Common Core: English Language Arts

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Anchor Standards

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Language

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Conventions of Standard English
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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Knowledge of Language
CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
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Vocabulary Acquisition and Use
CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading

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Key Ideas and Details
CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening

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Comprehension and Collaboration
CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCRA.SL.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing

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Text Types and Purposes
CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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Production and Distribution of Writing
CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Kindergarten

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Language
Lenguaje

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
Puedo usar el inglés correcto cuando escribo y hablo
L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1
I can show that I know how to use words correctly when I write and speak.

L.K.1
Puedo demostrar que sé usar las palabras correctamente cuando escribo y hablo.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a
Print many upper- and lowercase letters.
L.K.1.a
I can print lots of upper and lowercase letters.

L.K.1.a
Puedo escribir muchas letras mayúsculas y minúsculas.

L.K.1.b
Use frequently occurring nouns and verbs.
L.K.1.b
I can use nouns (words that name) and verbs (action words).

L.K.1.b
Puedo utilizar sustantivos (palabras que dan nombre) y verbos (palabras de acción).

L.K.1.c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.c
I can make nouns plural (more than one) by adding "s" or "es" to the end.

L.K.1.c
Puedo formar el plural de un sustantivo (para indicar más de uno) al añadir "s" o "es" al fin del substantivo.

L.K.1.d
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.d
I can understand and use question words. (who, what where, when, why , how)

L.K.1.d
Puedo entender y utilizar palabras interrogativas. (quién, qué, dónde, cuándo, por qué, cómo)

L.K.1.e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.e
I can use common prepositions (to, from, in, out, on, off, for, of, by, with).

L.K.1.e
Puedo usar preposiciones comunes (hacia/a, desde/del, dentro/en, fuera de, encima, para/por, de, con).

L.K.1.f
Produce and expand complete sentences in shared language activities.
L.K.1.f
I can create longer complete sentences with my class.

L.K.1.f
Puedo crear oraciones más completas con mi clase.

L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2
I can show that I know how to write sentences correctly.

L.K.2
Puedo demostrar que sé escribir oraciones correctamente.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.a
Capitalize the first word in a sentence and the pronoun I.
L.K.2.a
I can capitalize the first word in a sentence.

I can capitalize the word “I”.

L.K.2.a
Puedo usar una letra mayúscula cuando escribo la primera palabra de una frase.

Uso la letra mayúscula para escribir la palabra I (yo) en inglés.

L.K.2.b
Recognize and name end punctuation.
L.K.2.b
I can find and name punctuation at the end of a sentence.

L.K.2.b
Puedo dar nombre y usar puntuacion al final de una frase.

L.K.2.c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.c
I can write a letter or letters for most consonant sounds.

I can write a letter or letters for most short vowel sounds.

L.K.2.c
Puedo escribir una letra o letras para la mayoría de los sonidos consonánticos.

Puedo escribir una letra o letras para la mayoría de los sonidos de las vocales cortas.

L.K.2.d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.2.d
I can use what I know about letters and sounds to spell easy words.

L.K.2.d
Puedo usar lo que sé acerca de las letras y los sonidos para deletrear palabras fáciles.

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Knowledge of Language
I can use what I know about language in different situations
Puedo usar lo que sé sobre el lenguaje de formas diferentes
L.K.3
(Begins in grade 2)
L.K.3
(L.K.3 begins in grade 2)

L.K.3
(L.K.3 comienza en el grado 2)

Anchor standard:
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.
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Vocabulary Acquisition and Use
I can figure out what words mean and use them in different situations
Puedo entender qué significa una palabra y usarla de formas diferentes
L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4
I can figure out what words mean by thinking about what I have read.

L.K.4
Puedo determinar lo que significa una palabra al pensar en lo que he leído.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.K.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).
L.K.4.a
I can find new meanings for words I already know and use them correctly.

L.K.4.a
Puedo encontrar nuevos significados para palabras ya conocidas y usarlas correctamente.

L.K.4.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.
L.K.4.b
I can use beginnings and endings of words to help me figure out what they mean. (-ed, -s, re-, un-, pre-, -ful, -less)

L.K.4.b
Puedo utilizar los inicios y finales (en inglés) de palabras para ayudarme a entender lo que significan. (-ed, -s, re-, un-, pre-, -ful, -less)

L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5
I can figure out how words are related. I can figure out how their meanings might be alike.

L.K.5
Entiendo cómo las palabras están relacionadas. Entiendo cómo sus significados pueden ser iguales.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.K.5.a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.a
I can sort things into groups and use the names of the groups to help me understand them better. (shapes, foods)

L.K.5.a
Puedo clasificar objetos en grupos y usar nombres de los grupos para ayudarme a mejor entenderlos. (formas, alimentos)

L.K.5.b
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.b
I can match some verbs (action words) and adjectives (describing words) with their opposites.

L.K.5.b
Puedo relacionar algunos verbos (palabras de acción) y adjetivos (palabras que describen) con sus opuestos.

L.K.5.c
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.c
I can tell how words are used in real-life. (I can talk about animals that are colorful).

L.K.5.c
Puedo decir cómo se usan las palabras en la vida real. (Puedo hablar acerca de los animales que son de colores).

L.K.5.d
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.5.d
I can tell the difference between verbs (action words) that are almost alike. (walk, march, strut, prance)

L.K.5.d
Puedo decir la diferencia entre los verbos (palabras de acción) que son casi iguales. (caminar, marchar, andar a pie, etc.)

L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
L.K.6
I can use the new words I learn in different ways to show that I know what they mean.

L.K.6
Puedo utilizar las nuevas palabras que aprendo de diferentes maneras para demostrar que sé lo que significan.

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Foundational Skills
Lectura: Las habilidades fundamentales

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Print Concepts
I can understand how books are meant to be read
Entiendo cómo se deben leer los libros
RF.K.1
Demonstrate understanding of the organization and basic features of print.
RF.K.1
I can show that I know how books should be read.

RF.K.1
Puedo demostrar que sé cómo se deben leer los libros.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RF.K.1.a
Follow words from left to right, top to bottom, and page by page.
RF.K.1.a
I can read the words in a book in the right order.

RF.K.1.a
Puedo leer las palabras en un libro en el orden correcto.

RF.K.1.b
Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.b
I can understand that words I say can be written using letters in a certain order.

RF.K.1.b
Puedo entender que las palabras que digo se pueden escribir con letras en un orden determinado.

RF.K.1.c
Understand that words are separated by spaces in print.
RF.K.1.c
I can understand that words have spaces between them.

RF.K.1.c
Puedo entender que las palabras tienen espacios entre ellas.

RF.K.1.d
Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.1.d
I can name all of my upper and lower case letters in the alphabet.

RF.K.1.d
Puedo identificar todas las letras mayúsculas y minúsculas del alfabeto.

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Phonological Awareness
I can understand the sounds that letters and words make
Yo sé los sonidos que las letras y las palabras hacen
RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2
I can show that I know how words and their parts go together.

RF.K.2
Puedo demostrar que sé cómo las palabras y sus partes combinan.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RF.K.2.a
Recognize and produce rhyming words.
RF.K.2.a
I can recognize and make rhyming words.

RF.K.2.a
Puedo hacer y reconocer palabras que riman.

RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2.b
I can count and divide words into syllables.

RF.K.2.b
Puedo contar y dividir palabras en sílabas.

RF.K.2.c
Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.c
I can blend and take apart the beginning sounds and ending parts of one-syllable words.

RF.K.2.c
Puedo combinar y separar los sonidos iniciales y finales de las palabras de una sílaba.

RF.K.2.d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Note: Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.)
RF.K.2.d
I can find and say the beginning, middle and last sound in simple words.

RF.K.2.d
Puedo encontrar y decir el sonido inicial, medio y final de una palabra sencilla.

RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.2.e
I can make new words by changing a consonant or a vowel sound in a word I already know.

RF.K.2.e
Puedo hacer nuevas palabras cambiando una consonante o una vocal en una palabra que ya sé.

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Phonics and Word Recognition
I can look at words and figure them out by using what I know about letters and sounds
Puedo leer las palabras usando lo que ya sé de las letras y los sonidos
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3
I can show what I have learned about letters and sounds by reading words.

RF.K.3
Puedo demostrar lo que he aprendido acerca de las letras y los sonidos mediante la lectura de palabras.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.a
I can say the most common sound for each consonant in the alphabet.

RF.K.3.a
Puedo decir el sonido más común para cada consonante del alfabeto.

RF.K.3.b
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.b
I can match long and short vowel sounds with the letters that go with them.

RF.K.3.b
Puedo relacionar sonidos de vocales largas y cortas con las letras correspondientes.

RF.K.3.c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.c
I can read common sight words.

RF.K.3.c
Puedo leer palabras visuales comunes.

RF.K.3.d
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.d
I can tell the difference between and read similar words by looking at the letters that are different.

RF.K.3.d
Puedo leer y decir la diferencia entre palabras similares al observar las letras que son diferentes.

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Fluency
I can read and understand books at my level well
Puedo leer y entender bien los libros de mi nivel personal
RF.K.4
Read emergent-reader texts with purpose and understanding.
RF.K.4
I can read and understand books at my level well.

RF.K.4
Puedo leer y entender bien los libros de mi nivel.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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Reading: Informational Text
Lectura: Los textos informativos

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.K.1
With prompting and support, ask and answer questions about key details in a text.
RI.K.1
I can ask and answer questions about important details in nonfiction books.

RI.K.1
Puedo hacer y contestar preguntas sobre detalles importantes de libros de no ficción.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
RI.K.2
I can tell the main topic and important details in nonfiction books.

RI.K.2
Puedo decir el tema principal y los detalles importantes de libros de no ficción.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.3
I can tell how people, events or ideas are connected.

RI.K.3
Puedo decir cómo se conectan personas, acontecimientos o ideas.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
RI.K.4
I can ask and answer questions about new words in nonfiction books.

RI.K.4
Puedo hacer y contestar preguntas sobre las nuevas palabras en los libros de no ficción.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.K.5
Identify the front cover, back cover, and title page of a book.
RI.K.5
I can find the front cover, back cover and title page in nonfiction books.

RI.K.5
Puedo encontrar las dos portadas y la carátula de un libro de no ficción.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RI.K.6
I can tell who the author and illustrator are in nonfiction books. I can tell what their jobs are.

RI.K.6
Puedo decir quién es el autor y el ilustrador de un libro de no ficción. Puedo decir cuál es su trabajo.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.K.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).
RI.K.7
I can tell how the words and pictures go together in nonfiction books.

RI.K.7
Puedo decir cómo se relacionan las palabras y las imágenes en las historias de no ficción.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.8
I can find the reasons an author gives to make the information more clear.

RI.K.8
Puedo encontrar ejemplos que el autor incluye para hacer la información más clara.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.K.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).
RI.K.9
I can tell how two nonfiction books about the same thing are alike and different.

RI.K.9
Puedo decir cómo dos libros de no ficción sobre el mismo tema pueden ser iguales y diferentes.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.K.10
Actively engage in group reading activities with purpose and understanding.
RI.K.10
I can be an important part of nonfiction reading activities in my classroom.

RI.K.10
Puedo participar de forma importante de las actividades de la lectura de la no ficción en mi clase.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature
Lectura: La literatura

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and tell about fiction
Puedo leer, entender y hablar sobre la ficción
RL.K.1
With prompting and support, ask and answer questions about key details in a text.
RL.K.1
I can ask and answer questions about important details in stories.

RL.K.1
Puedo hacer y contestar preguntas acerca de detalles importantes en las historias.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.K.2
With prompting and support, retell familiar stories, including key details.
RL.K.2
I can retell a story I know using important details from the story.

RL.K.2
Puedo recontar un cuento conocido y usar detalles importantes de esa historia.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
RL.K.3
I can tell the characters, setting and what happens in stories.

RL.K.3
Puedo identificar los personajes, el escenario y lo que sucede en las historias.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and tell about fiction
Puedo leer, entender y hablar sobre la ficción
RL.K.4
Ask and answer questions about unknown words in a text.
RL.K.4
I can ask and answer questions about new words in stories.

RL.K.4
Puedo hacer y contestar preguntas sobre las nuevas palabras en los cuentos.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
RL.K.5
I can tell the difference between the different kinds of fiction I read.

RL.K.5
Puedo explicar como son diferentes los varios tipos de ficción que leo.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.6
I can tell who the author and illustrator are in stories. I can tell what their jobs are.

RL.K.6
Puedo decir quién es el autor y ilustrador de una historia. Puedo decir cuál es su trabajo.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and tell about fiction
Puedo leer, entender y hablar sobre la ficción
RL.K.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).
RL.K.7
I can tell how the words and pictures go together in stories.

RL.K.7
Puedo decir cómo se relacionan las palabras y las imágenes en las historias.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.K.8
(Not applicable to literature)
RL.K.8
(RL.K.8 not applicable to literature)

RL.K.8
(RL.K.8 no se aplica a la literatura)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.K.9
I can tell what is the same and different about the actions of characters in stories I know.

RL.K.9
Puedo decir lo que es igual y diferente acerca de las acciones de los personajes de cuentos conocidos.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and tell about fiction
Puedo leer, entender y hablar sobre la ficción
RL.K.10
Actively engage in group reading activities with purpose and understanding.
RL.K.10
I can be an important part of fiction reading activities in my classroom.

RL.K.10
Puedo participar de forma importante de las actividades de la lectura de la ficción en mi clase.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening
Hablar y escuchar

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can have and understand conversations with all kinds of people
Puedo entender y conversar con una variedad de personas
SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1
I can show that I know how to have good conversations with my friends and teachers.

SL.K.1
Puedo demostrar que sé tener buenas conversaciones con mis amigos y maestros.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.K.1.a
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1.a
I can listen and take turns when I am having conversations.

SL.K.1.a
Puedo escuchar y tomar turnos cuando converso.

SL.K.1.b
Continue a conversation through multiple exchanges.
SL.K.1.b
I can have a long conversation with another person.

SL.K.1.b
Puedo conversar por mucho tiempo con otra persona.

SL.K.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.
SL.K.2
I can tell what a story is about.

SL.K.2
Puedo decir de lo que se trata una historia.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.3
I can ask and answer a question about what I have heard.

SL.K.3
Puedo hacer y contestar una pregunta acerca de lo que he oído.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and what I have learned
Puedo compartir mis ideas y lo que aprendí
SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.4
I can use details when I tell about people, places and things.

SL.K.4
Puedo utilizar datos cuando hablo sobre personas, lugares y cosas.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.5
I can use drawings to help add details to what I share.

SL.K.5
Puedo usar dibujos para ayudar a añadir detalles a lo que comparto.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
SL.K.6
I can speak and share my ideas clearly.

SL.K.6
Puedo hablar y compartir mis ideas con claridad.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing
Escritura

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can write different types of writing for different reasons
Puedo escribir de formas diferentes para intenciones distintas
W.K.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...).
W.K.1
I can draw or write to help me share what I think.

W.K.1
Puedo dibujar o escribir para ayudarme a compartir lo que pienso.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.K.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.
W.K.2
I can draw or write to help me explain about a topic.

W.K.2
Puedo dibujar o escribir para ayudarme a explicar acerca de un tema.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.K.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.
W.K.3
I can draw or write to tell an organized story about something that has happened.

W.K.3
Puedo dibujar o escribir para contar una historia organizada sobre algo que ha sucedido.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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Production and Distribution of Writing
I can make my writing better and get it ready for others to read
Puedo mejorar mis escritos y prepararlos para ser leídos por otras personas
W.K.4
(Begins in grade 3)
W.K.4
(W.K.4 begins in grade 3)

W.K.4
(W.K.4 comienza en el grado 3)

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.5
I can listen to my friends' ideas to help add details to my stories.

