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What are the most popular books at each grade level? How much reading practice do students truly need each day? Get the answers in the world’s largest annual study of K–12 student reading habits.
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Read and share meaning of environmental print
MO.ELA.PK.5.a
Read and tell the meaning of familiar signs and symbols in or from the environment (e.g., stop sign, exit sign)
1
Know which direction readers move through text
MO.ELA.PK.5.b
Hold a book upright and understand that words are read from left to right and top to bottom
2
Name letters and recognize lower / uppercase forms
MO.ELA.PK.5.b
Name some of the letters of the alphabet and recognize their lower- and uppercase forms
3
Distinguish letters from words
MO.ELA.PK.5.c
Distinguish letters from words (e.g., identify which is a word, not a letter, from choices c, t, cat; identify which is a letter, not a word, from choices this, b, fox)
6
Engage with texts read aloud; answer questions
MO.ELA.PK.5.a
Listen and engage with texts read aloud, and begin to respond to related questions
9
Share opinions about stories heard read aloud
MO.ELA.PK.5.d
Listen to stories and express views about events or characters in the story (e.g., "I liked it when they all fell off the boat.")
10
Discuss pictures & print in books & environment
MO.ELA.PK.5.d
Look at and talk about illustrations and print in fiction books and print in the environment
11
Discuss print in nonfiction and the environment
MO.ELA.PK.5.d
Look at and talk about illustrations and print in nonfiction books and print in the environment
12
Recognize with aid rhyme / sound repetition
MO.ELA.PK.5.c
With support, recognize rhyme and sound repetition
20
Recognize with aid rhyme / sound repetition
MO.ELA.PK.6.a
With support, recognize rhyme and sound repetition
20
Recognize with aid rhyme / sound repetition
MO.ELA.PK.6.c
With support, recognize rhyme and sound repetition
20
Recognize with aid rhyme / sound repetition
MO.ELA.PK.6.b
With support, recognize rhyme and sound repetition
20
Know words are sequences of letters with meaning
MO.ELA.K.RF.1.A.d
Understand that words are specific sequences of letters that carry meaning
28
Know letters symbolize spoken sounds
MO.ELA.K.RF.1.A.f
Understand that letters in print symbolize spoken sounds in words (e.g., students find the letter that starts their name in environmental print and identify the sound it makes)
29
Track printed words
MO.ELA.K.RF.1.A.c
Track printed words from left to right and top to bottom on a page
31
Recognize upper- and lowercase letters
MO.ELA.K.RF.1.A.a
Name all the letters of the alphabet and recognize their lower- and uppercase forms (e.g., pick another way to write the letter G from q, g, j)
33
Explain differences in similar action words
MO.ELA.K.R.1.B.c
Explain or act out the differences in the meanings of words that can describe the same general action (e.g., go, walk, march, strut, prance)
51
Use acquired vocabulary
MO.ELA.K.R.1.B.e
Use vocabulary acquired from listening, conversing, reading, and responding to texts
54
Ask / answer questions to clarify word meaning
MO.ELA.K.R.2.A.g
Ask and answer questions to clarify the meanings of words when listening to literary texts, and apply foundational skills and strategies when encountering new vocabulary (e.g., use context clues, apply decoding strategies)
55
Ask / answer questions to clarify word meaning
MO.ELA.K.R.3.C.d
Ask and answer questions to clarify the meanings of words when listening to literary texts, and apply foundational skills and strategies when encountering new vocabulary (e.g., use context clues, apply decoding strategies)
55
Apply a variety of skills to clarify new words
MO.ELA.K.R.3.C.d
Ask and answer questions to clarify the meanings of words when listening to informational texts, and apply foundational skills and strategies when encountering new vocabulary (e.g., use context clues, apply decoding strategies)
56
Apply a variety of skills to clarify new words
MO.ELA.K.R.2.A.g
Ask and answer questions to clarify the meanings of words when listening to informational texts, and apply foundational skills and strategies when encountering new vocabulary (e.g., use context clues, apply decoding strategies)
56
Begin to engage with books independently
MO.ELA.K.R.1.D.a
Begin to read and engage with books independently as well as in groups
60
Use strategies with aid to understand text
MO.ELA.K.R.3.C.a
With assistance, confirm or correct understanding of a text by using illustrations and other strategies (e.g., looking back, checking for clues)
62
Ask / answer with aid questions about key details
MO.ELA.K.R.1.A.b
With prompting and support, ask and answer questions about a story's key details (e.g., what is the cow doing in Goodnight Moon?)
78
Ask / answer with aid questions about key details
MO.ELA.K.R.3.C.a
With prompting and support, ask and answer questions about a story's key details (e.g., what is the cow doing in Goodnight Moon?)
78
Ask / answer with aid questions about key details
MO.ELA.K.R.2.A.a
With prompting and support, ask and answer questions about a story's key details (e.g., what is the cow doing in Goodnight Moon?)
78
Retell key details of text with support
MO.ELA.K.R.3.A.a
With prompting and support, retell key details of an informational text
80
Retell key details of text with support
MO.ELA.K.R.3.C.c
With prompting and support, retell key details of an informational text
80
Retell key details of text with support
MO.ELA.K.R.1.A.c
With prompting and support, retell key details of an informational text
80
Identify senses to which descriptions appeal
MO.ELA.K.R.2.A.c
Identify the senses to which specific words or descriptions appeal
81
Identify senses to which descriptions appeal
MO.ELA.K.R.3.B.a
Identify the senses to which specific words or descriptions appeal
81
Compare with aid two people / ideas / events / facts
MO.ELA.K.R.1.C.b
With prompting and support, tell how two individuals, events, ideas, or facts in an informational text are alike or different
82
Predict recurring wording
MO.ELA.K.R.2.A.c
Recognize and join in with recurring wording and predictable phrases in stories and poems (e.g., "Sam I am" from "Green Eggs and Ham"; "I'll huff and I'll puff")
83
Identify major events in a story with support
MO.ELA.K.R.1.A.c
With prompting and support, identify and retell major events including beginning, middle, and end of a story
84
Identify major events in a story with support
MO.ELA.K.R.1.A.e
With prompting and support, identify and retell major events including beginning, middle, and end of a story
84
Identify major events in a story with support
MO.ELA.K.R.2.A.b
With prompting and support, identify and retell major events including beginning, middle, and end of a story
84
Retell stories including key events and details
MO.ELA.K.R.1.A.c
Retell familiar stories with prompting and support including key events and details
85
Retell stories including key events and details
MO.ELA.K.R.2.A.b
Retell familiar stories with prompting and support including key events and details
85
Recognize the sounds of lower / uppercase letters
MO.ELA.K.RF.3.A.a
Recognize the sounds of letters in lower- and uppercase form
34
Identify initial / final phonemes in spoken words
MO.ELA.K.RF.2.A.a
Identify initial and final phonemes in spoken words (e.g., heart has the same beginning sound as head; boot has a different ending sound than bean)
37
Say initial or final phonemes in CVC words
MO.ELA.K.RF.2.A.g
Isolate, say, and distinguish initial or final phonemes in spoken CVC words (e.g., say the initial sound in hat, the final sound in cup)
38
Identify onsets and rimes in 1-syllable words
MO.ELA.K.RF.2.A.e
Identify and blend onsets and rimes in single-syllable words (e.g., identify the sounds /m/ /an/ in man and blend the sounds /m/ /an/ to produce man)
40
Blend, count, and segment syllables in words
MO.ELA.K.RF.2.A.h
Blend, count, and segment syllables in spoken words (e.g., from an oral prompt, students identify that /spi/-/der/ makes the word spider)
41
Blend phonemes to produce words / count sounds
MO.ELA.K.RF.2.A.f
Blend phonemes orally to produce words (e.g., blend the sounds /b/ /u/ /g/ to produce bug) and segment and count the sounds in words
42
Blend phonemes to produce words / count sounds
MO.ELA.K.RF.2.A.h
Blend phonemes orally to produce words (e.g., blend the sounds /b/ /u/ /g/ to produce bug) and segment and count the sounds in words
42
Isolate short vowel sounds in 1-syllable words
MO.ELA.K.RF.2.A.g
Isolate and distinguish short vowel sounds in single-syllable words in spoken language (e.g., from a verbal prompt, identify that hat has a different middle vowel sound than hit)
43
Isolate short vowel sounds in 1-syllable words
MO.ELA.K.RF.2.A.a
Isolate and distinguish short vowel sounds in single-syllable words in spoken language (e.g., from a verbal prompt, identify that hat has a different middle vowel sound than hit)
43
Say long vowel sounds in 1-syllable words
MO.ELA.K.RF.2.A.g
Isolate and say long vowel sounds in single-syllable words in spoken language
44
Change initial / final phonemes to make new words
MO.ELA.K.RF.3.A.d
Add or substitute initial or final phonemes in order to produce new one-syllable words in spoken language (e.g., change the /k/ in cat to /h/ to make hat; change the /g/ in bug to /s/ to make bus)
45
Produce the most common sounds of consonants
MO.ELA.K.RF.3.A.a
Understand that consonants make different sounds and be able to produce the most common ones (e.g., c as /k/ and /s/) when combined with the different vowels)
46
Distinguish short vowel sounds to decode words
MO.ELA.K.RF.3.A.c
Decode regularly spelled single-syllable words by distinguishing between short vowel sounds
47
Decode single-syllable CVC words
MO.ELA.K.RF.3.A.c
Decode single-syllable (CVC) words (e.g., cat, get, mom)
48
Read high-frequency words by sight
MO.ELA.K.RF.3.A.b
Read grade-appropriate high-frequency (e.g., Dolch, Fry) words by sight
49
Recognize purpose for reading and comprehend text
MO.ELA.K.RF.4.A
Identify purpose for reading (e.g., listening comprehension, enjoyment) by choosing with direct support an appropriate book to read, and read and comprehend emergent-reader texts (i.e., predictable texts with rhyme, repetition, illustration support, simple sentences, familiar topics, clear ideas) demonstrated by answering questions during and after the reading that reflect on the purpose (e.g., what parts of the story did you like?)
