CCRS Language Arts 4-8 Checklists and Breakdowns

Included
are
eight
different
styles
of
the
Reading
Standards
in
a
variety
of
formats.
Designed
for
middle
school
students,
you
will
see
checklists
for
K-‐3
standards
that
might
have
been
missed,
a
range
of
standards
4-‐10
so
you
can
differentiate
for
your
students
and
see
how
to
accommodate
student
ability,
4-‐8
checklists
to
help
you
track,
and
a
curriculum
guide
to
help
you
as
you
plan
1
College
and
Career
Readiness
Anchor
Standards
for
Reading
throughout
the
year,
and
more.
Title
Page
(s)
CCRS
Curriculum
Planning
for
Quarter
One
2
CCRS
Curriculum
Planning
for
Quarter
Two
3
CCRS
Curriculum
Planning
for
Quarter
Three
4
CCRS
Curriculum
Planning
for
Quarter
Four
5
Checklist
of
Reading
CCRS
with
Keywords
6-‐8
One
Page
Checklist
of
the
General
Standards
with
Keywords
9
4-‐10
Grade
Level
Breakdown
of
CCRS:
Reading
Literature
10
4-‐8
Grade
Level
Checklist
of
CCRS:
Reading
Literature
11
K-‐3
Grade
Level
Checklist
of
CCRS:
Reading
Literature
12
4-‐10
Grade
Level
Breakdown
of
CCRS:
Reading
Informational
Text
13
4-‐8
Grade
Level
Checklist
of
CCRS:
Reading
Informational
Text
14
K-‐3
Grade
Level
Checklist
of
CCRS:
Reading
Informational
Text
15
4-‐10
Grade
Level
Breakdown
of
CCRS:
Speaking
and
Listening
16
4-‐8
Grade
Level
Checklist
of
CCRS:
Speaking
and
Listening
17
4-‐10
Grade
Level
Breakdown
of
CCRS:
Writing
18
6-‐8
Grade
Level
Breakdown
of
CCRS:
Writing
Text
Types
and
Purposes
19
4-‐8
Grade
Level
Checklist
of
CCRS:
Writing
20
4-‐10
Grade
Level
Breakdown
of
CCRS:
Language
21-‐22
4-‐8
Grade
Level
Checklist
of
CCRS:
Language
23-‐24
K-‐3
Grade
Level
Checklist
of
CCRS:
Language:
Grammar
Conventions
25
K-‐3
Grade
Level
Checklist
of
CCRS:
Writing
Conventions
26
K-‐3
Grade
Level
Checklist
of
CCRS:
Defining
Vocabulary
27
K-‐3
Grade
Level
Checklist
of
CCRS:
Word
Relationships
28
Keywords
for
All
Standards
Planning
by
Unit:
________
29
6-‐8
Grade
Level
Breakdown
of
CCRS:
Literature
30
6-‐8
Grade
Level
Breakdown
of
CCRS:
Informational
Text
31
6-‐8
Grade
Level
Breakdown
of
CCRS:
Writing
Standards
32-‐33
6-‐8
Grade
Level
Breakdown
of
CCRS:
Speaking
and
Listening
34
6-‐8
Grade
Level
Breakdown
of
CCRS:
Language
35
College
and
Career
Ready
in
Emotional
and
Social
Development,
and
21st
Century
Skills
Rubrics
36-‐40
Rubrics
by
Grade
for
the
Old
Common
Core
41-‐67
Resources
http://www.corestandards.org/wp-‐content/uploads/ELA_Standards.pdf
http://www.ouboces.org/RaceToTheTop/CommonCoreStandardsAbbreviations.pdf

2
College
and
Career
Readiness
Anchor
Standards
for
Reading
Keywords
for
All
Standards
for
Planning
by
Quarter
or
Unit
CCRS
Curriculum
Planning
for
Quarter
One
Reading
Literaure
(RL):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Craft
and
Structure
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
Integration
of
Knowledge
and
Ideas
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Range
of
Reading
and
Level
of
Complexity
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
Craft
and
Structure
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
Integration
of
Knowledge
and
Ideas
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
Range
of
Reading
and
Level
of
Complexity
10
Informational
text
complexity
proficiently
Writing
(W):
✔
Text
Types
and
Purposes
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
Production
and
Distribution
of
Writing
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
Research
to
Build
and
Present
Knowledge
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
Range
of
Writing
10
Range,
audience,
purpose
Speaking
and
Listening
(SL)
✔
Comprehension
and
Collaboration
1
Engage
in
collaborative
dicussions
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
Presentation
of
Knowledge
and
Ideas
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
6
Range
and
diversity
of
writing
Language
(L):
✔
Conventions
of
Standard
English
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
Knowledge
of
Language
3
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
Vocabulary
Acquisition
and
Use
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings

3
College
and
Career
Readiness
Anchor
Standards
for
Reading
Keywords
for
All
Standards
for
Planning
by
Quarter
or
Unit
CCRS
Curriculum
Planning
for
Quarter
Two
Reading
Literaure
(RL):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Craft
and
Structure
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
Integration
of
Knowledge
and
Ideas
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Range
of
Reading
and
Level
of
Complexity
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
Craft
and
Structure
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
Integration
of
Knowledge
and
Ideas
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
Range
of
Reading
and
Level
of
Complexity
10
Informational
text
complexity
proficiently
Writing
(W):
✔
Text
Types
and
Purposes
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
Production
and
Distribution
of
Writing
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
Research
to
Build
and
Present
Knowledge
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
Range
of
Writing
10
Range,
audience,
purpose
Speaking
and
Listening
(SL)
✔
Comprehension
and
Collaboration
1
Engage
in
collaborative
dicussions
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
Presentation
of
Knowledge
and
Ideas
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
6
Range
and
diversity
of
writing
Language
(L):
✔
Conventions
of
Standard
English
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
Knowledge
of
Language
3
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
Vocabulary
Acquisition
and
Use
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings

4
College
and
Career
Readiness
Anchor
Standards
for
Reading
Keywords
for
All
Standards
for
Planning
by
Quarter
or
Unit
CCRS
Curriculum
Planning
for
Quarter
Three
Reading
Literaure
(RL):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Craft
and
Structure
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
Integration
of
Knowledge
and
Ideas
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Range
of
Reading
and
Level
of
Complexity
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
Craft
and
Structure
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
Integration
of
Knowledge
and
Ideas
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
Range
of
Reading
and
Level
of
Complexity
10
Informational
text
complexity
proficiently
Writing
(W):
✔
Text
Types
and
Purposes
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
Production
and
Distribution
of
Writing
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
Research
to
Build
and
Present
Knowledge
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
Range
of
Writing
10
Range,
audience,
purpose
Speaking
and
Listening
(SL)
✔
Comprehension
and
Collaboration
1
Engage
in
collaborative
dicussions
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
Presentation
of
Knowledge
and
Ideas
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
6
Range
and
diversity
of
writing
Language
(L):
✔
Conventions
of
Standard
English
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
Knowledge
of
Language
3
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
Vocabulary
Acquisition
and
Use
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings

5
College
and
Career
Readiness
Anchor
Standards
for
Reading
Keywords
for
All
Standards
for
Planning
by
Quarter
or
Unit
CCRS
Curriculum
Planning
for
Quarter
Four
Reading
Literaure
(RL):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Craft
and
Structure
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
Integration
of
Knowledge
and
Ideas
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Range
of
Reading
and
Level
of
Complexity
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
Craft
and
Structure
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
Integration
of
Knowledge
and
Ideas
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
Range
of
Reading
and
Level
of
Complexity
10
Informational
text
complexity
proficiently
Writing
(W):
✔
Text
Types
and
Purposes
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
Production
and
Distribution
of
Writing
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
Research
to
Build
and
Present
Knowledge
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
Range
of
Writing
10
Range,
audience,
purpose
Speaking
and
Listening
(SL)
✔
Comprehension
and
Collaboration
1
Engage
in
collaborative
dicussions
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
Presentation
of
Knowledge
and
Ideas
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
6
Range
and
diversity
of
writing
Language
(L):
✔
Conventions
of
Standard
English
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
Knowledge
of
Language
3
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
Vocabulary
Acquisition
and
Use
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings

6
College
and
Career
Readiness
Anchor
Standards
for
Reading
A
Checklist
of
the
General
Standards
with
Keywords
Reading
Literaure
(RL):
1
2
3
4
Key
Ideas
and
Details
✔
✔
✔
✔
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Craft
and
Structure
✔
✔
✔
✔
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
Integration
of
Knowledge
and
Ideas
✔
✔
✔
✔
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Range
of
Reading
and
Level
of
Complexity
✔
✔
✔
✔
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
1
2
3
4
Key
Ideas
and
Details
✔
✔
✔
✔
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
Craft
and
Structure
✔
✔
✔
✔
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
Integration
of
Knowledge
and
Ideas
✔
✔
✔
✔
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
Range
of
Reading
and
Level
of
Complexity
✔
✔
✔
✔
10
Informational
text
complexity
proficiently
Speaking
and
Listening
(SL)
1
2
3
4
Comprehension
and
Collaboration
✔
✔
✔
✔
1
Engage
in
collaborative
dicussions
a.
Read
material
with
evidence
prior
b.
Set
and
track
goals
c.
Elaboration,
detail
d.
Key
ideas,
multiple
perpectives,
reflection
paraphrasing,
justify
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
Presentation
of
Knowledge
and
Ideas
✔
✔
✔
✔
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
6
Range
and
diversity
of
writing

7
College
and
Career
Readiness
Anchor
Standards
for
Reading
A
Checklist
of
the
General
Standards
with
Keywords
Writing
(W):
1
2
3
4
Text
Types
and
Purposes
✔
✔
✔
✔
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
a.
Introduce
claims,
organize
reasons
and
evidence
b.
Support,
credible
sources
c.
Clarify
relationship
among
claims
and
reasons
d.
Formal
style
e.
Concluding
statement
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
a.
Introduce
topic,
organization,
formating,
grapics,
multimedia
b.
Develop
topic
c.
Transitions
d.
Language
and
vocabulary
e.
Formal
style
f.
Concluding
statement
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐
structured
event
sequences.
a.
Establish
context,
introduce
narrators
and
characters,
organize
b.
Develop
story
using
narrative
techniques
c.
Transition
and
sequence
d.
Sensory
language
e.
Conclusion
Production
and
Distribution
of
Writing
✔
✔
✔
✔
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
Research
to
Build
and
Present
Knowledge
✔
✔
✔
✔
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
Range
of
Writing
✔
✔
✔
✔
10
Range,
audience,
purpose

8
College
and
Career
Readiness
Anchor
Standards
for
Reading
A
Checklist
of
the
General
Standards
with
Keywords
Language
(L):
1
2
3
4
Conventions
of
Standard
English
✔
✔
✔
✔
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
a.
Function
of
phrases
and
clauses
b.
Simple,
compound,
complex,
and
compound-‐complex
sentences
to
signal
differing
relationships
among
ideas
c.
Place
phrases
and
clauses
within
a
sentence,
recognize
and
correct
mislplaced
modifiers
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
a.
Use
a
comma
to
separate
cooridinate
adjectives
b.
Spell
correctly
Knowledge
of
Language
✔
✔
✔
✔
3
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
a.
Expresses
ideas
precisely
and
concisely,
eliminating
wordiness
and
redundancy
Vocabulary
Acquisition
and
Use
✔
✔
✔
✔
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
a.
Use context (e.g., definitions, examples, restatements in text, cause/effect
relationships and comparisons in text) as a clue to the meaning of a word or
phrase.
b.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word
c.
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases.
d.
Verify preliminary meaning of words or phrase
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings
a. Literary, biblical, mythological allusions
b.
Use relationship between particular words (cause/effect, part/whole,
item/category, synonym/antonym, analogy) to understand each of the words
c.
Distinguish connotations and denotations

9
College
and
Career
Readiness
Anchor
Standards
for
Reading
A
Checklist
of
the
General
Standards
with
Keywords
Reading
Literaure
(RL):
✔
(RL):
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
(RL):
Craft
and
Structure
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
(RL):
Reading
Literaure
Knowledge
and
Ideas
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
(RL):
Range
of
Reading
and
Level
of
Complexity
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
✔
(RI):
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
(RI):
Craft
and
Structure
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
(RI):
Integration
of
Knowledge
and
Ideas
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
(RI):
Range
of
Reading
and
Level
of
Complexity
10
Read
informational
text
complexity
proficiently
Speaking
and
Listening
(SL):
✔
(SL):
Comprehension
and
Collaboration
1
Engage
in
collaborative
dicussions
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
(SL):
Presentation
of
Knowledge
and
Ideas
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
Writing
(W):
✔
(W):
Text
Types
and
Purposes
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
(W):
Production
and
Distribution
of
Writing
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
(W):
Research
to
Build
and
Present
Knowledge
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
(W):
Range
of
Writing
10
Range,
audience,
purpose
Language
(L):
✔
(L):
Conventions
of
Standard
English
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
(L):
Knowledge
of
Language
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
(L):
Vocabulary
Acquisition
and
Use
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings

10
Reading Literaure (RL): Key Ideas and Details
RL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10
RL.1. Textual
evidence and
inferences
Refer to details
in text when
eplaining text
and inferences
Quote
accurately from
a text
Cite to support
analysis
Cite several
times
Textual evidence
that most strongly
supports
Strong and
thorough textual
evidence
RL.2. Theme or
central idea,
summary, sensory
details
Determine theme
from details;
summarize
Include
character
development
when
determining
theme
Use particular
sensory details
with theme;
objective
summary
Analyze
theme’s
development
over the course
of text
Analyze theme’s
relationship with
characters, setting,
plot
Theme shaped
and refined by
specific details
RL.3.
Development of
literary elements
including plot,
characters,
dialogue
Describe a
character,
setting, or event
using specifc
details
Compare and
contrast two or
more
characters,
settings, events
Plot unfolds in a
series of
episodes;
characters
respond and
change as plot
developes
Interaction of
different
literary
elements
Analyze how
dialogue or
incidents propel
action, revealing
new aspects of
character
Complex
characters and
their development
Reading Literaure (RL): Craft and Structure
RL.4. Decipher
words and phrases,
word choice
Determine
meaning
including
allusions found
in myths
Figurative
language:
similes and
metaphors
Figurative,
connotative,
word choice,
tone
Rhyme and
repetition
Analogies and
allusions to other
texts
Word choice and
tone; formal and
informal
RL.5. Text
structure
Explain major
differences
between
structures and
technical jargon
with poems,
drama, prose
Series of
chapters,
stanzas, scenes
fit together in
overall
structure
Specific excerpt
connected to
plot, theme,
setting
development
Drama or
poem form or
structure
contribute to
meaning
Compare and
contrast structure
of two or more
texts and the value
in different
structures
Manipulate time
for effects (e.g.,
flashblacks,
pacing)
RL.6. Author,
point of view,
narrator
Compare and
contrast POV of
stories: first and
third person
narrations
Narrator’s
perspective
influences how
events are
described
Author develops
into narrator
POV
Author
contrasts
narrator’s
perspective
with other
characters
Differences in
perspective create
effects (e.g.,
suspense or
humor)
Particular POV or
culture of US
reflected
Reading Literaure (RL): Integration of Knowledge and Ideas
RL Keywords Grade 4 Grade 5- Less Grade 6 Grade 7 Grade 8 Grades 9-10
RL.7. Compare
and contrast,
production
techniques
Connection
between text and
visual
Analyze how
visual elements
contribute to
meaning, tone
Compare and
contrast reading
to listening or
viewing same
piece
Analyze the
effects of
techniques
unique to each
medium
Analyze how a
production stays
faithful to or
departs from the
original, evaluating
creative choices
used
Representiation of
a subject in two
different artistic
mediums
RL.9. Compare
and contrast style,
purpose, genre,
multiple texts on
same theme,
patterns of events
character types
Compare and
contrast common
themes in myths,
traditional
literature, stories
Compare and
contraste stories
in same genre
Compare and
contrast texts in
different forms
or genres in
terms of
approaches to
similar themes
Fictional with
nonfiction
historical
account
Modern work with
traditional
literature in terms
of themes, patterns
of events, or
character types
Author draws on
and transforms
source material in
specific work
Reading Literature (RL): Range of Reading and Level of Complexity
RL.10. Fictional
text complexity
4-5 Scaffolding
4-5
6- 8 Scaffolding 6- 8
6- 8 Independently
proficiently
50% Literary
Independently Scaffolding
45% Literary
9-10 Scaffolding-
Independently
4-‐10
Grade
Level
Breakdown
of
CCRS:
Reading
Literature
Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
4-‐10.
Use
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.