W.K.5
Puedo escuchar las ideas de mis amigos para ayudarme a añadir detalles a mis historias.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6
I can use a computer or tablet to publish my writing.

W.K.6
Puedo usar una computadora o tableta electrónica para publicar mis escritos.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can use evidence from my reading to support my writing
Puedo hacer investigaciones para mejorar mis escritos
W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.7
I can help my class learn about a subject and then write about it.

W.K.7
Puedo ayudar a mis compañeros a aprender acerca de un tema y luego escribir sobre ello.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.K.8
I can use what I know and have read about to answer questions.

W.K.8
Puedo usar lo que sé y he leído para contestar preguntas.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.K.9
(Begins in grade 4)
W.K.9
(W.K.9 begins in grade 4)

W.K.9
(W.K.9 comienza en el grado 4)

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
I can write for different lengths of time and for different reasons
Puedo escribir por poco o mucho tiempo y para intenciones diferentes
W.K.10
(Begins in grade 3)
W.K.10
(W.K.10 begins in grade 3)

W.K.10
(W.K.10 comienza en el grado 3)

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 1

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Language
Lenguaje

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
Puedo usar el inglés correcto cuando escribo y hablo
L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1
I can show that I know how to use words correctly when I write and speak.

L.1.1
Puedo demostrar que sé usar palabras correctamente cuando escribo y hablo.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1.a
Print all upper- and lowercase letters.
L.1.1.a
I can print all of the upper and lowercase letters.

L.1.1.a
Puedo escribir todas las letras mayúsculas y minúsculas.

L.1.1.b
Use common, proper, and possessive nouns.
L.1.1.b
I can use common, proper and possessive nouns.

L.1.1.b
Uso nombres comunes, propios y posesivos.

L.1.1.c
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1.c
I can use singular and plural nouns with matching verbs in my sentences.

L.1.1.c
Uso nombres singulares y plurales con la forma correcta del verbo en mis frases.

L.1.1.d
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
L.1.1.d
I can use pronouns. (I, me, my, they, them, their, anyone, everything)

L.1.1.d
Uso pronombres (ejemplo: yo, mi, mí, ellos, su, alguien, todo).

L.1.1.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).
L.1.1.e
I can use verbs in the right way to tell about the past, the present and the future.

L.1.1.e
Uso el tiempo correcto de los verbos para hablar del pasado, presente y futuro.

L.1.1.f
Use frequently occurring adjectives.
L.1.1.f
I can use adjectives.

L.1.1.f
Uso adjetivos.

L.1.1.g
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.g
I can use conjunctions. (and, but, or, so, because)

L.1.1.g
Uso conjunciones (ejemplo: y, pero, o, para que, porque).

L.1.1.h
Use determiners (e.g., articles, demonstratives).
L.1.1.h
I can use determiners. (a, the, this, that, my, many, few)

I can use common prepositions. (during, beyond, toward)

L.1.1.h
Uso determinantes (ejemplo: un/a, el/la, este, ese, mi, muchos, pocos).

Puedo usar preposiciones comunes (durante, más allá de, hacia).

L.1.1.i
Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.j
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.1.1.j
I can use simple and compound sentences. (statements, questions, commands and exclamations)

L.1.1.j
Uso frases simples y compuestas (declaraciones, preguntas, órdenes y exclamaciones).

L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2
I can show that I know how to write sentences correctly.

L.1.2
Puedo demostrar que sé escribir las frases correctamente.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2.a
Capitalize dates and names of people.
L.1.2.a
I can use capital letters in dates and also when I write people's names.

L.1.2.a
Uso una letra mayúscula para escribir el día/la fecha y los nombres de las personas.

L.1.2.b
Use end punctuation for sentences.
L.1.2.b
I can use the right punctuation at the ends of my sentences.

L.1.2.b
Uso la puntuacion correcta en el fin de mis frases.

L.1.2.c
Use commas in dates and to separate single words in a series.
L.1.2.c
I can use commas when I write the date or when I make a list of things in a sentence.

L.1.2.c
Uso comas cuando escribo la fecha o escribo una lista de cosas en una frase.

L.1.2.d
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.d
I can use sight words and spelling patterns to help me spell words correctly.

L.1.2.d
Puedo usar palabras visuales y patrones de ortografía para ayudarme a deletrear las palabras correctamente.

L.1.2.e
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.2.e
I can use what I know about letters and their sounds to spell new words correctly.

L.1.2.e
Puedo usar lo que sé acerca de las letras y sus sonidos para deletrear palabras nuevas correctamente.

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Knowledge of Language
I can use what I know about language in different situations
Puedo usar lo que sé acerca de la lengua en diferentes situaciones
L.1.3
(Begins in grade 2)
L.1.3
(L.1.3 begins in grade 2)

L.1.3
(L.1.3 comienza en el grado 2)

Anchor standard:
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.
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Vocabulary Acquisition and Use
I can figure out what words mean and use them in different situations
Puedo descifrar qué significa una palabra y usarla en situaciones diferentes
L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4
I can figure out what words mean by using the strategies I know and thinking about what I have read.

L.1.4
Puedo determinar qué significa una palabra al usar estrategias conocidas y pensar en lo que he leído.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.1.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a
I can use the whole sentence to help me figure out what other words in the sentence mean.

L.1.4.a
Puedo usar una frase entera para ayudarme a determinar qué significan las otras palabras en esa frase.

L.1.4.b
Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.b
I can use the beginnings and endings of words to help me figure out what it means.

L.1.4.b
Puedo usar los inicios y finales de las palabras para ayudarme a entender lo que significan.

L.1.4.c
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.4.c
I can find root words with lots of different endings.

L.1.4.c
Puedo encontrar muchas palabras de una sola raíz con finales diferentes.

L.1.5
With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5
I can figure out how words are related. I can figure out how their meanings might be alike.

L.1.5
Entiendo cómo las palabras se relacionan. Puedo determininar cómo sus significados puedan ser similares.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.1.5.a
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.a
I can sort things into groups and use the names of the groups to help me understand them better. (colors, clothing)

L.1.5.a
Puedo clasificar objetos en grupos y usar los nombres de los grupos para ayudarme a mejor entenderlos (ejemplo: colores, ropa).

L.1.5.b
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.b
I can explain a word by telling how it belongs in a group.

L.1.5.b
Puedo explicar una palabra al decir cómo se pertenece a un grupo.

L.1.5.c
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.c
I can tell how words are used in real-life. (places in my house that are cozy)

L.1.5.c
Puedo decir cómo se usan las palabras en la vida real. (por ejemplo: lugares en mi casa que son acogedores)

L.1.5.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.
L.1.5.d
I can tell or show the difference between verbs (action words) that are almost alike. (look, peek, glance, stare, glare, scowl)

I can tell or show the difference between adjectives (describing words) that are almost alike. (big, large, gigantic)

L.1.5.d
Puedo decir o mostrar la diferencia entre los verbos (palabras de acción) que son casi iguales (ejemplo: mirar a hurtadillas, dar una ojeada, mirar fijamente)

Puedo decir o mostrar la diferencia entre los adjetivos (palabras que describen) que son casi iguales (ejemplo: gran, grande, gigante).

L.1.6
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).
L.1.6
I can use the new words I learn in different ways to show that I know what they mean.

L.1.6
Puedo usar las nuevas palabras que aprendo de diferentes maneras para demostrar que sé lo que significan.

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Foundational Skills
Lectura: las habilidades fundamentales

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Print Concepts
I can understand how text is supposed to be read
Entiendo cómo se debe leer el texto
RF.1.1
Demonstrate understanding of the organization and basic features of print.
RF.1.1
I can show that I know how books can be read.

RF.1.1
Puedo demostrar que sé cómo los libros pueden ser leídos.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.1.a
I can find and point to the first word, the beginning capital letter and the ending mark in a sentence.

RF.1.1.a
Puedo encontrar y señalar la primera palabra, el principio mayúscula y la puntuación final de una frase.

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Phonological Awareness
I can understand the sounds that letters and words make
Yo sé los sonidos que las letras y las palabras hacen
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2
I can show that I know how words and their parts go together.

RF.1.2
Puedo demostrar que sé cómo se corresponden las palabras y sus partes.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RF.1.2.a
Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a
I can tell the difference between short and long vowel sounds when I hear a word.

RF.1.2.a
Sé la diferencia entre los sonidos de vocales cortas y largas cuando escucho una palabra.

RF.1.2.b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b
I can put sounds together to speak words.

RF.1.2.b
Puedo combinar sonidos para decir palabras.

RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2.c
I can find and tell the beginning, middle and ending sounds in short words.

RF.1.2.c
Puedo encontrar y decir el sonido inicial, medio y final de una palabra sencilla.

RF.1.2.d
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.2.d
I can break down short words and say each sound by itself.

RF.1.2.d
Puedo separar los sonidos distintos de una palabra sencilla y decir cada sonido por sí mismo.

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Phonics and Word Recognition
I can look at words and figure them out by using what I know about letters and sounds
Puedo mirar a las palabras y descifrarlos utilizando lo que sé de letras y sonidos
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3
I can show what I have learned about letters and sounds by reading words.

RF.1.3
Puedo demostrar lo que he aprendido acerca de las letras y los sonidos al leer las palabras.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RF.1.3.a
Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a
I can hear and spell consonant letters that are blended together to make words.

RF.1.3.a
Puedo oír y escribir letras consonantes que se combinan para formar palabras.

RF.1.3.b
Decode regularly spelled one-syllable words.
RF.1.3.b
I can read short words.

RF.1.3.b
Puedo leer palabras sencillas.

RF.1.3.c
Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.c
I can read words with long vowel sounds. (silent e or vowel teams)

RF.1.3.c
Puedo leer palabras con sonidos de vocales largas. (con una letra e muda o vocales combinadas)

RF.1.3.d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.d
I can use what I know about vowel sounds to help me figure out how many syllables are in words.

RF.1.3.d
Puedo usar lo que sé acerca de los sonidos vocales para ayudarme a determinar cuántas sílabas hay en una palabra.

RF.1.3.e
Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.e
I can read words with two syllables.

RF.1.3.e
Puedo leer palabras de dos sílabas.

RF.1.3.f
Read words with inflectional endings.
RF.1.3.f
I can read words that have different endings on them.

RF.1.3.f
Puedo leer palabras con terminaciones diferentes.

RF.1.3.g
Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g
I can read first grade words that aren't spelled the way they sound.

RF.1.3.g
Puedo leer palabras de primer grado que no se escriben como suenan.

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Fluency
I can read and understand books at my level well
Puedo leer y entender bien los libros de mi nivel
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
RF.1.4
I can read and understand books at my level well.

RF.1.4
Puedo leer y entender bien los libros de mi nivel.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RF.1.4.a
Read grade-level text with purpose and understanding.
RF.1.4.a
I can read and understand first grade books.

RF.1.4.a
Puedo leer y entender los libros de primer grado.

RF.1.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.b
I can read aloud like a teacher.

RF.1.4.b
Puedo leer en voz alta como leería un maestro.

RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.1.4.c
I can stop when I am reading and fix words that I mess up or that I am not sure of.

RF.1.4.c
Yo paro cuando leo para corregir un error o cuando no estoy seguro.

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Reading: Informational Text
Lectura: los textos informativos

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.1.1
Ask and answer questions about key details in a text.
RI.1.1
I can ask and answer questions about important details in nonfiction books.

RI.1.1
Puedo hacer y contestar preguntas sobre detalles importantes de libros de no ficción.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.1.2
Identify the main topic and retell key details of a text.
RI.1.2
I can tell the main topic and important details in nonfiction books.

RI.1.2
Puedo decir el tema principal y los detalles importantes de libros de no ficción.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.3
I can tell how people, events or ideas are connected in nonfiction books.

RI.1.3
Puedo decir cómo las personas, los acontecimientos o las ideas se conectan en los libros de no ficción.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.4
I can ask and answer questions to help me understand new words.

RI.1.4
Puedo hacer y contestar preguntas para ayudarme a entender palabras nuevas.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.5
I can understand and use all the helpful parts of nonfiction books to help me find important facts and details.

RI.1.5
Entiendo y puedo usar todas las partes útiles de libros de no ficción para ayudarme a encontrar hechos y detalles importantes.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.6
I can find some information from pictures and some information from the words in nonfiction books.

RI.1.6
Puedo encontrar algo de información de las fotos y algo de información de las palabras en los libros de no ficción.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.1.7
Use the illustrations and details in a text to describe its key ideas.
RI.1.7
I can use the pictures and words in nonfiction books to help me tell about the main ideas.

RI.1.7
Puedo usar imágenes y palabras en los libros de no ficción para ayudarme a contarles acerca de las ideas principales.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.1.8
Identify the reasons an author gives to support points in a text.
RI.1.8
I can find the reasons that an author gives to help teach about the main idea.

RI.1.8
Puedo expresar razones que un autor provee para ayudar a enseñar acerca de la idea principal.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.9
I can find things that are the same and different in two nonfiction books that teach about the same topic.

RI.1.9
Puedo encontrar cosas que son iguales y diferentes en dos libros de no ficción que enseñan sobre el mismo tema.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no ficción
RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
RI.1.10
I can read and understand first grade nonfiction books.

RI.1.10
Puedo leer y entender los libros de no ficción de primer grado.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature
Lectura: la literatura

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.1.1
Ask and answer questions about key details in a text.
RL.1.1
I can ask and answer questions about important details in stories.

RL.1.1
Puedo hacer y contestar preguntas sobre detalles importantes de un cuento.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.2
I can retell a story I know using important details and show that I know the author is trying to teach me.

RL.1.2
Puedo recontar una historia conocida usando detalles importantes y mostrar que sé lo que el autor trata de enseñarme.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.1.3
Describe characters, settings, and major events in a story, using key details.
RL.1.3
I can tell the characters, setting and what happens in stories.

RL.1.3
Puedo identificar los personajes, el escenario y lo que sucede en las historias.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.4
I can find words in a story or poem that tell about feelings.

RL.1.4
Puedo encontrar las palabras en un cuento o poema que se tratan de los sentimientos.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.1.5
I can tell the difference between fiction and nonfiction.

RL.1.5
Sé la diferencia entre la ficción y la no ficción.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.1.6
Identify who is telling the story at various points in a text.
RL.1.6
I can figure out who is telling a story at different parts in the story.

RL.1.6
Puedo averiguar quién está contando una historia a varios puntos del cuento.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.7
I can use the pictures and details in a story to tell about its characters, setting or events.

RL.1.7
Puedo usar fotos y detalles de una historia para identificar los personajes, el escenario o los eventos.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.1.8
(Not applicable to literature)
RL.1.8
(RL.1.8 not applicable to literature)

RL.1.8
(RL.1.8 no aplica a la literatura)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
RL.1.9
I can compare what happens to characters in stories.

RL.1.9
Puedo comparar las experiencias de los personajes en un cuento.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.1.10
I can read and understand first grade stories and poems.

RL.1.10
Puedo leer y entender los cuentos y poemas de primer grado.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening
Hablar y escuchar

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can have and understand conversations with all kinds of people
Puedo tener y comprender conversaciones con una variedad de personas
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1
I can show that I know how to have good conversations with my friends and teachers.

SL.1.1
Puedo demostrar que sé tener buenas conversaciones con mis amigos y maestros.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.1.1.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).
SL.1.1.a
I can listen and take turns when I am having conversations.

SL.1.1.a
Puedo escuchar y esperar mi turno cuando estoy conversando.