59
Name the words that form a compound word
MO.ELA.1.R.1.B.d
Name the individual words that make up a compound word (e.g., bed and time in bedtime)
117
Read familiar base words with common inflections
MO.ELA.1.R.1.B.b
Identify the meanings of familiar base words with common inflectional forms (e.g., -ed, -ing, -s, -es) to read grade-appropriate words
120
Read independently for a sustained period
MO.ELA.1.R.1.D.a
Read independently with comprehension in first-grade-appropriate texts for a sustained period of time, and participate in whole- and small-group guided reading
123
Use acquired vocabulary including conjunctions
MO.ELA.1.R.1.B.i
Use vocabulary acquired from listening, conversing, reading, and responding to texts including high-frequency conjunctions to indicate simple relationships (e.g., because to show causal relationships; but to show contrast)
132
Use knowledge of word parts to define words
MO.ELA.1.R.1.B.a
Use knowledge of frequently occurring affixes (e.g., un-, re-), base words, and their inflectional forms (e.g., look + -ing) as clues to the meanings of words (e.g., unhappy, looking)
134
Engage strategies to clarify word meaning
MO.ELA.1.R.1.B.e
Use sentence-level context clues, illustrations, and foundational skills to determine or clarify the meanings of unfamiliar words in grade-appropriate texts
136
Answer simple questions about key details
MO.ELA.1.R.1.A.b
Ask and answer simple questions about a story's key details (e.g., who, what, where, when, why, and how questions)
143
Answer simple questions about key details
MO.ELA.1.R.3.C.a
Ask and answer simple questions about a story's key details (e.g., who, what, where, when, why, and how questions)
143
Answer simple questions about key details
MO.ELA.1.R.1.D.b
Ask and answer simple questions about a story's key details (e.g., who, what, where, when, why, and how questions)
143
Ask and answer 5W questions in text
MO.ELA.1.R.1.A.b
Ask and answer simple questions about key details in an informational text (e.g., who, what, where, when, why, and how questions)
144
Ask and answer 5W questions in text
MO.ELA.1.R.1.D.b
Ask and answer simple questions about key details in an informational text (e.g., who, what, where, when, why, and how questions)
144
Ask and answer 5W questions in text
MO.ELA.1.R.3.C.a
Ask and answer simple questions about key details in an informational text (e.g., who, what, where, when, why, and how questions)
144
Compare storybooks and informational books
MO.ELA.1.R.3.B.a
Explain the general differences between books that provide information and books that tell stories
147
Compare storybooks and informational books
MO.ELA.1.R.1.C.a
Explain the general differences between books that provide information and books that tell stories
147
Understand how various reading materials differ
MO.ELA.1.R.4.A.a
Understand the general differences among various print and digital materials (e.g., storybooks, fairy tales, informational books, newspapers, websites)
148
Describe story elements based on text / images
MO.ELA.1.R.2.A.a
Describe elements of a story (e.g., characters, setting, events) based on information provided by both its illustrations and words
158
Compare various informational materials
MO.ELA.1.R.4.A.a
Describe the general differences between various informational materials (e.g., informational books, newspapers, websites)
159
Identify sensory words / phrases in literary text
MO.ELA.1.R.2.C.b
Identify words or phrases in literary texts that appeal to the senses or suggest feelings
161
Identify sensory words / phrases in literary text
MO.ELA.1.R.3.B.b
Identify words or phrases in literary texts that appeal to the senses or suggest feelings
161
Identify sensory words / phrases in literary text
MO.ELA.1.R.2.A.c
Identify words or phrases in literary texts that appeal to the senses or suggest feelings
161
Make predictions and confirm using key words
MO.ELA.1.R.1.A.a
Make predictions about what will happen next and confirm predictions by using key words (e.g., next, then)
163
Follow or describe steps in a process
MO.ELA.1.R.3.A.d
Follow or describe basic directions or steps in a process described in an instructional text (e.g., single-step written directions or multiple-step directions with visual cues)
166
Use parts of a book to find information
MO.ELA.1.R.3.A.a
Identify and use the parts of a book (e.g., covers, title page, table of contents, chapters, illustrations) to find information
169
Use parts of a book to find information
MO.ELA.1.R.3.A.c
Identify and use the parts of a book (e.g., covers, title page, table of contents, chapters, illustrations) to find information
169
Identify structures of informational text
MO.ELA.1.R.1.C.a
Identify and understand the structural elements of texts that give information and how these differ from those that tell a story
173
Explain why / how author supports points in text
MO.ELA.1.R.3.C.d
Answer questions about the reasons an author gives to support points in a text (e.g., why does the author think it is important to recycle?)
178
Locate conventions that begin and end a sentence
MO.ELA.1.RF.1.A.b
Locate the capital letter that begins a sentence, and the period, question mark, or exclamation point that ends it
91
Segment 1-syllable spoken words into phonemes
MO.ELA.1.RF.2.A.e
Segment single-syllable words into their component phonemes, including consonant blends, in sequence (e.g., segment glad into the sounds /g/ /l/ /a/ /d/)
93
Isolate and pronounce sounds in 1-syllable words
MO.ELA.1.RF.2.A.a
Isolate and then pronounce the initial, medial, or final sound in single-syllable words including those with long vowels and consonant blends (e.g., what is the middle sound in goat?)
