Read and share meaning of environmental print

CCSS.ELA-Literacy.RF.K.1b

Read and tell the meaning of familiar signs and symbols in or from the environment (e.g., stop sign, exit sign)

2

Know which direction readers move through text

CCSS.ELA-Literacy.RF.K.1a

Hold a book upright and understand that words are read from left to right and top to bottom

3

Differentiate the shapes of different letters

CCSS.ELA-Literacy.RF.K.1d

Distinguish between the shapes of different letters (e.g., pick the letter that is different in S, S, C; pick the letter that is different in E, f, f)

4

Name letters and recognize lower / uppercase forms

CCSS.ELA-Literacy.RF.K.1d

Name some of the letters of the alphabet and recognize their lower- and uppercase forms

5

Distinguish letters from words

CCSS.ELA-Literacy.RF.K.1

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)

8

Distinguish letters from numbers

CCSS.ELA-Literacy.RF.K.1

Distinguish letters from numbers (e.g., select J from choices J, 8, 7)

9

Clap and count the words in a given sentence

CCSS.ELA-Literacy.RF.K.1c

Clap and count the number of words in a given sentence

19

Recognize with aid rhyme / sound repetition

CCSS.ELA-Literacy.RF.K.2a

With support, recognize rhyme and sound repetition

17

Engage with texts read aloud; answer questions

CCSS.ELA-Literacy.RL.K.10

Listen and engage with texts read aloud, and begin to respond to related questions

11

Engage with texts read aloud; answer questions

CCSS.ELA-Literacy.RI.K.10

Listen and engage with texts read aloud, and begin to respond to related questions

11

Know words are sequences of letters with meaning

CCSS.ELA-Literacy.RF.K.1b

Understand that words are specific sequences of letters that carry meaning

24

Know letters symbolize spoken sounds

CCSS.ELA-Literacy.RF.K.1b

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)

25

Track printed words

CCSS.ELA-Literacy.RF.K.1a

Track printed words from left to right and top to bottom on a page

28

Name letters of alphabet automatically

CCSS.ELA-Literacy.RF.K.1d

Name, rapidly and automatically, the letters of the alphabet

30

Compare word lengths based on number of letters

CCSS.ELA-Literacy.RF.K.1c

Compare the lengths of different words based on how many letters they contain (e.g., explain that sit is longer than it because sit has more letters)

31

Note differences of upper- and lowercase letters

CCSS.ELA-Literacy.RF.K.1d

Distinguish between the shapes of upper- and lowercase letters (e.g., pick the letter that is different in S, S, C; pick the letter that is different in E, f, f)

32

Recognize upper- and lowercase letters

CCSS.ELA-Literacy.RF.K.1d

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

Recognize the sounds of lower / uppercase letters

CCSS.ELA-Literacy.RF.K.2

Recognize the sounds of letters in lower- and uppercase form

34

Say initial or final phonemes in CVC words

CCSS.ELA-Literacy.RF.K.2d

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

Count syllables in multisyllable words

CCSS.ELA-Literacy.RF.K.2b

Count syllables in multisyllabic words (e.g., count the three syllables in potato)

39

Identify onsets and rimes in 1-syllable words

CCSS.ELA-Literacy.RF.K.2c

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)

41

Blend, count, and segment syllables in words

CCSS.ELA-Literacy.RF.K.2b

Blend, count, and segment syllables in spoken words (e.g., from an oral prompt, students identify that /spi/-/der/ makes the word spider)

42

Blend phonemes to produce words / count sounds

CCSS.ELA-Literacy.RF.K.2c

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

43

Isolate short vowel sounds in 1-syllable words

CCSS.ELA-Literacy.RF.K.2e

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)

45

Isolate short vowel sounds in 1-syllable words

CCSS.ELA-Literacy.RF.K.2d

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)

45

Say long vowel sounds in 1-syllable words

CCSS.ELA-Literacy.RF.K.2d

Isolate and say long vowel sounds in single-syllable words in spoken language

46

Identify / match / distinguish consonant blends

CCSS.ELA-Literacy.RF.K.2

Identify, match, and distinguish consonant blends

47

Change initial / final phonemes to make new words

CCSS.ELA-Literacy.RF.K.2e

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)

48

Produce the most common sounds of consonants

CCSS.ELA-Literacy.RF.K.3a

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)

49

Identify / match short vowel sounds with letters

CCSS.ELA-Literacy.RF.K.3b

Identify and match the short vowel sounds with the letters that represent them

50

Distinguish short vowel sounds to decode words

CCSS.ELA-Literacy.RF.K.3b

Decode regularly spelled single-syllable words by distinguishing between short vowel sounds

51

Decode single-syllable CVC words

CCSS.ELA-Literacy.RF.K.3c

Decode single-syllable (CVC) words (e.g., cat, get, mom)

52

Read high-frequency words by sight

CCSS.ELA-Literacy.RF.K.3c

Read grade-appropriate high-frequency (e.g., Dolch, Fry) words by sight

53

Note different consonant sounds in similar words

CCSS.ELA-Literacy.RF.K.3d

Distinguish between similarly spelled words by identifying the sounds of the consonants that differ (e.g., pick the word that has the /k/ sound: cat, pat, pat)

54

Note letters that represent long vowel sounds

CCSS.ELA-Literacy.RF.K.3b

Identify the letters that most commonly represent long vowel sounds (e.g., a_e, i_e, o_e, u_e)

55

Match letters for final consonant sounds

CCSS.ELA-Literacy.RF.K.3a

Identify and match letters for final consonant sounds in single-syllable words (e.g., pick the letter for the last sound in fan by reading from choices: f, v, and n)

58

Note different vowel sounds in similar words

CCSS.ELA-Literacy.RF.K.3d

Distinguish between similarly spelled words by identifying the sounds of the vowels that differ (e.g., pick the word that has the /a/ sound: cat, cot, cut)

59

Recognize purpose for reading and comprehend text

CCSS.ELA-Literacy.RF.K.4

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?)

71

Use strategies with aid to understand text

CCSS.ELA-Literacy.RF.K.4

With assistance, confirm or correct understanding of a text by using illustrations and other strategies (e.g., looking back, checking for clues)

73

Ask / answer with aid questions about key details

CCSS.ELA-Literacy.RL.K.1

With prompting and support, ask and answer questions about a story's key details (e.g., what is the cow doing in Goodnight Moon?)

87

Identify major events in a story with support

CCSS.ELA-Literacy.RL.K.3

With prompting and support, identify and retell major events including beginning, middle, and end of a story

93

Retell stories including key events and details

CCSS.ELA-Literacy.RL.K.2

Retell familiar stories with prompting and support including key events and details

94

Ask / answer questions to clarify word meaning

CCSS.ELA-Literacy.RL.K.4

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)

68

Identify senses to which descriptions appeal

CCSS.ELA-Literacy.RL.K.4

Identify the senses to which specific words or descriptions appeal

90

Explain with aid how images relate to the story

CCSS.ELA-Literacy.RL.K.7

With prompting and support, describe how illustrations relate to the story in which they appear

79

Begin to engage with books independently

CCSS.ELA-Literacy.RL.K.10

Begin to read and engage with books independently as well as in groups

72

Use strategies with aid to understand text

CCSS.ELA-Literacy.RL.K.10

With assistance, confirm or correct understanding of a text by using illustrations and other strategies (e.g., looking back, checking for clues)

73

Retell key details of text with support

CCSS.ELA-Literacy.RI.K.2

With prompting and support, retell key details of an informational text

89

Compare with aid two people / ideas / events / facts

CCSS.ELA-Literacy.RI.K.3

With prompting and support, tell how two individuals, events, ideas, or facts in an informational text are alike or different

91

Apply a variety of skills to clarify new words

CCSS.ELA-Literacy.RI.K.4

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)

69

Tell with aid how author supports points in text

CCSS.ELA-Literacy.RI.K.8

With prompting and support, answer questions about the clearly stated reasons an author gives to support points in a text (e.g., answer the question "why does the author think you should brush your teeth?" after listening to a text about brushing your teeth)