SL.1.1.b
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.b
I can be a part of conversations by listening to other people's comments and thinking about what to say.

SL.1.1.b
Puedo ser parte de las conversaciones, escuchando los comentarios de otras personas y pensando en qué decir.

SL.1.1.c
Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.1.c
I can ask questions during conversations to help me understand what is being shared.

SL.1.1.c
Puedo hacer preguntas durante las conversaciones para ayudarme a entender lo que está siendo compartido.

SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.2
I can ask and answer questions about things I hear and see.

SL.1.2
Puedo hacer y contestar preguntas sobre las cosas que veo y oigo.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.3
I can ask and answer questions about what a speaker says to help me understand the person better.

SL.1.3
Puedo hacer y contestar preguntas sobre lo que dice un orador para ayudarme a mejor entender a esa persona.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and what I have learned
Puedo compartir mis ideas y lo que he aprendido
SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.4
I can use details when I tell about people, places and things to help others understand them better.

SL.1.4
Puedo usar detalles cuando hablo de la gente, lugares y cosas para ayudar a los otros a entender mejor.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.5
I can use drawings or other things like that to help others understand what I am talking about.

SL.1.5
Puedo usar dibujos u otras cosas para ayudar a los otros a entender de lo que estoy hablando.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)
SL.1.6
I can speak and share my ideas in complete sentences when I need to.

SL.1.6
Puedo hablar y compartir mis ideas en frases completas cuando lo necesito.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing
Escritura

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can write different types of writing for different reasons
Puedo escribir diversos tipos de escritura para intenciones diferentes
W.1.1
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.
W.1.1
I can write my opinion about a topic and give reasons for my thinking.

W.1.1
Puedo escribir mi opinión sobre un tema y expresar las razones de mi forma de pensar.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.2
I can write to teach about a topic by giving facts about it.

W.1.2
Puedo escribir para enseñar acerca de un tema al incluir datos.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.1.3
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.
W.1.3
I can write to tell an organized story with details.

W.1.3
Puedo escribir para contar una historia organizada y detallada.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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Production and Distribution of Writing
I can make my writing better and get it ready for others to read
Puedo mejorar mis escritos y prepararlos para ser leídos por otras personas
W.1.4
(Begins in grade 3)
W.1.4
(W.1.4 begins in grade 3)

W.1.4
(W.1.4 comienza en el grado 3)

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.1.5
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.
W.1.5
I can listen to others' ideas to help add details to my stories.

W.1.5
Puedo escuchar las ideas de los otros para ayudar a ampliar los detalles de mis historias.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.6
I can use a computer or tablet to publish my writing.

W.1.6
Puedo usar una computadora o tableta electrónica para publicar mis escritos.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can use evidence from my reading to support my writing
Puedo investigar temas con mi clase para ayudarnos a escribir sobre ellos
W.1.7
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
W.1.7
I can help my class explore books and write about what we learned.

W.1.7
Puedo ayudar a mis compañeros a explorar los libros y escribir sobre lo que hemos aprendido.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.1.8
I can use what I have learned to answer questions or I can find out the answers somewhere else.

W.1.8
Puedo usar lo que he aprendido para responder a las preguntas o puedo encontrar las respuestas en otro lugar.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.1.9
(Begins in grade 4)
W.1.9
(W.1.9 begins in grade 4)

W.1.9
(W.1.9 comienza en el grado 4)

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
I can write for different lengths of time and for different reasons
Puedo escribir por poco o mucho tiempo y para intenciones diferentes
W.1.10
(Begins in grade 3)
W.1.10
(W.1.10 begins in grade 3)

W.1.10
(W.1.10 comienza en el grado 3)

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 2

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Language
Lenguaje

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
Puedo usar el inglés correcto cuando escribo y hablo
L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1
I can show that I know how to use words correctly when I write and speak.

L.2.1
Puedo demostrar que sé cómo usar las palabras correctamente cuando escribo y hablo.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1.a
Use collective nouns (e.g., group).
L.2.1.a
I can use collective nouns (a group of people, a pride of lions).

L.2.1.a
Puedo usar los nombres colectivos (un grupo de personas, una manada de leones).

L.2.1.b
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1.b
I can make and use irregular plural nouns correctly. (feet, children, teeth, mice, fish)

L.2.1.b
Puedo hacer y usar los nombres plurales irregulares correctamente en inglés (ejemplo: feet, mice, children).

L.2.1.c
Use reflexive pronouns (e.g., myself, ourselves).
L.2.1.c
I can use reflexive pronouns (himself, myself, ourselves).

L.2.1.c
Puedo usar pronombres reflexivos (ejemplo: me, te, se, nos).

L.2.1.d
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1.d
I can make and use common regular verbs (sat, hid, told).

L.2.1.d
Puedo hacer y usar verbos regulares comunes (ejemplo: habló, comió, vivió).

L.2.1.e
Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1.e
I can use adjectives and adverbs correctly.

L.2.1.e
Puedo usar adjetivos y adverbios correctamente.

L.2.1.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).
L.2.1.f
I can make and use complete simple and compound sentences.

L.2.1.f
Puedo hacer y usar frases completas simples y compuestas.

L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2
I can show that I know how to write sentences correctly.

L.2.2
Puedo demostrar que sé cómo escribir una frase correctamente.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2.a
Capitalize holidays, product names, and geographic names.
L.2.2.a
I can use capital letters at the beginnings of holidays, product names and places on a map.

L.2.2.a
Uso mayúsculas como primera letra de un feriado, nombre de marca de producto y lugar en un mapa.

L.2.2.b
Use commas in greetings and closings of letters.
L.2.2.b
I can use commas in greetings and closings of letters.

L.2.2.b
Uso comas en los saludos y cierres de cartas.

L.2.2.c
Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2.c
I can use apostrophes to make contractions.

I can use apostrophes to show possession.

L.2.2.c
Uso apóstrofes para hacer contracciones.

Uso apóstrofes para mostrar la osesión.

L.2.2.d
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
L.2.2.d
I can use spelling patterns I have learned to write words.

L.2.2.d
Puedo utilizar patrones de ortografía que he aprendido para escribir palabras.

L.2.2.e
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.2.e
I can use tools like a dictionary to check and correct my spelling.

L.2.2.e
Puedo utilizar herramientas como un diccionario para verificarar y corregir mi ortografía.

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Knowledge of Language
I can use what I know about language in different situations
Puedo usar lo que sé acerca de la lengua en diferentes situaciones
L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3
I can write, speak, read and listen by using what I know about the English language.

L.2.3
Puedo escribir, hablar, leer y escuchar al usar lo que sé sobre el idioma Inglés.

Anchor standard:
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.
L.2.3.a
Compare formal and informal uses of English.
L.2.3.a
I can compare formal and informal ways that people speak English.

L.2.3.a
Puedo comparar maneras formales e informales que las personas hablan inglés.

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Vocabulary Acquisition and Use
I can figure out what words mean and use them in different situations
Puedo descifrar qué significa una palabra y usarla en las situaciones diferentes
L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4
I can figure out what words mean by using the strategies I know and by thinking about what I have read.

L.2.4
Puedo determinar lo que significa una palabra usando estrategias conocidas y pensando en lo que he leído.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.2.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.a
I can use context clues to help me understand new words.

L.2.4.a
Puedo utilizar claves de contexto para ayudarme a entender palabras nuevas.

L.2.4.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).
L.2.4.b
I can use prefixes that I know to help me undersatnd new words.

L.2.4.b
Puedo usar prefijos que sé para ayudarme a entender nuevas palabras.

L.2.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.c
I can use root words to help me understand new words.

L.2.4.c
Puedo utilizar raíces de palabras para ayudarme a entender palabras nuevas.

L.2.4.d
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.d
I can use the meanings of the two smaller words in a compound word to make a prediction about what it means.

L.2.4.d
Puedo utilizar los significados de las dos palabras sencillas en una palabra compuesta para hacer una predicción sobre lo que significa.

L.2.4.e
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.4.e
I can use glossaries, dictionaries or the internet to help me find the meanings of new words.

L.2.4.e
Puedo usar glosarios, diccionarios o en Internet para ayudarme a encontrar el significado de nuevas palabras.

L.2.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5
I can figure out how words are related and how their meanings might be alike.

L.2.5
Entiendo cómo las palabras se relacionan y cómo sus significados pueden ser iguales.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.2.5.a
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.a
I can find real-life connections between words and the way they are used. (foods that are spicy or juicy)

L.2.5.a
Puedo encontrar conexiones reales entre las palabras y la forma en que se utilizan (ejemplo: alimentos que son picantes o jugosos).

L.2.5.b
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.5.b
I can tell the difference between similar verbs. (toss, throw, hurl)

I can tell the difference between similar adjectives. (thin, slender, skinny, scrawny)

L.2.5.b
Puedo exp;icar la diferencia entre verbos similares (ejemplo: tirar, arrojar, lanzar).

Puedo explicar la diferencia entre adjetivos similares (ejemplo: fino, delgado, flaco).

L.2.6
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).
L.2.6
I can use the new words I learn in different ways to show that I know what they mean.

L.2.6
Puedo usar las nuevas palabras que aprendo de formas diferentes para demostrar que yo sé lo que significan.

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Foundational Skills
Lectura: las habilidades fundamentales

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Phonics and Word Recognition
I can read words by using what I know about letters and sounds
Puedo leer palabras al usar lo que sé sobre las letras y los sonidos
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3
I can show what I have learned about letters and sounds by figuring out words.

RF.2.3
Puedo demostrar lo que he aprendido acerca de las letras y los sonidos al descifrar palabras.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RF.2.3.a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3.a
I can read long and short vowels correctly in words.

RF.2.3.a
Puedo leer las vocales largas y cortas correctamente en palabras.

RF.2.3.b
Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.b
I can spell and read vowel teams.

RF.2.3.b
Puedo deletrear y leer combinaciones de vocales.

RF.2.3.c
Decode regularly spelled two-syllable words with long vowels.
RF.2.3.c
I can read longer words with long vowel sounds.

RF.2.3.c
Puedo leer palabras más largas con sonidos de vocales largas.

RF.2.3.d
Decode words with common prefixes and suffixes.
RF.2.3.d
I can read words with prefixes and suffixes.

RF.2.3.d
Puedo leer palabras con prefijos y sufijos.

RF.2.3.e
Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.e
I can find words that don't follow normal spelling rules, but are common.

RF.2.3.e
Puedo identificar palabras que no siguen las reglas ortográficas normales pero son comunes.

RF.2.3.f
Recognize and read grade-appropriate irregularly spelled words.
RF.2.3.f
I can read second grade words that aren't spelled the way they sound.

RF.2.3.f
Puedo leer palabras visuales de segundo grado que no se escriben como suenan.

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Fluency
I can read and understand books at my level well
Puedo leer y entender bien los libros de mi nivel
RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4
I can read and understand books at my level well.

RF.2.4
Puedo leer y entender bien los libros de mi nivel.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RF.2.4.a
Read grade-level text with purpose and understanding.
RF.2.4.a
I can read and understand second grade books.

RF.2.4.a
Puedo leer y entender los libros de segundo grado.

RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.b
I can read second grade books aloud like a teacher would read them.

RF.2.4.b
Puedo leer libros de segundo grado en voz alta como un profesor los leería.

RF.2.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.2.4.c
I can stop when I am reading and fix words that I mess up or don't sound right.

RF.2.4.c
Puedo parar cuando estoy leyendo y corregir palabras que no leo correctamente o que no suenan bien.

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Reading: Informational Text
Lectura: los textos informativos

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no-ficción
RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.1
I can ask and answer who, what, where, when, why and how questions to show that I understand nonfiction.

RI.2.1
Puedo hacer y contestar preguntas que incluyen ¿Quién?, ¿Qué?, ¿Dónde?, ¿Cuándo?, ¿Por qué? y ¿Cómo? para demostrar que entiendo la no ficción.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.2
I can tell the main idea of a piece of nonfiction, including the focus of important paragraphs.

RI.2.2
Puedo decir la idea principal de un libro de no ficción, incluyendo el enfoque de los párrafos importantes.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.3
I can make connections between different events in history.

I can make connections between different science ideas.

I can make connections between the different steps in a set of directions.

RI.2.3
Puedo hacer conexiones entre los acontecimientos históricos diferentes.

Puedo hacer conexiones entre diferentes ideas científicas.

Puedo hacer conexiones entre los diferentes pasos en una serie de instrucciones.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no-ficción
RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.4
I can figure out the meanings of words when I am studying a second grade topic.

RI.2.4
Puedo determinar el significado de las palabras cuando estoy estudiando un tema de segundo grado.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.2.5
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.
RI.2.5
I can understand and use all the helpful parts of nonfiction books to find important facts and details quickly.

RI.2.5
Entiendo y uso todas las partes útiles de libros de no ficción para encontrar los hechos y detalles importantes rápidamente.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.6
I can tell the author's main purpose in nonfiction writing.

RI.2.6
Puedo decir cuál fue el motivo principal del autor de la no ficción.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no-ficción
RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.7
I can use diagrams and pictures to help me understand nonfiction.

RI.2.7
Puedo utilizar diagramas y fotos para ayudarme a entender la no ficción.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.2.8
Describe how reasons support specific points the author makes in a text.
RI.2.8
I can describe how reasons suppport the points that an author is trying to make.

RI.2.8
Puedo describir cómo razones afirman los puntos que el autor está tratando de hacer.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
RI.2.9
I can tell how the important points in two pieces of nonfiction about the same topic are the same and different.

RI.2.9
Puedo decir cómo los puntos importantes en dos libros de no ficción sobre el mismo tema son iguales y diferentes.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and tell about nonfiction
Puedo leer, entender y hablar sobre la no-ficción
RI.2.10
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.
RI.2.10
I can read and understand second grade nonfiction by myself.

RI.2.10
Puedo leer y comprender la no ficción de segundo grado solo (sin ayuda).

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature
Lectura: la literatura

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.1
I can ask and answer who, what, where, when, why and how questions to show that I understand stories.

RL.2.1
Puedo hacer y contestar preguntas que incluyen ¿Quién?, ¿Qué?, ¿Dónde?, ¿Cuándo?, ¿Por qué? y ¿Cómo? para demostrar que entiendo una historia.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.2
I can remember and tell different kiinds of stories and share what the author is trying to teach.

RL.2.2
Puedo recordar y contar varios tipos de historias y compartir lo que el autor está tratando de enseñar.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.2.3
Describe how characters in a story respond to major events and challenges.
RL.2.3
I can desribe how characters in a story react to important events in the story.

RL.2.3
Puedo describir cómo los personajes en una historia reaccionan a los acontecimientos importantes en ese cuento.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.4
I can tell how words in stories, poems or songs can give them rhythm and help people understand them better.

RL.2.4
Puedo decir cómo las palabras en los cuentos, poemas o canciones pueden darles ritmo y ayudar a la gente a entender mejor.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.5
I can describe how a story is written including the important parts of a beginning and an ending.

RL.2.5
Puedo describir cómo se escribe una historia incluyendo las partes importantes de un principio y un final.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.6
I can show that I know the characters in a story by telling about them or by using different character voices when I read aloud.

RL.2.6
Puedo demostrar que yo sé muy bien los personajes de una historia al contar acerca de ellos o usar las diferentes voces de los personajes cuando leo en voz alta.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.7
I can use what I learn from pictures and words to show that I understand the characters, setting and events of a story.

