Language Arts by Subject K-12

A - Reading Literary Text

• ask and answer questions about key details in a text, such as who, what, when, where, why, and how, with prompting and support
• retell stories in sequential order, including key details, with prompting and support
• describe main characters, settings, and major events in a story, with prompting and support
• ask and answer questions about unknown words in a text and explain how to determine the meaning of the unknown words, with prompting and support
• recognize common types of texts (e.g., storybooks, songs, poems, informational texts) and explain major differences between texts that tell stories and texts that give information
• name the author and illustrator of a story and define the role of each in telling the story, with prompting and support
• use illustrations and details in the text to predict and to describe the characters, settings, or events, with prompting and support
• compare and contrast the adventures and experiences of main characters in stories, with prompting and support
• read and comprehend literature, including stories and poems, of appropriate complexity for kindergarten, with prompting and support

B - Reading Informational Text

• ask and answer questions about key details in a text, such as who, what, where, when, why, and how, with prompting and support
• identify the main topic and retell key details of a text in a logical order, with prompting and support
• identify and describe the connection between two individuals, events, ideas, or pieces of information in a text, with prompting and support
• ask and answer questions about unknown words in an informational text and explain how to determine the meaning of unknown words, with prompting and support
• identify the text features in a text and explain the information each feature provides
• name the author and illustrator/photographer of a text and define the role and purpose of each in presenting the ideas or information in a text, with prompting and support
• describe how illustrations or photographs support the informational text, with prompting and support
• identify reasons an author gives to support points in a text, with prompting and support
• compare and contrast similarities and differences between two texts on the same topic, using examples from the texts, with prompting and support
• read and comprehend informational text of appropriate complexity for kindergarten, with prompting and support

C - Reading Foundation

• demonstrate understanding of the organization and basic features of print
• demonstrate understanding of spoken words, syllables, and sounds (phonemes)
• know and apply grade-level phonics and word analysis skills in decoding words 
• read emergent-reader texts, with purpose and understanding

D - Writing

• use a combination of drawing, dictating, and writing to compose opinion pieces
•  use a combination of drawing, dictating, and writing to compose informative/explanatory texts
• use a combination of drawing, dictating, and writing to narrate a single event or a short sequence of events
• develop and strengthen writing as needed by planning, drafting, revising, and editing, with guidance and support from peers and adults
• use a variety of tools to produce and publish writing, including digital tools in collaboration with peers, with guidance and support from adults
• participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them), with guidance and support
• recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• participate in collaborative conversations with different partners about kindergarten topics and texts with peers and adults in small and larger groups
• confirm understanding of written texts read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood
• ask and answer questions in order to seek help, get information, or clarify something that is not understood
• provide details when describing people, places, things, and events
•  create drawings to support or extend the description of people, places, things, and events
• speak audibly and express thoughts, feelings, and ideas clearly

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content, with guidance and support
• explore word relationships and nuances in word meanings, with guidance and support from adults
• use words and phrases acquired through conversations, reading and being read to, and responding to texts

A - Reading Literary Text

• ask and answer questions about key details in a text, such as who, what, when, where, why, and how
• retell stories in sequential order, including key details, and demonstrate understanding of the central message
• describe main characters, settings, and major events in a story, using key details
• ask and answer questions to determine the meaning of words and phrases as they are used in a text; describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
• describe the overall structure of a story, including beginning, middle, and end
• identify and explain who is telling or speaking at various points in a text
• use illustrations and details in the text to predict and to describe the characters, settings, or events
• compare and contrast the adventures and experiences of main characters in stories
• read and comprehend literature, including stories and poems, of appropriate complexity for first grade

B - Reading Informational Text

• ask and answer questions about key details in a text, such as who, what, where, when, why, and how
• identify the main topic and retell key details of a text in a logical order
• identify and describe the connection between two individuals, events, ideas, or pieces of information in a text
• ask and answer questions to determine or clarify the meaning of words and phrases in a text
• use various text features (e.g., headings, tables of content, glossaries, electronic menus, and icons) to locate key facts or information in a text
• identify the main purpose of a text, including what the author wants to answer, explain, or describe
• describe how illustrations or photographs support the informational text
• identify reasons an author gives to support points in a text
• compare and contrast similarities and differences (e.g., in illustrations, descriptions, or procedures) between two texts on the same topic, using examples from the texts
• read and comprehend informational text of appropriate complexity for first grade

C - Reading Foundation

• demonstrate understanding of the organization and basic features of print
• demonstrate understanding of spoken words, syllables, and sounds (phonemes)
• know and apply grade-level phonics and word analysis skills in decoding words
• read with sufficient accuracy and fluency to support comprehension

D - Writing

• write opinion pieces that refer back to the claim and offer possible action steps including solutions or responses
• write informative/explanatory texts
• write narratives by recounting two or more appropriately sequenced events
• develop and strengthen writing as needed by planning, drafting, revising, and editing, with guidance and support from peers and adults
• use a variety of tools to produce and publish writing, including digital tools and collaboration with peers, with guidance and support from adults
• participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use them to write a sequence of instructions)
• recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
• ask and answer questions about key details in a text read aloud or information presented orally or through other media
• ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
• describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
• add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
• produce complete sentences when appropriate to task and situation

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
• demonstrate understanding of word relationships and nuances in word meanings, with guidance and support from adults
• use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

A - Reading Literary Text

• ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
• recount stories, including fables and folktales from diverse cultures, in sequential order, including key details; determine the central message, lesson, or moral referring to the text
• describe how main characters in a story respond to major events and challenges, using key details
• determine the meaning of words and phrases as they are used in a text and describe how words and phrases suggest feelings or appeal to senses
• describe the overall structure of a story, including how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action
• explain differences in the points of view of characters (e.g., speaking in a different voice for each character when reading dialogue aloud, noticing characters' actions and thoughts)
• use specific information gained from illustrations and details in the text to demonstrate understanding of characters, setting, and plot
• compare and contrast two or more versions of the same story (e.g., fairy tales) by different authors or from different cultures, using key details to explain ideas
• read and comprehend literature, including stories and poems, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2

B - Reading Informational Text

• ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
• identify the main idea of a multi-paragraph text and explain how key ideas or portions of the text support the main idea, referring to the text
• describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text
• determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area
• use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, and icons) to locate key facts or information in a text efficiently
• compare and contrast the main purpose of texts, including what the authors want to answer, explain, or describe
• explain how specific images (e.g., illustrations, photos, diagrams) contribute to and clarify a text
• describe how reasons support specific points the author makes in a text providing evidence from the text
• compare and contrast the most important points presented by two texts on the same topic, using evidence from the texts
• read and comprehend informational texts in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2