96

Begin to engage with books independently

CCSS.ELA-Literacy.RI.K.10

Begin to read and engage with books independently as well as in groups

72

Use strategies with aid to understand text

CCSS.ELA-Literacy.RI.K.10

With assistance, confirm or correct understanding of a text by using illustrations and other strategies (e.g., looking back, checking for clues)

73

Explain differences in similar action words

CCSS.ELA-Literacy.L.K.5d

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)

61

Use acquired vocabulary

CCSS.ELA-Literacy.L.K.6

Use vocabulary acquired from listening, conversing, reading, and responding to texts

65

Apply context clues to recognize vocabulary

CCSS.ELA-Literacy.L.K.4a

Apply foundational skills to recognize vocabulary in context (e.g., use context clues such as illustrations, sounding out)

66

Use affixes with support to predict word meaning

CCSS.ELA-Literacy.L.K.4b

Use frequently occurring inflections (e.g., -ing, -ed, -s) and affixes with prompting and support to predict the meanings of unfamiliar words (e.g., use the inflectional ending to determine that birds means more than one bird)

67

Locate conventions that begin and end a sentence

CCSS.ELA-Literacy.RF.1.1a

Locate the capital letter that begins a sentence, and the period, question mark, or exclamation point that ends it

99

Know type of sentence based on end punctuation

CCSS.ELA-Literacy.RF.1.1a

Distinguish kinds of sentences based on their end punctuation

100

Identify dialogue indicated by quotation marks

CCSS.ELA-Literacy.RF.1.1a

Identify the dialogue that quotation marks indicate

101

Blend phonemes to pronounce 1-syllable words

CCSS.ELA-Literacy.RF.1.2b

Blend phonemes, including consonant blends, to pronounce single-syllable words (e.g., blend the sounds /sl/ /e/ /d/ to produce sled)

102

Segment 1-syllable spoken words into phonemes

CCSS.ELA-Literacy.RF.1.2d

Segment single-syllable words into their component phonemes, including consonant blends, in sequence (e.g., segment glad into the sounds /g/ /l/ /a/ /d/)

103

Isolate and pronounce sounds in 1-syllable words

CCSS.ELA-Literacy.RF.1.2c

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?)

104

Identify medial long vowel phonemes in words

CCSS.ELA-Literacy.RF.1.2c

Isolate and distinguish medial long vowel phonemes in spoken words (e.g., from a verbal prompt, identify that drive has a different middle vowel sound than drove)

105

Add or replace vowel phonemes to make new words

CCSS.ELA-Literacy.RF.1.2c

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)

107

Switch final consonant / blends to make new words

CCSS.ELA-Literacy.RF.1.2

Substitute final consonants or consonant blends to create new words

110

Isolate and identify initial consonant blends

CCSS.ELA-Literacy.RF.1.3b

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)

108

Match spellings / sounds for consonant digraphs

CCSS.ELA-Literacy.RF.1.3a

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)

109

Identify rimes using sound-symbol correspondence

CCSS.ELA-Literacy.RF.1.3b

Use sound-symbol correspondence to identify rimes

111

Identify spellings of medial vowel CVCe phonemes

CCSS.ELA-Literacy.RF.1.3c

Identify common spellings of medial long vowel CVCe phonemes in spoken words (e.g., plane has the same middle vowel sound as make)

112

Decode 1-syllable words using short vowel sounds

CCSS.ELA-Literacy.RF.1.3b

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)

113

Decode regularly spelled grade-appropriate words

CCSS.ELA-Literacy.RF.1.3b

Decode regularly spelled grade-appropriate words (e.g., pick the word last from last, list, lost)

114

Read grade-level sight words automatically

CCSS.ELA-Literacy.RF.1.3g

Read grade-level sight words automatically (e.g., again, could, every)

115

Identify the CVCe pattern in a word

CCSS.ELA-Literacy.RF.1.3c

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)

117

Identify long vowel sounds to decode words

CCSS.ELA-Literacy.RF.1.3c

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)

119

Segment printed words into syllables correctly

CCSS.ELA-Literacy.RF.1.3d

Segment printed two-syllable words, making sure each syllable contains a vowel sound

120

Segment syllables in VC-CV words

CCSS.ELA-Literacy.RF.1.3d

Segment syllables in VC-CV words to decode basic two-syllable patterns in words

121

Decode V-CV / VC-V words by chunking

CCSS.ELA-Literacy.RF.1.3c

Decode words with long vowel syllable patterns (V-CV and VC-V) by using principles of chunking

122

Decode words by chunking into syllables

CCSS.ELA-Literacy.RF.1.3e

Decode words with blends and digraphs by chunking them into syllables

123

Decode grade-appropriate 2-syllable compounds

CCSS.ELA-Literacy.RF.1.3e

Decode grade-appropriate two-syllable compounds (e.g., bedtime)

125

Read familiar base words with common inflections

CCSS.ELA-Literacy.RF.1.3f

Identify the meanings of familiar base words with common inflectional forms (e.g., -ed, -ing, -s, -es) to read grade-appropriate words

126

Recognize silent letters representing consonants

CCSS.ELA-Literacy.RF.1.3g

Recognize silent letters that represent consonants

127

Identify with guidance the purpose for reading

CCSS.ELA-Literacy.RF.1.4a

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?)

128

Read aloud first-grade text fluently

CCSS.ELA-Literacy.RF.1.4b

Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet first-grade benchmarks

130

Read aloud with appropriate expression

CCSS.ELA-Literacy.RF.1.4b

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)

131

Use strategies to verify word meaning in context

CCSS.ELA-Literacy.RF.1.4c

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)

134

Answer simple questions about key details

CCSS.ELA-Literacy.RL.1.1

Ask and answer simple questions about a story's key details (e.g., who, what, where, when, why, and how questions)

148

Describe key events in a story using key details

CCSS.ELA-Literacy.RL.1.3

Describe major events in a story using key details from the text

157

Compare storybooks and informational books

CCSS.ELA-Literacy.RL.1.5

Explain the general differences between books that provide information and books that tell stories

151

Identify sensory words / phrases in literary text

CCSS.ELA-Literacy.RL.1.4

Identify words or phrases in literary texts that appeal to the senses or suggest feelings

163

Describe story elements based on text / images

CCSS.ELA-Literacy.RL.1.7

Describe elements of a story (e.g., characters, setting, events) based on information provided by both its illustrations and words

159

Read independently for a sustained period

CCSS.ELA-Literacy.RL.1.10

Read independently with comprehension in first-grade-appropriate texts for a sustained period of time, and participate in whole- and small-group guided reading

129

Understand how various reading materials differ

CCSS.ELA-Literacy.RL.1.10

Understand the general differences among various print and digital materials (e.g., storybooks, fairy tales, informational books, newspapers, websites)

152

Ask and answer 5W questions in text

CCSS.ELA-Literacy.RI.1.1

Ask and answer simple questions about key details in an informational text (e.g., who, what, where, when, why, and how questions)

149

Make predictions and confirm using key words

CCSS.ELA-Literacy.RI.1.1

Make predictions about what will happen next and confirm predictions by using key words (e.g., next, then)

166

Follow or describe steps in a process

CCSS.ELA-Literacy.RI.1.3

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)

168

Use parts of a book to find information

CCSS.ELA-Literacy.RI.1.5

Identify and use the parts of a book (e.g., covers, title page, table of contents, chapters, illustrations) to find information

171

Use pictures and words to comprehend key details

CCSS.ELA-Literacy.RI.1.7

Use information from the illustrations and words in an informational text to comprehend its key details

162

Explain why / how author supports points in text

CCSS.ELA-Literacy.RI.1.8

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?)