RL.2.7
Puedo usar lo que aprendo de imágenes y palabras para mostrar que entiendo los personajes, el escenario y los acontecimientos de una historia.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.2.8
(Not applicable to literature)
RL.2.8
(RL.2.8 not applicable to literature)

RL.2.8
(RL.2.8 no aplicable a la literatura)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.2.9
I can tell how two or more tellings of a story can be the same and different.

RL.2.9
Puedo decir cómo dos o más narraciones de la historia pueden ser iguales y diferentes.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and tell about fiction
Puedo leer, comprender y hablar sobre la ficción
RL.2.10
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.
RL.2.10
I can read and understand second grade stories and poems by myself.

RL.2.10
Puedo leer y entender las historias y poemas de segundo grado y poemas solo (sin ayuda).

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening
Hablar y escuchar

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can have and understand conversations with all kinds of people
Puedo tener y comprender conversaciones con una variedad de personas
SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1
I can show that I know how to have good conversations with my friends and teachers.

SL.2.1
Puedo demonstrar que sé tener una buena conversación con mis amigos y maestros.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.2.1.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).
SL.2.1.a
I can listen, wait to take my turn and be respectful when I am having conversations.

SL.2.1.a
Puedo escuchar, esperar a tomar mi turno y ser respetuoso cuando converso.

SL.2.1.b
Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.1.b
I can make conversations better by making connections between others' comments.

SL.2.1.b
Puedo mejorar mis conversaciones al hacer conexiones entre los comentarios de los demás.

SL.2.1.c
Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.1.c
I can ask questions during conversations to help me understand what is being shared.

SL.2.1.c
Puedo hacer preguntas durante las conversaciones para ayudarme a entender lo que está siendo compartida.

SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.2
I can talk about the important ideas and details after I listen to someone read or speak.

SL.2.2
Puedo hablar de las ideas y detalles importantes después de escuchar a alguien leer o hablar.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.2.3
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.
SL.2.3
I can ask and answer questions about what a speaker says to help me understand the information better.

SL.2.3
Puedo hacer y contestar preguntas sobre lo que dice un orador para ayudarme a entender mejor la información.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and what I have learned
Puedo compartir mis ideas y lo que he aprendido
SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.4
I can tell or share a story with important details to help others understand.

I can speak loudly, clearly and in complete sentences when I tell or share a story.

SL.2.4
Puedo contar o compartir una historia con detalles importantes para ayudar a los demás a comprender.

Puedo hablar en voz alta y clara y en frases completas cuando cuento o comparto una historia.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.2.5
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.
SL.2.5
I can make a recording of a story or poem.

I can use drawings or other things like that to help people understand me better.

SL.2.5
Puedo hacer una grabación de una historia o un poema.

Puedo usar dibujos u otras cosas útiles para ayudar a la gente a mejor entenderme.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
SL.2.6
I can speak and share my ideas in complete sentences when someone asks me a question.

SL.2.6
Puedo hablar y compartir mis ideas en frases completas cuando alguien me hace una pregunta.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing
Escritura

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can write different types of writing for different reasons
Puedo escribir diversos tipos de escritura para intenciones diferentes
W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.1
I can write my opinion about a topic and give reasons for my thinking.

W.2.1
Puedo escribir mi opinión sobre un tema y expresar las razones de mi forma de pensar.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.2
I can write to teach about a topic by giving facts and definitions about the topic.

W.2.2
Puedo escribir para enseñar acerca de un tema al dar hechos y definiciones sobre el tema.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.2.3
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.
W.2.3
I can write to tell an organized story with details about events, thoughts and feelings.

W.2.3
Puedo escribir para contar una historia organizada con detalles sobre eventos, pensamientos y sentimientos.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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Production and Distribution of Writing
I can make my writing better and get it ready for others to read
Puedo mejorar mis escritos y prepararlos para ser leídos por otras personas
W.2.4
(Begins in grade 3)
W.2.4
(W.2.4 begins in grade 3)

W.2.4
(W.2.4 comienza en el grado 3)

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.5
I can listen to others' ideas to revise and edit my writing and make it better.

W.2.5
Puedo escuchar las ideas de los otros para revisar, editar, y mejorar mis escritos.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.6
I can use a computer or tablet to publish my writing.

W.2.6
Puedo usar una computadora o tableta electrónica para publicar mis escritos.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can use evidence from my reading to support my writing
Puedo investigar temas con mi clase para ayudarnos a escribir sobre ellos
W.2.7
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).
W.2.7
I can help my class explore books and write about what we learn.

I can work with friends to make and record notes about science experiments.

W.2.7
Puedo ayudar a mi clase a explorar los libros y escribir sobre lo que aprendemos.

Puedo trabajar con amigos para hacer y grabar notas sobre experiencias científicas.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
W.2.8
I can use what I have learned to answer questions or I can find out the answers somewhere else.

W.2.8
Puedo usar lo que he aprendido a responder a las preguntas o puedo encontrar las respuestas en otro lugar.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.2.9
(Begins in grade 4)
W.2.9
(W.2.9 begins in grade 4)

W.2.9
(W.2.9 comienza en el grado 4)

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
I can write for different lengths of time and for different reasons
Puedo escribir por diferentes períodos de tiempo y para intenciones diferentes
W.2.10
(Begins in grade 3)
W.2.10
(W.2.10 begins in grade 3)

W.2.10
(W.2.10 comienza en el grado 3)

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 3

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Language
Lenguaje

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
Uso el inglés correcto cuando hablo y escribo
L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1
I can show that I know how to use words correctly when I write and speak.

L.3.1
Puedo demostrar que sé usar las palabras correctamente cuando escribo y hablo.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1.a
I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences.

L.3.1.a
Puedo explicar cómo se sirven los sustantivos, pronombres, verbos, adjetivos y adverbios en frases diferentes.

L.3.1.b
Form and use regular and irregular plural nouns.
L.3.1.b
I can correctly say, write and use all kinds of plural nouns.

L.3.1.b
Puedo decir, escribir y utilizar correctamente todo tipo de nombre de forma plural.

L.3.1.c
Use abstract nouns (e.g., childhood).
L.3.1.c
I can use abstract nouns (e.g., childhood, honesty, courage, faith).

L.3.1.c
Puedo usar sustantivos abstractos (por ejemplo, la infancia, la honestidad, el coraje, la fe).

L.3.1.d
Form and use regular and irregular verbs.
L.3.1.d
I can correctly say, write and use regular and irregular verbs (action words).

L.3.1.d
Puedo decir, escribir y usar verbos regulares e irregulares (palabras de acción) correctamente.

L.3.1.e
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.e
I can correctly say, write and use different verb tenses (e.g. I walked; I walk; I will walk).

L.3.1.e
Puedo decir, escribir y utilizar diferentes tiempos de verbos (por ejemplo: caminaba, camino, voy a caminar) correctamente.

L.3.1.f
Ensure subject-verb and pronoun-antecedent agreement.
L.3.1.f
I can make sure that all of my subjects and verbs go together correctly in the sentences I say and write.

I can make sure that all of my pronouns and the nouns they refer to go together correctly in the sentences I say and write.

L.3.1.f
Verifico que la forma del verbo corresponde correctamente al sujeto usado en las frases que digo y escribo.

Verifico que los pronombres corresponden correctamente a los sujetos usados en las frases que digo y escribo.

L.3.1.g
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.g
I can correctly use comparative and superlative adjectives and adverbs correctly in my speech and writing.

L.3.1.g
Puedo utilizar los adjetivos y adverbios comparativos y superlativos correctamente en mi discurso y la escritura.

L.3.1.h
Use coordinating and subordinating conjunctions.
L.3.1.h
I can use conjunctions in the correct way in my speech and writing.

L.3.1.h
Puedo usar conjunciones correctamente en mi discurso y la escritura.

L.3.1.i
Produce simple, compound, and complex sentences.
L.3.1.i
I can say and write simple, compound and complex sentences.

L.3.1.i
Puedo decir y escribir oraciones sencillas, compuestas y complejas.

L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2
I can show that I know how to write sentences correctly.

L.3.2
Puedo demostrar que sé escribir frases correctamente.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a
Capitalize appropriate words in titles.
L.3.2.a
I can use capital letters correctly when I write titles.

L.3.2.a
Puedo usar letras mayúsculas correctamente cuando escribo títulos.

L.3.2.b
Use commas in addresses.
L.3.2.b
I can use commas correctly in addresses.

L.3.2.b
Puedo usar comas correctamente para escribir una ciudad y su estado (ejemplo: Boston, MA).

L.3.2.c
Use commas and quotation marks in dialogue.
L.3.2.c
I can use commas and quotation marks correctly when I write dialogue between two people or characters.

L.3.2.c
Puedo usar comas y comillas correctamente cuando escribo el diálogo entre dos personas o personajes.

L.3.2.d
Form and use possessives.
L.3.2.d
I can use apostrophes appropriately to show possession.

L.3.2.d
Puedo utilizar apóstrofes apropiadamente para mostrar posesión.

L.3.2.e
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.e
I can spell commonly used words correctly and add suffixes to them.

L.3.2.e
Puedo deletrear palabras comúnmente usadas correctamente y añadir sufijos a ellas.

L.3.2.f
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.f
I can use spelling patterns and rules to help me spell new words.

L.3.2.f
Puedo utilizar patrones y normas de ortografía para ayudarme a escribir palabras nuevas.

L.3.2.g
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.2.g
I can use a dictionary or other resources to check and correct my spelling.

L.3.2.g
Puedo usar un diccionario u otros recursos para verificar y corregir mi ortografía.

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Knowledge of Language
I can use what I know about language in different situations
Puedo usar lo que sé sobre el lenguaje en situaciones diferentes
L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3
I can write, speak, read and listen by using what I know about the English language.

L.3.3
Puedo escribir, hablar, leer y escuchar usando lo que sé sobre el idioma Inglés.

Anchor standard:
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.
L.3.3.a
Choose words and phrases for effect.
L.3.3.a
I can choose interesting words and phrases to help others understand my meaning better.

L.3.3.a
Puedo elegir palabras y frases interesantes para ayudar a otros a mejor entender mi sentido.

L.3.3.b
Recognize and observe differences between the conventions of spoken and written standard English.
L.3.3.b
I can recognize differences between my speaking language and my written language.

L.3.3.b
Puedo reconocer las diferencias entre el lenguaje que hablo y la forma que escribo.

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Vocabulary Acquisition and Use
I can figure out what words mean and use them in different situations
Puedo descifrar lo que significan las palabras y usarlas en situaciones diferentes
L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4
I can figure out what words mean by using the strategies I know and by thinking about what I have read.

L.3.4
Entiendo lo que significan las palabras mediante el uso de las estrategias aprendidas y al pensar en lo que he leído.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.3.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.a
I can use context clues to help me understand new words.

L.3.4.a
Puedo usar claves de contexto para ayudarme a entender palabras nuevas.

L.3.4.b
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.b
I can use prefixes and suffixes that I know to help me understand new words.

L.3.4.b
Puedo usar prefijos y sufijos que reconozco para ayudarme a entender palabras nuevas.

L.3.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.c
I can use root words I know to help me understand the meanings of new words.

L.3.4.c
Puedo utilizar palabras raíces que reconozco para ayudarme a entender el significado de nuevas palabras.

L.3.4.d
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.4.d
I can use print and computer dictionaries to help me find the meanings of new words.

L.3.4.d
Puedo usar diccionarios impresos e informáticos para ayudarme a encontrar el significado de nuevas palabras.

L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5
I can show that I understand figurative language (e.g. busy as a bee; slow as a snail; you are what you eat).

I can figure out how words are related and how their meanings might be similar.

L.3.5
Puedo demostrar que entiendo el lenguaje figurado (ejemplo: El mundo es un pañuelo, volverle loco).

Entiendo cómo las palabras se relacionan y cómo sus significados pueden ser similares.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.3.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.a
I can tell the difference between literal and nonliteral language when I read.

L.3.5.a
Puedo distinguir la diferencia entre el lenguaje literal y no literal cuando leo.

L.3.5.b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5.b
I can find real-life connections between words and the way they are used (e.g. people who are friendly or helpful).

L.3.5.b
Puedo encontrar conexiones reales entre las palabras y la forma en que se utilizan (ejemplo: personas amables o atentos).

L.3.5.c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.5.c
I can figure out the small differences in meaning with related words that tell about how people feel or how they are acting (e.g., knew, believed, suspected, heard, wondered).

L.3.5.c
Entiendo las pequeñas diferencias de significado con palabras relacionadas que hablan de cómo la gente se siente o está actuando (Ejemplo: se cree, se sospecha, se oye).

L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.3.6
I can use the new words and phrases I have learned in different ways to show that I know what they mean.

L.3.6
Puedo usar las nuevas palabras y frases que he aprendido para mostrar que entiendo lo que significan.

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Foundational Skills
Lectura: las habilidades fundamentales

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Phonics and Word Recognition
I can read words by using what I know about letters and their sounds
Puedo leer las palabras al usar lo que sé sobre las letras y sus sonidos
RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3
I can show what I have learned about letters and sounds by figuring out words.

RF.3.3
Puedo mostrar lo que he aprendido acerca de las letras y los sonidos al descifrar palabras.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RF.3.3.a
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3.a
I can find and tell the meanings of most common prefixes and suffixes.

RF.3.3.a
Puedo identificar y decir qué significa la mayoría de los prefijos y sufijos comunes.

RF.3.3.b
Decode words with common Latin suffixes.
RF.3.3.b
I can read words with common Latin suffixes.

RF.3.3.b
Puedo leer palabras con sufijos latinos comunes.

RF.3.3.c
Decode multisyllable words.
RF.3.3.c
I can read words with more than one syllable.

RF.3.3.c
Puedo leer palabras con más de una sílaba.

RF.3.3.d
Read grade-appropriate irregularly spelled words.
RF.3.3.d
I can read third grade words that aren't spelled the way they sound.

RF.3.3.d
Puedo leer palabras de tercer grado que no se escriben como suenan.

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Fluency
I can read and understand books at my level well
Leo y comprendo bien los libros de mi nivel
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4
I can fluently read and understand books at my level well.

RF.3.4
Puedo leer con fluidez y comprender bien los libros de mi nivel.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RF.3.4.a
Read grade-level text with purpose and understanding.
RF.3.4.a
I can read and understand third grade books.

RF.3.4.a
Puedo leer y entender los libros de tercer grado.

RF.3.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4.b
I can read third grade books and poems aloud like a teacher would read them.

RF.3.4.b
Puedo leer libros y poemas del nivel de tercer grado en voz alta como un maestro los leería.

RF.3.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4.c
I can use what I understand from my reading to help me figure out or correct words I am having trouble with.

RF.3.4.c
Puedo usar lo que entiendo de mi lectura para ayudarme a averiguar palabras desconocidas o corregirlas.

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Reading: Informational Text
Lectura: los textos informativos

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and talk about informational texts I read
Puedo leer, comprender y hablar sobre los textos informativos que leo
RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.1
I can ask and answer questions to show that I understand the information that I am reading.

I can find the answers to specific questions within informational text that I read.

RI.3.1
Puedo hacer y contestar preguntas para demostrar que entiendo la información que estoy leyendo.

Puedo encontrar las respuestas a preguntas específicas dentro de un texto informativo que leo.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.2
I can figure out the main idea of information I read.

I can talk about the most important details in the information I read and how they support the main idea.

RI.3.2
Puedo determinar la idea principal de la información que leo.

Puedo hablar sobre los detalles más importantes de la información que leo y cómo ellos apoyan la idea principal.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.3
I can describe how some historical events are related.

I can describe how some scientific ideas are related.

I can describe how the steps in a set of directions is related.

RI.3.3
Puedo explicar cómo se relacionan algunos acontecimientos históricos.

