional
information
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.
quantitatively, credibility, Use multiple source Prepare powerpoint
discrepancies
over discussion
forms,
evaluate sources
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.
point of view, rhetoric
Evaluate speakers'
credability and
state of mind
Evaluate
powerpoints
line of reasoning,
perspectives, purpose,
audience, tasks
Present information
clearly,
rebut opposing
ideas,
clearly understand
topic
Compare and
contrast a youtube
video to current
reading
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.
digital media
Use digital
media
competently
Use video,
audio, and
graphics in
a presentation
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when
indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific
expectations.)
formal, informal
Use formal english,
use language
appropriate for
purpose
Give a
presentation
in formal and
then informal
language
11.SL.1b
11.SL.1c
11.SL.1d
11.SL.2
11.SL.3
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range or
formal and informal tasks.
11.SL.4
11.SL.5
11.SL.6
Big Idea Content
Real World
& Process
Instructional Example
Set group
meeting time
Respond thoughtfully
Continue to research
post-secondary criteria
Date
Percent ProficLevel (I-V)
Percent MasteLevel (I-V)
KCC Bullseye ‐ Advanced 11 ELA
Standard
Language (L)
I.
II.
III.
IV.
V.
Vocabulary
Student
Essentials
conventions
Competently use
proper conventions
Write an essay
or give a
presentation that
uses proper grammar
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
contested
Modify
conventions
to suit purpose
Compare grammar
usage in two pieces
from different
time periods
b. 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.
contested usage
Use sources
to support
conventions
Compare and
contrast the
multiple meanings
of contested words
using resources
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when
writing.
demonstrate
command,
conventions
Properly use
all writing
conventions
Write an essay
using proper
conventions
a. Observe hyphenation conventions.
hyphenation
Hyphenate correctly
Take notes over proper
hyphenation
Demonstrate 5 properly
Hyphenated words
b. Spell correctly.
spell
Spell
correctly
Properly spell
new vocabulary
words
11.L.1a
11.L.1b
11.L.2a
11.L.2b
Knowledge of Language
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.
functions,
Comprehend
contexts,
different
effective choices uses of
language
Compare and
contrast a
poem and
a short story
syntax, complex Vary sentences for
purpose and affect
texts
Comprehend different
sentence structure
Analyze author's
use of syntax
in a complex text
multiple-meaning Understand the meaning
words
of unkown and multiple
meaning words
Proper use of context
clues
Have a group choose
unkown vocab
Look up unkown vocab
Properly use unkown vocab
a. 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.
context, word's Use
position, function context
clues
Have students look for
meaning of words via
context clues
Look up meaning via
resource
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).
patterns, word
changes
Understand
prefixes
and suffixes
With 10 base words
Produce 30 new words
Via prefixes and suffixes
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, its part of speech, its etymology, or its standard usage.
etymology
Consult
multiple
sources
for vocab
Give presentation over
researched vocab word
d. 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).
verify,
preliminary
determination
Infer
from
context
Give vocab in context
hypothisize the meanings
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
figurative
language, word
relationships,
nuances
Apply figurative
language knowledge
Minor word differences
Word relationship
knowlede
Create a discriptive
product over
a person in their
life that only
uses figurative
language
11.L.3
11.L.3a
a. 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.
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12
reading and content, choosing flexibly from a range of strategies.
11.L.4
11.L.4a
11.L.4b
11.L.4c
11.L.4d
11.L.5
Real World Instructional
Example
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11.L.1
11.L.2
Big Idea Content &
Process
Date
Percent Proficient
Level (I-V)
Percent Mastery
Level (I-V)
KCC Bullseye ‐ Advanced 11 ELA
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
figures of speech Comprehend uses
of figure of speech
b. Analyze nuances in the meaning of words with similar denotations.
nuances,
denotations
Comprehend
uses of
minor
word
differences
Have a
discussion on
the many uses
of the words
sweet and dude
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.
general
academic,
domain-specific
words
Use vocabulary
appropriate for purpose
Independently increase
vocabulary
Give a presentation over
their post-graduate plans
detailing their daily
activities
Using domain specific
words
11.L.5a
11.L.5b
11.L.6
Participate in a
socratic debate
over the author's
purspose for use
of figurative
language in a text
KCC Bulsseye ‐ 12th Grade ELA
Reading Literature (RL)
Standard
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
12.RL.3
II.