94
Add or replace vowel phonemes to make new words
MO.ELA.1.RF.2.A.c
Add or substitute initial, final, or medial vowel phonemes in order to produce new words in spoken language (e.g., change /a/ in pan to /e/ to make pen)
102
Isolate and identify initial consonant blends
MO.ELA.1.RF.3.A.c
Isolate, identify, and distinguish initial consonant blends to decode regularly spelled words (e.g., pick the word that starts with /bl/ from choices block, brew, book)
104
Match spellings / sounds for consonant digraphs
MO.ELA.1.RF.3.A.d
Recognize and identify the spelling-sound correspondences for common consonant digraphs in words (e.g., pick the word that has /sh/ from choices saw, wash, have)
105
Decode 1-syllable words using short vowel sounds
MO.ELA.1.RF.3.A.b
Decode regularly spelled single-syllable grade-level words by identifying short vowel sounds (e.g., read the words cup, nap, and man; cup has the same middle vowel sound as run)
106
Decode regularly spelled grade-appropriate words
MO.ELA.1.RF.3.A.a
Decode regularly spelled grade-appropriate words (e.g., pick the word last from last, list, lost)
107
Read grade-level sight words automatically
MO.ELA.1.RF.3.A.j
Read grade-level sight words automatically (e.g., again, could, every)
108
Identify the CVCe pattern in a word
MO.ELA.1.RF.3.A.a
Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., read the words drive, drove, and dove and recognize that drove is the correct spelling of the word)
111
Identify long vowel sounds to decode words
MO.ELA.1.RF.3.A.b
Identify long vowel sounds using common vowel team spellings in order to decode single-syllable words (e.g., pick the word with the same middle vowel sound as meat from feel, bed, and let)
113
Segment printed words into syllables correctly
MO.ELA.1.RF.2.A.a
Segment printed two-syllable words, making sure each syllable contains a vowel sound
114
Segment syllables in VC-CV words
MO.ELA.1.RF.3.A.f
Segment syllables in VC-CV words to decode basic two-syllable patterns in words
115
Decode V-CV / VC-V words by chunking
MO.ELA.1.RF.3.A.f
Decode words with long vowel syllable patterns (V-CV and VC-V) by using principles of chunking
116
Read familiar base words with common inflections
MO.ELA.1.RF.3.A.h
Identify the meanings of familiar base words with common inflectional forms (e.g., -ed, -ing, -s, -es) to read grade-appropriate words
120
Recognize silent letters representing consonants
MO.ELA.1.RF.3.A.g
Recognize silent letters that represent consonants
121
Identify with guidance the purpose for reading
MO.ELA.1.RF.4.A.a
Identify with guidance the purpose for reading (e.g., for enjoyment, to learn something new), and show comprehension of on-level texts by answering questions after reading that reflect on the purpose (e.g., What parts of the story did you like? What did you learn?)
122
Read aloud with improved accuracy and fluency
MO.ELA.1.RF.3.A.k
Read aloud books that match an increased level of phonic knowledge, automatically tackling unfamiliar words with accuracy and without hesitancy
124
Read aloud first-grade text fluently
MO.ELA.1.RF.4.A.a
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet first-grade benchmarks
125
Read aloud with appropriate expression
MO.ELA.1.RF.4.A.a
Read on-level texts aloud with appropriate expression (e.g., moving from word-by-word reading to fewer pauses between words and pausing between sentences)
126
Use strategies to verify word meaning in context
MO.ELA.1.RF.3.A.k
With assistance, confirm or correct understanding of a word in context through the use of illustrations, phonics (e.g., sounding out words, especially initial and final letters), and by applying repair strategies (e.g., slowing reading pace and/or asking questions)
130
Read regularly and independently
MO.ELA.2.R.1.D.a
Read regularly and independently in second-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
189
Use acquired vocabulary including descriptives
MO.ELA.2.R.1.B.h
Use vocabulary acquired from listening, conversing, reading, and responding to texts including descriptive adjectives and adverbs (e.g., beautiful, quickly, slowly)
193
Use word parts to decode / predict word meaning
MO.ELA.2.R.1.B.a
Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to decode and predict the meanings of new words
194
Use root words to decode / predict word meaning
MO.ELA.2.R.1.B.a
Use knowledge of grade-appropriate roots to decode and predict the meanings of unfamiliar words (e.g., dinner, dine, diner)
196
Determine meaning of homophones / homographs
MO.ELA.2.R.1.B.c
Identify and use homophones (e.g., know/no, hear/here) and homographs/multiple-meaning words (e.g., point, safe) and determine their meanings in grade-appropriate texts using sentence context or prior knowledge of spellings
208
Ask / answer 5W questions in literary text
MO.ELA.2.R.3.B.b
Ask and answer who, what, where, when, why, and how questions about key details in a literary text
210
Ask / answer 5W questions in literary text
MO.ELA.2.R.1.A.b
Ask and answer who, what, where, when, why, and how questions about key details in a literary text
210
Ask / answer 5W questions in literary text
MO.ELA.2.R.1.D.b
Ask and answer who, what, where, when, why, and how questions about key details in a literary text
210
Ask / answer 5W questions in literary text
MO.ELA.2.R.3.A.b
Ask and answer who, what, where, when, why, and how questions about key details in a literary text
210
Ask / answer 5W questions in informational text
MO.ELA.2.R.3.B.b
Ask and answer who, what, where, when, why, and how questions about key details in an informational text
211
Ask / answer 5W questions in informational text
MO.ELA.2.R.3.A.b
Ask and answer who, what, where, when, why, and how questions about key details in an informational text
211
Ask / answer 5W questions in informational text
MO.ELA.2.R.1.A.b
Ask and answer who, what, where, when, why, and how questions about key details in an informational text
211
Ask / answer 5W questions in informational text
MO.ELA.2.R.1.D.b
Ask and answer who, what, where, when, why, and how questions about key details in an informational text
211
Identify what key details explain in text
MO.ELA.2.R.3.C.a
Locate key details in an informational text and determine what they describe or explain
212
Use key details to describe characters
MO.ELA.2.R.2.A.b
Describe major and minor characters and their traits using key details
214
Describe overall structure of a story
MO.ELA.2.R.3.A.f
Describe the overall structure of a story including what is introduced in the beginning and what is resolved at the end
217
Describe how characters respond to events
MO.ELA.2.R.2.A.b
Describe how characters respond to major events and challenges (e.g., how does the character solve the problem?)
218
Determine central message / moral of stories
MO.ELA.2.R.1.A.d
Determine the central message or moral of poems and stories such as fables or folktales from diverse cultures, and connect themes to life experiences
221
Determine central message / moral of stories
MO.ELA.2.R.2.A.a
Determine the central message or moral of poems and stories such as fables or folktales from diverse cultures, and connect themes to life experiences
221
Compare genres of poetry, plays, and fiction
MO.ELA.2.R.1.C.a
Explain the differences between genres including poetry, plays, and fiction (e.g., stories, folktales)
232
Identify and describe effect of patterns in texts
MO.ELA.2.R.2.B.a
Identify patterns of rhythm, rhyme, repetition, and alliteration in stories, poems, or songs, and describe their effect on the reader
236
Recognize author's use of sensory language
MO.ELA.2.R.3.B.c
Recognize how authors create strong images by describing how things look, taste, smell, feel, or sound
237
Use text features to locate information
MO.ELA.2.R.3.A.c
Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate information efficiently
243
Describe how some events lead to other events
MO.ELA.2.R.2.A.d
When reading historical, scientific, and technical texts, describe how some events lead to other events and how actions have consequences/reactions
248
Describe how some events lead to other events
MO.ELA.2.R.3.C.b
When reading historical, scientific, and technical texts, describe how some events lead to other events and how actions have consequences/reactions
248
Identify the author's description or response
MO.ELA.2.R.3.C.d
Identify what the author wants to describe or explain, or what question the author is answering in an informational text
252
Compare different versions of similar stories
MO.ELA.2.R.2.A.c
Compare and contrast two or more versions of the same or similar stories such as those by different authors or from different cultures (e.g., describe the similarities and differences between the French story "The Sleeping Beauty" by Charles Perrault and the German story "Little Briar Rose" by the Brothers Grimm)
254
Compare different versions of similar stories
MO.ELA.2.R.1.C.a
Compare and contrast two or more versions of the same or similar stories such as those by different authors or from different cultures (e.g., describe the similarities and differences between the French story "The Sleeping Beauty" by Charles Perrault and the German story "Little Briar Rose" by the Brothers Grimm)
254
Compare key points made in texts on same topic
MO.ELA.2.R.1.C.a
Compare and contrast the most important points presented in informational texts on the same topic
258
Compare key points made in texts on same topic
MO.ELA.2.R.3.C.e
Compare and contrast the most important points presented in informational texts on the same topic
258
Decode words with long vowel digraphs
MO.ELA.2.RF.3.A.c
Decode words with long vowel digraphs (e.g., pick the word need: nede, nead, need) and isolate the spelling pattern used (e.g., pick the vowel team that spells the long a sound in tail: ae, ai, au)