11
4-‐8
Grade
Level
Checklist
of
CCRS:
Reading
Literature
Reading
Literaure
(RL):
Key
Ideas
and
Details
✔
✔
RL.1.
Textual
evidence
and
inferences
Refer
to
details
in
text
when
eplaining
text
and
inferences
Cite
several
times
Quote
accurately
from
a
text
Textual
evidence
that
most
strongly
supports
Cite
to
support
analysis
Strong
and
thorough
textual
evidence
RL.2.
Theme
or
central
idea,
summary,
sensory
details
Determine
theme
from
details;
summarize
Analyze
theme’s
development
over
the
course
of
text
Include
character
development
when
determining
theme
Analyze
theme’s
relationship
with
characters,
setting,
plot
Use
particular
sensory
details
with
theme;
objective
summary
Theme
shaped
and
refined
by
specific
details
RL.3.
Development
of
literary
elements
including
plot,
characters,
dialogue
Describe
a
character,
setting,
or
event
using
specifc
details
Interaction
of
different
literary
elements
Compare
and
contrast
two
or
more
characters,
settings,
events
Analyze
how
dialogue
or
incidents
propel
action,
revealing
new
aspects
of
character
Plot
unfolds
in
a
series
of
episodes;
characters
respond
and
change
as
plot
developes
Complex
characters
and
their
development
Reading
Literaure
(RL):
Craft
and
Structure
✔
✔
RL.4.
Decipher
words
and
phrases,
word
choice
Determine
meaning
including
allusions
found
in
myths
Rhyme
and
repetition
Figurative
language:
similes
and
metaphors
Analogies
and
allusions
to
other
texts
Figurative,
connotative,
word
choice,
tone
Word
choice
and
tone;
formal
and
informal
RL.5.
Text
structure
Explain
major
differences
between
structures
and
technical
jargon
with
poems,
drama,
prose
Drama
or
poem
form
or
structure
contribute
to
meaning
Series
of
chapters,
stanzas,
scenes
fit
together
in
overall
structure
Compare
and
contrast
structure
of
two
or
more
texts
and
the
value
in
different
structures
Specific
excerpt
connected
to
plot,
theme,
setting
development
Manipulate
time
for
effects
(e.g.,
flashblacks,
pacing)
RL.6.
Author,
point
of
view,
narrator
Compare
and
contrast
POV
of
stories:
first
and
third
person
narrations
Author
contrasts
narrator’s
perspective
with
other
characters
Narrator’s
perspective
influences
how
events
are
described
Differences
in
perspective
create
effects
(e.g.,
suspense
or
humor)
Author
develops
into
narrator
POV
Particular
POV
or
culture
of
US
reflected
Reading Literaure (RL): Integration of Knowledge and Ideas ✔
✔
RL.7.
Compare
and
contrast,
production
techniques
Connection
between
text
and
visual
Analyze
the
effects
of
techniques
unique
to
each
medium
Analyze
how
visual
elements
contribute
to
meaning,
tone
Analyze
how
a
production
stays
faithful
to
or
departs
from
the
original,
evaluating
creative
choices
used
Compare
and
contrast
reading
to
listening
or
viewing
same
piece
Representiation
of
a
subject
in
two
different
artistic
mediums
RL.9.
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Compare
and
contrast
common
themes
in
myths,
traditional
literature,
stories
Fictional
with
nonfiction
historical
account
Compare
and
contraste
stories
in
same
genre
Modern
work
with
traditional
literature
in
terms
of
themes,
patterns
of
events,
or
character
types
Compare
and
contrast
texts
in
different
forms
or
genres
in
terms
of
approaches
to
similar
themes
Author
draws
on
and
transforms
source
material
in
specific
work
Reading Literature (RL): Range of Reading and Level of
Complexity ✔
✔
RL.10.
Fictional
text
complexity
proficiently
4-‐5
Scaffolding
50%
Literary
6-‐
8
Independently
45%
Literary

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
K-‐3.
Use
12
K-‐3
Grade
Level
Checklist
of
CCRS:
Reading
Literature
the
checklists
to
help
evaluate
student
needs
when
they
are
not
in
the
middle
school
range.
Mastery of English Language Arts: Reading Literature RL. K-3. All
RL Keywords Reading Literature Standards ✔
Reading Literaure (RL): Key Ideas and Details ✔
RL1. Textual evidence
and inferences
RL.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
RL.3.1 Ask and answer questions to demonstrate understanding of a text,
explicitly using text as basis for answers.
RL2. Theme or central
idea, summary, sensory
details
RL.1.2 Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures, and determine their central message, lesson, or moral.
RL3. Development of
literary elements
including plot,
characters, dialogue
RL.1.3 Describe characters, settings, and major events in a story using key
details.
RL.2.3 Describe how characters in a story respond to major events and
challenges
Reading Literaure (RL): Craft and Structure ✔
RL4. Decipher words
and phrases, word
choice
RL.1.4 Identify words and phrases in stories and poems that suggest feelings
or appeal to senses.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.3.4 Distinguish literal from nonliteral language
RL5. Text structure
RL.1.5 Explain differences between books that tell stories and books that give
information.
RL.2.5 Describe overall structure of a story including beginning as
introduction and ending concluding action.
RL.3.5 Use technical terms such as chapter, scene, and stanza when refering to
stories, dramas, and poems.
RL6. Author, point of
view, narrator
RL.1.6 Identify who is telling the story at different parts.
RL.2.6. Acknowledge differents in POV of characters, including speaking in
different voices when reading dialogue.
RL.3.6 Distinguish own POV from the narrator or characters.
Reading Literaure (RL): Integration of Knowledge and Ideas ✔
RL7. Compare and
contrast, production
techniques
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what
is conveyed by words in the story (mood, emphasis on aspects of a character
or setting).
RL9. Compare and
contrast style, purpose,
genre, multiple texts on
same theme, patterns of
events character types
RL.2.9 Compare and contrast two versions of the same story from different
cultures or by different authors.
RL.3.9 Compare and contrast themes, settings, and plots written by same
author about similar characters.