III.
IV.
V.
Vocabulary
Big Idea
Student Essentials
Content & Process
Real World Instructional Example
textual evidence
analysis explicitly
inferences
*cite evidence *Use a text to cite and support
*support claims
*make
inferences
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
themes complex
account, objective
summary
*determine and *Analyze a piece of literature for
analyze theme theme and development of theme
*objective
summary
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and
developed).
analyze elements of *analyze
a story
elements of a
story
12.RL.1
12.RL.2
I.
*Analyze a short story for elements of
a story
Craft and Structure
12.RL.4
12.RL.5
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.)
figurative,
connotative, literal
denotative
*determine use
of language
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.
structure, aesthetic
analyze author's *Small group discussion analyzing
choices of
author's choices
structure
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm, irony, or understatement).
point of view, satire, *analyze point
sarcasm, irony,
of view to
understatement
determine
meaning
12.RL.6
*Vocabulary assignment
*Students find examples of satire,
irony, etc. in texts
Integration of Knowledge and Ideas
12.RL.7
12.RL.8
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.)
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
12.RL.9
Range of Reading and Level of Text Complexity
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high
end of the grades 11–CCR text complexity band independently and proficiently
12.RL.10
multiple
*analyze
*T-Charts while watching film
interpretations,
multiple
interpretation of a piece of literature
evaluating medium interpretations of
a piece of
literature
foundational works *cite evidence *Compare content of student*support claims generated PowerPoints to demonstrate
*make
student understanding
inferences
scaffolding
*students build
on prior
knowledge
*Project-based learning
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC Bulsseye ‐ 12th Grade ELA
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to
be literate.
culturally sensitive *Encounter a
text, desire to be
diverse range of
literate
text and media
Read - both independently and collaboratively - print, non-print, and multi-modal works proficiently and
critically to be media literate.
multi-modal works, *Read to be
media literate
media literate
12.RI.KS11
11.RI.KS12
Reading Informational Text (RI)
Standard
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
11.RI.1
11.RI.2
I.
II.
III.
IV.
V.
Vocabulary Student Big Idea Content
Real World Instructional Example
Essentials
textual evidence,
analysis, explicity,
inferences
& Process
*citing
supporting,
analyzing and
drawing
inferences
*Students make inferences from
teacher-generated lists from various
texts
Determine two or more 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 provide a complex analysis; provide an objective
summary of the text.
central ideas
*determine
objective summary central ideas,
analyze and
summarize
*Plot line activity
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.
complex, sequence *analyze
of events
complex ideas
and explain
specifics,
interactions
*Use a Venn Diagram to show
character development/ comparisons
12.RI.3
Craft and Structure
12.RI.4
*Student generated T-Chart showing
*determine
meanings of
various examples of literary devices
language
and why/how the author uses them
*analyze author's
use of language
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over
the course of a text (e.g., how Madison defines faction in Federalist No. 10).
denotative/literal,
figurative,
connotative,
technical meaning,
refines
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
exposition, engaging *analyze
*Small group discussion with
effectiveness of structure generated by teacher
structure
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
point of view,
purpose, rhetoric
*determine
*Listen to or show a persuasive
author's point of speech and create list of effective
view or purpose persuasive techniques
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.
integrate,evaluate,
diverse
*Use multiple
sources
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).
delineate, seminal *Evaluate
US texts, premises, reasoning in
various pieces of
public advocacy
literature,
specifically U.S.
texts
foundational US
*Analyze U.S.
documents,
lit for themes,
rhetorical features purposes, etc.