176

Read independently for a sustained period

CCSS.ELA-Literacy.RI.1.10

Read independently with comprehension in first-grade-appropriate texts for a sustained period of time, and participate in whole- and small-group guided reading

129

Compare various informational materials

CCSS.ELA-Literacy.RI.1.10

Describe the general differences between various informational materials (e.g., informational books, newspapers, websites)

160

Name the words that form a compound word

CCSS.ELA-Literacy.L.1.4

Name the individual words that make up a compound word (e.g., bed and time in bedtime)

124

Use acquired vocabulary including conjunctions

CCSS.ELA-Literacy.L.1.6

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)

136

Use knowledge of word parts to define words

CCSS.ELA-Literacy.L.1.4c

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)

139

Use knowledge of word parts to define words

CCSS.ELA-Literacy.L.1.4b

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)

139

Engage strategies to clarify word meaning

CCSS.ELA-Literacy.L.1.4a

Use sentence-level context clues, illustrations, and foundational skills to determine or clarify the meanings of unfamiliar words in grade-appropriate texts

140

Name antonyms for common grade-appropriate words

CCSS.ELA-Literacy.L.1.5

Name antonyms for grade-appropriate, frequently used words (e.g., before/after) in isolation or in context

145

Note spelling patterns of final consonant blends

CCSS.ELA-Literacy.RF.2.3

Recognize associated spelling patterns of final consonant blends (e.g., pick the letters that make the last sound in the word desk)

177

Identify vowel teams pronounced multiple ways

CCSS.ELA-Literacy.RF.2.3b

Use knowledge of multiple pronunciations of vowel team spelling patterns to decode associated words (e.g., read, bread; hear, learn; pie, piece)

178

Decode words with long vowel digraphs

CCSS.ELA-Literacy.RF.2.3c

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)

179

Distinguish short / long vowel sounds to read

CCSS.ELA-Literacy.RF.2.3a

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)

180

Decode grade-appropriate words with diphthongs

CCSS.ELA-Literacy.RF.2.3b

Decode grade-appropriate words with diphthongs (e.g., read the words prize, poor, and point and recognize that point has the /oi/ sound)

181

Decode words with diphthongs

CCSS.ELA-Literacy.RF.2.3e

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)

183

Decode words with variant vowel teams

CCSS.ELA-Literacy.RF.2.3b

Identify spelling patterns for variant vowel teams and decode words (e.g., pick the word with the /ü/ sound [as /oo/ in smooth] from choices luck, food, rope)

184

Read and spell words with inconsistent patterns

CCSS.ELA-Literacy.RF.2.3e

Decode, read, and spell words with inconsistent but common spelling patterns (e.g., ph, wr, kn, gh, igh, ight, eigh, ough, ought)

185

Read irregularly spelled words automatically

CCSS.ELA-Literacy.RF.2.3f

Recognize and automatically read grade-appropriate irregularly spelled words (e.g., answer, beautiful)

186

Decode multisyllable grade-level words

CCSS.ELA-Literacy.RF.2.3c

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)

187

Decode words with common affixes / base words

CCSS.ELA-Literacy.RF.2.3d

Decode words with common affixes (e.g., un-, re-, over-, -er, -est) and familiar base words

188

Read words with same sound, different spelling

CCSS.ELA-Literacy.RF.2.3e

Recognize and read words with the same sound but different spelling patterns (e.g., know/no, kite/light, sleigh/hay, phone/fork)

189

Identify purpose for reading on-level texts

CCSS.ELA-Literacy.RF.2.4a

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

190

Read aloud second-grade text fluently

CCSS.ELA-Literacy.RF.2.4b

Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet second-grade benchmarks

192

Read with increasing fluency and expression

CCSS.ELA-Literacy.RF.2.4b

Read on-level texts aloud with increasing smoothness and appropriate expression (e.g., using different voices for different characters)

193

Use text features to confirm words in context

CCSS.ELA-Literacy.RF.2.4c

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)

200

Ask / answer 5W questions in literary text

CCSS.ELA-Literacy.RL.2.1

Ask and answer who, what, where, when, why, and how questions about key details in a literary text

213

Use key details to describe characters

CCSS.ELA-Literacy.RL.2.3

Describe major and minor characters and their traits using key details

216

Describe how characters respond to events

CCSS.ELA-Literacy.RL.2.3

Describe how characters respond to major events and challenges (e.g., how does the character solve the problem?)

219

Determine central message / moral of stories

CCSS.ELA-Literacy.RL.2.2

Determine the central message or moral of poems and stories such as fables or folktales from diverse cultures, and connect themes to life experiences

223

Describe overall structure of a story

CCSS.ELA-Literacy.RL.2.5

Describe the overall structure of a story including what is introduced in the beginning and what is resolved at the end

218

Identify and describe effect of patterns in texts

CCSS.ELA-Literacy.RL.2.4

Identify patterns of rhythm, rhyme, repetition, and alliteration in stories, poems, or songs, and describe their effect on the reader

234

Compare different versions of similar stories

CCSS.ELA-Literacy.RL.2.9

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)

243

Read regularly and independently

CCSS.ELA-Literacy.RL.2.10

Read regularly and independently in second-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

191

Compare genres of poetry, plays, and fiction

CCSS.ELA-Literacy.RL.2.10

Explain the differences between genres including poetry, plays, and fiction (e.g., stories, folktales)

232

Ask / answer 5W questions in informational text

CCSS.ELA-Literacy.RI.2.1

Ask and answer who, what, where, when, why, and how questions about key details in an informational text

214

Identify what key details explain in text

CCSS.ELA-Literacy.RI.2.2

Locate key details in an informational text and determine what they describe or explain

215

Identify topic / subtopics of text / paragraphs

CCSS.ELA-Literacy.RI.2.2

Identify the topic of an informational text as a whole and identify the subtopics of paragraphs

235

Describe how some events lead to other events

CCSS.ELA-Literacy.RI.2.3

When reading historical, scientific, and technical texts, describe how some events lead to other events and how actions have consequences/reactions

241

Use text features to locate information

CCSS.ELA-Literacy.RI.2.5

Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate information efficiently

239

Identify the author's description or response

CCSS.ELA-Literacy.RI.2.6

Identify what the author wants to describe or explain, or what question the author is answering in an informational text

242

Describe how author supports points made in text

CCSS.ELA-Literacy.RI.2.8

Describe how the reasons an author gives support the points the author makes in a text

245

Compare key points made in texts on same topic

CCSS.ELA-Literacy.RI.2.9

Compare and contrast the most important points presented in informational texts on the same topic

247

Read regularly and independently

CCSS.ELA-Literacy.RI.2.10

Read regularly and independently in second-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

191

Use acquired vocabulary including descriptives

CCSS.ELA-Literacy.L.2.6

Use vocabulary acquired from listening, conversing, reading, and responding to texts including descriptive adjectives and adverbs (e.g., beautiful, quickly, slowly)

196

Use word parts to decode / predict word meaning

CCSS.ELA-Literacy.L.2.4b

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

197

Use root words to decode / predict word meaning

CCSS.ELA-Literacy.L.2.4c

Use knowledge of grade-appropriate roots to decode and predict the meanings of unfamiliar words (e.g., dinner, dine, diner)

198

Determine meaning of homophones / homographs

CCSS.ELA-Literacy.L.2.4

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

211

Decode words by identifying syllable patterns

CCSS.ELA-Literacy.RF.3.3c

Decode increasingly difficult multisyllable words by identifying syllable patterns (e.g., transportation)

248

Read sight words automatically

CCSS.ELA-Literacy.RF.3.3d

Read grade-level irregularly spelled sight words automatically (e.g., certain, notice)

249

Decode words with common Latin suffixes

CCSS.ELA-Literacy.RF.3.3b

Decode words with common Latin suffixes, such as the -or in elevator or -ment in government, and identify the meanings of the words

250

Infer how grade-level affixes alter word meaning

CCSS.ELA-Literacy.RF.3.3a

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

251

Identify purpose for reading and comprehend text

CCSS.ELA-Literacy.RF.3.4a

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

255

Read texts aloud at the ORF to meet benchmarks

CCSS.ELA-Literacy.RF.3.4b

Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet third-grade benchmarks

257

Read texts aloud smoothly with expression

CCSS.ELA-Literacy.RF.3.4b

Read on-level texts aloud smoothly with expression (e.g., using appropriate expression to indicate punctuation, such as periods, question marks, and exclamation points)