13
Reading Informational Text (RI): Key Ideas and Details
RI Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10
RI.1. Textual
evidence and
inferences
Refer to details in
text when
eplaining text and
inferences
Quote accurately
Cite to support
analysis of what
text explicitly
sys and draw
inferences
Cite several times
Textual evidence
that most strongly
supports
Strong and
thorough
evidence
RI.2. Central
idea, summary,
sensory details
Determine main
idea supported by
key details;
summarize
Two or more
main ideas
Determine central
idea of a text and
how it’s
conveyed through
particular details
Two or more
central ideas,
analyze
development;
provide summary
Include the
central idea’s
relationship to
supporting ideas
Theme shaped
and refined by
specific details
RI.3.
Developing key
details and
connections
Explain events
with content-vocabulary
from
text
Interactions
between two or
more
Analyze key
individual, event,
idea is
introduced,
illustrated, and
elaborated
Interactions
between one
another in a text;
compare multiple
events
Connections
amongst the
distinctions
through
comparisons,
analagies, and
categories
How author
unfolds ideas or
events, including
order and style
Reading Informational Text (RI): Craft and Structure
RI.4. Decipher
Determine
words and
meaning of grade
phrases, word
level academic
choice
and domain-specific
words
Figurative,
connotative, word
choice, tone
Rhyme and
repetition
Technical
meanings,
analogies and
allusions to other
texts
Tone
RI.5. Text
structure and
development of
ideas
Describe overall
structure
Compare and
contrast structure
Specific excerpt
connected to
overall structure
and development
of ideas
Analyze structure
author uses to
organize text
Refined key
concept
Claims developed
and refined by
author
RI.6. Author’s
point of view or
purpose
Compare and
contrast firsthand
and secondhand
account
Similarities and
differences in
multiple accounts
Author’s
perspective or
purpose and how
it’s conveyed
Author
distinguishes
perspective from
that of others
Author
acknowledges
and responds to
conflicting
viewpoints
Author uses
rhetoric to
advance
perspective
Reading Informational Text (RI): Integration of Knowledge and Ideas
RI.7. Integrate
medias or
Integrate
Compare and
Evaluate
formats to
Interpret visual
Draw on multiple
information in
contrast text to
advantages and
develop
information
sources, locating
different formats
audio, depicting
disadvantages of
coherent
an answer
to develop
each portrayal of
using different
understanding
understanding
subject
mediums
Various accounts
told in different
mediums and
emphasized
details
RI.8. Evaluate
the argument
and specific
claims;
evidence
Explain how
author uses
reasons and
evidence to
support particular
points
Identify which
evidence supports
specific points
Evaluate the
argument and
specific claims;
claims supported
by reasons and
evidence
Assess whether
the reasoning is
sound and
evidence is
relevant and
sufficient
Examine and
evaluate if the
argument is
sound; recognize
irrelevant
evidence
Valid, sufficient
evidence and
false statements
RI.9. Compare
and contrast
one author’s
presentation
Integrate
information from
two texts on same
topic to speak
knowledgeably
Several texts
Compare and
contrast two
differing authors’
presentation of
events
Two or more
authors writing to
emphasize
different
interpretations
Identify where
they disagree on
fact or inpretation
Analyze U.S.
documents of
significance in
relation
Reading Informational Text (RI): Range of Reading and Level of Complexity
RI.10.
Informational
4-5 Scaffolding
6- 8
4-5
Independently
text complexity
50%
6- 8 Scaffolding
proficiently
Informational
Independently 55%
Informational
9-10 Scaffolding-
Independently
4-‐10
Grade
Level
Breakdown
of
CCRS:
Reading
Informational
Text
Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
4-‐10.
Use
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.

14
4-‐8
Grade
Level
Checklist
of
CCRS:
Reading
Informational
Text
Reading
Informational
Text
(RI):
Key
Ideas
and
Details
✔
✔
RI.1.
Textual
evidence
and
inferences
Refer
to
details
in
text
when
eplaining
text
and
inferences
Cite
several
times
Quote
accurately
Textual
evidence
that
most
strongly
supports
Cite
to
support
analysis
of
what
text
explicitly
sys
and
draw
inferences
Strong
and
thorough
evidence
RI.2.
Central
idea,
summary,
sensory
details
Determine
main
idea
supported
by
key
details;
summarize
Two
or
more
central
ideas,
analyze
development;
provide
summary
Two
or
more
main
ideas
Include
the
central
idea’s
relationship
to
supporting
ideas
Determine
central
idea
of
a
text
and
how
it’s
conveyed
through
particular
details
Theme
shaped
and
refined
by
specific
details
RI.3.
Developing
key
details
and
connections
Explain
events
with
content-‐vocabulary
from
text
Interactions
between
one
another
in
a
text;
compare
multiple
events
Interactions
between
two
or
more
Connections
amongst
the
distinctions
through
comparisons,
analagies,
and
categories
Analyze
key
individual,
event,
idea
is
introduced,
illustrated,
and
elaborated
How
author
unfolds
ideas
or
events,
including
order
and
style
Reading
Informational
Text
(RI):
Craft
and
Structure
✔
✔
RI.4.
Decipher
words
and
phrases,
word
choice
Determine
meaning
of
grade
level
academic
and
domain-‐specific
words
Technical
meanings,
analogies
and
allusions
to
other
texts
Figurative,
connotative,
word
choice,
tone
Rhyme
and
repetition
Tone
RI.5.
Text
structure
and
development
of
ideas
Describe
overall
structure
Analyze
structure
author
uses
to
organize
text
Compare
and
contrast
structure
Refined
key
concept
Specific
excerpt
connected
to
overall
structure
and
development
of
ideas
Claims
developed
and
refined
by
author
RI.6.
Author’s
point
of
view
or
purpose
Compare
and
contrast
firsthand
and
secondhand
account
Author
distinguishes
perspective
from
that
of
others
Similarities
and
differences
in
multiple
accounts
Author
acknowledges
and
responds
to
conflicting
viewpoints
Author’s
perspective
or
purpose
and
how
it’s
conveyed
Author
uses
rhetoric
to
advance
perspective
Reading
Informational
Text
(RI):
Integration
of
Knowledge
and
Ideas
✔
✔
RI.7.
Integrate
medias
or
formats
to
develop
coherent
understanding
Interpret
visual
information
Compare
and
contrast
text
to
audio,
depicting
each
portrayal
of
subject
Draw
on
multiple
sources,
locating
an
answer
Evaluate
advantages
and
disadvantages
of
using
different
mediums
Integrate
information
in
different
formats
to
develop
understanding
Various
accounts
told
in
different
mediums
and
emphasized
details
RI.8.
Evaluate
the
argument
and
specific
claims;
evidence
Explain
how
author
uses
reasons
and
evidence
to
support
particular
points
Assess
whether
the
reasoning
is
sound
and
evidence
is
relevant
and
sufficient
Identify
which
evidence
supports
specific
points
Examine
and
evaluate
if
the
argument
is
sound;
recognize
irrelevant
evidence
Evaluate
the
argument
and
specific
claims;
claims
supported
by
reasons
and
evidence
Valid,
sufficient
evidence
and
false
statements
RI.9.
Compare
and
contrast
one
author’s
presentation
Integrate
information
from
two
texts
on
same
topic
to
speak
knowledgeably
Two
or
more
authors
writing
to
emphasize
different
interpretations
Several
texts
Identify
where
they
disagree
on
fact
or
inpretation
Compare
and
contrast
two
differing
authors’
presentation
of
events
Analyze
U.S.
documents
of
significance
in
relation
Reading
Informational
Text
(RI):
Range
of
Reading
and
Level
of
Complexity
✔
✔
RI.10.
Informational
text
complexity
4-‐5
Scaffolding
50%
Informational
6-‐
8
Independently
55%
Informational