182
Decode words with long vowel digraphs
MO.ELA.2.RF.3.A.e
Decode words with long vowel digraphs (e.g., pick the word need: nede, nead, need) and isolate the spelling pattern used (e.g., pick the vowel team that spells the long a sound in tail: ae, ai, au)
182
Distinguish short / long vowel sounds to read
MO.ELA.2.RF.3.A.b
Distinguish short vowel sounds from long vowel sounds to read single-syllable words (e.g., reading the words egg, we, and key, students identify egg as having the short vowel sound)
183
Decode words with diphthongs
MO.ELA.2.RF.3.A.d
Decode words with diphthongs and isolate the spelling patterns used (e.g., read the words brown, broun, and brawn, and understand that brown is the correct spelling)
185
Decode multisyllable grade-level words
MO.ELA.2.RF.3.A.a
Use knowledge of regularly spelled syllable patterns to decode multisyllable grade-level words (e.g., read a word such as even by picking the correct syllable breaks)
186
Decode multisyllable grade-level words
MO.ELA.2.RF.3.A.c
Use knowledge of regularly spelled syllable patterns to decode multisyllable grade-level words (e.g., read a word such as even by picking the correct syllable breaks)
186
Identify purpose for reading on-level texts
MO.ELA.2.RF.4.A.a
Identify purpose for reading (e.g., for enjoyment, to answer a question) and comprehend on-level texts demonstrated by rereading favorite parts to self or other audience or by answering pre-reading questions
188
Read aloud second-grade text fluently
MO.ELA.2.RF.4.A.a
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet second-grade benchmarks
190
Read with increasing fluency and expression
MO.ELA.2.RF.4.A.a
Read on-level texts aloud with increasing smoothness and appropriate expression (e.g., using different voices for different characters)
191
Use word parts to decode / predict word meaning
MO.ELA.2.RF.3.A.f
Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to decode and predict the meanings of new words
194
Use text features to confirm words in context
MO.ELA.2.RF.3.A.j
Confirm or correct understanding of a word in context through the use of various text features (e.g., illustrations, bold print, glossaries), phonics (e.g., sounding out words, especially initial and final letters), and by applying repair strategies (e.g., slowing reading pace and/or rereading aloud)
198
Infer how grade-level affixes alter word meaning
MO.ELA.3.R.1.B.a
Identify the meanings of grade-level appropriate affixes (e.g., dis-, non-, re-, un-, and -ful, -ly, -ness) and infer how they affect the meanings of words
261
Read regularly and independently
MO.ELA.3.R.1.A.d
Read regularly and independently in third-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
265
Read regularly and independently
MO.ELA.3.R.1.D.a
Read regularly and independently in third-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
265
Read texts aloud at the ORF to meet benchmarks
MO.ELA.3.R.1.D.b
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet third-grade benchmarks
266
Use strategies to confirm / correct understanding
MO.ELA.3.R.1.A.d
Confirm or correct understanding of a word or a larger text by using context clues, including both words and text structures, by using phonics, particularly understanding of word morphology, and by slowing reading pace and/or rereading
268
Use glossaries to clarify key words and phrases
MO.ELA.3.R.1.B.f
Determine or clarify the precise meanings of key words and phrases by using print or online glossaries or beginning dictionaries
270
Use grade-appropriate vocabulary correctly
MO.ELA.3.R.1.B.i
Use grade-appropriate conversational, general academic, and content-area vocabulary correctly in context, including words that indicate spatial or temporal relationships (e.g., upon, during, beginning)
273
Use context clues to define academic words
MO.ELA.3.R.1.B.b
Use sentence-level context clues (e.g., embedded word definitions, restatement) to determine or clarify the meanings of general academic and content-area words and phrases
274
Use illustrations to better understand text
MO.ELA.3.R.1.A.a
Use information in illustrations to find key details and deepen understanding of the text
278
Use illustrations to better understand text
MO.ELA.3.R.3.C.c
Use information in illustrations to find key details and deepen understanding of the text
278
Sequence the main events of a plot
MO.ELA.3.R.2.A.a
Sequence the main events of a plot
283
Use sequence words to describe order of events
MO.ELA.3.R.3.A.e
Describe the order of events or ideas in an informational text, recognizing and using words that show sequence (e.g., first, next, then)
284
Understand how sensory language creates images
MO.ELA.3.R.2.C.b
Understand how words and phrases that appeal to the senses create images
297
Explain nonliteral language in literary text
MO.ELA.3.R.3.B.d
Determine the meaning of nonliteral language used in a literary text (e.g., broken heart)
299
Tell how illustrations contribute to the story
MO.ELA.3.R.1.A.a
Explain how a text's illustrations reflect and contribute to the story (e.g., describe actions, create mood, emphasize aspects of a character or setting)
302
Draw conclusions about information or events
MO.ELA.3.R.1.A.b
Use prior knowledge and evidence from the text to draw simple conclusions about information or events
305
Find the moral of a story and how it's shown
MO.ELA.3.R.2.A.d
Determine the central message or moral of a story and explain how key details help communicate it
306
Find the moral of a story and how it's shown
MO.ELA.3.R.1.A.c
Determine the central message or moral of a story and explain how key details help communicate it
306
Explain how key details support the main idea
MO.ELA.3.R.3.A.b
Describe the key details of an informational text and explain how they support the main idea
312
Distinguish author's opinion from one's own
MO.ELA.3.R.3.B.c
Distinguish the author's viewpoint or opinion in an informational text from one's own (e.g., do you agree with the author?)
320
Decode words by identifying syllable patterns
MO.ELA.3.RF.3.A.a
Decode increasingly difficult multisyllable words by identifying syllable patterns (e.g., transportation)
259
Read sight words automatically
MO.ELA.3.RF.3.A.f
Read grade-level irregularly spelled sight words automatically (e.g., certain, notice)
260
Identify purpose for reading and comprehend text
MO.ELA.3.RF.4.A.a
Identify purpose for reading (e.g., for enjoyment, to answer a question, to learn about a subject) and comprehend on-level texts demonstrated by talking about interesting characters or surprising events, writing an answer to the question, or summarizing what was learned
264
Read texts aloud at the ORF to meet benchmarks
MO.ELA.3.RF.4.A.a
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet third-grade benchmarks
266
Read texts aloud smoothly with expression
MO.ELA.3.RF.4.A.a
Read on-level texts aloud smoothly with expression (e.g., using appropriate expression to indicate punctuation, such as periods, question marks, and exclamation points)
267
Use strategies to confirm / correct understanding
MO.ELA.3.RF.3.A.b
Confirm or correct understanding of a word or a larger text by using context clues, including both words and text structures, by using phonics, particularly understanding of word morphology, and by slowing reading pace and/or rereading
268
Use strategies to confirm / correct understanding
MO.ELA.3.RF.4.A.a
Confirm or correct understanding of a word or a larger text by using context clues, including both words and text structures, by using phonics, particularly understanding of word morphology, and by slowing reading pace and/or rereading
268
Read regularly and independently
MO.ELA.4.R.1.D.a
Read regularly and independently in fourth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
330
Read aloud fourth-grade text fluently
MO.ELA.4.R.1.D.b
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fourth-grade benchmarks
331
Use strategies to confirm / correct understanding
MO.ELA.4.R.1.A.c
Confirm or correct understanding of a text by using word-attack skills and syntax (i.e., part of speech, position of the word within the sentence) and by using an increasing variety of repair strategies (e.g., slowing reading pace, rereading, and reading on)
335
Use knowledge of word parts to predict meaning
MO.ELA.4.R.1.B.a
Use knowledge of grade-appropriate affixes (e.g., dis-, in-, mis-, -ion, -less, -ment), base words (e.g., arm, fear), and Greek and Latin roots (e.g., act, graph) in order to predict the meanings of unfamiliar or complex words (e.g., fearless, biography)
337
Use grade-appropriate vocabulary correctly
MO.ELA.4.R.1.B.f
Use grade-appropriate general academic vocabulary, including words that indicate precise actions, emotions, and states of being (e.g., whined, loneliness, peacefulness) as well as grade-appropriate content-area vocabulary (e.g., wildlife, adapt, habitat) correctly in context
342
Describe setting and analyze its contribution
MO.ELA.4.R.2.A.a
Describe the setting and analyze how it contributes to the story
345
Explain cause-and-effect relationships
MO.ELA.4.R.2.A.a
Explain cause-and-effect relationships (i.e., explain what happened and why) in a historical, scientific, or technical text by comprehending specific information in the text as well as by identifying individual cue words
351
Compare narrative points of view in stories
MO.ELA.4.R.2.A.e
Explain the difference between first- and third-person narration (e.g., recognize whether or not the narrator is a character in the story), and compare and contrast the narrative points of view of different stories
354
Explain an informational text's explicit meaning
MO.ELA.4.R.1.A.a
Explain the explicit meaning of an informational text based on evidence from the text (e.g., locate details and examples that explain an idea in the text)