258

Use strategies to confirm / correct understanding

CCSS.ELA-Literacy.RF.3.4c

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

259

Explain how characters' actions affect events

CCSS.ELA-Literacy.RL.3.3

Explain how characters' motives and actions contribute to the sequence of events

285

Use textual details to draw simple conclusions

CCSS.ELA-Literacy.RL.3.1

Use textual details and prior knowledge to draw simple conclusions about characters, settings, or events in a text (e.g., conclude the character is angry because he stomped his feet)

293

Find the moral of a story and how it's shown

CCSS.ELA-Literacy.RL.3.2

Determine the central message or moral of a story and explain how key details help communicate it

295

Explain nonliteral language in literary text

CCSS.ELA-Literacy.RL.3.4

Determine the meaning of nonliteral language used in a literary text (e.g., broken heart)

288

Describe how text builds on previous sections

CCSS.ELA-Literacy.RL.3.5

Describe how each chapter, scene, or stanza of a literary text builds on earlier sections

291

Tell how illustrations contribute to the story

CCSS.ELA-Literacy.RL.3.7

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)

290

Read regularly and independently

CCSS.ELA-Literacy.RL.3.10

Read regularly and independently in third-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

256

Refer to informational text to answer questions

CCSS.ELA-Literacy.RI.3.1

Ask and answer questions about an informational text and refer to the text to support answers

273

Use sequence words to describe order of events

CCSS.ELA-Literacy.RI.3.3

Describe the order of events or ideas in an informational text, recognizing and using words that show sequence (e.g., first, next, then)

280

Draw conclusions about information or events

CCSS.ELA-Literacy.RI.3.1

Use prior knowledge and evidence from the text to draw simple conclusions about information or events

294

Explain how key details support the main idea

CCSS.ELA-Literacy.RI.3.2

Describe the key details of an informational text and explain how they support the main idea

300

Use text features to find information quickly

CCSS.ELA-Literacy.RI.3.5

Use various text features and search tools (e.g., headings, table of contents, glossaries, index, key words, sidebars, hyperlinks) to locate information on a particular topic efficiently

303

Distinguish author's opinion from one's own

CCSS.ELA-Literacy.RI.3.6

Distinguish the author's viewpoint or opinion in an informational text from one's own (e.g., do you agree with the author?)

306

Use illustrations to better understand text

CCSS.ELA-Literacy.RI.3.7

Use information in illustrations to find key details and deepen understanding of the text

276

Analyze reasons used to support the main claim

CCSS.ELA-Literacy.RI.3.8

Identify the reasons the author provides that support the main claim and describe the logical connections between the main claim and the reasons (e.g., explain why the author thinks you should believe the point he or she is making)

309

Read regularly and independently

CCSS.ELA-Literacy.RI.3.10

Read regularly and independently in third-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

256

Compare different forms of informational text

CCSS.ELA-Literacy.RI.3.10

Describe genre characteristics (e.g., structure, content), distinguishing among common forms of informational text (e.g., narrative, descriptive, expository, persuasive)

298

Use root words to decode / predict word meaning

CCSS.ELA-Literacy.L.3.4c

Use knowledge of grade-appropriate roots to decode and predict the meanings of unfamiliar words (e.g., wake and awaken)

252

Use glossaries to clarify key words and phrases

CCSS.ELA-Literacy.L.3.4d

Determine or clarify the precise meanings of key words and phrases by using print or online glossaries or beginning dictionaries

263

Use grade-appropriate vocabulary correctly

CCSS.ELA-Literacy.L.3.6

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)

268

Use context clues to define academic words

CCSS.ELA-Literacy.L.3.4a

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

269

Use letter sounds to read words in context

CCSS.ELA-Literacy.RF.4.3a

Accurately read unfamiliar grade-appropriate multisyllabic words in context using knowledge of all letter-sound correspondences (e.g., the leather coat was brown)

314

Read unfamiliar multisyllabic words in isolation

CCSS.ELA-Literacy.RF.4.3a

Read unfamiliar multisyllabic words in isolation using knowledge of syllabication patterns (e.g., expert, locate)

315

Use letter sounds to read words in isolation

CCSS.ELA-Literacy.RF.4.3a

Accurately read unfamiliar grade-appropriate multisyllabic words in isolation using knowledge of all letter-sound correspondences (e.g., other, beagle)

316

Use word morphology to read words in isolation

CCSS.ELA-Literacy.RF.4.3a

Accurately read unfamiliar grade-appropriate multisyllabic words in isolation, using knowledge of word morphology (e.g., autograph, construction)

318

Identify purpose for reading on-level texts

CCSS.ELA-Literacy.RF.4.4a

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)

319

Read aloud fourth-grade text fluently

CCSS.ELA-Literacy.RF.4.4b

Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fourth-grade benchmarks

321

Read on-level prose and poetry with expression

CCSS.ELA-Literacy.RF.4.4b

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)

322

Use strategies to confirm / correct understanding

CCSS.ELA-Literacy.RF.4.4c

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)

327

Describe setting and analyze its contribution

CCSS.ELA-Literacy.RL.4.3

Describe the setting and analyze how it contributes to the story

345

Describe how events in plot build on one another

CCSS.ELA-Literacy.RL.4.3

Describe how the events in the plot build on one another including how the conflict is created and resolved

348

Cite evidence about a literary text's meaning

CCSS.ELA-Literacy.RL.4.1

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)

357

Compare narrative points of view in stories

CCSS.ELA-Literacy.RL.4.6

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

351

Explain simple similes and metaphors

CCSS.ELA-Literacy.RL.4.4

Explain the meanings of simple similes, metaphors, and uses of exaggeration (e.g., as bright as the sun, a ton of homework) in grade-appropriate texts

361

Contrast structure of poetry, prose, and drama

CCSS.ELA-Literacy.RL.4.5

Explain the major differences in structural elements between poetry, prose, and drama

367

Compare how stories approach similar themes

CCSS.ELA-Literacy.RL.4.9

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)

371

Read regularly and independently

CCSS.ELA-Literacy.RL.4.10

Read regularly and independently in fourth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

320

Explain cause-and-effect relationships

CCSS.ELA-Literacy.RI.4.3

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

347

Explain an informational text's explicit meaning

CCSS.ELA-Literacy.RI.4.1

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)

352

Explain main idea and how it is supported

CCSS.ELA-Literacy.RI.4.2

Identify and explain the main idea of an informational text and explain how key details support it

374

Describe organization of an informational text

CCSS.ELA-Literacy.RI.4.5

Describe the organizational structure (e.g., comparison/contrast, cause/effect, problem/solution, sequential or chronological order) of an informational text or passage

356

Explain the author's purpose

CCSS.ELA-Literacy.RI.4.6

Determine the author's purpose (e.g., to inform, describe, entertain, explain, share feelings) and explain how the reader can determine the purpose

375

Compare firsthand or secondhand accounts

CCSS.ELA-Literacy.RI.4.6

Compare and contrast focus, emphasis, or information provided in firsthand and secondhand accounts of the same event or topic

379

Recognize difference between fact and opinion

CCSS.ELA-Literacy.RI.4.8

Recognize facts as things that can be proven and opinions as beliefs

359

Explain how an author supports a claim

CCSS.ELA-Literacy.RI.4.8

Explain how an author uses reasons and evidence to support a claim

378

Integrate information from texts on a topic

CCSS.ELA-Literacy.RI.4.9

Integrate information from two nonfiction texts on the same topic into a broader understanding in order to write or speak knowledgeably about the topic

380

Read regularly and independently

CCSS.ELA-Literacy.RI.4.10

Read regularly and independently in fourth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

320

Describe traits of various informational texts

CCSS.ELA-Literacy.RI.4.10

Describe characteristics of different informational texts including biographies, history books, science books, and how-to texts

369

Use knowledge of word parts to predict meaning

CCSS.ELA-Literacy.L.4.4b

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)

330

Tell how grade-appropriate synonyms differ

CCSS.ELA-Literacy.L.4.5c

Relate grade-appropriate words to their synonyms (e.g., tale/story/myth, fearful/afraid/terrified) and describe how they differ slightly in meaning