Puedo explicar cómo se relacionan algunas ideas científicas.

Puedo describir cómo los pasos de un conjunto de direcciones se relacionan.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and talk about informational texts I read
Puedo leer, comprender y hablar sobre los textos informativos que leo
RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.4
I can figure out the meanings of words and phrases in science and social studies texts.

RI.3.4
Puedo determinaar los significados de las palabras y frases en los textos de ciencias y estudios sociales.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.5
I can use the parts of a text that stand out to find information quickly.

I can use search tools on the computer to find information quickly.

RI.3.5
Puedo usar las partes de un texto que se destacan para encontrar información rápidamente.

Puedo hacer una búsqueda en la computadora para encontrar información rápidamente.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.3.6
Distinguish their own point of view from that of the author of a text.
RI.3.6
I can tell the difference between what I think and what an author writes in informational texts.

RI.3.6
Puedo decir la diferencia entre lo que pienso y lo que un autor escribe en textos informativos.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and talk about informational texts I read
Puedo leer, comprender y hablar sobre los textos informativos que leo
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.7
I can show what I have learned from informational text and illustrations by answering questions about where, when, why and how.

RI.3.7
Puedo mostrar lo que he aprendido de textos informativos e ilustraciones contestando preguntas acerca de dónde, cuándo, por qué y cómo.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.8
I can describe how the sentences and paragraphs in informational text are connected and follow a logical order.

RI.3.8
Puedo describir cómo se conectan y siguen un orden lógico las frases y párrafos en un texto informativo.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.9
I can compare and contrast the most important ideas and details in two pieces of information about the same topic.

RI.3.9
Puedo comparar y contrastar las ideas y los detalles más importantes en dos textos informativos sobre el mismo tema.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and talk about informational texts I read
Puedo leer, comprender y hablar sobre los textos informativos que leo
RI.3.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
RI.3.10
I can read and understand 3rd grade informational texts independently.

RI.3.10
Puedo leer y comprender textos informativos de tercer grado independientemente.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature
Lectura: la literatura

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and talk about the fiction stories I read
Puedo leer, comprender y hablar sobre los cuentos de ficción que leo
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.1
I can ask and answer questions to show that I understand the stories that I am reading.

I can find the answers to specific questions within the stories that I read.

RL.3.1
Puedo hacer y contestar preguntas para demostrar que entiendo las historias que leo.

Puedo encontrar las respuestas a preguntas específicas sobre las historias que leo.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.3.2
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.
RL.3.2
I can remember and retell different kinds of stories from many cultures.

I can figure out the lessons or morals of the stories that I read and explain that message using details from the story.

RL.3.2
Puedo recordar y volver a contar diferentes tipos de historias de muchas culturas.

Puedo averiguar las lecciones o moral de las historias que leo y explicar ese mensaje usando detalles del cuento.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.3
I can describe characters in stories and explain how their actions affect the story.

RL.3.3
Puedo describir personajes en los cuentos y explicar cómo sus acciones afectan a la historia.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and talk about the fiction stories I read
Puedo leer, comprender y hablar sobre los cuentos de ficción que leo
RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.4
I can figure out the meanings of words or groups of words in stories by thinking about how they are used.

I can tell the difference between literal and nonliteral language when I read.

RL.3.4
Entiendo el significado de una palabra o grupos de palabras en un cuento pensando en cómo se utilizan.

Entiendo la diferencia entre el lenguaje literal y no literal cuando leo.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.5
I can write and talk about fiction by using the words for the different parts (e.g., chapter, scene, stanza).

I can describe how new parts of fiction build on the parts that have already happened.

RL.3.5
Puedo escribir y hablar de ficción mediante el uso del vocabulario de los elementos diferentes (Ejemplo: capítulo, escena, estrofa).

Puedo explicar cómo los nuevos eventos aumentar las partes que ya han sucedido en la ficción..

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.6
I can tell the difference between what I think and what the author or characters might think in a story.

RL.3.6
Puedo decir la diferencia entre lo que pienso y lo que el autor o los personajes podrían pensar en una historia.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and talk about the fiction stories I read
Puedo leer, comprender y hablar sobre los cuentos de ficción que leo
RL.3.7
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.7
I can explain how the author uses illustrations to help the meaning in a story.

RL.3.7
Puedo explicar cómo el autor utiliza ilustraciones para ayudarnos a comprender un cuento.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.3.8
(Not applicable to literature)
RL.3.8
(RL.3.8 not applicable to literature)

RL.3.8
(No se aplica RL.3.8 a la literatura)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.9
I can compare and contrast stories written by the same author about the same or similar characters.

RL.3.9
Puedo comparar y contrastar historias escritas por el mismo autor sobre los mismos personajes o unos similares.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and talk about the fiction stories I read
Puedo leer, comprender y hablar sobre los cuentos de ficción que leo
RL.3.10
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.
RL.3.10
I can read and understand third grade stories, plays and poems independently.

RL.3.10
Puedo leer y comprender cuentos, obras de teatro y poemas del tercer grado de forma independiente.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening
Hablar y escuchar

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can have and understand discussions with all kinds of people
Puedo tener y comprender conversaciones con todo tipo de gente
SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1
I can successfully participate in discussions.

SL.3.1
Puedo participar con éxito en las discusiones.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.3.1.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.
SL.3.1.a
I can come to discussions prepared to share my ideas because I have read or studied what I needed to.

SL.3.1.a
Puedo ir a los debates preparado para compartir mis ideas porque he leído o estudiado lo que necesitaba.

SL.3.1.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).
SL.3.1.b
I can listen, wait to speak until it's my turn and be respectful of others when I am having discussions.

SL.3.1.b
Puedo escuchar, esperar a hablar hasta mi turno y ser respetuoso con los demás cuando tengo discusiones.

SL.3.1.c
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1.c
I can ask questions to help me understand discussions, stay on topic and to help me to connect my ideas with other people's ideas.

SL.3.1.c
Puedo hacer preguntas para ayudar a entender las discusiones, mantenerme dentro del tema y ayudarme a conectar mis ideas con las de otras personas.

SL.3.1.d
Explain their own ideas and understanding in light of the discussion.
SL.3.1.d
I can explain my own thinking and ideas after a discussion.

SL.3.1.d
Puedo explicar mi propio pensamiento e ideas después de una discusión.

SL.3.2
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.
SL.3.2
I can figure out the main ideas and details of what I see and hear.

SL.3.2
Entiendo las ideas principales y los detalles de lo que veo y oigo.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.3
I can ask and answer questions about what a speaker says so that I can talk more about the topic.

SL.3.3
Puedo hacer y contestar preguntas sobre lo que dice un orador para que yo pueda hablar más sobre el tema.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and what I have learned
Puedo compartir mis ideas y lo que he aprendido
SL.3.4
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.
SL.3.4
I can give a report or share a story or experience with important details to help others understand.

I can speak clearly and at an appropriate speed when I give a report or share a story or experience.

SL.3.4
Puedo dar un informe o compartir una historia o experiencia con detalles importantes para ayudar a otros a entender.

Puedo hablar con claridad y a una velocidad adecuada cuando doy un informe o comparto una historia o experiencia.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.3.5
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.
SL.3.5
I can create engaging recordings of stories or poems to show my fluency in reading.

I can create visual presentations to help me share facts and details better.

SL.3.5
Puedo crear grabaciones efectivas de cuentos o poemas para mostrar mi fluidez en la lectura.

Puedo crear presentaciones visuales para ayudarme a mejor compartir datos y detalles.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.3.6
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 here for specific expectations.)
SL.3.6
I can speak in complete sentences to make what I am sharing more clear to others.

SL.3.6
Uso oraciones completas para comunicarme más claramente con los demás.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing
Escritura

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can write different types of writing for different reasons
Puedo escribir formas diferentes de escritura para intenciones distintas
W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1
I can write to share my opinion and give reasons to support that opinion.

W.3.1
Puedo escribir para compartir mi opinión y dar razones para apoyar esa opinión.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.3.1.a
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.a
I can write my opinion piece in an organized way that introduces my opinion and lists my reasons.

W.3.1.a
Puedo escribir un artículo de opinión de forma organizada que introduce mi opinión y enumera mis razones.

W.3.1.b
Provide reasons that support the opinion.
W.3.1.b
I can give reasons to support my opinion in my writing.

W.3.1.b
Puedo dar razones para defender mi opinión en mi escritura.

W.3.1.c
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.c
I can use linking words (because, therefore, since, for example, etc.) to connect my opinion with my reasons.

W.3.1.c
Puedo utilizar palabras de enlace (porque, por lo tanto, ya que, por ejemplo, etc.) para conectar mi opinión con mis razones.

W.3.1.d
Provide a concluding statement or section.
W.3.1.d
I can write a conclusion (ending) to my opinion piece.

W.3.1.d
Puedo escribir una conclusión (final) para un escrito de opinión.

W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2
I can write to inform and explain ideas to others clearly.

W.3.2
Puedo escribir para informar y explicar ideas a los demás con claridad.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.3.2.a
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.a
I can write an informative text that introduces my topic and then groups related information together.

I can include illustrations in my writing to help others understand my topic better.

W.3.2.a
Puedo escribir un texto informativo que presenta mi tema y luego los grupos de información relacionados entre sí.

Puedo incluir ilustraciones en mi escritura para ayudar a otros a mejor entender mi tema.

W.3.2.b
Develop the topic with facts, definitions, and details.
W.3.2.b
I can write about a topic using facts, definitions and details.

W.3.2.b
Puedo escribir sobre un tema utilizando hechos, definiciones y detalles.

W.3.2.c
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.c
I can use linking words (also, another, and, more, but, etc.) to connect the ideas in my writing.

W.3.2.c
Puedo utilizar palabras de enlace (también, otro, y, más, pero, etc.) para conectar las ideas en mi escritura.

W.3.2.d
Provide a concluding statement or section.
W.3.2.d
I can write conclusions (endings) to my informative pieces of writing.

W.3.2.d
Puedo escribir conclusiones (terminaciones) para mis escritos informativos.

W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3
I can write organized stories that have lots of details.

W.3.3
Puedo escribir historias organizados que tienen un montón de detalles.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.3.3.a
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.a
I can write stories from different points of view that have characters and a plot.

W.3.3.a
Puedo escribir historias desde diferentes puntos de vista que tienen personajes y una trama.

W.3.3.b
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.b
I can use dialog between my characters and describe their actions & feelings to help others understand the plots of my stories.

W.3.3.b
Puedo utilizar diálogos entre mis personajes y describir sus acciones y sentimientos para ayudar a otros a entender los argumentos de mis historias.

W.3.3.c
Use temporal words and phrases to signal event order.
W.3.3.c
I can use temporal words (first, next, then, finally, etc.) to help others understand the order in my stories.

W.3.3.c
Puedo usar palabras temporales (primero, después, luego, finalmente, etc.) para ayudar a otros a entender la secuencia de eventos en mi historia.

W.3.3.d
Provide a sense of closure.
W.3.3.d
I can write conclusions (endings) to my stories.

W.3.3.d
Puedo escribir conclusiones (terminaciones) para mis historias.

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Production and Distribution of Writing
I can make my writing better and get it ready for others to read
Puedo mejorar y preparar mis escritos para que los otros los lean
W.3.4
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.)
W.3.4
I can stay focused and organized in my different types of writing.

I can write for different purposes, audiences, and topics.

W.3.4
Puedo mantener la concentración y organización en varios tipos de escritura.

Puedo escribir para diferentes propósitos, audiencias y temas.

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.3.5
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 here.)
W.3.5
I can plan, revise and edit my writing with the help of peers and adults.

W.3.5
Puedo planificar, revisar y editar mi escritura con la ayuda de compañeros y adultos.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.6
I can use technology to create and publish my writing.

I can use technology to communicate and work with others.

W.3.6
Puedo utilizar la tecnología para crear y publicar mis escritos.

Puedo usar la tecnología para comunicarme y trabajar con otros.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can use research to learn more about a topic and present it to others
Puedo investigar para aprender más sobre un tema y presentárselo a los otros
W.3.7
Conduct short research projects that build knowledge about a topic.
W.3.7
I can do short research projects to help me learn more about a topic.

W.3.7
Puedo hacer proyectos cortos de investigación para ayudar a aprender más sobre un tema.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.8
I can remember what I have learned or find new information from books or technology to help me with my research.

I can take notes to help me organize the research in my writing.

W.3.8
Puedo recordar lo que he aprendido o encontrar nueva información de los libros o la tecnología para ayudarme con mi investigación.

Puedo tomar notas para ayudar a organizar la investigación en mi escritura.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.3.9
(Begins in grade 4)
W.3.9
(W.3.9 begins in grade 4)

W.3.9
(W.3.9 comienza en el grado 4)

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Range of Writing
I can use research to learn more about a topic and present it to others
Puedo investigar para aprender más sobre un tema y presentárselo a los otros
W.3.10
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.
W.3.10
I can write for short time frames or over a longer period of time depending on my purpose, audience and topic.

W.3.10
Puedo escribir por poco o mucho tiempo dependiente de mi propósito, audiencia o tema.

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 4

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Language
Lenguaje

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
Uso el inglés correcto cuando hablo y escribo
L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1
I can show that I know how to use words correctly when I write and speak.

L.4.1
Puedo demostrar que sé cómo usar palabras correctamente cuando escribo y hablo.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1.a
I can use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) correctly when I write or speak.

L.4.1.a
Puedo usar pronombres relativos (que, de/con quien, etc.) y adverbios relativos (donde, cuando, por qué) correctamente cuando escribo o hablo.

L.4.1.b
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.b
I can correctly write and use progressive verb tenses (e.g., I was talking, I am talking, I will be talking).

L.4.1.b
Puedo escribir y usar los tiempos verbales progresivos correctamente (ej: estaba hablando, estoy hablando, estaré hablando).

L.4.1.c
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.c
I can use auxiliary words to show different conditions (e.g., can, may, must).

L.4.1.c
Puedo usar palabras auxiliares para mostrar condiciones distintas (ej: puede, debe, necesita).

L.4.1.d
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.d
I can use the common patterns I have learned about adjectives to order them correctly in sentences.

L.4.1.d
Puedo usar patrones comunes que he aprendido sobre los adjetivos para ordenarlos correctamente en oraciones.

L.4.1.e
Form and use prepositional phrases.
L.4.1.e
I can correctly write and use prepositional phrases.

L.4.1.e
Puedo escribir y usar frases preposicionales correctamente.

L.4.1.f
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1.f
I can write complete sentences.

I can recognize inappropriate sentence fragments and run on sentences.

L.4.1.f
Puedo escribir frases completas.

Puedo reconocer un fragmento inadecuado de frase o una frase muy larga que debo editar.

L.4.1.g
Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.1.g
I can correctly use commonly confused words (e.g., to, too, two; their & there).

L.4.1.g
Puedo usar correctamente las palabras que se confunden a menudo en inglés (ej: to/too/two, their/there, etc.)

L.4.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2
I can show that I know how to write sentences correctly.

L.4.2
Puedo demostrar que sé escribir frases correctamente.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a
Use correct capitalization.
L.4.2.a
I can correctly use capitalization in all of my writing.

L.4.2.a
Puedo usar correctamente la capitalización en todos mis escritos.

L.4.2.b
Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.b
I can use commas and quotation marks to show direct speech and quotations from a text.

L.4.2.b
Puedo usar comas y comillas para mostrar el estilo directo y citas de un texto.

L.4.2.c
Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.c
I can correctly use a comma before a conjunction when connecting two simple sentences.

L.4.2.c
Puedo usar correctamente una coma antes de la conjunción al conectar dos frases simples.