355
Cite evidence about a literary text's meaning
MO.ELA.4.R.1.A.b
Cite textual details and examples to support inferences and explanations about a literary text's meaning (e.g., conclude the poet thinks the tree leaves are pretty because she says the colors make her smile)
359
Recognize difference between fact and opinion
MO.ELA.4.R.3.C.a
Recognize facts as things that can be proven and opinions as beliefs
362
Contrast structure of poetry, prose, and drama
MO.ELA.4.R.2.C.b
Explain the major differences in structural elements between poetry, prose, and drama
368
Contrast structure of poetry, prose, and drama
MO.ELA.4.R.2.B.a
Explain the major differences in structural elements between poetry, prose, and drama
368
Compare how stories approach similar themes
MO.ELA.4.R.1.C.b
Compare and contrast how stories, myths, and other traditional literature from various cultures approach similar themes and ideas and how different stories may employ archetypal patterns (e.g., discuss variations on the quest such as in Where the Mountain Meets the Moon by Grace Lin)
372
Explain main idea and how it is supported
MO.ELA.4.R.2.A.a
Identify and explain the main idea of an informational text and explain how key details support it
379
Explain the author's purpose
MO.ELA.4.R.3.C.c
Determine the author's purpose (e.g., to inform, describe, entertain, explain, share feelings) and explain how the reader can determine the purpose
380
Explain the author's purpose
MO.ELA.4.R.3.B.b
Determine the author's purpose (e.g., to inform, describe, entertain, explain, share feelings) and explain how the reader can determine the purpose
380
Explain how an author supports a claim
MO.ELA.4.R.3.B.b
Explain how an author uses reasons and evidence to support a claim
383
Compare firsthand or secondhand accounts
MO.ELA.4.R.3.C.d
Compare and contrast focus, emphasis, or information provided in firsthand and secondhand accounts of the same event or topic
386
Integrate information from texts on a topic
MO.ELA.4.R.3.C.b
Integrate information from two nonfiction texts on the same topic into a broader understanding in order to write or speak knowledgeably about the topic
387
Use letter sounds to read words in context
MO.ELA.4.RF.3.A.a
Accurately read unfamiliar grade-appropriate multisyllabic words in context using knowledge of all letter-sound correspondences (e.g., the leather coat was brown)
327
Identify purpose for reading on-level texts
MO.ELA.4.RF.4.A.a
Identify purpose for reading (e.g., for enjoyment, to answer a question, to learn about a subject, to solve a problem) and comprehend on-level texts demonstrated in a variety of ways (e.g., writing in a reading response journal, writing an answer to the question, discussing/writing about the solution)
329
Read regularly and independently
MO.ELA.4.RF.4.A.a
Read regularly and independently in fourth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
330
Read aloud fourth-grade text fluently
MO.ELA.4.RF.4.A.a
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fourth-grade benchmarks
331
Read on-level prose and poetry with expression
MO.ELA.4.RF.4.A.a
Read on-level prose and poetry aloud with expression (e.g., using the meaning of the text to dictate the expression with regard to pauses, pitch, and stress)
332
Use knowledge of word parts to predict meaning
MO.ELA.4.RF.3.A.b
Use knowledge of grade-appropriate affixes (e.g., dis-, in-, mis-, -ion, -less, -ment), base words (e.g., arm, fear), and Greek and Latin roots (e.g., act, graph) in order to predict the meanings of unfamiliar or complex words (e.g., fearless, biography)
337
Identify purpose for reading on-level texts
MO.ELA.5.R.1.D.b
Identify purpose for reading (e.g., for enjoyment, to answer a question, to learn about a subject, to solve a problem, to answer a research question) and comprehend on-level texts demonstrated in a variety of ways (e.g., by writing or selecting an accurate summary, writing an answer to the question, writing about the solution, or discussing/drawing conclusions about the research question)
391
Read regularly and independently
MO.ELA.5.R.1.D.a
Read regularly and independently in fifth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
392
Read aloud fifth-grade text fluently
MO.ELA.5.R.1.D.a
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fifth-grade benchmarks
394
Read prose and poetry aloud with expression
MO.ELA.5.R.1.D.a
Read on-level prose and poetry aloud with expression (e.g., appropriate phrasing, pauses, and stresses and matching the rhythm of speech)
395
Use context clues to define academic words
MO.ELA.5.R.1.B.b
Use context clues (e.g., cause/effect, comparison, word relationships) to determine or clarify the meanings of general academic and content-area words and phrases
400
Explain common idioms, adages, and other sayings
MO.ELA.5.R.1.B.d
Explain the meanings of common idioms (e.g., everything but the kitchen sink), adages (don't count your chickens before they hatch), and other sayings
404
Use grade-appropriate vocabulary correctly
MO.ELA.5.R.1.B.g
Use grade-appropriate general academic vocabulary, including transition and connective words (e.g., however, although, nevertheless, in addition) correctly in context as well as grade-appropriate content-area vocabulary when working within specific subject areas (e.g., chemical, congress, liberty, plot)
408
Explain how plot events create structure
MO.ELA.5.R.3.C.c
Explain how what happens in one chapter or scene of a story or play builds on the events that came before and leads to subsequent events, creating an overall structure
412
Cite evidence when explaining literary text
MO.ELA.5.R.1.A.a
Cite accurate evidence from a literary text to support inferences and to explain the text's explicit meaning
416
Cite evidence when explaining informational text
MO.ELA.5.R.1.A.a
Cite accurate textual evidence when explaining what an informational text says explicitly and when making inferences
418
Determine directly / indirectly stated themes
MO.ELA.5.R.2.A.b
Determine themes in a story, drama, or poem that are stated directly or indirectly (e.g., revealed by details in the text such as how characters respond to challenges or how a poem's speaker reflects on a topic)
421
Determine the meaning of figurative language
MO.ELA.5.R.1.B.d
Determine the meaning of figurative language (e.g., metaphors, similes, exaggeration) used in literary texts
423
Recognize effect of literary devices on a text
MO.ELA.5.R.2.C.c
Understand the role of common literary devices (e.g., imagery, symbols, sound devices, flashbacks) and recognize their effect on the text such as the establishment of mood
425
Compare key plot events in a story or drama
MO.ELA.5.R.2.A.a
Compare and contrast key events in the plot of a story or drama (e.g., compare how a character acts when facing similar circumstances)
427
Summarize a story, drama, or narrative poem
MO.ELA.5.R.1.A.b
Summarize a story, drama, or narrative poem, describing the main characters, details, and key events including conflict and resolution
429
Summarize text using main ideas and key details
MO.ELA.5.R.1.A.b
Summarize an informational text including main ideas and key details and excluding unnecessary details
430
Explain how narrators' point of view skews story
MO.ELA.5.R.4.A.c
Describe the narrator's or speaker's point of view in a story and how it affects the information revealed about characters and events (e.g., retell a story from the point of view of different characters)
432
Explain how narrators' point of view skews story
MO.ELA.5.R.2.A.c
Describe the narrator's or speaker's point of view in a story and how it affects the information revealed about characters and events (e.g., retell a story from the point of view of different characters)
432
Explain how author's experience affects writing
MO.ELA.5.R.3.C.d
Explain how literary texts may be written differently by authors with different experiences (e.g., coming of age stories by authors of different cultures)
438
Develop subject knowledge using several texts
MO.ELA.5.R.3.C.e
Integrate information on a topic from several nonfiction texts to develop a base of knowledge on a subject (e.g., categorize/organize information, compare information, summarize from multiple texts)
449
Compare authors' perspectives of same topic
MO.ELA.5.R.3.B.b
Compare and contrast authors' perspectives in multiple accounts of the same event or topic in informational texts
456
Compare authors' perspectives of same topic
MO.ELA.5.R.3.C.d
Compare and contrast authors' perspectives in multiple accounts of the same event or topic in informational texts
456
Explain how author supports an argument
MO.ELA.5.R.3.B.f
Explain how an author supports an argument, identifying reasons and evidence given to support particular points and the main claim
459
Explain how author supports an argument
MO.ELA.5.R.3.B.a
Explain how an author supports an argument, identifying reasons and evidence given to support particular points and the main claim
459
Explain how author supports an argument
MO.ELA.5.R.3.B.g
Explain how an author supports an argument, identifying reasons and evidence given to support particular points and the main claim
459
Read aloud fifth-grade text fluently
MO.ELA.5.RF.4.A.a
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fifth-grade benchmarks
394
Read prose and poetry aloud with expression
MO.ELA.5.RF.4.A.a
Read on-level prose and poetry aloud with expression (e.g., appropriate phrasing, pauses, and stresses and matching the rhythm of speech)
395
Confirm or correct understanding of text
MO.ELA.5.RF.4.A.a
Confirm or correct understanding of text by previewing and setting a purpose for reading, using word-attack skills, and by rereading and/or reading ahead or around as necessary