332

Use grade-appropriate vocabulary correctly

CCSS.ELA-Literacy.L.4.6

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

339

Use multiple-meaning words / homophones correctly

CCSS.ELA-Literacy.L.4.4

Use the correct homophones (e.g., weave/we've) and homographs/multiple-meaning words (e.g., sentence, crowd) and determine their meanings in grade-appropriate texts using sentence context or prior knowledge of spellings

340

Explain simple similes and metaphors

CCSS.ELA-Literacy.L.4.5a

Explain the meanings of simple similes, metaphors, and uses of exaggeration (e.g., as bright as the sun, a ton of homework) in grade-appropriate texts

361

Read unfamiliar multisyllabic words in isolation

CCSS.ELA-Literacy.RF.5.3a

Use knowledge of syllabication patterns to accurately read unfamiliar multisyllabic words in isolation (e.g., election, cabinet)

383

Use letter sounds to read words in isolation

CCSS.ELA-Literacy.RF.5.3a

Accurately read unfamiliar grade-appropriate multisyllabic words in isolation using knowledge of all letter-sound correspondences (e.g., solid, enamel)

384

Use word morphology to read words in isolation

CCSS.ELA-Literacy.RF.5.3a

Accurately read unfamiliar grade-appropriate multisyllabic words in isolation, applying greater knowledge of word morphology (e.g., destruction, transport)

386

Identify purpose for reading on-level texts

CCSS.ELA-Literacy.RF.5.4a

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)

387

Read aloud fifth-grade text fluently

CCSS.ELA-Literacy.RF.5.4b

Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fifth-grade benchmarks

389

Read prose and poetry aloud with expression

CCSS.ELA-Literacy.RF.5.4b

Read on-level prose and poetry aloud with expression (e.g., appropriate phrasing, pauses, and stresses and matching the rhythm of speech)

390

Confirm or correct understanding of text

CCSS.ELA-Literacy.RF.5.4c

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

391

Cite evidence when explaining literary text

CCSS.ELA-Literacy.RL.5.1

Cite accurate evidence from a literary text to support inferences and to explain the text's explicit meaning

418

Determine directly / indirectly stated themes

CCSS.ELA-Literacy.RL.5.2

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)

425

Compare key plot events in a story or drama

CCSS.ELA-Literacy.RL.5.3

Compare and contrast key events in the plot of a story or drama (e.g., compare how a character acts when facing similar circumstances)

431

Summarize a story, drama, or narrative poem

CCSS.ELA-Literacy.RL.5.2

Summarize a story, drama, or narrative poem, describing the main characters, details, and key events including conflict and resolution

433

Explain how plot events create structure

CCSS.ELA-Literacy.RL.5.5

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

411

Determine the meaning of figurative language

CCSS.ELA-Literacy.RL.5.4

Determine the meaning of figurative language (e.g., metaphors, similes, exaggeration) used in literary texts

428

Explain how narrators' point of view skews story

CCSS.ELA-Literacy.RL.5.6

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)

435

Read regularly and independently

CCSS.ELA-Literacy.RL.5.10

Read regularly and independently in fifth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

388

Compare characteristics of different genres

CCSS.ELA-Literacy.RL.5.10

Explain the differences between different genres of literature (e.g., short stories, poetry, drama) based on their characteristics and structural elements (e.g., phenomena explained in origin myths; stage directions and acts/scenes in plays)

437

Explain interactions between steps in a process

CCSS.ELA-Literacy.RI.5.3

Explain the relationships or interactions between steps in a process described in informational or functional texts (e.g., science experiment; description of the steps in the water cycle)

414

Cite evidence when explaining informational text

CCSS.ELA-Literacy.RI.5.1

Cite accurate textual evidence when explaining what an informational text says explicitly and when making inferences

420

Summarize text using main ideas and key details

CCSS.ELA-Literacy.RI.5.2

Summarize an informational text including main ideas and key details and excluding unnecessary details

434

Compare the organization of informational texts

CCSS.ELA-Literacy.RI.5.5

Compare and contrast the organizational structures of two or more informational texts

444

Compare authors' perspectives of same topic

CCSS.ELA-Literacy.RI.5.6

Compare and contrast authors' perspectives in multiple accounts of the same event or topic in informational texts

448

Develop subject knowledge using several texts

CCSS.ELA-Literacy.RI.5.9

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)

445

Explain how author supports an argument

CCSS.ELA-Literacy.RI.5.8

Explain how an author supports an argument, identifying reasons and evidence given to support particular points and the main claim

451

Read regularly and independently

CCSS.ELA-Literacy.RI.5.10

Read regularly and independently in fifth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

388

Compare different genres of informational text

CCSS.ELA-Literacy.RI.5.10

Explain the characteristics and structural elements of different genres of informational text (e.g., argument, exposition, functional texts)

438

Use context clues to define academic words

CCSS.ELA-Literacy.L.5.4a

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

396

Explain common idioms, adages, and other sayings

CCSS.ELA-Literacy.L.5.5b

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

400

Use word relationships to clarify word meanings

CCSS.ELA-Literacy.L.5.5c

Use knowledge of word relationships (e.g., antonyms/synonyms, homographs) to clarify the meanings of words in a text

401

Use grade-appropriate vocabulary correctly

CCSS.ELA-Literacy.L.5.6

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)

406

Determine the meaning of figurative language

CCSS.ELA-Literacy.L.5.5a

Determine the meaning of figurative language (e.g., metaphors, similes, exaggeration) used in literary texts

428

Describe how plot unfolds in a series of events

CCSS.ELA-Literacy.RL.6.3

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)

471

Explain how themes are conveyed through details

CCSS.ELA-Literacy.RL.6.2

Determine themes of literary texts and explain how they are conveyed through particular details

484

Cite text details in literary text analysis

CCSS.ELA-Literacy.RL.6.1

Cite textual evidence to support analysis of a literary text (e.g., point out the part of the text that supports an inference about the character's motivation; list details that support an inference about the theme)

487

Determine connotations in literary texts

CCSS.ELA-Literacy.RL.6.4

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

Explain impact of figurative language on a text

CCSS.ELA-Literacy.RL.6.4

Explain the meaning and impact of figurative language (e.g., metaphor, simile, hyperbole, personification) in literary texts, including poetry

485

Explain how point of view influences a story

CCSS.ELA-Literacy.RL.6.6

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)

497

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.6.10

Read regularly and independently in sixth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

452

Cite details in support of text analysis

CCSS.ELA-Literacy.RI.6.1

Cite textual evidence to support analysis of an informational text

488

Summarize text while omitting personal opinions

CCSS.ELA-Literacy.RI.6.2

Summarize an informational text including the main idea and key details and omitting personal opinions or judgments

492

Determine connotations in informational texts

CCSS.ELA-Literacy.RI.6.4

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

CCSS.ELA-Literacy.RI.6.6

Explain an author's opinion or viewpoint and how it is conveyed in an informational text

479

Explain how author's word choices clarify ideas

CCSS.ELA-Literacy.RI.6.4

Explain how an author's use of words and phrases including figurative language contributes to an informational text by clarifying an idea or description

481

Determine how text structure develops ideas

CCSS.ELA-Literacy.RI.6.5

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)

496

Analyze reasons given to support an argument

CCSS.ELA-Literacy.RI.6.8

Analyze the reasons and evidence given to support an argument, recognizing when claims are not supported or are not adequately supported

500

Integrate information to explain topic or issue

CCSS.ELA-Literacy.RI.6.7

Integrate visual, quantitative, and written information to develop a coherent explanation of a topic or issue (e.g., read source material to gather information for a research topic)

506

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.6.10

Read regularly and independently in sixth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

452

Compare characteristics of informational texts

CCSS.ELA-Literacy.RI.6.10

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)

503

Use word relationships to clarify word meanings

CCSS.ELA-Literacy.L.6.5b

Use knowledge of word relationships, including analogies (e.g., item/category, cause/effect, part/whole) to clarify the meanings of words in a text