C - Reading Foundation

• know and apply grade-level phonics and word analysis skills in decoding words
• read with sufficient accuracy and fluency to support comprehension

D - Writing

• write opinion pieces on topics or texts
• write informative/explanatory texts
• write narratives that recount a well-elaborated event or a short sequence of three or more events
• develop and strengthen writing as needed by planning, drafting, revising, and editing with guidance and support from peers and adults
• use a variety of tools to produce and publish writing, including digital tools and collaboration with peers, with guidance and support from adults
• participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)
• recall information from experiences or gather information from provided sources to answer a question
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups
• recount or describe key ideas or details from written texts read aloud or information presented orally or through other media
• ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue
• tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences
• create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings, with guidance and support
• produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing or speaking
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies
• demonstrate understanding of word relationships and nuances in word meanings
• use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)

A - Reading Literary Text

• ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
• recount stories, including fables and folktales from diverse cultures, in sequential order, including key details; determine the central message, lesson, or moral referring to the text
• describe how main characters in a story respond to major events and challenges, using key details
• determine the meaning of words and phrases as they are used in a text and describe how words and phrases suggest feelings or appeal to senses
• describe the overall structure of a story, including how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action
• explain differences in the points of view of characters (e.g. speaking in a different voice for each character when reading dialogue aloud, noticing characters' actions and thoughts)

B - Reading Informational Text

• ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
• identify the main idea of a multi-paragraph text and explain how key ideas or portions of the text support the main idea, referring to the text
• describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text
• determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area
• use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, and icons) to locate key facts or information in a text efficiently
• compare and contrast the main purpose of texts, including what the authors want to answer, explain, or describe

A - Reading Literary Text

• refer to details in a text when explaining what the text says explicitly and when drawing inferences from the text
• recount stories by explaining key details in sequential order; determine central messages, lessons, or themes and explain how they are conveyed through key details
• describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
• determine the meaning of words and phrases as they are used in a text, distinguishing literal from figurative language
• refer to detailed parts of a story, drama, or poem using terms such as chapter, scene, and stanza and describe how each successive part builds on earlier sections
• compare and contrast the reader's, narrator's, and/or characters' points of view explaining what makes the points of view different or similar
• explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
• compare and contrast central messages, themes, settings, and plots written by the same author about the same or similar characters (e.g., in books from a series), using key details to explain ideas
• read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 2-3 text complexity band independently and proficiently by the end of grade 3

B - Reading Informational Text

• refer to details in a text when explaining what the text says explicitly and when drawing inferences from the text
• identify the main idea/central message of a text and explain how key ideas support the main idea/central message, referring to the text; provide a brief summary of the text
• describe and analyze relationships between a series of historical events, scientific ideas, or steps in technical procedures in a text, using specific language that pertains to time, sequence, and cause/effect
• determine the meaning of general academic and domain-specific words and phrases as used in texts relevant to a grade 3 topic/subject area
• use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate and analyze information relevant to a given topic efficiently
• distinguish reader's points of view from points of view of authors and explain what makes these points of view different or similar
• use information presented visually, orally, or quantitatively (e.g., infographics, charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) to expand the overall understanding of the text
• describe how an author uses reasons and evidence to support particular points in a text providing evidence from the text; describe how an author connects reasons and evidence between particular sentences and paragraphs in texts (e.g., comparison, cause/effect, first/second/third) providing evidence from the text
• compare and contrast the most important points and key details presented in two texts on the same topic and provide evidence from texts to support the comparisons
• read and comprehend informational texts at the high end of the grades 2-3 text complexity band independently and proficiently by the end of grade 3

C - Reading Foundation

• know and apply grade-level phonics and word analysis skills in decoding words
• read with sufficient accuracy and fluency to support comprehension

D - Writing

• write opinion pieces on topics or texts, supporting a point of view with reasons
• write informative/explanatory texts to examine a topic and convey ideas and information clearly
• write narratives to develop real or imagined experiences or events, using effective technique, descriptive details, and clear event sequences
• organize writing appropriate to the type of writing
• develop and strengthen writing as needed by planning, drafting, revising, and editing, with guidance and support from peers and adults
• use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others, with guidance and support from adults
• conduct short research projects that build knowledge about a topic
• recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly
• determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
• ask and answer questions about information from a speaker, offering appropriate elaboration and detail
• report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
• create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details
• speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships and nuances in word meanings, with guidance and support from adults
• acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., after dinner that night we went looking for them)

A - Reading Literary Text

• refer to multiple details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
• determine a theme in a story, drama, or poem, using details from the text; summarize a text, including the most important details
• describe characters, settings, or events in a story or drama, drawing on specific details and inferences from the text (e.g., character's thoughts, words, or actions)
• determine the meaning of words and phrases as they are used in a text, including those that refer to significant characters found in literature (e.g., well-known characters from mythology, fables, fairy tales)
• explain how significant differences between poems, dramas, and stories affect meaning, referring to specific structural elements
• compare and contrast the points of view from which different stories are narrated and explain the impact of the point of view on the story
• identify similarities and differences using textual evidence between a written story or drama and the visual or oral presentation of the same story or drama
• compare and contrast how themes, topics, and patterns of events in stories, myths, and traditional literature are developed by different authors and shaped by different cultures
• read and comprehend literature, including stories, dramas, and poems, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 4

B - Reading Informational Text

• refer to multiple details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
• determine the main idea/central message(s) of paragraphs, sections, and/or entire texts and explain how key details support the main idea/central message referring to the text; provide an objective summary of the text
• analyze events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, using evidence from the text to justify the explanation
• determine the meaning of academic and domain-specific words or phrases in a text relevant to a grade 4 topic/subject area
• describe and analyze how the overall structure of events, ideas, concepts, or information in a text contribute to its meaning
• analyze firsthand and secondhand accounts of the same event or topic and use evidence from the text to describe the similarities and differences in focus and the information provided
• analyze information presented visually, orally, or quantitatively (e.g., infographics, charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to and expands the overall understanding of the text
• explain and analyze how an author uses reasons and evidence to support particular points in a text
• analyze information from two texts on the same topic to write or speak about the subject knowledgeably, using inferences supported by textual evidence
• read and comprehend informational texts in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 4

C - Reading Foundation

• know and apply grade-level phonics and word analysis skills in decoding words
• read with sufficient accuracy and fluency to support comprehension