397
Read independently in grade appropriate texts
MO.ELA.6.RL.3.D
Read regularly and independently in sixth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
460
Know that similar words can differ in meaning
MO.ELA.6.RL.1.B
Understand that words with similar meanings (e.g., smile/smirk) can carry different connotations often based on context
466
Determine connotations in literary texts
MO.ELA.6.RL.1.B
Determine the connotative meaning of particular words and phrases based on context in a literary text and distinguish between the connotations of words with similar meanings (e.g., smile vs. smirk)
467
Describe how plot unfolds in a series of events
MO.ELA.6.RL.2.D
Describe the development of the plot, in particular how plot unfolds in a series of events or episodes (e.g., exposition and character development, rising action and falling action, turning point and climax, conflict and resolution)
469
Explain how themes are conveyed through details
MO.ELA.6.RL.1.D
Determine themes of literary texts and explain how they are conveyed through particular details
478
Explain impact of figurative language on a text
MO.ELA.6.RL.1.B
Explain the meaning and impact of figurative language (e.g., metaphor, simile, hyperbole, personification) in literary texts, including poetry
479
Explain impact of figurative language on a text
MO.ELA.6.RL.2.C
Explain the meaning and impact of figurative language (e.g., metaphor, simile, hyperbole, personification) in literary texts, including poetry
479
Explain how point of view influences a story
MO.ELA.6.RL.2.B
Explain how point of view influences the way the story is told and how the author develops the point of view of the narrator or the speaker (e.g., what the narrative descriptions reveal about the narrator)
489
Read independently in grade appropriate texts
MO.ELA.6.RI.3.D
Read regularly and independently in sixth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
460
Use grade-appropriate vocabulary correctly
MO.ELA.6.RI.1.B
Use grade-appropriate general academic and content-area vocabulary correctly in context, expanding vocabulary to include words and phrases of particular importance to comprehension or expression (e.g., constitution, contract, establishment, employment, element, republic, conservation, legislature, compound, volcanic, expand)
465
Know that similar words can differ in meaning
MO.ELA.6.RI.1.B
Understand that words with similar meanings (e.g., smile/smirk) can carry different connotations often based on context
466
Determine connotations in informational texts
MO.ELA.6.RI.1.B
Determine the connotative meaning of particular words and phrases based on context in an informational text and distinguish between the connotations of words with similar meanings (e.g., alert vs. watchful)
468
Determine connotations in informational texts
MO.ELA.6.RI.2.C
Determine the connotative meaning of particular words and phrases based on context in an informational text and distinguish between the connotations of words with similar meanings (e.g., alert vs. watchful)
468
Explain an author's opinion, how it's conveyed
MO.ELA.6.RI.2.B
Explain an author's opinion or viewpoint and how it is conveyed in an informational text
474
Explain how author's word choices clarify ideas
MO.ELA.6.RI.2.C
Explain how an author's use of words and phrases including figurative language contributes to an informational text by clarifying an idea or description
476
Cite details in support of text analysis
MO.ELA.6.RI.1.A
Cite textual evidence to support analysis of an informational text
481
Summarize text while omitting personal opinions
MO.ELA.6.RI.1.D
Summarize an informational text including the main idea and key details and omitting personal opinions or judgments
485
Determine how text structure develops ideas
MO.ELA.6.RI.2.A
Analyze an informational text's structure to determine how a particular part fits in and contributes to the development of ideas (e.g., purpose of a specific sentence, organization of supporting details)
488
Analyze reasons given to support an argument
MO.ELA.6.RI.2.D
Analyze the reasons and evidence given to support an argument, recognizing when claims are not supported or are not adequately supported
493
Compare characteristics of informational texts
MO.ELA.6.RI.3.B
Analyze characteristics of different forms of informational text including argument and literary nonfiction (e.g., essays, speeches, autobiographies, biographies) explaining structural differences and modes of discourse (e.g., narration, description, exposition, and argument)
495
Read independently in grade appropriate texts
MO.ELA.7.RL.3.D
Read regularly and independently in seventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
499
Explain connotations of words in literature
MO.ELA.7.RL.1.B
Explain the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in literary texts
506
Analyze how plot influences other story elements
MO.ELA.7.RL.2.D
Analyze how actions and events in the plot influence other story elements (e.g., how events shape characters)
513
Infer the theme and analyze how it's developed
MO.ELA.7.RL.1.D
Infer the theme or themes of a literary text and analyze how the theme is developed over the course of the text
514
Draw conclusions based on analysis of text
MO.ELA.7.RL.1.A
Draw conclusions about characters, theme, and situations based on analysis of textual details
518
Analyze how figurative language affects a text
MO.ELA.7.RL.2.C
Analyze how figurative language (e.g., analogies, idioms, metaphors, similes, personification, puns, hyperbole) affects the meaning, tone, and mood of a literary text or section of a literary text
522
Analyze how word choice creates tone / mood
MO.ELA.7.RL.2.C
Interpret the tone and mood of a text, and analyze how the author's word choice creates tone and mood
528
Compare literary / nonfiction texts of same period
MO.ELA.7.RL.3.C
Compare and contrast a literary text's portrayal of time, place, and characters with historical facts and nonfictional accounts of the same period (e.g., discuss the portrayal of historical characters and events in Johnny Tremain as opposed to the facts and accounts presented about the Revolutionary War in a history text)
539
Compare literary / nonfiction texts of same period
MO.ELA.7.RL.3.B
Compare and contrast a literary text's portrayal of time, place, and characters with historical facts and nonfictional accounts of the same period (e.g., discuss the portrayal of historical characters and events in Johnny Tremain as opposed to the facts and accounts presented about the Revolutionary War in a history text)
539
Read independently in grade appropriate texts
MO.ELA.7.RI.3.D
Read regularly and independently in seventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
499
Use grade-appropriate vocabulary correctly
MO.ELA.7.RI.1.B
Use grade-appropriate general academic and content-area vocabulary correctly in context, expanding vocabulary to include words or phrases of particular importance to comprehension or expression (e.g., climax, cultural, culture, ecology, lofty, grossly, foil)
505
Explain connotations of words in nonfiction
MO.ELA.7.RI.1.B
Explain the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in an informational text
507
Provide an objective summary of a text
MO.ELA.7.RI.1.D
Provide an objective summary of an informational text that includes central ideas, supporting details, and retains overall meaning
511
Draw conclusions based on analysis of details
MO.ELA.7.RI.1.A
Draw conclusions based on analysis of multiple details in an informational text
519
Explain impact of author's word choice on reader
MO.ELA.7.RI.2.C
Analyze the tone of an informational text, explaining the impact of the author's word choice on the reader (e.g., a letter to the editor with a reasonable tone compared to one with an angry tone)
529
Explain purpose and how author fulfills purpose
MO.ELA.7.RI.2.B
Explain the author's purpose or intent and how the author fulfills that purpose in an informational text (e.g., language use, evidence)
532
Trace and analyze the evolution of an argument
MO.ELA.7.RI.2.D
Trace the development of an author's argument, and identify and evaluate supporting evidence for adequacy, accuracy, and appropriateness
534
Note when argument's credibility is weakened
MO.ELA.7.RI.2.D
Recognize instances in which the credibility of an argument is negatively affected (e.g., it contains misleading information or outdated information, fallacious reasoning, unsupported inferences, or bias)
536
Compare authors' purpose in texts of like topics
MO.ELA.7.RI.3.B
Compare and contrast authors' purposes or positions in informational texts on similar topics
537
Compare interpretations in texts on same topic
MO.ELA.7.RI.3.B
Analyze similarities and differences in emphasis and interpretation in informational texts on the same topic
538
Read independently in grade appropriate texts
MO.ELA.8.RL.3.D
Read regularly and independently in eighth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
544
Use grade-appropriate vocabulary correctly
MO.ELA.8.RL.1.B
Use grade-appropriate general academic and content-area vocabulary correctly in context, expanding vocabulary to include words or phrases of particular importance to comprehension or expression (e.g., molecule, illuminate)
547
Analyze plot development / conflict resolution
MO.ELA.8.RL.2.D
Analyze plot structure and development, including how conflicts are resolved (e.g., how particular lines of dialogue and events propel the action or reveal character)
552
Draw conclusions based on details / text patterns
MO.ELA.8.RL.1.A
Draw conclusions about a literary text based on analysis of textual details and patterns (e.g., draw a conclusion about an author's intent by analyzing tone, word choice, and connotation)