460

Use multiple-meaning words / homophones correctly

CCSS.ELA-Literacy.L.6.4

Use the correct homophones (e.g., feat/feet), homographs (e.g., estimate, conflict), and multiple-meaning words (e.g., chief) in writing and speaking and determine their correct meanings in grade-appropriate texts

461

Use multiple-meaning words / homophones correctly

CCSS.ELA-Literacy.L.6.4d

Use the correct homophones (e.g., feat/feet), homographs (e.g., estimate, conflict), and multiple-meaning words (e.g., chief) in writing and speaking and determine their correct meanings in grade-appropriate texts

461

Use grade-appropriate vocabulary correctly

CCSS.ELA-Literacy.L.6.6

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

Determine connotations in literary texts

CCSS.ELA-Literacy.L.6.5c

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

Determine connotations in informational texts

CCSS.ELA-Literacy.L.6.5c

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

Analyze how plot influences other story elements

CCSS.ELA-Literacy.RL.7.3

Analyze how actions and events in the plot influence other story elements (e.g., how events shape characters)

533

Infer the theme and analyze how it's developed

CCSS.ELA-Literacy.RL.7.2

Infer the theme or themes of a literary text and analyze how the theme is developed over the course of the text

534

Analyze role / significance of events in a plot

CCSS.ELA-Literacy.RL.7.3

Analyze plot structure and development (e.g., conflict and resolution, rising and falling action, subplots) and determine how events advance the plot, explain previous events, and foreshadow later events

535

Draw conclusions based on analysis of text

CCSS.ELA-Literacy.RL.7.1

Draw conclusions about characters, theme, and situations based on analysis of textual details

539

Explain connotations of words in literature

CCSS.ELA-Literacy.RL.7.4

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

522

Analyze point of view and narrator's development

CCSS.ELA-Literacy.RL.7.6

Analyze how point of view influences the way the story is told, and how the author develops the narrator (e.g., how Robert Cormier slowly reveals the narrator's reality in I Am the Cheese)

538

Analyze how figurative language affects a text

CCSS.ELA-Literacy.RL.7.4

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

545

Compare literary / nonfiction texts of same period

CCSS.ELA-Literacy.RL.7.9

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)

566

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.7.10

Read regularly and independently in seventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

507

Analyze cause-and-effect interactions in a text

CCSS.ELA-Literacy.RI.7.3

Analyze the cause-and-effect interactions between individuals, events, and ideas in an informational text (e.g., analyze how ideas influence an individual)

525

Provide an objective summary of a text

CCSS.ELA-Literacy.RI.7.2

Provide an objective summary of an informational text that includes central ideas, supporting details, and retains overall meaning

531

Draw conclusions based on analysis of details

CCSS.ELA-Literacy.RI.7.1

Draw conclusions based on analysis of multiple details in an informational text

540

Analyze how events influence subsequent events

CCSS.ELA-Literacy.RI.7.3

Analyze how events, ideas, or individuals' actions influence subsequent events or ideas in an informational text (e.g., how Jefferson's Louisiana purchase influenced the development of the United States; how movement of tectonic plates leads to earthquakes)

543

Explain connotations of words in nonfiction

CCSS.ELA-Literacy.RI.7.4

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

523

Explain impact of author's word choice on reader

CCSS.ELA-Literacy.RI.7.4

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)

552

Explain purpose and how author fulfills purpose

CCSS.ELA-Literacy.RI.7.6

Explain the author's purpose or intent and how the author fulfills that purpose in an informational text (e.g., language use, evidence)

557

Describe when author's opinions bias a text

CCSS.ELA-Literacy.RI.7.6

Describe instances in which an author's opinions, beliefs, or attitude bias the text

561

Compare authors' purpose in texts of like topics

CCSS.ELA-Literacy.RI.7.6

Compare and contrast authors' purposes or positions in informational texts on similar topics

564

Trace and analyze the evolution of an argument

CCSS.ELA-Literacy.RI.7.8

Trace the development of an author's argument, and identify and evaluate supporting evidence for adequacy, accuracy, and appropriateness

559

Describe when author's opinions bias a text

CCSS.ELA-Literacy.RI.7.8

Describe instances in which an author's opinions, beliefs, or attitude bias the text

561

Note when argument's credibility is weakened

CCSS.ELA-Literacy.RI.7.8

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)

562

Compare interpretations in texts on same topic

CCSS.ELA-Literacy.RI.7.9

Analyze similarities and differences in emphasis and interpretation in informational texts on the same topic

565

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.7.10

Read regularly and independently in seventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

507

Analyze characteristics of informational texts

CCSS.ELA-Literacy.RI.7.10

Analyze and explain the characteristics and devices employed by types of informational texts including literary nonfiction (e.g., essay, biography) and argument to begin to establish an interpretive framework for understanding different works

554

Use grade-appropriate vocabulary correctly

CCSS.ELA-Literacy.L.7.6

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)

519

Determine synonyms for grade-appropriate words

CCSS.ELA-Literacy.L.7.5b

Determine synonyms for grade-appropriate words (e.g., use prior knowledge or a thesaurus) and explain the subtle differences in meaning between synonyms

520

Analyze words with similar denotative meanings

CCSS.ELA-Literacy.L.7.5c

Analyze the connotative differences between words and phrases with similar denotative meanings (e.g., sulk/brood; ally/comrade/best friend)

521

Explain figures of speech in prose and poetry

CCSS.ELA-Literacy.L.7.5a

Explain the meanings of figures of speech in grade-appropriate prose and poetry including those that involve allusions (e.g., launch a thousand ships, wash one's hands of something, flew too close to the sun)

524

Analyze plot development / conflict resolution

CCSS.ELA-Literacy.RL.8.3

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)

591

Analyze characters' traits and motives

CCSS.ELA-Literacy.RL.8.3

Analyze characters' traits, responses, and motives and how the central character influences the plot or theme

592

Draw conclusions based on details / text patterns

CCSS.ELA-Literacy.RL.8.1

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)

595

Analyze theme's development in a literary text

CCSS.ELA-Literacy.RL.8.2

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)

602

Compare various point of views' effects on plots

CCSS.ELA-Literacy.RL.8.6

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

606

Explain literary devices' contributions to text

CCSS.ELA-Literacy.RL.8.4

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

613

Compare newly rendered texts to original sources

CCSS.ELA-Literacy.RL.8.9

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

625

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.8.10

Read regularly and independently in eighth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

571

Recognize faulty cause-and-effect descriptions

CCSS.ELA-Literacy.RI.8.3

Analyze how an informational text presents cause-and-effect relationships, recognizing faulty cause-and-effect descriptions

590

Analyze how details support / develop central idea

CCSS.ELA-Literacy.RI.8.2

Analyze the development of the central idea over the course of an informational text and how details support or clarify it

599

Analyze how sentences develop / refine a key idea

CCSS.ELA-Literacy.RI.8.5

Analyze the structure of a specific paragraph in an informational text and the contributions of individual sentences in developing and refining a key concept

609

Analyze word choices' impact on meaning / tone

CCSS.ELA-Literacy.RI.8.4

Analyze the impact of an author's specific word choices and use of language (e.g., analogies, allusions, idioms, puns, metaphors, similes, personification, hyperbole, and verbal irony) on meaning and tone of an informational text

614

Analyze author's response to contrary evidence

CCSS.ELA-Literacy.RI.8.6

Analyze how an author responds to conflicting evidence or viewpoints

620

Evaluate an argument's reasoning and evidence

CCSS.ELA-Literacy.RI.8.8

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

619

Describe what affects an argument's credibility

CCSS.ELA-Literacy.RI.8.8

Describe problems in an argument that affect its credibility (e.g., bias, unsupported inferences, outdated information)

622

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.8.10

Read regularly and independently in eighth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

571

Analyze genre characteristics' influence on text

CCSS.ELA-Literacy.RI.8.10

Analyze the characteristics and devices of different genres of informational texts, and describe how the characteristics influence a text

617

Use grade-appropriate vocabulary correctly

CCSS.ELA-Literacy.L.8.6

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)

579

Use word relationships to clarify word meanings

CCSS.ELA-Literacy.L.8.5b

Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., descriptive qualities; window: transparent :: mirror: reflective), to clarify the meanings of words in a text