D - Writing

• write opinion pieces on topics or texts, supporting a point of view with reasons and information
• write informative/explanatory texts to examine a topic and convey ideas and information clearly
• write narratives to develop real or imagined experiences or events, using effective technique, descriptive details, and clear event sequences
• produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
• develop and strengthen writing as needed by planning, drafting, revising, and editing, with guidance and support from peers and adults
• use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills, with some guidance and support from adults
• conduct short research projects that build knowledge through investigation of different aspects of a topic
• recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly
• paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
• identify the reasons and evidence a speaker provides to support particular points
• report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
• add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes
• differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and use accurately grade-appropriate general academic and domain- specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)

A - Reading Literary Text

• refer to multiple details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
• determine a theme in a story, drama, or poem, using details from the text; summarize a text, including the most important details
• describe characters, settings, or events in a story or drama, drawing on specific details and inferences from the text (e.g., character's thoughts, words, and actions
• determine the meaning of words and phrases as they are used in a text, including those that refer to significant characters found in literature (e.g., well-known characters from mythology, fables, fairy tales)
• explain how significant differences between poems, dramas, and stories affect meaning, referring to specific structural elements
• compare and contrast the points of view from which different stories are narrated and explain the impact of the point of view on the story

B - Reading Informational Text

• refer to multiple details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
• determine the main idea/central message(s) of paragraphs, sections, and/or entire texts and explain how key details support the main idea/central message referring to the text; provide an objective summary of the text
• analyze events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, using evidence from the text to justify the explanation
• determine the meaning of academic and domain-specific words or phrases in a text relevant to a grade 4 topic/subject area
• describe and analyze how the overall structure of events, ideas, concepts, or information in a text contribute to its meaning
• analyze firsthand and secondhand accounts of the same event or topic and use evidence from the text to describe the similarities and differences in focus and the information provided

A - Reading Literary Text

• quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
• determine themes of stories, dramas, or poems by referring to details in texts, including how characters respond to challenges or how narrators reflect upon topics; summarize texts, including the most important details
• compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details and inferences from the text (e.g., how characters interact and change)
• determine the meaning of words and phrases, including figurative and connotative language; describe the impact of the word choice on meaning and tone
• explain how a series of chapters, scenes, or stanzas fit into the overall structure of a particular story, drama, or poem and describe the effect of structure on meanings of texts
• describe how a narrator's or speaker's point of view and perspective influence how detailed events are described
• explain how visual and multimedia elements contribute to meaning, tone, or beauty of texts (e.g., graphic novels, multimedia presentations or fiction, folktales, myths, poems)
• compare and contrast stories in the same genre (e.g., mysteries, adventure stories) on their approaches to similar themes and topics
• read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 4-5 text complexity band independently and proficiently by the end of grade 5

B - Reading Informational Text

• quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text
• determine the relationship between two or more main ideas/central messages of a text and explain how they are supported by key details, referring to the text; provide an objective summary of the text
• analyze the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text using evidence from the text to support analysis
• determine the meaning of academic and domain-specific words and phrases in a text relevant to a grade 5 topic/subject area
• compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts and describe how that structure contributes to the overall meaning of the texts
• analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent and use evidence from the texts as support
• draw on evidence from information in different media formats to make inferences, answer questions quickly, or solve a problem efficiently
• explain how an author uses reasons and evidence to support particular points in a text and analyze the strength of the reasons and evidence the author uses to support particular points in a text
• integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
• read and comprehend informational texts at the high end of the grades 4-5 text complexity band independently and proficiently by the end of grade 5

C - Reading Foundation

• know and apply grade-level phonics and word analysis skills in decoding words
• read with sufficient accuracy and fluency to support comprehension

D - Writing

• write opinion/argumentative pieces on topics or texts, supporting a point of view with reasons and information
• write informative/explanatory texts to examine a topic and convey ideas and information clearly
• write narratives to develop real or imagined experiences or events, using effective technique, descriptive details, and clear event sequences
• produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
• develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, with guidance and support from peers and adults
• use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills, with some guidance and support from adults
• conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
• recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and text, building on others' ideas and expressing their own clearly
• summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
• summarize the points a speaker makes and explain how each claim is supported by reasons and evidence
• report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
• include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes
• adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

A - Reading Literary Text

• cite several relevant pieces of textual evidence to support an in-depth analysis of what the text says explicitly and elaborate on inferences drawn from the text
• analyze a theme and/or central idea and how it is conveyed through particular details and provide an objective summary of the text
• analyze how the responses and changes of complex characters contribute to the plot of a story or drama as it moves towards resolution
• determine the meaning of words and phrases, including figurative and connotative language; analyze and critique the impact of specific word choices on meaning and tone
• analyze how a sentence, chapter, scene, or stanza affects the overall structure of a text and contributes to the development of the theme, setting, or plot
• analyze how an author develops the point of view and perspective of the narrator or speaker in a text
• compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text
• compare, contrast, and analyze texts in different forms or genres in terms of their approaches to similar themes and topics
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems in the grades 6-8 text complexity band proficiently with scaffolding as needed at the high end of the range by the end of grade 6

B - Reading Informational Text

• cite several relevant pieces of textual evidence to support an in-depth analysis of what the text says explicitly and elaborate on inferences drawn from the text
• analyze the central idea of the text and how it is conveyed through particular details and provide an objective summary of the text
• analyze how key individuals, events, or ideas are developed in order to evaluate the relationships among the key individuals, events, or ideas; use textual evidence to support analysis
• determine the meaning of words and phrases in a text, including figurative and connotative language; analyze and critique the impact of specific word choices on meaning and tone
• analyze and evaluate why authors use particular sentences, paragraphs, chapters, or sections in the overall structure of a text and explain how they contribute to the development of ideas, citing evidence from the text as support
• analyze an author's purpose and point of view/perspective and use textual evidence to explain how they are conveyed
• synthesize information presented in different media or formats to develop a comprehensive understanding of a topic or issue
• trace and evaluate the argument and specific claims in a text, explaining why the reasoning and/or evidence supports or does not support the claims
• compare and contrast one author's presentation of events with that of another and provide evidence from the texts to illustrate the impact of the different presentations
• read and comprehend informational texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 6

C - Writing

• write arguments to support claims with clear reasons and relevant evidence
• write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
• write narratives to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• develop and strengthen writing as needed, with some guidance and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach
• use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills
• conduct short research projects to answer questions, drawing on several sources and refocusing the inquiries when appropriate
• gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

D - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly
• interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study
• delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not
• present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation
• include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information
• adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

E - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

A - Journalism

• prewrite to generate ideas for writing
• draft writing to capture ideas and develop fluency
• revise writing to match purposes with audience and to improve content, organization, and style
• revise writing to eliminate wordiness
• edit for spelling, fragments, and run-on sentences
• use writing handouts, grammar checkers, and references to edit usage and mechanics
• write to report answers to research questions
• write, combine, and vary sentences to match purposes and audience
• distinguish between fact and opinion
• write Standard American English sentences with correct verb forms, punctuation, capitalization, possessives, plural forms and other mechanics
• recognize and write for a variety of purposes specific to journalism (e.g., news, editorials, and features)
• defend editorial conclusions using credible facts, examples, illustrations, and details from various sources
• read newspapers, charts, graphs, and technical documents for research
• read critically, ask pertinent questions, recognize assumptions and implications, and evaluate ideas
• identify, comprehend, and summarize who, what, when, where, and how in a variety of print and non-print resources
• take notes in interviews and discussions and report accurately what others have said
• use the research process (select a topic, formulate questions, identify key words, choose sources, skim, paraphrase, take notes, organize, summarize, and present ideas)
• acquire new vocabulary through research and interview
• use a variety of print and non-print resources as parts of the research for stories
• prioritize tasks to meet deadlines
• work as a team member to solve problems
• recognize speaker's purpose and identify verbal and nonverbal components of communication (body language, facial expressions, gestures)
• speak so others can hear and understand

B - Technology and Production/Publication Skills

• demonstrate ability to use appropriate medium for production/publications (e.g., desktop publishing for print journalism, video equipment for broadcast journalism)
• plan interviews by developing questions for print and/or broadcast stories
• conduct, record, and accurately report information from interviews
• utilize pre-writes, story boards, or split page format for story development
• prepare and refine print articles/script for publication/production

C - Knowledge of Journalism Ethics

• understand and practice ethical reporting avoiding bias, slander, and plagiarism

D - Knowledge of Journalism Careers

• identify career opportunities in journalism (e.g., editor-in-chief, editor, reporter, photojournalist, copy reader, advertisement sales, graphic artist)

A - Reading Literary Text

• cite several relevant pieces of textual evidence to support an in-depth analysis of what the text says explicitly and elaborate on inferences drawn from the text
• analyze a theme and/or central idea and how it is conveyed through particular details and provide an objective summary of the text
• analyze how the responses and changes of complex characters contribute to the plot of a story or drama as it moves towards resolution
• determine the meaning of words and phrases, including figurative and connotative language; analyze and critique the impact of specific word choices on meaning and tone
• analyze how a sentence, chapter, scene, or stanza affects the overall structure of a text and contributes to the development of the theme, setting, or plot
• analyze how an author develops the point of view and perspective of the narrator or speaker in a text
• compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text
• compare, contrast, and analyze texts in different forms or genres in terms of their approaches to similar themes and topics
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems in the grades 6-8 text complexity band proficiently with scaffolding as needed at the high end of the range by the end of grade 6

B - Reading Informational Text

• cite several relevant pieces of textual evidence to support an in-depth analysis of what the text says explicitly and elaborate on inferences drawn from the text
• analyze the central idea of the text and how it is conveyed through particular details and provide an objective summary of the text
• analyze how key individuals, events, or ideas are developed in order to evaluate the relationships among the key individuals, events, or ideas; use textual evidence to support analysis
• determine the meaning of words and phrases in a text, including figurative and connotative language; analyze and critique the impact of specific word choices on meaning and tone
• analyze and evaluate why authors use particular sentences, paragraphs, chapters, or sections in the overall structure of a text and explain how they contribute to the development of ideas, citing evidence from the text as support
• analyze an author's purpose and point of view/perspective and use textual evidence to explain how they are conveyed
• synthesize information presented in different media or formats to develop a comprehensive understanding of a topic or issue
• trace and evaluate the argument and specific claims in a text, explaining why the reasoning and/or evidence supports or does not support the claims
• compare and contrast one author's presentation of events with that of another and provide evidence from the texts to illustrate the impact of the different presentations
• read and comprehend informational texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 6

C - Writing

• draw evidence from literary or informational texts to support analysis, reflection, and research by writing

D - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led, and/or student-led) with various partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly
• interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

E - Language

• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

A - Reading Literary Text

• cite several strong pieces of textual evidence to support inferences or analysis of the text
• evaluate and summarize a complex theme and/or central idea and its development over the course of a text and provide an objective summary of the text
• analyze the specific elements of a text in order to evaluate the impact of the relationships among story elements (e.g., how setting impacts plot, characters, )
• determine the meaning of words and phrases, including figurative and connotative language; analyze and evaluate the impact of rhyme and repetition on a specific part of a poem, story, or drama
• analyze and evaluate how the form or structure of a text (e.g., poem, drama, short story) contributes to its meaning and effectiveness
• analyze and evaluate the techniques the author uses to develop and contrast the points of view and perspectives of different characters or narrators in a text
• compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, camera focus and angles in a film)
• compare and contrast a fictional portrayal of a time, place, or character with a historical account from the same time period to analyze and evaluate how the author used or altered history
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 7

B - Reading Informational Text

• cite several strong pieces of textual evidence to support inferences or analysis of a text
• analyze and evaluate the central idea(s) and its development over the course of the text and provide an in-depth, objective summary of the text
• analyze and evaluate the interactions and relationships among individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, how individuals influence ideas or events)
• determine the meaning, including figurative, connotative, and technical meaning of a word or phrase in a text and assess the rhetorical effect of a specific word choice on meaning and tone
• analyze and evaluate the structure an author uses to organize a text, including how the major sections are developed and contribute to the whole text; determine how a different text structure might impact the meaning of the text
• analyze an author's purpose and point of view/perspective in a text and evaluate how effectively the author distinguishes his or her position from that of others
• compare and contrast the impact of different mediums (e.g., print or digital text, video, multimedia) on the presentation of a particular topic or idea
• analyze and evaluate the argument and specific claims in a text, citing specific information from the text in an assessment of whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
• analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of the facts
• read and comprehend informational texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 7

C - Writing

• write arguments to support claims with clear reasons and relevant evidence
• write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
• write narratives to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• develop and strengthen writing as needed, with some guidance and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
• use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources
• conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation
• gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

D - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly
• analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study
• delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
• present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation
• include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points
• adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

E - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and accurately use grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