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
K-‐3.
Use
15
K-‐3
Grade
Level
Checklist
of
CCRS:
Reading
Informational
Text
the
checklists
to
help
evaluate
student
needs
when
they
are
not
in
the
middle
school
range.
Primary
Mastery
of
English
Language
Arts:
Reading
Informational
Text
RI.
K-‐3.
ALL
RI
Keywords
Reading
Informational
Text
Standards
✔
Reading
Informational
Text
(RI):
Key
Ideas
and
Details
RI.1.
Textual
evidence
and
inferences
RI.2.1
Ask
and
answer
such
questions
as
who,
what,
where,
when,
why,
and
how
to
demonstrate
understanding
of
key
details
in
a
text.
RI.3.1
Ask
and
answer
questions
to
demonstrate
understanding
of
a
text,
explicitly
using
text
as
basis
for
answers.
RI.2.
Central
idea,
summary,
sensory
details
RI.3.2
Recount
main
idea
of
a
text;
recount
the
key
details
and
explain
how
they
support
the
main
idea.
RI.3.
Developing
key
details
and
connections
RI.2.3
Describe
the
connection
between
a
series
of
historical
events,
scientific
ideas
or
concepts,
or
steps
in
technical
procedures
in
a
text.
Reading
Informational
Text
(RI):
Craft
and
Structure
✔
RI.5.
Text
structure
and
development
of
ideas
RI.2.5
Know
and
use
various
text
features
(e.g.,
captions,
bold
print,
subheadings,
glossaries,
indexes,
electronic
menus,
icons)
to
locate
key
facts
or
information
in
a
text
efficiently.
RI.3.5
key
words,
sidebars,
hyperlinks
RI.6.
Author’s
point
of
view
or
purpose
RI.2.6
Identify
the
main
purpose
of
a
text,
including
what
the
author
wants
to
answer,
explain,
or
describe.
RI.3.6
Distinguish
own
POV
from
that
of
author.
Reading
Informational
Text
(RI):
Integration
of
Knowledge
and
Ideas
✔
RI.7.
Integrate
medias
or
formats
to
develop
coherent
understanding
RI.2.7
Explain
how
specific
images
(e.g.,
a
diagram
showing
how
a
machine
works)
contribute
to
and
clarify
a
text.
RI.8.
Evaluate
the
argument
and
specific
claims;
evidence
RI.3.8
Describe
the
logical
connection
between
particular
sentences
and
paragraphs
in
a
text

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
4-‐10.
Use
16
4-‐10
Grade
Level
Breakdown
of
CCRS:
Speaking
and
Listening
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.
Speaking and Listening (SL): Comprehension and Collaboration
SL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10
SL.1. Engage
Engage effectively in a range of collaborative discussions with diverse partners of grade level
Express own
in dicussions
topics, texts, issues; build on other’s ideas and express own clearly
persuasively
a. Read
material with
evidence prior
Come prepared, read or studied material; refer to evdience
to probe and reflect on ideas under discussion
Read research
material to
prepare
Refer to
evidence from
texts
b. Set and track
goals
Follow agreed-upon rules and carry
out assigned roles
Rules for
collegial
discussions, set
goals and
deadlines, define
individual roles
Track progress
towards goals
Follow rules for
decision making
Set rules, goals,
deadlines, and
individual roles
c. Elaboration,
detail
Pose and respond
to specific
questions; make
releveant and
linking
comments
Make comments
that contribute to
discussion and
elaborate on
remarks of others
Comments that
contribute to the
topic, text, issue
under discussion
Respond with
relevant
observations and
ideas that bring
the discussion
back on topic as
needed
Questions
connect ideas of
several speakers
and respond to
others’ with
relevant
evidence
Relate to braoder
themes, actively
incorporate
others, challenge
ideas
d. Key ideas,
multiple
perpectives,
reflection
paraphrasing,
justify
Review key ideas
expressed and
explain own
ideas and
understanding
Draw conclusions
from discussion
Demonstrate
understanding of
multiple
perspectives
through reflection
and paraphrasing
Acknowledge
new information
expressed;
modify own
views as needed
When
warranted,
qualify or
justify own
views with
evidence
presented
Respond
thoughtfully to
diverse
perspectives;
summarize
points of
agreement
SL.2. Use
evidence to
support with
diverse media
Paraphrase
portions of
information read
aloud or in
diverse media
and formats
Summarize
Intrepet
information
presented, explain
contribution to
topic, text, issue
under study
Analyze main
ideas and
supporting
details presented;
explain how the
ideas clarify
Analyze the
purpose of
information
presented and
evaluate
motives behind
its presentation
Integrate
multiple sources,
evaluating
credibility and
accuracy of each
SL.3.
Reliability of
claims and
evidence
Identify reasons
and evidence a
speaker provides
Summarize points
made and how
each is supported
by reasons and
evidence
Examine a
speaker’s
argument and
claims,
distinguishing
those supported
by reasons and
evidence
Evaluate the
soundness of
reasoning
Evaluate
relevance and
credibility of
the evidence;
identify
irrelevant
evidence
Speaker’s point
of view, rhetoric,
identify
fallacious or
exaggerated,
distorted
evidence
Speaking and Listening (SL): Presentation of Knowledge and Ideas
SL Keywords Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10
SL.4. Sequence
findings,
appropriate
body language
Report on topic
or tell story in an
organized
manner with facts
and relevant
details; speak
clearly
Present an
opinion, sequence
ideas logically;
speak at
understandable
pace
Pertinent
descriptions to
accentuate
themes and main
ideas; use eye
contact, volume,
ponounciation
Emphasize
salient points in a
focused, coherent
manner
Relevant
evidence, sound
valid
reasononing,
well- chosen
details
Present
supporting
evidence clearly,
concisely,
logically for an
active audience
SL.5. Visual
Aid
Add audio and
visual displays to
enhance
development of
main ideas or
themes
Include multimedia components in
presentations
Use to emphasize
salient points
Use to
strengthen
claims and
evidence, and
add interest
Strategic use of
digital media to
enhance
understanding
SL.6. Range
and diversity of
writing
Differentiate use
formal or
informal
Adapt speech to a variety of contexts and tasks; formal English when appropriate

17
4-‐8
Grade
Level
Checklist
of
CCRS:
Speaking
and
Listening
Speaking
and
Listening
(SL):
Comprehension
and
Collaboration
✔
✔
SL.1.
Engage
in
dicussions
Engage
effectively
in
a
range
of
collaborative
discussions
with
diverse
partners
of
grade
level
topics,
texts,
issues;
build
on
other’s
ideas
and
express
own
clearly
Express
own
persuasively
a.
Read
material
with
evidence
prior
Come
prepared,
read
or
studied
material;
refer
to
evdience
to
probe
and
reflect
on
ideas
under
discussion
Refer
to
evidence
from
texts
Read
research
material
to
prepare
b.
Set
and
track
goals
Follow
agreed-‐upon
rules
and
carry
out
assigned
roles
Follow
rules
for
decision
making
Rules
for
collegial
discussions,
set
goals
and
deadlines,
define
individual
roles
Set
rules,
goals,
deadlines,
and
individual
roles
Track
progress
towards
goals
c.
Elaboration,
detail
Pose
and
respond
to
specific
questions;
make
releveant
and
linking
comments
Respond
with
relevant
observations
and
ideas
that
bring
the
discussion
back
on
topic
as
needed
Make
comments
that
contribute
to
discussion
and
elaborate
on
remarks
of
others
Questions
connect
ideas
of
several
speakers
and
respond
to
others’
with
relevant
evidence
Comments
that
contribute
to
the
topic,
text,
issue
under
discussion
Relate
to
braoder
themes,
actively
incorporate
others,
challenge
ideas
d.
Key
ideas,
multiple
perpectives,
reflection
paraphrasing,
justify
Review
key
ideas
expressed
and
explain
own
ideas
and
understanding
Acknowledge
new
information
expressed;
modify
own
views
as
needed
Draw
conclusions
from
discussion
When
warranted,
qualify
or
justify
own
views
with
evidence
presented
Demonstrate
understanding
of
multiple
perspectives
through
reflection
and
paraphrasing
Respond
thoughtfully
to
diverse
perspectives;
summarize
points
of
agreement
SL.2.
Use
evidence
to
support
with
diverse
media
Paraphrase
portions
of
information
read
aloud
or
in
diverse
media
and
formats
Analyze
main
ideas
and
supporting
details
presented;
explain
how
the
ideas
clarify
Summarize
Analyze
the
purpose
of
information
presented
and
evaluate
motives
behind
its
presentation
Intrepet
information
presented,
explain
contribution
to
topic,
text,
issue
under
study
Integrate
multiple
sources,
evaluating
credibility
and
accuracy
of
each
SL.3.
Reliability
of
claims
and
evidence
Identify
reasons
and
evidence
a
speaker
provides
Evaluate
the
soundness
of
reasoning
Summarize
points
made
and
how
each
is
supported
by
reasons
and
evidence
Evaluate
relevance
and
credibility
of
the
evidence;
identify
irrelevant
evidence
Examine
a
speaker’s
argument
and
claims,
distinguishing
those
supported
by
reasons
and
evidence
Speaker’s
point
of
view,
rhetoric,
identify
fallacious
or
exaggerated,
distorted
evidence
Speaking
and
Listening
(SL):
Presentation
of
Knowledge
and
Ideas
✔
✔
SL.4.
Sequence
findings,
appropriate
body
language
Report
on
topic
or
tell
story
in
an
organized
manner
with
facts
and
relevant
details;
speak
clearly
Emphasize
salient
points
in
a
focused,
coherent
manner
Present
an
opinion,
sequence
ideas
logically;
speak
at
understandable
pace
Relevant
evidence,
sound
valid
reasononing,
well-‐
chosen
details
Pertinent
descriptions
to
accentuate
themes
and
main
ideas;
use
eye
contact,
volume,
ponounciation
Present
supporting
evidence
clearly,
concisely,
logically
for
an
active
audience
SL.5.
Visual
Aid
Add
audio
and
visual
displays
to
enhance
development
of
main
ideas
or
themes
Use
to
emphasize
salient
points
Include
multimedia
components
in
presentations
Use
to
strengthen
claims
and
evidence,
and
add
interest
Strategic
use
of
digital
media
to
enhance
understanding
SL.6.
Range
and
diversity
of
writing
Differentiate
use
formal
or
informal
Adapt
speech
to
a
variety
of
contexts
and
tasks;
formal
English
when
appropriate