583

Analyze connotations / denotations of words

CCSS.ELA-Literacy.L.8.5c

Identify and analyze the connotations of words or phrases that have similar denotative meanings (e.g., fancy/gaudy/intricate/elaborate/overly complicated)

586

Analyze how character relationships affect plot

CCSS.ELA-Literacy.RL.9-10.3

Analyze how complex character relationships and interactions influence the plot

647

Analyze key idea / details to draw conclusions

CCSS.ELA-Literacy.RL.9-10.1

Analyze significant ideas and supporting details in a literary text to draw larger conclusions about the text's meaning

651

Analyze in detail how themes emerge and develop

CCSS.ELA-Literacy.RL.9-10.2

Analyze in detail how themes emerge and develop over the course of a text (e.g., how characters affect its development)

656

Identify cultural perspective in literature

CCSS.ELA-Literacy.RL.9-10.6

Identify the cultural perspective reflected in a work of literature from outside the United States

668

Analyze impact of word choice / literary devices

CCSS.ELA-Literacy.RL.9-10.4

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

669

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.9-10.10a

Read regularly and independently in ninth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

630

Draw larger conclusions based on text analysis

CCSS.ELA-Literacy.RI.9-10.1

Draw larger conclusions about an informational text's meaning and significance based on analysis of ideas, concepts, and supporting details in the text

652

Analyze how the central idea relates to details

CCSS.ELA-Literacy.RI.9-10.2

Analyze the development of the central idea or thesis of an informational text and how it relates to supporting ideas and details

659

Analyze connections drawn between ideas / events

CCSS.ELA-Literacy.RI.9-10.3

Analyze the connections drawn between ideas, events, or points introduced or developed in an informational text

661

Analyze how parts of text develop author's ideas

CCSS.ELA-Literacy.RI.9-10.5

Analyze the parts of an informational text (e.g., sentence, paragraph, larger portions) and how they develop or refine the author's ideas or claims

660

Analyze how word choice impacts tone / purpose

CCSS.ELA-Literacy.RI.9-10.4

Analyze how the author's choice of words and use of language impact tone and advance the author's purpose in an informational text

670

Analyze rhetorical devices' effect on argument

CCSS.ELA-Literacy.RI.9-10.6

Analyze rhetorical devices such as parallelism (e.g., "by the people, for the people"), hyperbole, and humor to determine their effects on an argument

675

Analyze how purpose / audience affect a text

CCSS.ELA-Literacy.RI.9-10.6

Analyze how the author's purpose, viewpoint, and the intended audience affect the tone and word choice of an informational text

680

Identify logical fallacies and explain the error

CCSS.ELA-Literacy.RI.9-10.8

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

677

Evaluate an argument's reasoning and evidence

CCSS.ELA-Literacy.RI.9-10.8

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

679

Compare how two texts address similar themes

CCSS.ELA-Literacy.RI.9-10.9

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)

682

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.9-10.10a

Read regularly and independently in ninth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

630

Analyze different genres of informational text

CCSS.ELA-Literacy.RI.9-10.10a

Analyze characteristics of different genres of informational texts, including literary nonfiction (e.g., Maya Angelou's I Know Why the Caged Bird Sings, speeches such as Abraham Lincoln's Gettysburg Address) as a framework for interpreting different works

672

Use / expand academic and content vocabulary

CCSS.ELA-Literacy.L.9-10.6

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)

638

Use word relationships to clarify word meanings

CCSS.ELA-Literacy.L.9-10.5

Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., object function; thermometer: temperature :: barometer: air pressure), to clarify the meanings of words in a text

642

Analyze meanings / impact of euphemisms / oxymorons

CCSS.ELA-Literacy.L.9-10.5a

Analyze the meanings of figures of speech such as euphemisms and oxymorons (e.g., parting is such sweet sorrow) in grade-appropriate prose and poetry and analyze their impact on the text

658

Analyze how characters influence the narrative

CCSS.ELA-Literacy.RL.9-10.3

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)

704

Weigh ideas / motifs to conclude a text's meaning

CCSS.ELA-Literacy.RL.9-10.1

Evaluate and weigh complex ideas, textual details, and motifs in order to arrive at conclusions about the meaning and/or significance of literary texts

709

Summarize key plot points / thematic development

CCSS.ELA-Literacy.RL.9-10.2

Provide a sufficiently complex summary to address key plot points and thematic development

718

Analyze connotative impact on a literary text

CCSS.ELA-Literacy.RL.9-10.4

Analyze the cumulative impact of connotative meaning on a literary passage's meaning and tone

699

Analyze impact of word choice on author's purpose

CCSS.ELA-Literacy.RL.9-10.4

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

723

Analyze how structure creates / enhances effects

CCSS.ELA-Literacy.RL.9-10.5

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)

725

Analyze motifs and how authors draw on themes

CCSS.ELA-Literacy.RL.9-10.9

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)

737

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.9-10.10b

Read regularly and independently in tenth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

685

Analyze textual evidence based on its relevance

CCSS.ELA-Literacy.RI.9-10.1

Select textual evidence based on evaluation of its strength, completeness, and relevance to the analysis of an informational text

710

Analyze thesis development in informational text

CCSS.ELA-Literacy.RI.9-10.2

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

713

Analyze connections in modes of discourse

CCSS.ELA-Literacy.RI.9-10.3

Analyze how the author of an informational text presents the connections between events and ideas in an analysis, argument, or exposition

722

Analyze connotative impact on informational text

CCSS.ELA-Literacy.RI.9-10.4

Analyze the cumulative impact of connotative meaning on an informational passage's meaning and tone

700

Analyze how author's choices further the purpose

CCSS.ELA-Literacy.RI.9-10.6

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

720

Analyze impact of specific words / phrases on text

CCSS.ELA-Literacy.RI.9-10.4

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

724

Evaluate an argument's inferences / conclusions

CCSS.ELA-Literacy.RI.9-10.8

Evaluate the adequacy of support for an argument's inferences and conclusions, and explain how these factors relate to credibility

734

Explain how mediums / genres shape similar topics

CCSS.ELA-Literacy.RI.9-10.9

Compare and contrast the treatment of similar themes or topics across genres or mediums in order to explain how the medium shapes the theme or topic

738

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.9-10.10b

Read regularly and independently in tenth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

685

Use genre characteristics to interpret text

CCSS.ELA-Literacy.RI.9-10.10b

Interpret a variety of informational texts and literary nonfiction in light of their characteristics, including expository works (e.g., speeches, essays), technical and scientific writing (manuals, content-area works), and argumentation (court opinions, periodicals)

727

Analyze how synonyms help convey author's intent

CCSS.ELA-Literacy.L.9-10.5b

Analyze and explain the importance of subtle differences in meaning between grade-appropriate synonyms (e.g., winsome/charming) in conveying meaning and author's intent

692

Use affixes / roots / cognates to predict meaning

CCSS.ELA-Literacy.L.9-10.4b

Use knowledge and a wide range of affixes and roots (e.g., Greek, Latin, Anglo-Saxon, African, and Arabic sources), cognates (e.g., Indo-European: night [nuit, nacht, nicht, natt, noc], star [etoile, stella, ster, stern, starn, estrella]), and patterns of how words are formed to predict the meanings of unfamiliar words including content-area and technical vocabulary

694

Expand / use academic and content vocabulary

CCSS.ELA-Literacy.L.9-10.6

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)

695

Analyze connotative impact on a literary text

CCSS.ELA-Literacy.L.9-10.5b

Analyze the cumulative impact of connotative meaning on a literary passage's meaning and tone

699

Analyze connotative impact on informational text

CCSS.ELA-Literacy.L.9-10.5b

Analyze the cumulative impact of connotative meaning on an informational passage's meaning and tone

700

Analyze how plot development impacts meaning

CCSS.ELA-Literacy.RL.11-12.3

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?)