A - Journalism

• prewrite to generate ideas for writing
• draft writing to capture ideas and develop fluency
• revise writing to match purposes with audience and to improve content, organization, and style
• revise writing to eliminate wordiness
• edit for spelling, fragments, and run-on sentences
• use writing handouts, grammar checkers, and references to edit usage and mechanics
• write to report answers to research questions
• write, combine, and vary sentences to match purposes and audience
• distinguish between fact and opinion
• write Standard American English sentences with correct verb forms, punctuation, capitalization, possessives, plural forms, and other mechanics
• recognize and write for a variety of purposes specific to journalism (e.g., news, editorials, and features)
• defend editorial conclusions using credible facts, examples, illustrations, and details from various sources
• read newspapers, charts, graphs, and technical documents for research
• read critically, ask pertinent questions, recognize assumptions and implications, and evaluate ideas
• identify, comprehend, and summarize who, what, when, where, and how in a variety of print and non-print resources
• take notes in interviews and discussions and report accurately what others have said
• use the research process (select a topic, formulate questions, identify key words, choose sources, skim, paraphrase, take notes, organize, summarize, and present ideas)
• acquire new vocabulary through research and interview
• use a variety of print and non-print resources as parts of the research for stories
• prioritize tasks to meet deadlines
• work as a team member to solve problems
• recognize speaker's purpose and identify verbal and nonverbal components of communication (body language, facial expressions, gestures)
• speak so others can hear and understand

B - Technology and Production/Publication Skills

• demonstrate ability to use appropriate medium for production/publications (e.g., desktop publishing for print journalism or video equipment for broadcast journalism)
• plan interviews by developing questions for print and/or broadcast stories
• conduct, record, and accurately report information from interviews
• utilize pre-writes, story boards, or split page format for story development
• prepare and refine print articles/script for publication/production

C - Knowledge of Journalism Ethics

• understand and practice ethical reporting avoiding bias, slander, and plagiarism

D - Knowledge of Journalism Careers

• identify career opportunities in journalism (e.g., editor-in-chief, editor, reporter, photojournalist, copy reader, advertisement sales, graphic artist)

A - Reading Literary Text

• cite the textual evidence that most strongly supports an in-depth analysis of the text and supports inferences drawn from the text
• determine a complex theme and/or central idea and analyze its development over the course of a text; assess its relationship to the narrative elements (e.g., characters, plot, and setting) and provide a thorough, objective summary of the text
• analyze and evaluate the effectiveness of an author's use of dialogue or events in a story or drama to propel the action, reveal complex aspects of a character, and/or provoke a decision
• evaluate the effect of words and phrases, including figurative and connotative language; analyze and evaluate the effect of specific word choices on meaning and tone, including analogies or allusions to other texts
• compare and contrast the structure of two or more texts, analyzing how the structure of each text contributes to its meaning and style; evaluate the effectiveness of the structure
• analyze and evaluate how differences in the points of view and perspectives of the narrators, characters and/or the reader create effect (e.g., suspense, humor)
• analyze the extent to which a film of a story or drama stays faithful to or departs from the text or script, evaluating choices made by the director or actors
• analyze and evaluate how a modern work of fiction draws on inferential themes, patterns of events, or character types from myths or traditional stories describing how the modern work is rendered new
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 8

B - Reading Informational Text

• cite the textual evidence that most strongly supports an in-depth analysis of the text and supports inferences drawn from the text
• analyze the development of the central idea(s) of a text, evaluating its relationship to supporting ideas and assessing the strength of each supporting idea; provide a thorough, objective summary of the text
• evaluate how a text makes connections and distinctions among individuals, ideas, or events and determine the impact of the connections and distinctions on the text
• interpret the meanings, including figurative, connotative, and technical meanings, of words and phrases as they are used in a text and evaluate the rhetorical effect of specific word choices on meaning and tone
• analyze and evaluate the structure an author uses to organize a text, including how the key sentences and paragraphs contribute to the overall structure of the text and refine key concepts
• analyze an author's purpose and point of view/perspective in a text in order evaluate how the author acknowledges and responds to conflicting evidence or viewpoints
• evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea
• analyze the argument and specific claims in a text, citing specific language while evaluating whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced
• analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation, assessing the strength or reliability of each
• read and comprehend informational texts at the high end of the grades 6-8 text complexity band independently and proficiently, by the end of grade 8

C - Writing

• write arguments to support claims with clear reasons and relevant evidence
• write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
• write narratives to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• develop and strengthen writing as needed, with some guidance and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
• use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
• conduct short research projects to answer questions (including self-generated questions), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
• gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

D - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly
• analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation
• delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced
• present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation
• integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest
• adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

E - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and accurately use grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

A - Journalism

• prewrite to generate ideas for writing
• draft writing to capture ideas and develop fluency
• revise writing to match purposes with audience and to improve content, organization, and style
• revise writing to eliminate wordiness
• edit for spelling, fragments, and run-on sentences
• use writing handouts, grammar checkers, and references to edit usage and mechanics
• write to report answers to research questions
• write, combine, and vary sentences to match purposes and audience
• distinguish between fact and opinion
• write Standard American English sentences with correct verb forms, punctuation, capitalization, possessives, plural forms, and other mechanics
• recognize and write for a variety of purposes specific to journalism (e.g., news, editorials, and features)
• defend editorial conclusions using credible facts, examples, illustrations, and details from various sources
• read newspapers, charts, graphs, and technical documents for research
• read critically, ask pertinent questions, recognize assumptions and implications, and evaluate ideas
• identify, comprehend, and summarize who, what, when, where, and how in a variety of print and non-print resources
• take notes in interviews and discussions and report accurately what others have said
• use the research process (select a topic, formulate questions, identify key words, choose sources, skim, paraphrase, take notes, organize, summarize, and present ideas)
• acquire new vocabulary through research and interview
• use a variety of print and non-print resources as parts of the research for stories
• prioritize tasks to meet deadlines
• work as a team member to solve problems
• recognize speaker's purpose and identify verbal and nonverbal components of communication
• speak so others can hear and understand

B - Technology and Production/Publication Skills

• demonstrate ability to use appropriate medium for production/publications (e.g., desktop publishing for print journalism, video equipment for broadcast journalism)
• plan interviews by developing questions for print and/or broadcast stories
• conduct, record, and accurately report information from interviews
• utilize pre-writes, story boards, or split page format for story development
• prepare and refine print articles/script for publication/production

C - Knowledge of Journalism Ethics

• understand and practice ethical reporting avoiding bias, slander, and plagiarism

D - Knowledge of Journalism Careers

• identify career opportunities in journalism (e.g., editor-in-chief, editor, reporter, photojournalist, copy reader, advertisement sales, graphic artist)