18
4-‐10
Grade
Level
Breakdown
of
CCRS:
Writing
Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
4-‐10.
Use
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
6-‐8.
Use
19
6-‐8
Grade
Level
Breakdown
of
CCRS:
Writing
Text
Types
and
Purposes
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.
Writing
(W):
Text
Types
and
Purposes
W1.
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
W.1.
Keywords
Grade
6
Grade
7
Grade
8
a.
Introduce
argumentative
claims,
organize
reasons
and
evidence
Introduce
claims
and
organize
reasons
and
evidence
clearly
Acknowledge
alernate
claims;
organize
logically
Distinguish
claim
from
alternate
b.
Support,
credible
sources
Support
claims
with
clear
reasons
and
relevant
evidence,
using
credible
sources
to
demonstrate
understanding
Logical
reasoning;
accurate
sources
c.
Clarify
relationship
among
claims
and
reasons
Use
words,
phrases,
clauses
to
clarify
relationship
among
claims
and
reasons
Create
cohesion
to
clarify;
evidence
Counterclaims
d.
Formal
style
Establish
and
maintain
a
formal
style
e.
Concluding
statement
Provide
a
concluding
statement
or
section
that
follows
from
argument
presented
Support
argument
presented
W2.
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
W.2.
Keywords
Grade
6
Grade
7
Grade
8
a.
Introduce
topic,
organization,
formating,
grapics,
multimedia
Inroduce
a
topic;
organize
ideas,
concepts,
and
information
using
strategies
such
as
definition,
classification,
comparison,
contrast,
and
cause
and
effect;
include
formatting,
graphics,
and
multimedia
when
useful
to
aiding
comprehension
Introduce
and
preview
what
is
to
follow
Organize
into
broader
categories
b.
Develop
topic
Develop
topic
with
relevant
facts,
definitions,
concrete
details,
quotations,
other
information,
examples
Well-‐chosen
facts
c.
Transitions
Use
appropriate
transitions
to
clarify
the
relationships
among
ideas
and
concepts
Create
cohesion
Varied
d.
Language
and
vocabulary
Use
precise
language
and
domain-‐
specific
vocabulary
to
inform
and
explain
e.
Formal
style
Establish
and
maintain
formal
style
f.
Concluding
statement
Provide
a
concluding
statement
or
section
that
follows
from
information
presented
W3.
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences
W.3.
Keywords
Grade
6
Grade
7
Grade
8
a.
Establish
context,
event
sequence,
introduce
narrators
and
characters
Engage
and
orient
the
reader
by
establishing
a
context
and
introducing
a
narrator
and/or
characters;
organize
an
event
sequence
that
unfolds
naturally
and
logically
Establish
point
of
view
b.
Develop
story
using
narrative
techniques
Use
narrative
techniques,
such
as
dialogue,
pacing,
and
description,
to
develop
experiences,
events,
characters
Reflection
to
develop
c.
Transition
and
sequence
Use
a
variety
of
transition
words,
phrases,
clauses
to
convey
sequence
and
signal
shifts
from
one
time
frame
or
setting
to
another
Show
relationships
among
events
d.
Sensory
language
Use
precise
words
and
phrases,
relevant
descriptive
details,
and
sensory
language
to
convey
experiences
and
events
e.
Conclusion
Provide
conclusion
that
follows
from
narrated
experiences
or
events

✔
✔
✔
✔
✔
✔
✔
✔
20
4-‐8
Grade
Level
Checklist
of
CCRS:
Writing

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
4-‐10.
Use
21
4-‐10
Grade
Level
Breakdown
of
CCRS:
Language
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.
Language
(L):
Conventions
of
Standard
English
L
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Grades
9-‐10
L.1.
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
a.
a.
Use
relative
pronouns
(who,
whose,
whom,
which,
that)
and
relative
adverbs
(where,
when,
why)
a.
Explain
the
function
of
conjunctions,
prepositions,
and
interjections
in
general
and
their
function
a.
Pronouns
in
proper
case
(subjective,
objective,
possessive)
a.
Function
of
phrases
and
clauses
a.
Explain
function
of
verbals
(gerunds,
participles,
infinitives)
a.
Use
parallel
structure
b.
b.
Form
and
use
the
progressive
(e.g.,
I
was
walking;
I
am
walking;
I
will
be
walking)
verb
tenses
b.
Form
and
use
the
perfect
(e.g.,
I
had
walked;
I
have
walked;
I
will
have
walked)
verb
tenses
b.
Use
intensive
pronouns
(e.g.,
myself,
ourselves)
b.
Simple,
compound,
complex,
and
compound-‐
complex
sentences
to
signal
differing
relationships
among
ideas
b.
Form
and
use
verbs
in
the
active
and
passive
voice
b.
Use
various
types
of
phrases
(noun,
verb,
adjectival,
adverbial,
participal,
preopsitional,
absolute)
and
clauses
to
convey
meanings
c.
c.
Use
modal
auxiliaries
(e.g.,
can,
may,
must)
to
convey
various
conditions
c.
Use
verb
tense
to
convey
various
times,
sequences,
states,
and
conditions
c.
Recognize
and
correct
inapropriate
shifts
in
pronoun
number
and
person
c.
Place
phrases
and
clauses
within
a
sentence,
recognize
and
correct
mislplaced
modifiers
c.
Form
and
use
verbs
in
the
indicative,
imperative,
interrogative,
conditional,
and
subjunctive
mood
d.
d.
Order
adjectives
within
sentences
according
to
conventional
patterns
(e.g.,
a
small
red
bag
rather
than
a
red
small
bag)
d.
Recognize
and
correct
inappropriate
shifts
in
verb
tense
d.
Recognize
and
correct
vague
pronouns
d.
Recognize
and
correct
inappropriate
shifts
in
verb
voice
and
mood
e.
e.
Form
and
use
prepositional
phrases
e.
Use
correlative
conjunctions
(e.g.,
either/or,
neither/nor)
e.
Recognize
variations
in
own
and
others’
writing
and
speaking;
identify
and
use
strategies
to
improve
f.
f.
Produce
complete
sentences,
recognizing
and
correcting
inappropriate
fragments
and
run-‐ons
g.
g.
Correctly
use
frequently
confused
words
(e.g.,
to,
too,
two;
there,
their)
L.2.
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
a.
a.
Use
correct
capitalization.
a.
Use
punctuation
to
separate
items
in
a
series
a.
To
set
off
nonrestrictive
and
parenthetical
elements
(commas,
parentheses,
dashes)
a.
Use
a
comma
to
separate
cooridinate
adjectives
a.
Indicate
a
pause
or
break
(comma,
ellipsis,
dash)
a.
Hyphenation
conventions
b.
b.
Use
commas
and
quotation
marks
to
mark
direct
speech
from
a
text
b.
Use
a
comma
to
separate
an
introductory
element
from
the
rest
of
the
sentence
b.
Use
an
ellipsis
to
indicate
an
ommission
c.
c.
Use
a
comma
before
a
coordinating
conjunction
in
a
compound
sentence
c.
Use
a
comma
to
set
off
the
words
yes
and
no,
to
set
off
a
question
from
rest
of
sentence,
to
indicate
direct
address
d.
d.
Spell
grade-‐
appropriate
words
correctly,
consulting
references
as
needed
d.
Use
underlining,
quotation
marks,
or
italics
to
indicate
titles
of
work