760

Analyze textual evidence based on its relevance

CCSS.ELA-Literacy.RL.11-12.1

Select textual evidence based on evaluation of its strength, completeness, and relevance to the analysis of a literary text

772

Explain how author's and narrator's views differ

CCSS.ELA-Literacy.RL.11-12.6

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)

764

Analyze the aesthetic impact of word choice

CCSS.ELA-Literacy.RL.11-12.4

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

777

Analyze social factors' effect on literary texts

CCSS.ELA-Literacy.RL.11-12.9

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

796

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.11-12.10a

Read regularly and independently in eleventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

743

Explain a thesis, how it's supported / developed

CCSS.ELA-Literacy.RI.11-12.2

Explain and interpret the thesis or central idea of a complex informational or technical text and how it is supported and developed

767

Conclude meaning based on evidence

CCSS.ELA-Literacy.RI.11-12.1

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

768

Analyze how text organization affects clarity

CCSS.ELA-Literacy.RI.11-12.5

Analyze and evaluate how an informational text's organization affects clarity of the ideas or argument

774

Analyze use of language in informational text

CCSS.ELA-Literacy.RI.11-12.4

Analyze an author's use of language including how an author uses and refines the meaning of key terms over the course of an informational text (e.g., faction in Federalist No. 10)

778

Analyze aesthetic / rhetorical effect of language

CCSS.ELA-Literacy.RI.11-12.4

Analyze how the author of an informational text uses language to achieve aesthetic and rhetorical effects (e.g., an appeal to pathos through a particular image)

779

Analyze an author's values and beliefs

CCSS.ELA-Literacy.RI.11-12.6

Analyze an author's values, beliefs, and assumptions (e.g., philosophical, political), which may be directly stated or implied

787

Evaluate the use / misuse of persuasive techniques

CCSS.ELA-Literacy.RI.11-12.6

Analyze the use of persuasive techniques and rhetorical devices, evaluate how they might affect the reader, and recognize when techniques are misused

788

Analyze an author's values and beliefs

CCSS.ELA-Literacy.RI.11-12.8

Analyze an author's values, beliefs, and assumptions (e.g., philosophical, political), which may be directly stated or implied

787

Analyze supported and unsupported assertions

CCSS.ELA-Literacy.RI.11-12.8

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

790

Analyze logical fallacies and their effects

CCSS.ELA-Literacy.RI.11-12.8

Analyze use of logical fallacies (e.g., appeals to pity or common opinion, personal attack/ad hominem, doublespeak, false dichotomy, false causality, red herring, straw man, false assumption, caricature, loaded terms, leading questions, overgeneralization, bandwagon effect, non sequitur, circular logic, hasty generalization) in arguments, persuasive material, and formal and informal debates; analyze their effects on the text and reader; and explain why fallacies are not valid forms of reasoning

791

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.11-12.10a

Read regularly and independently in eleventh-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

743

Analyze texts in light of genre characteristics

CCSS.ELA-Literacy.RI.11-12.10a

Analyze informational texts in light of their genre characteristics such as the rhetorical devices of foundational documents or the aesthetic qualities of literary nonfiction and describe how generic conventions affect the text

783

Determine etymology to better understand terms

CCSS.ELA-Literacy.L.11-12.4c

Determine the etymology of significant academic vocabulary or content-area terms (e.g., partisan, lobbyist; cytoplasm, diffusion) to gain a greater understanding of their meanings

750

Use analogies to infer meanings of words

CCSS.ELA-Literacy.L.11-12.5

Use knowledge of a variety of word relationships (e.g., cause/effect) in analogies to infer the meanings of unfamiliar words in a broad array of texts

753

Apply / expand knowledge of vocabulary

CCSS.ELA-Literacy.L.11-12.6

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)

754

Analyze nuances in author's / own word choices

CCSS.ELA-Literacy.L.11-12.5b

Analyze nuances and explain the meanings of words when analyzing author's word choices or when choosing words when writing and speaking (e.g., alternate synonym choices, incite vs. instigate)

757

Analyze literary elements in light of genre

CCSS.ELA-Literacy.RL.11-12.3

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)

815

Analyze how author's choices affect the reader

CCSS.ELA-Literacy.RL.11-12.3

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

817

Synthesize ideas to draw complex conclusions

CCSS.ELA-Literacy.RL.11-12.1

Synthesize ideas from close reading of literary texts and secondary sources to draw complex conclusions about text meaning and/or significance

837

Analyze how author's choices affect the reader

CCSS.ELA-Literacy.RL.11-12.5

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

817

Analyze satire to help explain text's meaning

CCSS.ELA-Literacy.RL.11-12.6

Identify and analyze satire, sarcasm, irony, and understatement in literary texts to explain the text's underlying meaning

820

Critique how literary patterns impact meaning

CCSS.ELA-Literacy.RL.11-12.4

Critique how patterns of imagery, symbolism, allusions, and conceits are connected to theme, mood, tone, and the meaning of the text

836

Analyze multiple versions of a story / drama / poem

CCSS.ELA-Literacy.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem, critiquing how each version interprets the source text and uses departures from the text to create new messages and meanings

851

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RL.11-12.10b

Read regularly and independently in twelfth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

798

Evaluate genre in light of its characteristics

CCSS.ELA-Literacy.RL.11-12.10b

Evaluate and critique works (e.g., drama, poetry, and subgenres such as satire, allegory, and parody) in light of their characteristics (e.g., how Jane Austen's Northanger Abbey employs gothic conventions to mock the genre)

831

Analyze complex events or ideas in nonfiction

CCSS.ELA-Literacy.RI.11-12.3

Analyze a complex sequence of events or set of ideas in an informational text in order to explain connections and relationships, and how individuals, ideas, or events interact and develop over the course of the text in order to determine the impact on the meaning of the text (e.g., discuss how the author has portrayed the political rivalry and friendship between John Adams and Thomas Jefferson over the course of the text)

828

Synthesize ideas to support conclusions

CCSS.ELA-Literacy.RI.11-12.1

Synthesize ideas from close reading of informational texts and secondary sources to support complex conclusions about text meaning and significance

838

Evaluate entire connotative impact in nonfiction

CCSS.ELA-Literacy.RI.11-12.4

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)

814

Analyze effectiveness of organization in text

CCSS.ELA-Literacy.RI.11-12.5

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)

818

Evaluate rhetorical devices used in an argument

CCSS.ELA-Literacy.RI.11-12.6

Evaluate rhetorical devices used in an argument for their effectiveness in persuading or affecting the reader, in giving power to an argument, or in contributing to the beauty of the text

842

Analyze role of author's values in an argument

CCSS.ELA-Literacy.RI.11-12.6

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

846

Analyze role of author's values in an argument

CCSS.ELA-Literacy.RI.11-12.8

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

846

Critique an argument

CCSS.ELA-Literacy.RI.11-12.8

Critique an argument's claims, reasoning, use of evidence, premises, responses to counterarguments, and overall effectiveness

847

Compare texts of historical / literary importance

CCSS.ELA-Literacy.RI.11-12.9

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

848

Read independently in grade appropriate texts

CCSS.ELA-Literacy.RI.11-12.10b

Read regularly and independently in twelfth-grade-appropriate texts for sustained periods of time, increasing speed, stamina, and comprehension

798

Use word structure / parts to predict word meaning

CCSS.ELA-Literacy.L.11-12.4b

Use knowledge of roots (e.g., herba, vorare), affixes (be-), cognates (e.g., Latin and Greek, Anglo-Saxon, Semitic, and other Western and non-Western sources), and patterns of how words are formed in order to predict the meaning of unfamiliar vocabulary (e.g., benign, herbivore) in a broad array of texts

805

Expand / apply knowledge of vocabulary

CCSS.ELA-Literacy.L.11-12.6

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)

810

Evaluate entire connotative impact in nonfiction

CCSS.ELA-Literacy.L.11-12.5b

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)

814

Analyze the impact / role of figures of speech

CCSS.ELA-Literacy.L.11-12.5a

Analyze the impact of figures of speech such as hyperbole and paradox (e.g., "a little more than kin, and less than kind" in Hamlet) used in grade-appropriate prose and poetry and evaluate an author's use of these expressions and their role in the text

835