A - Reading Literary Text

• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
• analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
• analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)
• analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
• analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
• determine a theme or central idea of a text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musee des Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of grade 9

B - Reading Informational Text

• analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
• analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them
• determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
• delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
• determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• read and comprehend informational texts in the grades 9-10 text complexity band proficiently by the end of grade 9
• determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account
• analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts

C - Writing

• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation
• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceuse technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences

D - Speaking and Listening

• integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, and orally), evaluating the credibility and accuracy of each source
• adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
• present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
• evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
• initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

E - Language

• apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies
• acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings

A - Reading Literary Text

• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
• analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden's poem "Musee des Beaux Arts" and Breughel's painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment
• determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
• analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of grade 10
• analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

B - Reading Informational Text

• delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
• read and comprehend informational texts at the high end of the grades 9-10 text complexity band independently and proficiently, by the end of grade 10
• determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts
• analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account
• determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
• analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
• determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them

C - Writing

• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations
• write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically
• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subject under investigation

D - Speaking and Listening

• evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
• present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
• integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
• adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
• initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

E - Language

• acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies

A - Reading Literary Text

• demonstrate knowledge of 18th, 19th, and early 20th-century foundational works (of American literature, British literature, world literature, or multicultural literature), including how two or more texts from the same period treat similar themes or topics
• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)
• determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
• analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, in the grades 11-12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 11
• analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
• analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text (Include at least one play by Shakespeare and one play by an American dramatist)

B - Reading Informational Text

• integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
• analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
• read and comprehend informational texts in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, by the end of grade 11 
• determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text
• determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
• analyze foundational U.S. documents (and comparable documents for British literature, American literature, and Multicultural literature) of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, The Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features
• determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines 'faction' in Federalist 10)
• delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist presidential addresses)

C - Writing

• draw evidence from literary or informational texts to support analysis, reflection, and research
• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citations
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation 
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
• use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences 

D - Speaking and Listening

• initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
• integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
• present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks
• evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
• adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate

E - Language

• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
• apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening 
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

A - Reading Literary Text

• analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)
• demonstrate knowledge of 18th, 19th, and early 20th-century foundational works (of American literature, British literature, world literature, or multicultural literature), including how two or more texts from the same period treat similar themes or topics
• analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
• analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
• analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text (include at least one play by Shakespeare and one play by an American dramatist)
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
• determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text

B - Reading Informational Text

• analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features
• determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist 10)
• determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text 
• delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses)
• analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
• read and comprehend informational texts at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
• analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
• integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
• determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

C - Writing

• write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation 
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation
• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

D - Speaking and Listening

• integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
• initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
• evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
• adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate
• present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

E - Language

• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
• apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening 
• acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

A - Academic and Analytical Writing

• draw inferences from a variety of sources (i.e., print, media, internet, and electronic databases)
• distinguish between formal and informal fallacies to evaluate the validity and soundness of arguments in the text
• synthesize and evaluate the quality of collected information by critically analyzing the value and credibility of the sources
• apply principles of inductive and deductive reasoning to arguments
• conduct research using a broad range of sources by utilizing secondary and primary methods of research such as databases, open sources, keyword searches, and interviews
• identify cultural and social impacts communicated through diverse texts or sources
• analyze ethical issues in academic writing (i.e., literary and informational)
• gather, report, and evaluate information; manage and appropriately document sources
• analyze multiple writings from appropriate academic publications distinguishing between factual and opinion statements

B - Business and Industry Writing

• respond to constructive peer and community feedback through refinement and revision of the work (i.e., target group feedback)
• critique multiple writings from diverse business professions (i.e., counterclaims and opposing viewpoints)
• conduct primary and secondary research relevant to the topic; integrate appropriate sources using APA style
• analyze the impact of propaganda and other manipulations of rhetoric in texts
• analyze ethical issues in writing from a real-world lens (e.g., current events, societal and environmental issues)
• examine and apply writing in professional and disciplinary contexts using evidence to support claims and arguments
• develop a scope of work, determine research methods, and analyze data with a team
• analyze images as text; evaluate and incorporate reference documents into researched works
• evaluate audience, purpose, and/or situations as they apply to business writing contexts (i.e., emails, proposals, spreadsheets, and reports)

C - Technical and Informational Writing

• analyze and infer technical data (e.g., forms of charts, graphs) to draw conclusions 
• synthesize writing and rhetoric through reading, analysis, and reflection
• compare and contrast a variety of genres and contexts, both formal and informal
• identify and explain an author's use of text features (e.g., headings, subheadings, captions, footnotes, digital menus)
• determine purposes for various technical documents and write effective technical documents by incorporating editorial changes and user feedback
• research and consult a variety of source material and exemplar texts that model effective technical and information writing for a specific purpose (e.g., resume, cover letters, evaluative feedback, instructional articles, executive summaries)
• examine multiple digital technologies to compose for different purposes; apply visual communication principles specific to industry standards

D - Language and Organization in Writing

• adapt tone and style for appropriate writing purposes
• demonstrate understanding and mastery of standard written English as well as stylistic maturity in writing
• incorporate specific processes (i.e., research, invention, writing, revision, and editing) into all writing tasks through multiple drafts
• utilize discipline-specific denotative and connotative aspects of vocabulary to effectively communicate claims
• produce expository, analytical, and/or argumentative writing that introduces a complex central idea and develops it with appropriate, specific evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions
• demonstrate understanding of the conventions of citing primary and secondary sources
• identify and analyze the structure of arguments and their impactful placements within texts
• utilize unique grammatical components for industry-specific work (i.e., active voice passive voice)
• progress effectively through the writing process with careful attention to structure and organization

E - Presentation

• utilize persuasive and extemporaneous speaking skills
• initiate and participate effectively in a range of collaborative discussions building on others' ideas and expressing their own viewpoints clearly and persuasively
• present components created into a final product that can be utilized to showcase the presenter's professional identity to an outside audience and potential employers 
• demonstrate topic control and limitation by adjusting the speaking rate to match purpose and emphasis for the impact of delivery
• utilize traditional and digital communication by learning about the applications and preferred usages of those media
• design accurate and visually appealing components to engage the audience and enhance the presentation's purpose (e.g., images, charts, graphs, documents)
• identify and evaluate diverse and effective communication goals (i.e., tone, style, and form) necessary for interested audiences
• create and sustain a presentation for your arguments based on purpose, scope of work, and/or personal experience
• analyze and evaluate presentations of other presenters while practicing respect for the integrity of evidence and accurate representation of the ideas of others