12.RI.5
12.RI.6
Integration of Knowledge and Ideas
*Pose a question to students, students
use PBL to answer question
12.RI.7
12.RI.8
12.RI.9
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.
*Graphic organizer used to sort U.S.
non-fiction texts which leads to essay
*Graphic organizer used to sort U.S.
movements which leads to essay
Range of Reading and Level of Text Complexity
12.RI.10
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR
text complexity band independently and proficiently.
*Comprehend
*Use PBL as a final which requires
nonfiction, build students to illustrate main themes
on prior readings throughout various texts
Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to
be literate.
culturally sensitive *Encounter a
text, desire to be
diverse range of
literate
text and media
Read - both independently and collaboratively - print, non-print, and multi-modal works proficiently and
critically to be media literate.
multi-modal works, *Read to be
media literate
media literate
12.RI.KS11
11.RI.KS12
literary nonfiction,
text complexity
band, scaffolding
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC Bullseye ‐ 12th Grade ELA
Standard
Writing (W)
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
I.
II. III. IV.
V.
Vocabulary Student
Essentials
12.W.1b
12.W.1c
Process
*Write arguments
*Write essay to support
based on reasoning & claims drawn from a piece
analysis
of literature
a. Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
counterclaims
*Work with claims
and create an
organization to
sequence claims
*Write essay to support
claims drawn from a piece
of literature
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
biases
*Develop claims
*Supply relevant
evidence
*Write essay to support
claims drawn from a piece
of literature
c. Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
syntax, cohesion
*Use language to
strengthen text
*Write essay to support
claims drawn from a piece
of literature
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
formal style, objective *Establish &
*Write essay to support
tone
maintain formal style claims drawn from a piece
& objective tone
of literature
e. Provide a concluding statement or section that follows from and supports
the argument presented.
concluding statement
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.
informative/explanatory *Write informative/
texts, convey complex explanatory texts to
ideas, analysis of
analyze complex
content
ideas
*Write essay based on real
world experience
a. Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
formatting, structure
*Introduce topic
*Write essay based on real
world experience
b. Develop the topic thoroughly by selecting the most significant and
relevant extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
significant, relevant,
concrete
*Develop topic by
selection of various
writing features
*Write essay based on real
world experience
c. Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
syntax
*Use language to
strengthen text
*Write essay based on real
world experience
12.W.1d
*Concluding
statement
12.W.1e
12.W.2
12.W.2a
12.W.2b
12.W.2c
Example
claims
12.W.1
12.W.1a
Big Idea Content & Real World Instructional
*Write essay to support
claims drawn from a piece
of literature
Date
Percent
Proficient
Level
V
I-
Percent
Mastery
Level
V
I-
KCC Bullseye ‐ 12th Grade ELA
d. Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
domain-specific
vocabulary
*Use language to
strengthen text
*Write essay based on real
world experience
e. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
objective tone
*Establish &
*Write essay based on real
maintain formal style world experience
& objective tone
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
concluding statement, *Concluding
articulating implications statement
*Write essay based on real
world experience
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
narratives
*Write a narrative
essay
*Write a narrative essay
based on personal
knowledge
a. Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
point(s) of view
*Set up a problem, *Write a narrative essay
situation to engage & based on personal
orient the reader
knowledge
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
formatting, structure
*Use narrative
*Write a narrative essay
techniques to develop based on personal
experiences
knowledge
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
coherent
*Use a variety of
techniques to build
toward tone and
outcome
*Write a narrative essay
based on personal
knowledge
d. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
sensory language
*Use language to
strengthen text
*Write a narrative essay
based on personal
knowledge
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
provide a conclusion,
resolved
*Provide a
concludsion
*Write a narrative essay
based on personal
knowledge
Create - both independently and collaboratively - technical, non-print,
digital, and multi-modal versions of text types and purposes outlined in
standards 1,2, and 3.