L.4.2.d
Spell grade-appropriate words correctly, consulting references as needed.
L.4.2.d
I can use appropriate references to help me spell fourth grade words.

L.4.2.d
Puedo usar referencias adecuadas para ayudarme a deletrear palabras de cuarto grado.

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Knowledge of Language
I can use what I know about language in different situations
Puedo usar lo que sé del lenguaje en situaciones diferentes
L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3
I can write, speak, read and listen by using my knowledge of the English language.

L.4.3
Puedo escribir, hablar, leer y escuchar al usar mi conocimiento del idioma inglés.

Anchor standard:
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.
L.4.3.a
Choose words and phrases to convey ideas precisely.
L.4.3.a
I can choose interesting words and phrases to help others understand my ideas better.

L.4.3.a
Puedo elegir palabras y frases interesantes para ayudar a otros a entender mejor mis ideas.

L.4.3.b
Choose punctuation for effect.
L.4.3.b
I can choose various punctuation to help me show different moods in writing.

L.4.3.b
Puedo elegir varios tipos de puntuacion para ayudarme a mostrar diferentes estados de ánimo por escrito.

L.4.3.c
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.4.3.c
I can figure out when I need to use formal speech and when I can use informal speech.

L.4.3.c
Puedo determinar cuando debo usar el estilo formal y cuando puedo usar el informal.

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Vocabulary Acquisition and Use
I can figure out what words mean and use them in different situations
Puedo usar lo que sé del lenguaje en situaciones diferentes
L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4
I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.

L.4.4
Puedo determinar el significado de las palabras mediante el uso de las estrategias que he aprendido y pensando en lo que he leído.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.4.4.a
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.a
I can use context clues to figure out the meanings of words or phrases.

L.4.4.a
Puedo usar claves de contexto para entender el significado de palabras o frases.

L.4.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4.b
I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes, suffixes and roots.

L.4.4.b
Puedo determinar el significado de palabras desconocidas mediante el uso de lo que sé sobre raíces, prefijos y sufijos griegos y latinos comunes.

L.4.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.4.c
I can use print and computer reference sources to help me find the pronunciations and clarify meanings of new words or phrases.

L.4.4.c
Puedo usar recursos de texto y Internet para ayudarme a encontrar la pronunciación y aclarar el significado de nuevas palabras o frases.

L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5
I can show that I understand figurative language.

I can figure out how words are related and how their meanings might be similar.

L.4.5
Puedo demostrar que entiendo el lenguaje figurativo.

Puedo determinar cómo las palabras se relacionan y cómo sus significados puedan ser similares.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5.a
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.a
I can explain the meaning of simple similes and metaphors in context.

L.4.5.a
Puedo explicar el significado de símiles y metáforas simples en contexto.

L.4.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.b
I can recognize and explain the meaning of common idioms, adages and proverbs.

L.4.5.b
Puedo reconocer y explicar el significado de modismos, adagios y proverbios comunes.

L.4.5.c
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.4.5.c
I can understand words by relating them to their antonyms and synonyms.

L.4.5.c
Puedo reconocer palabras al relacionarlas con sus antónimos y sinónimos.

L.4.6
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).
L.4.6
I can figure out and use fourth grade words that show specific actions, emotions or states of being.

I can figure out and use fourth grade words that are centered around a specific topic.

L.4.6
Puedo leer y utilizar palabras de cuarto grado que muestran acciones específicas, emociones o estados del ser.

Puedo leer y utilizar palabras de cuarto grado que se centran en un tema específico.

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Foundational Skills
Lectura: las habilidades fundamentales

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Phonics and Word Recognition
I can use what I have learned about letters, sounds and words to help me read
Puedo leer las palabras al usar lo que sé sobre las letras y sus sonidos
RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3
I can show what I have learned about letters, sounds and words in my reading.

RF.4.3
Puedo mostrar lo que he aprendido acerca de las letras, sonidos y palabras en mi lectura.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RF.4.3.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.
RF.4.3.a
I can read unfamiliar words that have more than one syllable.

RF.4.3.a
Puedo leer palabras desconocidas que tienen más de una sílaba.

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Fluency
I can read and understand books at my level well
Leo y comprendo bien los libros de mi nivel
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4
I can fluently read and understand books at my level well.

RF.4.4
Puedo leer con fluidez y comprender los libros a mi nivel bien.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RF.4.4.a
Read grade-level text with purpose and understanding.
RF.4.4.a
I can read and understand fourth grade texts.

RF.4.4.a
Puedo leer y entender textos de cuarto grado.

RF.4.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4.b
I can read fourth grade books and poems aloud accurately, at the right speed and with expression.

RF.4.4.b
Puedo leer libros y poemas de cuarto grado y poemas en voz alta con precisión, a la velocidad adecuada y con expresión.

RF.4.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.4.4.c
I can use what I understand from my reading to help me figure out or correct words I am having trouble with.

RF.4.4.c
Puedo usar lo que entiendo de mi lectura para ayudarme a determinar o corregir palabras difíciles.

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Reading: Informational Text
Lectura: los textos informativos

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and discuss informational texts I read
Puedo leer, comprender y discutir los textos informativos que leo
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.1
I can explain what informational text teaches me by referring to details and examples from the text.

I can draw inferences from informational texts by referring to details and examples from the text.

RI.4.1
Puedo explicar lo que el texto informativo me enseña al referirme a los detalles y ejemplos del texto.

Puedo hacer inferencias usando textos informativos al referirme a detalles y ejemplos del texto.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.2
I can figure out the main idea in informational texts.

I can explain how the main idea in informational texts is supported by the details in the text.

I can use my own words to summarize informational texts I have read.

RI.4.2
Puedo determinar la idea principal de un texto informativo.

Puedo explicar cómo la idea principal se apoya por los detalles dados en un texto informativo..

Puedo usar mis propias palabras para resumir textos informativos que he leído.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.3
I can read about and explain historical events and tell why they happened using information that was given in the text.

I can read about a scientific procedure, idea or concept and explain what and why it happened using information that was given in the text.

I can read about a technical procedure, idea or concept and explain what and why it happened using information that was given in the text.

RI.4.3
Puedo leer y explicar los acontecimientos históricos y decir por qué ocurrieron utilizando la información que se le dio en el texto.

Puedo leer sobre un procedimiento científico, idea o concepto y explicar lo que y por qué sucedió algo utilizando la información que se le dio en el texto.

Puedo leer sobre un procedimiento técnico, idea o concepto y explicar lo que y por qué sucedió algo utilizando la información que se le dio en el texto.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and discuss informational texts I read
Puedo leer, comprender y discutir los textos informativos que leo
RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.4
I can figure out the meanings of words and phrases in science and social studies texts.

RI.4.4
Puedo determinar el significado de las palabras y frases en los textos de ciencias y estudios sociales.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.4.5
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.
RI.4.5
I can describe the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in informational texts.

RI.4.5
Puedo describir la organización (ej: secuencia, comparación, causa y efecto o problema y solución) de eventos, ideas, conceptos o información en los textos informativos.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.6
I can compare and contrast the information given in a firsthand account (a person who was present) and secondhand account (a person who was not present, but was told) of the same event or topic.

RI.4.6
Puedo comparar y contrastar la información dada en un relato de primera mano (una persona que estaba presente) y de segunda mano (una persona que no estaba presente pero se informó) del mismo evento o tema.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and discuss informational texts I read
Puedo leer, comprender y discutir los textos informativos que leo
RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.7
I can figure out, understand and use information from charts, graphs, diagrams, time lines, animations or other internet presentations to help me explain my understanding of informational texts.

RI.4.7
Puedo descifrar, comprender y utilizar la información de tablas, gráficos, diagramas, rectas de tiempo, animaciones u otras presentaciones en Internet para ayudarme a explicar mi comprensión de textos informativos.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.8
I can explain how an author uses reasons and evidence to support particular points in informational texts.

RI.4.8
Puedo explicar cómo el autor usa razones y evidencia para apoyar puntos específicos en los textos informativos.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.9
I can use information from two different informational texts on the same topic to help me write or speak with knowledge about the topic.

RI.4.9
Puedo utilizar la información de dos textos informativos diferentes sobre el mismo tema para ayudarme a escribir o hablar con conocimiento sobre el tema.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and discuss informational texts I read
Puedo leer, comprender y discutir los textos informativos que leo
RI.4.10
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.
RI.4.10
I can read and understand 4th grade informational texts independently.

RI.4.10
Puedo leer y comprender textos informativos de cuarto grado independientemente.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature
Lectura: La literatura

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and discuss the fiction stories I read
Puedo leer, comprender y discutir los cuentos de ficción que leo
RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.1
I can explain a story by referring to details and examples in the text.

RL.4.1
Puedo explicar una historia con referencia a los detalles y ejemplos en el texto.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.2
I can figure out the theme of a fiction text by thinking about the details in the text.

I can summarize a fiction text in my own words.

RL.4.2
Entiendo el tema de un texto de ficción al pensar en los detalles en el texto.

Puedo resumir un texto de ficción usando mis propias palabras.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.4.3
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).
RL.4.3
I can use specific details in fiction text to help me describe a character, setting or event in the story.

RL.4.3
Puedo utilizar detalles específicos en el texto para ayudarme a describir un personaje, escenario o evento en una historia de ficción.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and discuss the fiction stories I read
Puedo leer, comprender y discutir los cuentos de ficción que leo
RL.4.4
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).
RL.4.4
I can figure out the meanings of words and phrases an author uses.

I can understand words that have been created from characters found in mythology (e.g., Herculean).

RL.4.4
Puedo determinar el significado de las palabras y frases que un autor usa.

Entiendo palabras que se han creado basadas en personajes encontrados en la mitología (ej: hercúleo).

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.4.5
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.
RL.4.5
I can write or talk about the differences between poems, plays and fictional stories.

I can refer to specific elements of poems (verse, rhythm, meter) and plays (characters, settings, descriptions, dialogue, stage directions) when I write or talk about a piece of fiction.

RL.4.5
Puedo escribir o hablar sobre las diferencias entre poemas, obras de teatro y cuentos de ficción.

Puedo referirme a elementos específicos de poemas (verso, ritmo, metro) y obras de teatro (personajes, escenarios, descripciones, diálogos, acotaciones) cuando escribo o hablo de una obra de ficción.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.4.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.4.6
I can compare and contrast different stories by thinking about the points of view from which they are told.

I can tell the difference between first- and third- person narrators.

RL.4.6
Puedo comparar y contrastar diferentes historias al pensar en los puntos de vista distintos que se presentan .

Puedo decir la diferencia entre los narradores en primera y tercera persona.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and discuss the fiction stories I read
Puedo leer, comprender y discutir los cuentos de ficción que leo
RL.4.7
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.4.7
I can make connections between a written text and a visual or oral presentation of the same text.

RL.4.7
Puedo hacer conexiones entre el texto escrito y una presentación visual u oral del mismo texto.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.4.8
(Not applicable to literature)
RL.4.8
(RL.4.8 not applicable to literature)

RL.4.8
(RL.4.8 no aplicable a la literatura)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.4.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.4.9
I can compare and contrast how authors from different cultures write about similar themes (e.g., good vs. evil) in stories, myths and traditional literature.

I can compare and contrast how authors from different cultures write about patterns of events (e.g., the quest) in stories, myths and traditional literature.

RL.4.9
Puedo comparar y contrastar cómo los autores de diferentes culturas escriben sobre temas similares (ej: bien contra el mal) en las historias, los mitos y la literatura tradicional.

Puedo comparar y contrastar cómo los autores de diferentes culturas escriben acerca de patrones de eventos (ej: la misión) en las historias, los mitos y la literatura tradicional.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and discuss the fiction stories I read
Puedo leer, comprender y discutir los cuentos de ficción que leo
RL.4.10
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.
RL.4.10
I can read and understand fourth grade stories, plays and poems independently.

RL.4.10
Puedo leer y entender cuentos, obras de teatro y poemas de cuarto grado independientemente.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening
Hablar y escuchar

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can understand and collaborate with all kinds of people
Entiendo y puedo colaborar con todo tipo de persona
SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1
I can effectively participate in different types of discussions and with different people.

I can build on others’ ideas and express my own ideas clearly.

SL.4.1
Puedo participar con eficacia en varios tipos de debates y con diferentes personas.

Puedo ampliar las ideas de otros y expresar mis propias ideas con claridad.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.4.1.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.
SL.4.1.a
I can come to discussions prepared to share my ideas because I have read or studied the required material.

I can use what I know and what I have read to explore new ideas about a topic during a discussion.

SL.4.1.a
Puedo llegar a los debates preparados para compartir mis ideas porque he leído o estudiado el material necesario.

Puedo usar lo que sé y lo que he leído para explorar nuevas ideas sobre un tema durante una discusión.

SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1.b
I can follow agreed-upon rules for discussion and carry out my assigned role.

SL.4.1.b
Puedo seguir las reglas acordadas para el debate y llevar a cabo mi función asignada.

SL.4.1.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.
SL.4.1.c
I can ask and answer questions to help me understand discussions, stay on topic and that contribute to others’ ideas and remarks.

SL.4.1.c
Puedo hacer y contestar preguntas para ayudarme a entender discusiones, mantenerme dentro del tema y contribuir a las ideas y comentarios de los demás.

SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.1.d
I can think about what is discussed and explain any new thinking that I have.

SL.4.1.d
Puedo pensar en lo que se discute y explicar cualquier nueva forma de pensar que tenga.

SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.2
I can paraphrase text that is read aloud or information that is presented to me.

SL.4.2
Puedo parafrasear el texto que se lee en voz alta o la información que se presenta a mí.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.
SL.4.3
I can identify the reasons or evidence that a speaker gives to support his/her points.

SL.4.3
Puedo identificar las razones o pruebas que un hablante da para justificar su punto de vista.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and knowledge
Puedo compartir mis ideas y conocimiento
SL.4.4
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.
SL.4.4
I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.

I can speak clearly and at an appropriate pace when I give a report or share a story or experience.

SL.4.4
Puedo informar sobre un tema o contar una historia con hechos y datos correctos y apropiados que apoyan mi idea principal.

Puedo hablar con claridad y de ritmo apropiado cuando presento un reporte o comparto una historia o experiencia.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.4.5
I can create engaging audio recordings or visual displays to help me better explain a main idea or theme when necessary.

SL.4.5
Puedo crear una grabación de audio interesante o exposició visual para ayudarme a mejor explicar el tema o idea principal cuando necesario.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.4.6
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 here for specific expectations.)
SL.4.6
I can figure out when to use formal English and when it is appropriate to use informal English.

SL.4.6
Puedo determinar cuándo usar el inglés formal y cuándo es apropiado usar el inglés informal.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing
Escritura

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can create different types of writing for different reasons
Puedo escribir de formas diferentes para intenciones distintas
W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1
I can write to share my opinion on topics or texts and provide reasons and information to support that opinion.

W.4.1
Puedo escribir para compartir mi opinión sobre temas o textos y proporcionar razones y los datos para apoyar esa opinión.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.4.1.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.
W.4.1.a
I can write my opinion in an organized way that introduces my topic clearly, states my opinion, and groups related ideas together.

W.4.1.a
Puedo escribir mi opinión de una manera organizada que introduce mi tema claramente, afirma mi opinión, y junta las ideas relacionados.

W.4.1.b
Provide reasons that are supported by facts and details.
W.4.1.b
I can give reasons that are supported by facts and details when writing my opinion.

W.4.1.b
Puedo dar razones que son apoyadas por los hechos y detalles al escribir mi opinión.