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
4-‐10.
Use
22
4-‐10
Grade
Level
Breakdown
of
CCRS:
Language
the
chart
to
help
evaluate
student
needs
in
order
to
maximize
student
growth.
Language
(L):
Knowledge
of
Language
L
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Grades
9-‐10
L.3.
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening.
a.
a.
Choose
words
and
phrases
to
convey
ideas
precisely
a.
Expand,
combine,
and
reduce
sentences
for
meaning,
reader/listener
interest,
and
style
a.
Vary
sentence
patterns
for
meaning,
reader,
listener
interest,
style
a.
Expresses
ideas
precisely
and
concisely,
eliminating
wordiness
and
redundancy
a.
Use
verbs
in
active
and
passive
voice
and
in
the
conditional
and
subjunctive
mood
to
achieve
effects
a.
Write
and
edit
to
guidelines
in
a
style
manual
appropirate
for
writing
type
b.
b.
Choose
punctuation
for
effect
b.
Compare
and
contrast
the
varieties
of
English
(e.g.,
dialects,
registers)
used
in
stories,
dramas,
or
poems
b.
Maintain
consistency
in
style
and
tone
c.
c.
Differentiate
between
contexts
that
call
for
formal
English
and
situations
where
to
use
informal
Language
(L):
Vocabulary
Acquisition
and
Use
L
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Grades
9-‐10
L.4.
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
a.
a.
Use
context
(e.g.,
definitions,
examples,
restatements
in
text,
cause/effect
relationships
and
comparisons
in
text)
as
a
clue
to
the
meaning
of
a
word
or
phrase.
b.
b.
Use
common,
grade-‐appropriate
Greek
and
Latin
affixes
and
roots
as
clues
to
the
meaning
of
a
word
b.
Identify
patterns
of
word
changes
c.
c.
Consult
reference
materials
(e.g.,
dictionaries,
glossaries,
thesauruses),
both
print
and
digital,
to
find
the
pronunciation
and
determine
or
clarify
the
precise
meaning
of
key
words
and
phrases
d.
d.
Verify
preliminary
meaning
of
words
or
phrase
L.5.
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings
a.
a.
Explain
meaning
of
figurative
language
(similes
and
metaphors)
in
context
a.
Figures
of
speech
including
personification
a.
Literary,
biblical,
mythological
allusions
a.
Verbal
irony,
puns
a.
Euphemism,
oxymoron
b.
b.
Recognize
and
explain
common
idioms,
adages,
proverbs
b.
Use
relationship
between
particular
words
(cause/effect,
part/whole,
item/category,
synonym/antonym,
analogy)
to
understand
each
of
the
words
b.
Analyze
nuances
in
words
with
similar
denotations
c.
c.
Demonstrate
understanding
of
words
by
relating
them
to
particular
words
(antonyms,
synonyms,
homographs)
c.
Distinguish
connotations
and
denotations
L.6.
Aquire
and
use
general
academic
and
domain-‐specific
words
and
phrases;
gather
vocabulary

23
4-‐8
Grade
Level
Checklist
of
CCRS:
Language
(1/2)
Language
(L):
Conventions
of
Standard
English
✔
✔
L.1.
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
a.
a.
Use
relative
pronouns
(who,
whose,
whom,
which,
that)
and
relative
adverbs
(where,
when,
why)
a.
Function
of
phrases
and
clauses
a.
Explain
the
function
of
conjunctions,
prepositions,
and
interjections
in
general
and
their
function
a.
Explain
function
of
verbals
(gerunds,
participles,
infinitives)
a.
Pronouns
in
proper
case
(subjective,
objective,
possessive)
a.
Use
parallel
structure
b.
b.
Form
and
use
the
progressive
(e.g.,
I
was
walking;
I
am
walking;
I
will
be
walking)
verb
tenses
b.
Simple,
compound,
complex,
and
compound-‐complex
sentences
to
signal
differing
relationships
among
ideas
b.
Form
and
use
the
perfect
(e.g.,
I
had
walked;
I
have
walked;
I
will
have
walked)
verb
tenses
b.
Form
and
use
verbs
in
the
active
and
passive
voice
b.
Use
intensive
pronouns
(e.g.,
myself,
ourselves)
b.
Use
various
types
of
phrases
(noun,
verb,
adjectival,
adverbial,
participal,
preopsitional,
absolute)
and
clauses
to
convey
meanings
c.
c.
Use
modal
auxiliaries
(e.g.,
can,
may,
must)
to
convey
various
conditions
c.
Place
phrases
and
clauses
within
a
sentence,
recognize
and
correct
mislplaced
modifiers
c.
Use
verb
tense
to
convey
various
times,
sequences,
states,
and
conditions
c.
Form
and
use
verbs
in
the
indicative,
imperative,
interrogative,
conditional,
and
subjunctive
mood
c.
Recognize
and
correct
inapropriate
shifts
in
pronoun
number
and
person
d.
d.
Order
adjectives
within
sentences
according
to
conventional
patterns
(e.g.,
a
small
red
bag
rather
than
a
red
small
bag)
d.
Recognize
and
correct
vague
pronouns
d.
Recognize
and
correct
inappropriate
shifts
in
verb
tense
d.
Recognize
and
correct
inappropriate
shifts
in
verb
voice
and
mood
e.
e.
Form
and
use
prepositional
phrases
e.
Recognize
variations
in
own
and
others’
writing
and
speaking;
identify
and
use
strategies
to
improve
e.
Use
correlative
conjunctions
(e.g.,
either/or,
neither/nor)
f.
f.
Produce
complete
sentences,
recognizing
and
correcting
inappropriate
fragments
and
run-‐
ons
g.
g.
Correctly
use
frequently
confused
words
(e.g.,
to,
too,
two;
there,
their)
L.2.
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
a.
a.
Use
correct
capitalization.
a.
Use
a
comma
to
separate
cooridinate
adjectives
a.
Use
punctuation
to
separate
items
in
a
series
a.
Indicate
a
pause
or
break
(comma,
ellipsis,
dash)
a.
To
set
off
nonrestrictive
and
parenthetical
elements
(commas,
parentheses,
dashes)
a.
Hyphenation
conventions
b.
b.
Use
commas
and
quotation
marks
to
mark
direct
speech
from
a
text
b.
Use
an
ellipsis
to
indicate
an
ommission
b.
Use
a
comma
to
separate
an
introductory
element
from
the
rest
of
the
sentence
c.
c.
Use
a
comma
before
a
coordinating
conjunction
in
a
compound
sentence
c.
Use
a
comma
to
set
off
the
words
yes
and
no,
to
set
off
a
question
from
rest
of
sentence,
to
indicate
direct
address
d.
d.
Spell
words
correctly,
consulting
references
as
needed
d.
Use
underlining,
quotation
marks,
or
italics
to
indicate
titles
of
work