multi-modal
*Create varied text
types
12.W.2d
12.W.2e
12.W.2f
12.W.3
12.W.3a
12.W.3b
12.W.3c
12.W.3d
12.W.3e
12.W.KS11
KCC Bullseye ‐ 12th Grade ELA
12.W.4
12.W.KS12
12.W.5
12.W.6
12.W.7
12.W.8
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
style, task, purpose,
audience
*Produce clear and
coherent writing
Strengthen writing craft - both independently and collaboratively - through
a recursive writing and revision process and the use of the common
vocabulary of the 6-Trait model.
recursive writing,
revision process
*Strengthen writing
craft
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and
including grades 11–12 on page 54.)
editing, specific
purpose, audience
*Stengthen writing by *Self-edits, peer edits and
using editing
teacher edits
techniques
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.
feedback
*Use technology to
receive feedback
research projects,
synthesize
*Research project
*Research project
with self-generated
question or solving a
problem
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow o
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
12.W.9a
12.W.9b
authoritative, sources, *Gather relevant
*Research project
advanced searches,
information and avoid
plagiarism,
plagiarism,
overreliance, credibility overreliance
Draw evidence form literary or informational texts to support analysis,
reflection, and research.
analysis, reflection,
research, textual
evidence
*Use textual evidence *Research project
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts
from the same period treat similar themes or topics”).
foundational works
*Use priorly studied *Research project
literature to
demonstrate
knowledge
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. SupremeCourt Case majority opinions and dissents) and the premises,
purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses]”).
seminal U.S., premises, *Use priorly studied *Research project
public advocacy
non-fiction to
demonstrate
knowledge
12.W.10
Range of Writing
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.
tasks, purposes,
audiences, writing
format
Level
V
Percent
Mastery
Level
V
I-
Percent
Proficient
Level
V
I-
Percent
Mastery
Level
V
I-
Date
Percent
Proficient
Level
V
I-
Percent
Mastery
Level
V
I-
Date
*Students use technology
as a tool in various writings
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.
12.W.9
Percent
Proficient
I-
Date
*Clear and coherent writing
for specific purposes and
audiences
*Write often for
*Various writings (i.e.
different audiences, journals, bellwork, essays,
purposes, tasks
responses, etc.)
KCC Bullseye ‐ 12th Grade ELA
Standard
12.SL.1
12.SL.1a
12.SL.1b
Speaking and Listening (SL)
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions
(oneon- one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
I.
II.
III.
IV.
V.
Vocabulary
Big Idea Content
Student Essentials
& Process
collaborative
discussions
collaborative
discussions,
build on others
ideas,
express own
ideas, clear and
persuasively
explicitly,
referring to
evidence,
research,
wellreasoned
exchange
civil, democratic
discussions
Be prepared,
Research college
draw on evidence, programs and
stimulate
criteria
discussion
c. 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.
divergent
perspectives
Pose thoughtful Challenge one
questions,
another in
probe reasoning discussion group
and evidence,
challenge ideas,
promote different
perspectives
d. 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.
synthesize, resolve Pull multiple
contradictions
perspectives and
evidence together,
resolve conflicts,
find additional
information
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.
quantitatively,
credibility,
discrepancies
Use multiple
source forms,
evaluate sources
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.
point of view,
rhetoric
Evaluate speakers' Evaluate
powerpoints
credability and
state of mind
a. 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, wellreasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and
decisionmaking, set clear goals and deadlines, and establish individual
roles as needed.
12.SL.1c
12.SL.1d
12.SL.2
11.SL.3
Real World
Instructional
Example
Discuss post-high
school plans
Independently set: Set group
Roles
meeting time
Goals
Deadlines
Respond
thoughtfully
Continue to
research postsecondary criteria
Prepare
powerpoint
over discussion
Date
Percent
Proficient
Level
I-V
Percent Mastery
Level
I-V
KCC Bullseye ‐ 12th Grade ELA
12.SL.4
12.SL.5
12.SL.6
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range or formal and informal tasks.
line of reasoning,
perspectives,
purpose, audience,
tasks
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.
digital media
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (See grades
11–12 Language standards 1 and 3 on page 54 for specific expectations.)
formal, informal
Present
information
clearly,
rebut opposing
ideas,
clearly understand
topic
Use digital
media
competently
Compare and
contrast a youtube
video to current
reading
Use formal
english,
use language
appropriate for
purpose
Give a
presentation
in formal and
then informal
language
Use video,
audio, and
graphics in
a presentation
KCC Bullseye ‐ 12th Grade ELA
Language (L)
Standard
Conventions of Standard English
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I. II. III.