W.4.1.c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1.c
I can connect my opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1.c
Puedo conectar mi opinión y razones utilizando palabras y frases (por ejemplo, por ejemplo, con el fin de, además).

W.4.1.d
Provide a concluding statement or section related to the opinion presented.
W.4.1.d
I can write a conclusion (ending) that is related to the opinion I present.

W.4.1.d
Puedo escribir una conclusión (final) que se relaciona con la opinión que presento.

W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2
I can write to inform/explain topics or ideas to others clearly.

W.4.2
Puedo escribir para informar / explicar temas o ideas a los otros claramente.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.4.2.a
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2.a
I can write an informative text that introduces my topic and then groups related information together in paragraphs or sections.

I can include special formatting (e.g., headings), illustrations and multimedia in my writing to help others understand my topic better.

W.4.2.a
Puedo escribir un texto informativo que presenta mi tema y luego juntar la información relacionada en párrafos o secciones.

Puedo incluir un formato especial (ej: titulares), ilustraciones y multimedia en mi escritura para ayudar a los otros a mejor entender mi tema.

W.4.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2.b
I can develop a topic using facts, definitions, details, quotations or other information and examples.

W.4.2.b
Puedo desarrollar un tema utilizando hechos, definiciones, detalles, citas u otra información y ejemplos.

W.4.2.c
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.c
I can connect related ideas using words and phrases (e.g., another, for example, also, because).

W.4.2.c
Puedo conectar ideas relacionadas usando palabras y frases (ej: otro, por ejemplo, también, porque).

W.4.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2.d
I can use precise wording and specific vocabulary to teach others about a topic.

W.4.2.d
Puedo utilizar terminología precisa y vocabulario específico para enseñar a otros acerca de un tema.

W.4.2.e
Provide a concluding statement or section related to the information or explanation presented.
W.4.2.e
I can write a conclusion (ending) that is related to the information or explanation I present.

W.4.2.e
Puedo escribir una conclusión (final) que se relaciona con la información o explicación que presento.

W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3
I can write stories with good technique, detailed descriptions and a clear sequence.

W.4.3
Puedo escribir historias con buena técnica, descripciones detalladas y una secuencia clara.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.4.3.a
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.a
I can provide an introduction in my stories that creates a situation, introduces a narrator & characters and organizes a plot that unfolds naturally.

W.4.3.a
Puedo escribir una introducción en mis historias que crea una situación, introduce un narrador y personajes y que organiza una trama que se desarrolla de forma natural.

W.4.3.b
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.b
I can use dialog and description to develop experiences and events or to show how the characters respond to different situations in the story.

W.4.3.b
Puedo utilizar diálogos y descripciones para desarrollar experiencias y eventos o para mostrar cómo los personajes responden a diferentes situaciones en el cuento.

W.4.3.c
Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.c
I can use different types of transitional words and phrases to help with the sequence of my story.

W.4.3.c
Puedo utilizar diferentes tipos de palabras y frases de transición para ayudar con la secuencia de mi historia.

W.4.3.d
Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3.d
I can use very specific words and phrases, as well as sensory details, to express experiences and events.

W.4.3.d
Puedo usar palabras y frases muy específicas, así como los detalles sensoriales, para expresar experiencias y eventos.

W.4.3.e
Provide a conclusion that follows from the narrated experiences or events.
W.4.3.e
I can write a conclusion (ending) that makes sense with the experiences and events I shared in my story.

W.4.3.e
Puedo escribir una conclusión (final) que tiene sentido con las experiencias y acontecimientos que compartí en mi cuento.

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Production and Distribution of Writing
I can improve my writing and publish it for others to read
Puedo mejorar mis escritos y publicarlos para que los otros los lean
W.4.4
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.)
W.4.4
I can produce clear and organized writing.

I can produce writing that is appropriate for my purpose, audience and task.

W.4.4
Puedo producir una escritura clara y organizada.

Puedo producir escritura que es adecuado para mi propósito, audiencia y tarea.

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.4.5
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 here.)
W.4.5
I can plan, revise and edit my writing with the help of peers and adults.

W.4.5
Puedo planificar, revisar y editar mi escritura con la ayuda de compañeros y adultos.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.6
I can use technology to create and publish my writing.

I can use technology to communicate and collaborate with others.

I can use appropriate keyboarding skills to type at least one page of my writing in a single sitting.

W.4.6
Puedo utilizar tecnologías para crear y publicar mis escritos.

Puedo usar recursos tecnológicos para comunicarse y colaborar con los outros.

Puedo usar habilidades adecuadas de teclado para escribir al menos una página en una sola sesión.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can research to learn more about a topic and present it to others
Puedo hacer investigaciones para aprender más sobre un tema y presentarlo
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.7
I can conduct short research projects to help me learn about topics through investigation.

W.4.7
Puedo usar recursos para realizar proyectos cortos de investigación para ayudarme a aprender sobre temas.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.4.8
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.
W.4.8
I can recall what I have learned or find new information from books or technology to help me with my research.

I can take notes to help me organize the research in my writing.

I can provide a list of sources that I used for gathering information for my writing.

W.4.8
Puedo recordar lo que he aprendido o encontrar nueva información de libros o recursos tecnológicos para ayudarme con mis investigaciones.

Puedo tomar notas para ayudar a organizar investigaciones para mi escritura.

Puedo proporcionar una lista de fuentes que utilicé para la recolección de información para mi escritura.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9
I can gather evidence from fiction or informational text to support my investigation, thinking and research.

W.4.9
Puedo proporcionar evidencia de la ficción o un texto informativo para apoyar mis investigaciones y pensamientos.

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.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].”).
W.4.9.a
I can apply all that I have learned in 4th grade reading to writing literature texts.

W.4.9.a
Puedo aplicar todo lo que he aprendido en la lectura del 4º grado al escribir textos literarios.

W.4.9.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”).
W.4.9.b
I can apply all that I have learned in 4th grade reading to writing informational texts.

W.4.9.b
Puedo aplicar todo lo que he aprendido en la lectura del 4º grado a la escritura de textos informativos.

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Range of Writing
I can research to learn more about a topic and present it to others
Puedo hacer investigaciones para aprender más sobre un tema y presentarlo
W.4.10
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.
W.4.10
I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.

W.4.10
Puedo escribir con resistencia por periodos cortos o largos de tiempo dependiendo de mi intento, audiencia y tema.

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 5

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Language

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1
I can show that I understand standard English in my speech and in my writing.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1.a
I can explain the use of conjunctions, prepositions, and interjections.

L.5.1.b
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.b
I can form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

L.5.1.c
Use verb tense to convey various times, sequences, states, and conditions.
L.5.1.c
I can use verb tenses to show meaning with regards to times, sequences of events, states or conditions of being.

L.5.1.d
Recognize and correct inappropriate shifts in verb tense.
L.5.1.d
I can recognize and fix verb tenses that are used incorrectly.

L.5.1.e
Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.1.e
I can use correlative conjunctions correctly (e.g., either/or and neither/nor).

L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2
I can show that I know how to write sentences accurately.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a
Use punctuation to separate items in a series.
L.5.2.a
I can use the correct punctuation when I am writing a sentence with a list of items in a series.

L.5.2.b
Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.b
I can show that I know when to use a comma to separate an introduction from the rest of a sentence.

L.5.2.c
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.c
I can show that I know how to use commas correctly to set off words (e.g., Yes, thank you. It's true, isn't it? Is that you, Steve?)

L.5.2.d
Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.d
I can use underlining, quotation marks, or italics correctly to indicate titles of works.

L.5.2.e
Spell grade-appropriate words correctly, consulting references as needed.
L.5.2.e
I can use appropriate references to help me spell fifth grade words.

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Knowledge of Language
I can use what I know about language in different situations
L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3
I can write, speak, read and listen by using my knowledge of the English language.

Anchor standard:
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.
L.5.3.a
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.3.a
I can expand, combine and reduce sentences to make them more interesting and more easily understood.

L.5.3.b
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.5.3.b
I can compare and contrast different dialects or registers of English used in writing.

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Vocabulary acquisition and Use
I can figure out what words mean and use them in different situations
L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4
I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.5.4.a
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4.a
I can use context clues to figure out the meanings of words or phrases.

L.5.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4.b
I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes, suffixes and roots.

L.5.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.4.c
I can use print and computer reference sources to help me find the pronunciations and clarify meanings of new words or phrases.

L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5
I can show that I understand figurative language.

I can figure out how words are related and how their meanings might be similar.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5.a
Interpret figurative language, including similes and metaphors, in context.
L.5.5.a
I can show that I understand the meaning of figurative language.

L.5.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.b
I can recognize and explain the meaning of common idioms, adages and proverbs.

L.5.5.c
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.5.c
I can use the relationship between synonyms, antonyms, and homographs to help me better understand each of the words.

L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
L.5.6
I can use fifth grade words that show contrast or other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Foundational Skills

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Phonics and Word Recognition
I can use what I have learned about letters, sounds and words to help me read
RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3
I can show what I have learned about letters, sounds and words in my reading.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RF.5.3.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.
RF.5.3.a
I can read unfamiliar words that have more than one syllable.

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Fluency
I can read and understand books at my level well
RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4
I can fluently read and understand books at my level well.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RF.5.4.a
Read grade-level text with purpose and understanding.
RF.5.4.a
I can read and understand fifth grade texts.

RF.5.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4.b
I can read fifth grade books and poems aloud accurately, at the right speed and with expression.

RF.5.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.5.4.c
I can use context clues to help me figure out or correct words I am having trouble with.

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Reading: Informational Text

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and talk about informational texts I read
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.1
I can accurately quote from informational text when I am explaining what it says.

I can accurately quote from informational text to support inferences that I have made.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.2
I can determine two or more main ideas in informational texts.

I can explain how the main ideas in informational texts are supported by the details in the text.

I can summarize informational texts I have read.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.3
I can explain the relationships or interactions between two or more individuals in historical texts using specific information from the text.

I can explain the relationships between two or more events in historical texts using specific information from the text.

I can explain the relationships between two or more ideas or concepts in scientific texts using specific information that was given in the text.

I can explain the relationship between two or more ideas or concepts in technical texts using specific information that was given in the text.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and talk about informational texts I read
RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.4
I can determine the meanings of words and phrases in science and social studies texts.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.5.5
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.
RI.5.5
I can compare and contrast the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in two or more informational texts.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.6
I can analyze multiple accounts of the same event or topic by discussing similarities and differences in their points of view.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and talk about informational texts I read
RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.7
I can use different types of informational texts to locate an answer or to solve a problem.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.8
I can explain how an author uses specific reasons and evidence to support particular points in informational texts.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.9
I can use information from several different informational texts on the same topic to help me write or speak with knowledge about the topic.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and talk about informational texts I read
RI.5.10
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.
RI.5.10
I can read and understand 5th grade informational texts independently.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and discuss the fiction stories I read
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.1
I can accurately quote from a fiction text when I am explaining what it says.

I can accurately quote from a fiction text to support inferences that I have made.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.5.2
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.
RL.5.2
I can determine the theme of a fiction text by thinking about the details in the text.

I can explain how characters respond to challenges when discussing the theme of a story.

I can explain how the speaker in a poem reflects upon a topic when discussing the theme of the poem.

I can summarize a fiction text in my own words.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.3
I can compare and contrast characters, setting or events using details in the text to support my comparison.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and discuss the fiction stories I read
RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.4
I can determine the meanings of words and phrases an author uses.

I can understand the meaning of figurative language in a fiction text.

I can understand similes and metaphors in fiction texts.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.5
I can explain how chapters, scenes or stanzas fit together to give structure to stories, plays and poems.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.6
I can describe how a narrator’s or speaker’s point of view influences a fiction text.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and discuss the fiction stories I read
RL.5.7
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).
RL.5.7
I can explain how visuals contribute to a story.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.5.8
(Not applicable to literature)
RL.5.8
(RL.5.8 not applicable to literature)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RL.5.9
I can compare and contrast similar themes or topics in stories from the same fiction genre.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and discuss the fiction stories I read
RL.5.10
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.
RL.5.10
I can read and understand fifth grade stories, plays and poems independently.

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can understand and collaborate with all kinds of people
SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1
I can effectively participate in different types of discussions and with different people.

I can build on others’ ideas and express my own ideas clearly.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.5.1.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.
SL.5.1.a
I can come to discussions prepared to share my ideas because I have read or studied the required material.

I can use what I know and what I have read to explore new ideas about a topic during a discussion.

SL.5.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1.b
I can follow agreed-upon rules for discussion and carry out my assigned role.

SL.5.1.c
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1.c
I can ask and answer questions by making comments that contribute to the discussion and build upon others’ ideas and remarks.

SL.5.1.d
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.1.d
I can think about new ideas being discussed and then draw my own conclusions based on what I have learned.

SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.2
I can summarize text that is read aloud or information that is presented to me.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL.5.3
I can summarize the points a speaker makes and explain the speaker's reasons and evidence for those points.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and knowledge
SL.5.4
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.
SL.5.4
I can report on a topic or present my opinion logically using appropriate facts and details to support my main idea.

I can speak clearly and at an appropriate pace when I give a report or share my opinion.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.5
I can include multi-media (e.g., graphics or sound) and other displays to help me show main ideas or themes in my presentations.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.5.6
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 here for specific expectations.)
SL.5.6
I can change the way I am speaking (informal or formal) depending on the task and situation.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can create different types of writing for different reasons
W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.1
I can write to share my opinion on topics or texts and provide reasons and information to support that opinion.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.5.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
W.5.1.a
I can write my opinion in an organized way that introduces my topic clearly, states my opinion, and groups related ideas together.

W.5.1.b
Provide logically ordered reasons that are supported by facts and details.
W.5.1.b
I can present reasons in a logical order that are supported by facts and details when writing my opinion.

W.5.1.c
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.1.c
I can connect my opinion and reasons using words, phrases or clauses (e.g., consequently, specifically).

W.5.1.d
Provide a concluding statement or section related to the opinion presented.
W.5.1.d
I can write a conclusion that is related to the opinion I present.

W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2
I can write to inform/explain topics or ideas to others clearly.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.5.2.a
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2.a
I can write an informative text that introduces and gives a focus for my topic and then groups related information together logically.

I can include special formatting (e.g., headings), illustrations and multimedia in my writing to help others understand my topic better.

W.5.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2.b
I can develop a topic using facts, definitions, details, quotations or other information and examples.

W.5.2.c
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2.c
I can connect related ideas throughout my writing using words, phrases and clauses (e.g., in contrast, especially).

W.5.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2.d
I can use precise wording and specific vocabulary to teach others about a topic.

W.5.2.e
Provide a concluding statement or section related to the information or explanation presented.
W.5.2.e
I can write a conclusion that is related to the information or explanation I present.

W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3
I can write stories with good technique, detailed descriptions and a clear sequence.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.5.3.a
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3.a
I can provide an introduction in my stories that creates a situation, introduces a narrator & characters and organizes a plot that unfolds naturally.

W.5.3.b
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3.b
I can use different techniques like dialog and description to develop experiences and events or to show how the characters respond to different situations in the story.

W.5.3.c
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3.c
I can use different types of transitional words, phrases and clauses to help with the sequence of my story.

W.5.3.d
Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3.d
I can use very specific words and phrases, as well as sensory details, to express experiences and events.

W.5.3.e
Provide a conclusion that follows from the narrated experiences or events.
W.5.3.e
I can write a conclusion that makes sense with the experiences and events I shared in my story.

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Production and Distribution of Writing
I can improve my writing and publish it for others to read
W.5.4
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.)
W.5.4
I can produce clear and organized writing.