A - Competitive Speaking

• demonstrate competence in the use of cross-examination techniques
• demonstrate an understanding of a national debate topic
• adjust reading rate to match purpose
• demonstrate research skills involving proposition of policy using appropriate techniques, resources, and documentation
• identify methods of reasoning and types of fallacies
• identify and acceptably utilize parliamentary procedure rules
• demonstrate critical thinking skills by developing an affirmative and negative case
• analyze and evaluate presentations of other students
• demonstrate appropriate speaking skills in a round of competitive speaking or dramatic interpretation
• demonstrate understanding of competitive speaking vocabulary
• demonstrate respect for the integrity of evidence and accurate representation of the ideas of others
• define and differentiate among various debate propositions and among debate formats
• demonstrate an understanding of forensic tournament procedures and conduct

B - Extemporaneous (Impromptu) and Oratory

• increase vocabulary using various strategies
• identify and summarize the main and subordinate ideas in a written work
• recognize different purposes and methods of writing, identify a writer's point-of-view and tone, and comprehend a writer's meaning inferentially as well as literally
• utilize the school's media center, its resources, and the Internet to document current events
• practice thesis support, appropriate documentation, and synthesis of information from various sources
• distinguish own personal opinions and assumptions from those of other writers
• utilize persuasive and extemporaneous speaking skills demonstrate topic control and limitation 

C - Dramatic Events

• read and use scripted materials to determine the text and subtext of the script
• recognize and describe personal and universal meanings in interpretation
• apply techniques of emotional expression to portray human personalities in characterization
• apply skills for ensemble blend, group communication, focus, and balance in improvisation, rehearsal of scripted materials, and performance
• apply and synthesize vocal techniques to create characterization in scripted and improvised activities
• recognize the importance of energy, build, and control for precise nonverbal communication
• read, edit, and practice dramatic, humorous, and oral interpretation of various works
• read, discuss, and write to formulate reasoned judgments about written and oral communication in various media genres and literary forms
• use movement to discover and explore thought, feeling, sensory awareness, and emotional responses
• use improvisation as a tool for creating and developing characterization

A - Laws and Ethics

• explain the code of journalism ethics (e.g. seek the truth and report it, do no harm, act independently, be accountable and transparent)
• recognize copyright laws of plagiarism and fair use
• summarize the decisions of the Supreme Court cases pertaining to the First Amendment's freedoms of speech and the press (e.g., Times Sullivan (1964), Tinker v. Des Moines (1968), Bethel v. Fraser (1968), Hazelwood School District v. Kuhlmeier (1988), Morse v. Frederick (2007))

B - Planning and Organization

• demonstrate awareness of the intended audience and provide appropriate coverage
• create and carry-out long-term and short-term plans and deadlines
• summarize rules for local digital storage
• recognize the basic elements in the publication layout
• define roles and responsibilities for each member of the publication process

C - Design

• explain the publishing process
• create a product that adheres to the basic design elements (e.g., typography, graphics, color, and use of space)
• recognize current trends in production

D - Interviewing and Writing

• produce content that meets professional and community standards as defined by Hazelwood School District v. Kuhlmeir 1988
• demonstrate effective interview skills

E - Photography

• evaluate the quality of an image (e.g., conveying the message, technical quality, and composition)
• recognize the value of quality pictures and art, when applicable
• demonstrate ability to crop pictures and art, when applicable
• use appropriate photographic techniques
• demonstrate an understanding of the importance of variety in photo choice

F - Marketing

• develop strategies to increase publication awareness through promotions
• identify the most appropriate means of distribution for the publication
• identify the sources of income and expenses
• identify and meet financial goals necessary to produce a publication

A - Classification and Location

• identify and locate various formats of media in the media center (e.g., eBooks, audio books)
• demonstrate an understanding of the Dewey Decimal classification system
• identify and locate genres within fiction and nonfiction, biography, reference, periodicals, and special collections in the media center

B - Operational Procedures

• define terminology pertaining to the media center
• demonstrate the use of selected media equipment (i.e., audio, cameras)
• identify policies and procedures of the media center
• circulate media center resources and equipment

C - Information Access and Use

• assist students, staff, and teachers in locating information
• demonstrate a working knowledge of media center databases and digital tools
• define terminology pertaining to digital citizenship
• demonstrate a working knowledge of the credibility and relevance of information
• demonstrate a working knowledge of best practices in good digital citizenship in the area of information access and use
• demonstrate an understanding of basic research strategies

D - Application

• locate media materials using the online catalog
• demonstrate the system for processing new media center materials
• support literacy promotions at the direction of the media specialist promotions
• demonstrate the system for shelving media center materials

A - Literary Types and Composition

• determine an author's central purpose with a high level of precision, and analyze and evaluate the way(s) that purpose is developed through significant choices in the elements of composition (e.g., diction, syntax, imagery, figurative language, organization, tone, etc.)
• listen critically and respond appropriately to written and oral communication in a variety of genres and media in order to increase precision as a reader and competence as a writer
• initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-appropriate topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
• edit and revise compositions multiple times in order to make them more correct, clear, economical, engaging, and compelling
• write proposals and reports that effectively organize and convey technical information through economical selection of details and language and purposeful attention to conventions as a part of the inquiry and problem-solving process
• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate thorough knowledge of the elements of the major forms of fiction and nonfiction: short story, folktale, poetry, drama, essay, biography, autobiography, memoir, and editorial (e.g., plot, characterization, purpose, structure, evidence, etc.)
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• write for a variety of purposes and audiences, effectively adapting the elements of writing (e.g., diction, syntax, tone, organization, selection of support, format, etc.) as needed
• use the conventions of standard English grammar, usage, punctuation, and spelling through analysis and imitation of mentor texts
• analyze how various texts of literary merit reflect the social and historical context of the culture in which they were written
• analyze and evaluate the clarity and effectiveness of informational and transactional texts through consideration of factors
• study a selection of mentor texts and adopt features of those texts, as appropriate, to revise and improve compositions; demonstrate conscious use of those features as well as an understanding of their impact on the clarity, effectiveness, or beauty of compositions
• determine the sincerity, credibility and authority of informational and transactional texts through careful consideration of the source of the text and the author's language, as well as possible instances of propaganda, disinformation, or bias
• recognize significant incongruities (e.g., irony, ambiguity, omissions, ) in literary texts and analyze the purpose and impact of those incongruities 
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; effectively anticipate and respond to likely concerns and objections of readers who would be opposed to the writer's position 
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• write narratives to develop real or imagined experiences or events, using effective techniques, well-chosen details, and well-structured event sequences in support of a significant theme or purpose