IV. V.
Vocabulary
Student Essentials
Big Idea Content & Real World Instructional
Process
conventions
Competently use
proper conventions
Write an essay
or give a
presentation that
uses proper grammar
a. Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
contested
Modify
conventions
to suit purpose
Compare grammar
usage in two pieces
from different
time periods
b. 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.
contested usage
Use sources
to support
conventions
Compare and
contrast the
multiple meanings
of contested words
using resources
Demonstrate command of the conventions of standard English
capitalization,punctuation, and spelling when writing.
demonstrate
command,
conventions
Properly use
all writing
conventions
Write an essay
using proper
conventions
a. Observe hyphenation conventions.
hyphenation
Hyphenate correctly
Take notes over proper
hyphenation
Demonstrate 5 properly
Hyphenated words
b. Spell correctly.
spell
Spell
correctly
Properly spell
new vocabulary
words
Knowledge of Language
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.
Comprehend
functions,
contexts, effective different
uses of
choices
12.L.1
12.L.1a
12.L.1b
12.L.2
12.L.2a
12.L.2b
12.L.3
12.L.3a
Example
a. 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.
language
syntax, complex
texts
Vary sentences for
purpose and affect
Comprehend different
sentence structure
Compare and
contrast a
poem and
a short story
Analyze author's
use of syntax
in a complex text
Date
Percent
Proficient
Level I-V
Percent
Mastery
Level I-V
KCC Bullseye ‐ 12th Grade ELA
12.L.4
12.L.4a
12.L.4b
12.L.4c
12.L.4d
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 11–12 reading and
content, choosing flexibly from a range of strategies.
multiple-meaning Understand the
meaning of unkown
words
and multiple meaning
words
Proper use of context
clues
a. 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.
Use
context, word's
position, function context
b. Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., conceive, conception,
conceivable).
clues
Have students look for
meaning of words via
context clues
Look up meaning via
resource
patterns, word
changes
Understand
prefixes
and suffixes
With 10 base words
Produce 30 new words
Via prefixes and suffixes
c. Consult general and specialized reference materials (e.g.,
dictionaries,
glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning,
its part of speech, its etymology, or its standard usage.
etymology
Consult
multiple
sources
for vocab
Give presentation over
researched vocab word
d. 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).
verify,
preliminary
determination
Infer
from
context
Give vocab in context
hypothisize the meanings
Demonstrate understanding of figurative language, word
relationships, and
nuances in word meanings.
figurative
language, word
relationships,
nuances
Apply figurative
language knowledge
Minor word differences
Word relationship
knowlede
Create a discriptive
product over
a person in their
life that only
uses figurative
language
a. Interpret figures of speech (e.g., hyperbole, paradox) in context
and analyze their role in the text.
figures of speech Comprehend uses
b. Analyze nuances in the meaning of words with similar
denotations.
nuances,
denotations
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
general academic, Use vocabulary
Give a presentation over
domain-specific appropriate for purpose their post-graduate plans
Independently increase detailing their daily
words
vocabulary
activities
Using domain specific
words
12.L.5
of figure of speech
12.L.5a
12.L.5b
12.L.6
Have a group choose
unkown vocab
Look up unkown vocab
Properly use unkown
vocab
Comprehend
uses of
minor
word
differences
Participate in a
socratic debate
over the author's
purspose for use
of figurative
language in a text
Have a
discussion on
the many uses
of the words
sweet and dude