555
Analyze theme's development in a literary text
MO.ELA.8.RL.1.D
Analyze the development of a theme over the course of a literary text and how the theme relates to other literary elements (e.g., how the theme is revealed through the plot)
560
Compare various point of views' effects on plots
MO.ELA.8.RL.2.B
Compare and contrast the effects of different points of view (e.g., first/third person, limited/omniscient, subjective/objective) on the plot or on the reader's perception
563
Explain literary devices' contributions to text
MO.ELA.8.RL.2.D
Analyze a wide range of literary devices used in literary texts (e.g., allusion, analogy, irony, symbolism, dialect, simile, and extended metaphor), and explain their meanings and contributions
570
Compare newly rendered texts to original sources
MO.ELA.8.RL.3.B
Analyze how modern literary texts draw on the character types, themes, patterns, or events of epic tales, myths, and traditional stories, comparing and contrasting the texts to their sources in order to determine how the sources are rendered new
581
Read independently in grade appropriate texts
MO.ELA.8.RI.3.D
Read regularly and independently in eighth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
544
Use grade-appropriate vocabulary correctly
MO.ELA.8.RI.1.B
Use grade-appropriate general academic and content-area vocabulary correctly in context, expanding vocabulary to include words or phrases of particular importance to comprehension or expression (e.g., molecule, illuminate)
547
Analyze how details support / develop central idea
MO.ELA.8.RI.3.C
Analyze the development of the central idea over the course of an informational text and how details support or clarify it
559
Analyze how details support / develop central idea
MO.ELA.8.RI.1.D
Analyze the development of the central idea over the course of an informational text and how details support or clarify it
559
Analyze how sentences develop / refine a key idea
MO.ELA.8.RI.2.A
Analyze the structure of a specific paragraph in an informational text and the contributions of individual sentences in developing and refining a key concept
565
Evaluate an argument's reasoning and evidence
MO.ELA.8.RI.2.D
Delineate and evaluate the argument and specific claims in a text and determine whether the reasoning is sound and the evidence is relevant and sufficient
578
Analyze author's response to contrary evidence
MO.ELA.8.RI.2.B
Analyze how an author responds to conflicting evidence or viewpoints
579
Read independently in grade appropriate texts
MO.ELA.9-10.RL.3.D
Read regularly and independently in ninth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
585
Analyze key idea / details to draw conclusions
MO.ELA.9-10.RL.1.A
Analyze significant ideas and supporting details in a literary text to draw larger conclusions about the text's meaning
595
Analyze in detail how themes emerge and develop
MO.ELA.9-10.RL.1.D
Analyze in detail how themes emerge and develop over the course of a text (e.g., how characters affect its development)
599
Analyze impact of word choice / literary devices
MO.ELA.9-10.RL.2.C
Analyze how the author's choice of words and use of sophisticated literary devices impacts mood, tone, and theme over the course of a literary text
610
Read independently in grade appropriate texts
MO.ELA.9-10.RI.3.D
Read regularly and independently in ninth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
585
Use / expand academic and content vocabulary
MO.ELA.9-10.RI.1.B
Expand knowledge of general academic and content-area vocabulary independently (e.g., keep word lists, use word references) and use this knowledge correctly when reading, writing, speaking, and listening (e.g., encountering the word asylum while reading In the Time of the Butterflies by Julia Alvarez)
587
Draw larger conclusions based on text analysis
MO.ELA.9-10.RI.1.A
Draw larger conclusions about an informational text's meaning and significance based on analysis of ideas, concepts, and supporting details in the text
596
Analyze how the central idea relates to details
MO.ELA.9-10.RI.1.D
Analyze the development of the central idea or thesis of an informational text and how it relates to supporting ideas and details
603
Analyze how word choice impacts tone / purpose
MO.ELA.9-10.RI.2.B
Analyze how the author's choice of words and use of language impact tone and advance the author's purpose in an informational text
611
Analyze how word choice impacts tone / purpose
MO.ELA.9-10.RI.2.C
Analyze how the author's choice of words and use of language impact tone and advance the author's purpose in an informational text
611
Identify logical fallacies and explain the error
MO.ELA.9-10.RI.2.D
Identify an increasing array of logical fallacies such as appeals to pity, personal attack, all-or-nothing thinking, and overgeneralization in an argument and explain the error
614
Evaluate an argument's reasoning and evidence
MO.ELA.9-10.RI.2.D
Delineate and evaluate the argument and specific claims in a text, assessing the degree to which the reasoning is valid and the evidence is relevant and sufficient
615
Analyze how purpose / audience affect a text
MO.ELA.9-10.RI.2.C
Analyze how the author's purpose, viewpoint, and the intended audience affect the tone and word choice of an informational text
616
Compare how two texts address similar themes
MO.ELA.9-10.RI.3.B
Compare and contrast how two significant nonfiction works address similar themes and concepts (e.g., the Declaration of Independence and the Virginia Declaration of Rights)
622
Read independently in grade appropriate texts
MO.ELA.9-10.RL.3.D
Read regularly and independently in tenth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
625
Analyze connotative impact on a literary text
MO.ELA.9-10.RL.1.B
Analyze the cumulative impact of connotative meaning on a literary passage's meaning and tone
631
Analyze how characters influence the narrative
MO.ELA.9-10.RL.2.D
Analyze the development of complex characters over the course of the narrative and how they influence the narrative (e.g., advance the plot or refine the theme; interact with other characters)
634
Weigh ideas / motifs to conclude a text's meaning
MO.ELA.9-10.RL.1.A
Evaluate and weigh complex ideas, textual details, and motifs in order to arrive at conclusions about the meaning and/or significance of literary texts
639
Summarize key plot points / thematic development
MO.ELA.9-10.RL.1.D
Provide a sufficiently complex summary to address key plot points and thematic development
646
Analyze impact of word choice on author's purpose
MO.ELA.9-10.RL.2.C
Analyze the cumulative impact of specific word choices and figurative language in literary text, including how language creates imagery, establishes mood and tone, evokes a sense of time and place, and advances the author's theme or purpose
651
Analyze how structure creates / enhances effects
MO.ELA.9-10.RL.2.A
Analyze how an author's or poet's structural choices create and enhance effects such as suspense, tension, mystery, or surprise (e.g., the volta in a sonnet)
654
Analyze motifs and how authors draw on themes
MO.ELA.9-10.RL.3.B
Analyze archetypes and motifs in literary works and how authors may draw on themes from influential works and stories of the past (e.g., explain how a newer book such as The Hunger Games by Suzanne Collins draws on dystopian themes explored in earlier works such as "The Lottery" by Shirley Jackson and Lord of the Flies by William Golding)
660
Read independently in grade appropriate texts
MO.ELA.9-10.RI.3.D
Read regularly and independently in tenth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
625
Expand / use academic and content vocabulary
MO.ELA.9-10.RI.1.B
Expand knowledge of general academic and content-area vocabulary independently and use this knowledge correctly when reading, writing, speaking, and listening (e.g., using utopian and dystopian in analyzing and discussing George Orwell's 1984)
627
Analyze connotative impact on informational text
MO.ELA.9-10.RI.1.B
Analyze the cumulative impact of connotative meaning on an informational passage's meaning and tone
632
Analyze textual evidence based on its relevance
MO.ELA.9-10.RI.1.A
Select textual evidence based on evaluation of its strength, completeness, and relevance to the analysis of an informational text
640
Analyze thesis development in informational text
MO.ELA.9-10.RI.1.D
Analyze the development of the thesis or central idea of an informational text, including how it is revealed and how it is shaped and refined by supporting details
643
Analyze how author's choices further the purpose
MO.ELA.9-10.RI.2.B
Analyze how an author's choices (e.g., text organization, style, use of language, literary devices, rhetorical devices) further the author's purpose or viewpoint
648
Analyze impact of specific words / phrases on text
MO.ELA.9-10.RI.2.C
Analyze the cumulative impact of specific words and phrases on the meaning and tone of a work of nonfiction, and analyze the effects of voice, tone, and imagery
652
Read independently in grade appropriate texts
MO.ELA.11-12.RL.3.D
Read regularly and independently in eleventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
665
Apply / expand knowledge of vocabulary
MO.ELA.11-12.RL.1.B
Expand knowledge of general academic and content-area vocabulary independently and apply this knowledge correctly when reading, writing, speaking, and listening (e.g., encountering the word faction in The Federalist Papers)
666
Analyze how plot development impacts meaning
MO.ELA.11-12.RL.2.D
Analyze how the author's plot choices give insight to the meaning, theme, or message of the text (e.g., If the author had made a different choice, how would that choice have affected the plot? Does that reveal the significance of the author's choice?)