A - Reading Literary Text

• demonstrate knowledge of 18th, 19th, and early 20th-century works of multicultural literature, including how two or more texts from the same period treat similar themes or topics
• read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently, by the end of grade 12
• analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
• analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
• analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful
• analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)

B - Reading Informational Text

• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features
• integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
• determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text 
• determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text 
• determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text
• read and comprehend informational texts at the high end of the grades 11-CCR text complexity band independently and proficiently, by the end of grade 12
• analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
• delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy
• analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text to create a distinct perspective

C - Writing

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
• draw evidence from literary or informational texts to support analysis, reflection, and research 
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation
• use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

D - Speaking and Listening

• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
• adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate
• initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
• evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
• integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
• present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

E - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression 
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

A - Oral/Written Communication

• use and understand the patterns of organization to structure information for each specific type of speech
• demonstrate effective preparation skills in the organization of speeches into appropriate sections and develop each section using the appropriate information and transitions between sections
• demonstrate, through presentation skills, an understanding of the basic process for audience analysis, including demographics, cultural concerns, gender, and knowledge of the subject
• demonstrate an understanding of ethical speaking and listening during presentations
• evaluate the messages and effects of mass communication
• comprehend, develop, and use concepts and generalizations to affect an audience
• use, identify, and create speeches for different types of speaking purposes, including informing, persuading, entertaining, and motivating
• use voice effectively (e.g., volume, rate, clarity, and inflection)
• perform social rituals (e.g., introductions, greetings, and conversations)
• analyze an issue to determine the topic, subtopic, amount, and timeliness of information for a given speech
• use nonverbal signs appropriately (e.g., gestures, eye contact, facial expression, and posture)
• demonstrate effective listening skills as they relate to critical understanding of speech topics
• read, discuss, and analyze speeches and other types of literature that lend themselves to oral interpretation

A - Literary Text

• analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
• cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text
• analyze how an author's choices concerning how to structure a literary text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
• determine a theme or central idea of a literary text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• read and comprehend literature, including stories, dramas, and poems, at the high end of the ninth through tenth grades text complexity band independently and proficiently, with scaffolding as needed at the high end of the range, by the end of ninth grade
• determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
• analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters, and advance the plot or develop the theme

B - Informational Text

• determine a central idea of an informational text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
• determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)
• read and comprehend informational texts in the grades ninth through tenth text complexity band proficiently, by the end of ninth grade
• analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)
• cite strong and thorough textual evidence to support analysis of what an informational text says explicitly as well as inferences drawn from the text 
• delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning 
• analyze how the author of an informational text unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them
• analyze documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms Speech, King's "Letter from Birmingham Jail," Nelson Mandela's Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts
• analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter)

C - Writing

• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden inquiries when appropriate; synthesize subjects, demonstrating understanding of the subject under investigation
• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations
• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• draw evidence from literary or informational texts to support analysis, reflection, and research

A - Reading Literary Text

• analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)
• analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)
• determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
• read and comprehend literature and literary nonfiction, including stories, dramas, and poems, at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
• analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
• analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
• demonstrate knowledge of 18th, 19th, and early 20th-century foundational works (of American literature, British literature, world literature, or multicultural literature), including how two or more texts from the same period treat similar themes or topics
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

B - Reading Informational Text

• determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
• analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging
• read and comprehend informational texts at the high end of the grades 11-12 text complexity band independently and proficiently, by the end of grade 12 
• determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist 10) 
• cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text
• determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text
• integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
• analyze foundational documents of historical and literary significance for their themes, purposes, and rhetorical features
• delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses)

C - Writing

• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
• produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences
• use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
• write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences 
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple sources on the subjects, demonstrating understanding of the subjects under investigation 
• draw evidence from literary or informational texts to support analysis, reflection, and research
• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

D - Speaking and Listening

• initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
• evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
• adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
• present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
• integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

E - Language

• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies
• demonstrate command of the conventions of standard English grammar and usage when writing or speaking 
• demonstrate understanding of figurative language, word relationships, and nuances in word meanings 
• apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

A - Writer's Workshop

• identify and analyze techniques specific to a variety of genres (e.g., poem and short story, creative nonfiction, drama) and effectively utilize the appropriate genre technique(s) in writing an original text
• analyze the function and effect of poetic and literary devices in mentor text in order to emulate in original poetry, or to use poetic language, voice, style, and purpose in a variety of texts
• read text as a writer analyzing the author's craft (e.g., structure, ideas, details, syntax, diction, tone) and use of language
• create an original piece in multiple genres in response to a single stimuli (e.g., text, visual, prompt, situation) purposefully and effectively using poetic devices and techniques (e.g., form, meter, rhyme) and the elements of fiction (e.g., characters, plot, setting, mood)
• adapt writing style to various audiences
• choose appropriate diction, syntax, and conventions for the intended audience and purpose, and use language choices effectively and purposefully in a variety of genres
• use a variety of techniques in writing to affect the reader
• develop imaginative expression in writing (i.e., fresh ideas, diction, and voice)
• establish and maintain effective techniques (e.g., well-chosen details, well-structured event sequence, poetic and literary devices, point-of-view, elements of fiction) to develop an original piece of fiction
• create and develop an original text, based on self-selected topics, themes, ideas, research, or areas of interest, in a variety of genres using the elements of fiction and rhetorical techniques
• use techniques appropriate to different stages of the writing process to achieve fluency, control, and proficiency
• identify and analyze components (e.g., structure, fluency, style, voice, diction, mechanics, grammar, imaginative expressions, details, literary and poetic devices) in exemplar texts
• evaluate and analyze a variety of genres representing multiple literary periods, cultures, and perspectives to emulate and inform the writing of original fiction
• create and develop original writing by effectively using individual revision strategies and writing workshops to address weakness and gaps in the development of what is most significant in a text (e.g., response to the needs of the audience, effective use of the elements of language, purposeful and effective use of literary and poetic devices)
• use a variety of platforms (e.g., blog, performance, traditional publication, social media) to publish original writing for specific audiences and purposes using an appropriate genre for the platform
• develop advanced literary and poetic devices (e.g., motifs, symbols, archetypes, extended metaphors, conflicts) in the development of an original text 
• analyze the development of theme in exemplar texts in order to create major and minor themes in original writing (e.g., fiction, poetry, drama, creative nonfiction)