I can produce writing that is appropriate for my purpose, audience and task.

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
W.5.5
I can plan, revise, edit, rewrite or try a new approach in my writing with the help of peers and adults.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.6
I can use technology to create and publish my writing.

I can use technology to communicate and collaborate with others.

I can use appropriate keyboarding skills to type at least two pages of my writing in a single sitting.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can research to learn more about a topic and present it to others
W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.7
I can conduct short research projects to help me learn about topics through investigation.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.8
I can recall what I have learned or find new information from books or technology to help me with my research.

I can summarize or paraphrase information in my notes and in my published work.

I can provide a list of sources that I used for gathering information for my writing.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9
I can gather evidence from fiction or informational text to support my investigation, thinking and research.

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9.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]”).
W.5.9.a
I can apply all that I have learned in 5th grade reading to writing about literature.

W.5.9.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]”).
W.5.9.b
I can apply all that I have learned in 5th grade reading to writing about informational texts.

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Range of Writing
I can research to learn more about a topic and present it to others
W.5.10
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.
W.5.10
I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 6

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Language

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
I can use proper English when I write and speak
L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1
I can show that I understand standard English in my speech and in my writing.

Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1.a
Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.a
I can make sure that pronouns are used correctly in sentences (as subjects, as objects or as possessives).

L.6.1.b
Use intensive pronouns (e.g., myself, ourselves).
L.6.1.b
I can use intensive pronouns correctly (myself, yourself, himself, herself, itself, ourselves, yourselves and themselves).

L.6.1.c
Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1.c
I can recognize and correct when pronouns shift inappropriately in number and person.

L.6.1.d
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1.d
I can recognize and correct vague pronouns (those with unclear antecedents - the words they are referring to).

L.6.1.e
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.1.e
I can recognize writing or speaking (mine or others) that differs from standard English.

I can identify and use strategies to improve what is trying to be expressed in conventional language.

L.6.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2
I can show that I know how to write sentences accurately.

Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2.a
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.2.a
I can use commas, parentheses and dashes to set off specific elements in my writing.

L.6.2.b
Spell correctly.
L.6.2.b
I can spell correctly.

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Knowledge of Language
I can use what I know about language in different situations
L.6.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3
I can write, speak, read and listen by using my knowledge of the English language.

Anchor standard:
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.
L.6.3.a
Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3.a
I can differ my sentences to help me clarify my meaning, to promote better interest from my readers/listeners and to show my own writing style.

L.6.3.b
Maintain consistency in style and tone.
L.6.3.b
I can show consistency in the style and tone of my writing.

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Vocabulary Acquisition and Use
I can determine what words mean and use them in different situations
L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4
I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.

Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.6.4.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.
L.6.4.a
I can use context clues to figure out what words or phrases mean.

L.6.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.b
I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes, suffixes and roots.

L.6.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.6.4.c
I can use print and digital reference sources to help me find the pronunciations and clarify meanings and parts of speech for new words or phrases.

L.6.4.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).
L.6.4.d
I can make a guess about a word or phrase's meaning and then check my understanding using reference materials.

L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5
I can show that I understand the deeper meanings of words and phrases.

Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.a
Interpret figures of speech (e.g., personification) in context.
L.6.5.a
I can use context clues to discover the meaning of figurative language (similes, metaphors, personification, idioms, hyperboles, onomatopoeia, puns or oxymorons).

L.6.5.b
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.b
I can use the relationships between words to help me better understand each of the individual words (ex: cause/effect, part/whole, item/category).

L.6.5.c
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.c
I can understand the slight differences between words with very similar definitions.

L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.6.6
I can learn and use new vocabulary appropriate for 6th grade.

I can show new knowledge of vocabulary when I think about how words or phrases that are important to meaning or expression.

Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Informational Text

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and talk about informational texts I read
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.1
I can refer to the text to support my thoughts and draw inferences about a piece of informational text.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.2
I can use details from the text to determine the central idea of a piece of informational text.

I can give a summary of a piece of informational text without adding my opinions or judgments.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.3
I can think and talk in detail about how people, events or ideas are introduced, illustrated and developed in in a piece of informational text.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and talk about informational texts I read
RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.4
I can figure out the meanings of words and phrases in a piece of informational text by thinking about how they are used.

I can think and talk about how specific parts (sentence, paragraph, chapter or section) fit into a piece of informational text and add to the meaning and ideas in the text.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.5
I can think about how various sections (sentences, chapters, scenes or stanzas piece of informational text fit into the overall structure of a text and how that affects the development of the ideas in the text.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI.6.6
I can figure out an author’s point of view in a piece of informational text and explain how it is expressed in the text.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and talk about informational texts I read
RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.7
I can better understand a topic or issue by thinking about how it has been presented in different media or formats.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.8
I can locate and judge arguments or claims in a text and separate those that are supported by reasons and evidence from those that are not.

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.6.9
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).
RI.6.9
I can compare and contrast one author’s presentation of events with that of another author’s presentation of the same events.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and talk about informational texts I read
RI.6.10
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.
RI.6.10
I can read and understand literary nonfiction at my grade level and above (with help where needed).

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
I can read, understand and discuss the fiction stories I read
RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.1
I can refer to the text to support my thoughts and draw inferences about a story.

Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.2
I can use details from the text to determine the theme or message of a story.

I can give a summary of the story without adding my opinions or judgments.

Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.3
I can describe how the plot of a story or drama unfolds in a sequence of events.

I can describe how the characters in a story or drama change as a story moves towards its conclusion.

Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
I can read, understand and discuss the fiction stories I read
RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.4
I can figure out the deeper meanings of words and phrases as they are used in a story.

I can think and talk about the effects that specific words have on the meaning or tone of a story.

Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.5
I can think and talk about how specific parts of a story, play or poem fit into the overall text and contribute to the development of the theme, setting or plot.

Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.6
I can explain how an author develops the point of view of the narrator or speaker in a text.

Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
I can read, understand and discuss the fiction stories I read
RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
RL.6.7
I can compare and contrast the difference between reading a story, drama or poem to listening or watching the story in an audio or video version.

I can tell the difference between what I "see" and "hear" when reading a story or drama to what I notice when I listen or watch the same story.

Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.6.8
(Not applicable to literature)
RL.6.8
(RL.6.8 not applicable to literature)

Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
RL.6.9
I can compare and contrast similar themes or topics in various fiction genres.

Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
I can read, understand and discuss the fiction stories I read
RL.6.10
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.
RL.6.10
I can read and understand stories, dramas and poems at my grade level and above (with help where needed).

Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
I can understand and collaborate with all kinds of people
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1
I can effectively participate in different types of discussions and with different people about 6th grade topics, texts and issues.

I can build on others’ ideas and express my own ideas clearly.

Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.6.1.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.
SL.6.1.a
I can come to discussions prepared to share my ideas because I have read or studied the required material.

I can participate in discussions more effectively by using examples and evidence from the text to help me reflect on the ideas in the discussion.

SL.6.1.b
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.1.b
I can follow rules, set goals, meet deadlines and carry out my assigned role in shared discussions with peers.

SL.6.1.c
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.6.1.c
I can ask and answer questions using appropriate explanations or details that add to the discussion of a topic, text or issue.

SL.6.1.d
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.1.d
I can think through the ideas in a discussion and show that I understand different perspectives by sharing my thoughts and restating what others have said.

SL.6.2
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.
SL.6.2
I can think about information presented in different media or formats and explain how it contributes to a topic, text or issue.

Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.6.3
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.3
I can explain a speaker's arguments or claims and separate those that are supported by reasons and evidence from those that are not.

Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
I can share my ideas and knowledge
SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.4
I can present claims and findings in a logical order using relevant descriptions, facts and details to support the main idea.

I can use appropriate eye contact and volume, as well as speak clearly, when I present ideas to others.

Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.5
I can include multimedia (e.g., graphics, images, music or sound) and other displays to help me clarify information in my presentations.

Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.6.6
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 for specific expectations.)
SL.6.6
I can change my way of speaking for a variety of situations and tasks and show that I can use formal English when necessary and appropriate.

Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
I can create different types of writing for different reasons
W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
W.6.1
I can write arguments and use clear reasons and relevant evidence to support my claims.

Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.6.1.a
Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.a
I can introduce my argument and organize the reasons and evidence clearly.

W.6.1.b
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1.b
I can support my claims with clear reasons and relevant evidence.

I can support my claims using appropriate sources and show that I understand the topic.

W.6.1.c
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.c
I can use wording that clearly explains the relationships between my claims and reasons.

W.6.1.d
Establish and maintain a formal style.
W.6.1.d
I can establish and maintain a formal style in presenting my written arguments.

W.6.1.e
Provide a concluding statement or section that follows from the argument presented.
W.6.1.e
I can write a conclusion that follows from the arguments I presented.

W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.2
I can write organized and informative pieces, with relevant content, to explore a topic and express ideas, concepts and information.

Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.6.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.a
I can use definitions, classifications, comparing & contrasting or cause & effect to help introduce a topic and organize ideas, concepts and information in my writing.

I can present information more clearly in my writing by using formatting such as headings, visuals and multimedia.

W.6.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2.b
I can develop a topic using appropriate facts, definitions, details, quotations or other information and examples.

W.6.2.c
Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.c
I can use appropriate transitions to present clear connections between my ideas and concepts.

W.6.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2.d
I can use precise wording and specific vocabulary to teach others about a topic.

W.6.2.e
Establish and maintain a formal style.
W.6.2.e
I can establish and maintain a formal style in presenting written information.

W.6.2.f
Provide a concluding statement or section that follows from the information or explanation presented.
W.6.2.f
I can write a conclusion that follows from the information and explanations I presented.

W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3
I can write narrative stories with good technique, appropriate detailed descriptions and logical sequences.

Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.6.3.a
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.6.3.a
I can provide an introduction in my stories that creates a background and presents a narrator and characters.

I can organize my writing so that the sequence of events occurs naturally and logically.

W.6.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3.b
I can use different techniques such as dialogue, pacing and descriptive words to help develop the characters and plot of my stories.

W.6.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.6.3.c
I can use different types of transition words to show the sequence of events or shifts in the time or setting in my stories.

W.6.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3.d
I can use very specific words and phrases, descriptive details and sensory language to express experiences and events in my stories.

W.6.3.e
Provide a conclusion that follows from the narrated experiences or events.
W.6.3.e
I can write conclusions that make sense with the experiences and events I share in my stories.

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Production and Distribution of Writing
I can improve my writing and publish it for others to read
W.6.4
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.)
W.6.4
I can produce clear writing with appropriate development, organization and style to suit my task, purpose and audience.

Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
W.6.5
I can plan, revise, edit, rewrite or try a new approach in my writing with some help of peers and adults.

Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6
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.
W.6.6
I can use different forms of technology to create and publish my writing.

I can use technology to interact and collaborate with others.

I can show appropriate keyboarding skills to type at least three pages of my writing in a single sitting.

Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
I can research to learn more about a topic and present it to others
W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.7
I can complete short research projects to answer a specific question by using several sources and by refocusing my research when needed.

Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.8
I can determine if a source is credible when I gather new information from books or technology.

I can quote or paraphrase from print and digital sources without plagiarizing.

I can provide basic bibliography information to recognize the sources I use in my research.

Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9
I can gather evidence from fiction or informational text to support my investigation, thinking and research.

Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.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”).
W.6.9.a
I can apply all that I have learned in 6th grade reading to writing literature.

W.6.9.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”).
W.6.9.b
I can apply all that I have learned in 6th grade reading to writing informational texts.

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Range of Writing
I can research to learn more about a topic and present it to others
W.6.10
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
W.6.10
I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.

Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 7

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Language

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
L.7.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.a
Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.a
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b
Spell correctly.
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Knowledge of Language
L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Anchor standard:
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.
L.7.3.a
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
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Vocabulary Acquisition and Use
L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.7.4.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.
L.7.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.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).
L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.a
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Informational Text

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.7.2
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
RI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
RI.7.10
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.
Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.7.2
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.
Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
RL.7.4
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.
Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.7.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.7.8
(Not applicable to literature)
Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
RL.7.10
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.
Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.7.1.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.
SL.7.1.b
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.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.
SL.7.1.d
Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2
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.
Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.7.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
SL.7.4
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.
Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.7.6
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 for specific expectations.)
Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.7.1.a
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d
Establish and maintain a formal style.
W.7.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.7.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2.c
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2.e
Establish and maintain a formal style.
W.7.2.f
Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.7.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.7.3.e
Provide a conclusion that follows from and reflects on the narrated experiences or events.
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Production and Distribution of Writing
W.7.4
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.)
Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.5
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 7 here.)
Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.7.6
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.
Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.7.8
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.
Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.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”).
W.7.9.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 sound and the evidence is relevant and sufficient to support the claims”).
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Range of Writing
W.7.10
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.
Anchor standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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Grade 8

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Language

Note on Range and Content of Student Language Use
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
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Conventions of Standard English
L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Anchor standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.1.a
Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1.b
Form and use verbs in the active and passive voice.
L.8.1.c
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1.d
Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Anchor standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.2.a
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2.b
Use an ellipsis to indicate an omission.
L.8.2.c
Spell correctly.
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Knowledge of Language
L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Anchor standard:
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.
L.8.3.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).
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Vocabulary Acquisition and Use
L.8.4
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.
Anchor standard:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.8.4.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.
L.8.4.b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
L.8.4.c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.4.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).
L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Anchor standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5.a
Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5.b
Use the relationship between particular words to better understand each of the words.
L.8.5.c
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Anchor standard:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Reading: Informational Text

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.8.2
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.
Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
RI.8.4
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.
Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.8.5
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.
Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.8.6
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.
Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.8.8
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.
Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.8.9
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.
Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
RI.8.10
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.
Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading: Literature

Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
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Key Ideas and Details
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Anchor standard:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.8.2
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.
Anchor standard:
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.8.3
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.
Anchor standard:
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
RL.8.4
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.
Anchor standard:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.8.5
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.
Anchor standard:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.8.6
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.
Anchor standard:
Assess how point of view or purpose shapes the content and style of a text.
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Integration of Knowledge and Ideas
RL.8.7
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.
Anchor standard:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.8.8
(Not applicable to literature)
Anchor standard:
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.8.9
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.
Anchor standard:
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Range of Reading and Level of Text Complexity
RL.8.10
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.
Anchor standard:
Read and comprehend complex literary and informational texts independently and proficiently.
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Speaking & Listening

Note on Range and Content of Student Speaking and Listening
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner.

Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Comprehension and Collaboration
SL.8.1
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.
Anchor standard:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.8.1.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.
SL.8.1.b
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1.c
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1.d
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2
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.
Anchor standard:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.8.3
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.
Anchor standard:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Presentation of Knowledge and Ideas
SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Anchor standard:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Anchor standard:
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.8.6
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 for specific expectations.)
Anchor standard:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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Writing

Note on Range and Content in Student Writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
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Text Types and Purposes
W.8.1
Write arguments to support claims with clear reasons and relevant evidence.
Anchor standard:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.8.1.a
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1.d
Establish and maintain a formal style.
W.8.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Anchor standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.8.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2.b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.2.c
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2.e
Establish and maintain a formal style.
W.8.2.f
Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Anchor standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.8.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.8.3.b
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
W.8.3.c
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
W.8.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.8.3.e
Provide a conclusion that follows from and reflects on the narrated experiences or events.
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Production and Distribution of Writing
W.8.4
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.)
Anchor standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5
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 here.)
Anchor standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.8.6
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.
Anchor standard:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Research to Build and Present Knowledge
W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Anchor standard:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8.8
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.
Anchor standard:
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Anchor standard:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.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”).
W.8.9.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”).
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Range of Writing
W.8.10
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.
Anchor standard:
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.