670
Explain how author's and narrator's views differ
MO.ELA.11-12.RL.2.B
Analyze how the author develops the narrator's or character's point of view, and explain how the author's viewpoint differs from the narrator's or speaker's (e.g., unreliable narrator, irony)
673
Analyze textual evidence based on its relevance
MO.ELA.11-12.RL.1.A
Select textual evidence based on evaluation of its strength, completeness, and relevance to the analysis of a literary text
679
Analyze the aesthetic impact of word choice
MO.ELA.11-12.RL.2.C
Analyze how an author's word choice and use of literary devices (e.g., figurative language, word play with multiple-meaning words, patterns of imagery and symbolism) are used in a literary text to create a response (e.g., emotional, intellectual) in the reader as well as to contribute to the meaning and aesthetic quality of the text
685
Analyze social factors' effect on literary texts
MO.ELA.11-12.RL.3.C
Compare and contrast the ideas or themes in literary texts (e.g., foundational works of American literature) to the cultural, political, intellectual, and social influences of their time, and analyze how social factors of the historical period affect works of fiction
699
Read independently in grade appropriate texts
MO.ELA.11-12.RI.3.D
Read regularly and independently in eleventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
665
Apply / expand knowledge of vocabulary
MO.ELA.11-12.RI.1.B
Expand knowledge of general academic and content-area vocabulary independently and apply this knowledge correctly when reading, writing, speaking, and listening (e.g., encountering the word faction in The Federalist Papers)
666
Conclude meaning based on evidence
MO.ELA.11-12.RI.1.A
Draw conclusions about the meaning and significance of an informational text based on analysis and evaluation of evidence from the text or from secondary sources to support conclusions
676
Analyze how text organization affects clarity
MO.ELA.11-12.RI.2.A
Analyze and evaluate how an informational text's organization affects clarity of the ideas or argument
681
Analyze an author's values and beliefs
MO.ELA.11-12.RI.2.B
Analyze an author's values, beliefs, and assumptions (e.g., philosophical, political), which may be directly stated or implied
690
Analyze supported and unsupported assertions
MO.ELA.11-12.RI.2.B
Analyze and evaluate supported and unsupported opinions, assertions, and inferences in a text, understanding that assertions or claims are not considered facts even if based on evidence
691
Read independently in grade appropriate texts
MO.ELA.11-12.RL.3.D
Read regularly and independently in twelfth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
702
Expand / apply knowledge of vocabulary
MO.ELA.11-12.RL.1.B
Expand knowledge of general academic and content-area vocabulary independently and apply this knowledge correctly when reading, writing, speaking, and listening (e.g., encountering the word agrarian in Thomas Jefferson's Notes on the State of Virginia)
703
Analyze literary elements in light of genre
MO.ELA.11-12.RL.2.D
Analyze and evaluate the author's development of characters and other literary elements in light of genre and the author's intent (e.g., whether the character's psychological depth and complexity reflect the level of realism in a novel or whether a relatively simple characterization is appropriate in a comedy)
707
Analyze how author's choices affect the reader
MO.ELA.11-12.RL.2.D
Critique literary works; analyze and evaluate how structural choices and plot devices advance the plot and affect the meaning and impact of a work of fiction on the reader
708
Analyze how author's choices affect the reader
MO.ELA.11-12.RL.2.A
Critique literary works; analyze and evaluate how structural choices and plot devices advance the plot and affect the meaning and impact of a work of fiction on the reader
708
Analyze the effectiveness of literary devices
MO.ELA.11-12.RL.2.C
Evaluate how word choice and literary devices convey meaning, and critique their effectiveness (e.g., controlling images, hyperbole, irony, paradox, allusion, apostrophe, analogy, oxymoron, pun, synecdoche, metonymy)
720
Synthesize ideas to draw complex conclusions
MO.ELA.11-12.RL.1.A
Synthesize ideas from close reading of literary texts and secondary sources to draw complex conclusions about text meaning and/or significance
723
Read independently in grade appropriate texts
MO.ELA.11-12.RI.3.D
Read regularly and independently in twelfth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension
702
Expand / apply knowledge of vocabulary
MO.ELA.11-12.RI.1.B
Expand knowledge of general academic and content-area vocabulary independently and apply this knowledge correctly when reading, writing, speaking, and listening (e.g., encountering the word agrarian in Thomas Jefferson's Notes on the State of Virginia)
703
Evaluate entire connotative impact in nonfiction
MO.ELA.11-12.RI.1.B
Analyze the connotative impact of a word or phrase on the meaning and tone of a passage, and evaluate an author's use and refinement of a key term's connotative meaning over the course of an informational text (e.g., Washington's use of the phrase "entangling alliances" in his Farewell Address of 1796)
706
Analyze effectiveness of organization in text
MO.ELA.11-12.RI.2.A
Analyze and evaluate the effectiveness of the organizational structure of an expository or argumentative text (e.g., whether it makes points clear, convincing, and engaging)
709
Synthesize ideas to support conclusions
MO.ELA.11-12.RI.1.A
Synthesize ideas from close reading of informational texts and secondary sources to support complex conclusions about text meaning and significance
724
Analyze role of author's values in an argument
MO.ELA.11-12.RI.2.B
Analyze the author's values, beliefs, and assumptions (e.g., political, philosophical) as implied by the text; evaluate the extent to which the author recognizes the presence and role of these values in the argument; and recognize whether the argument is viable
727
Critique an argument
MO.ELA.11-12.RI.2.D
Critique an argument's claims, reasoning, use of evidence, premises, responses to counterarguments, and overall effectiveness
728
Compare texts of historical / literary importance
MO.ELA.11-12.RI.3.B
Analyze the similarities and differences in style, purpose, treatment of theme, use of rhetorical devices, and organization of informational texts of historical and literary significance
730
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