24
4-‐8
Grade
Level
Checklist
of
CCRS:
Language
(2/2)
Language
(L):
Knowledge
of
Language
✔
✔
L.3.
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
a.
a.
Choose
words
and
phrases
to
convey
ideas
precisely
a.
Expresses
ideas
precisely
and
concisely,
eliminating
wordiness
and
redundancy
a.
Expand,
combine,
and
reduce
sentences
for
meaning,
reader/listener
interest,
and
style
a.
Use
verbs
in
active
and
passive
voice
and
in
the
conditional
and
subjunctive
mood
to
achieve
effects
a.
Vary
sentence
patterns
for
meaning,
reader,
listener
interest,
style
a.
Write
and
edit
to
guidelines
in
a
style
manual
appropirate
for
writing
type
b.
b.
Choose
punctuation
for
effect
b.
Maintain
consistency
in
style
and
tone
b.
Compare
and
contrast
the
varieties
of
English
(e.g.,
dialects,
registers)
used
in
stories,
dramas,
or
poems
c.
c.
Differentiate
between
contexts
that
call
for
formal
English
and
situations
where
to
use
informal
Language
(L):
Vocabulary
Acquisition
and
Use
✔
✔
L.4.
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
a.
a.
Use
context
(e.g.,
definitions,
examples,
restatements
in
text,
cause/effect
relationships
and
comparisons
in
text)
as
a
clue
to
the
meaning
of
a
word
or
phrase.
b.
b.
Use
common,
Greek
and
Latin
affixes
and
roots
as
clues
to
the
meaning
of
a
word
b.
Identify
patterns
of
word
changes
c.
c.
Consult
reference
materials
(e.g.,
dictionaries,
glossaries,
thesauruses),
both
print
and
digital,
to
find
the
pronunciation
and
determine
or
clarify
the
precise
meaning
of
key
words
and
phrases
d.
d.
Verify
preliminary
meaning
of
words
or
phrase
L.5.
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings
a.
a.
Explain
meaning
of
figurative
language
(similes
and
metaphors)
in
context
a.
Verbal
irony,
puns
a.
Figures
of
speech
including
personification
a.
Euphemism,
oxymoron
a.
Literary,
biblical,
mythological
allusions
b.
b.
Recognize
and
explain
common
idioms,
adages,
proverbs
b.
Use
relationship
between
particular
words
(cause/effect,
part/whole,
item/category,
synonym/antonym,
analogy)
to
understand
each
of
the
words
c.
c.
Demonstrate
understanding
of
words
by
relating
them
to
particular
words
(antonyms,
synonyms,
homographs)
c.
Distinguish
connotations
and
denotations
L.6.
Aquire
and
use
general
academic
and
domain-‐specific
words
and
phrases;
gather
vocabulary

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
K-‐3.
Use
25
K-‐3
Grade
Level
Checklist
of
CCRS:
Language:
Grammar
Conventions
the
checklists
to
help
evaluate
student
needs
when
they
are
not
in
the
middle
school
range.
Mastery
of
English
Language
Arts:
Grammar
Conventions
L.
K-‐3.
1
L.1
Language
(L):
Conventions
of
Standard
English:
Demonstrate
command
of
the
conventions
of
standard
English
grammar
and
usage
when
writing
or
speaking.
L.1.1
✔
a.
Print
all
upper-‐
and
lowercase
letters.
b.
Use
common,
proper,
and
possessive
nouns.
c.
Use
singular
and
plural
nouns
with
matching
verbs
in
basic
sentences
(e.g.,
He
hops;
We
hop).
d.
Use
personal,
possessive,
and
indefinite
pronouns
(e.g.,
I,
me,
my;
they,
them,
their;
anyone,
everything).
e.
Use
verbs
to
convey
a
sense
of
past,
present,
and
future
(e.g.,
Yesterday
I
walked
home;
Today
I
walk
home;
Tomorrow
I
will
walk
home).
f.
Use
frequently
occurring
adjectives.
g.
Use
frequently
occurring
conjunctions
(e.g.,
and,
but,
or,
so,
because).
h.
Use
determiners
(e.g.,
articles,
demonstratives).
i.
Use
frequently
occurring
prepositions
(e.g.,
during,
beyond,
toward).
j.
Produce
and
expand
complete
simple
and
compound
declarative,
interrogative,
imperative,
and
exclamatory
sentences
in
response
to
prompts.
L.2.1
✔
a.
Use
collective
nouns
(e.g.,
group).
b.
Form
and
use
frequently
occurring
irregular
plural
nouns
(e.g.,
feet,
children,
teeth,
mice,
fish).
c.
Use
reflexive
pronouns
(e.g.,
myself,
ourselves).
d.
Form
and
use
the
past
tense
of
frequently
occurring
irregular
verbs
(e.g.,
sat,
hid,
told).
e.
Use
adjectives
and
adverbs,
and
choose
between
them
depending
on
what
is
to
be
modified.
Produce,
expand,
and
rearrange
complete
simple
and
compound
sentences
(e.g.,
The
boy
f.
watched
the
movie;
The
little
boy
watched
the
movie;
The
action
movie
was
watched
by
the
little
boy).
L.3.1
✔
a.
Explain
the
function
of
nouns,
pronouns,
verbs,
adjectives,
and
adverbs
in
general
and
their
functions
in
particular
sentences.
b.
Form
and
use
regular
and
irregular
plural
nouns.
c.
Use
abstract
nouns
(e.g.,
childhood).
d.
Form
and
use
regular
and
irregular
verbs.
e.
Form
and
use
the
simple
(e.g.,
I
walked;
I
walk;
I
will
walk)
verb
tenses.
f.
Ensure
subject-‐verb
and
pronoun-‐antecedent
agreement.*
g.
Form
and
use
comparative
and
superlative
adjectives
and
adverbs,
and
choose
between
them
depending
on
what
is
to
be
modified.
h.
Use
coordinating
and
subordinating
conjunctions.
i.
Produce
simple,
compound,
and
complex
sentences.

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
K-‐3.
Use
26
K-‐3
Grade
Level
Checklist
of
CCRS:
Writing
Conventions
the
checklists
to
help
evaluate
student
needs
when
they
are
not
in
the
middle
school
range.
Mastery
of
English
Language
Arts:
Writing
Conventions
L.K-‐3.
2
L
Language
(L):
Demonstrate
command
of
the
conventions
of
standard
English
capitalization,
punctuation,
and
spelling
when
writing.
L.K.2
✔
a.
Capitalize
the
first
word
in
a
sentence
and
the
pronoun
I.
b.
Recognize
and
name
end
punctuation.
c.
Write
a
letter
or
letters
for
most
consonant
and
short-‐vowel
sounds
(phonemes).
d.
Spell
simple
words
phonetically,
drawing
on
knowledge
of
sound-‐letter
relationships.
L.1.2
✔
a.
Capitalize
dates
and
names
of
people.
b.
Use
end
punctuation
for
sentences.
c.
Use
commas
in
dates
and
to
separate
single
words
in
a
series.
d.
Use
conventional
spelling
for
words
with
common
spelling
patterns
and
for
frequently
occurring
irregular
words
e.
Spell
untaught
words
phonetically,
drawing
on
phonemic
awareness
and
spelling
conventions.
L.2.2
✔
a.
Capitalize
holidays,
product
names,
and
geographic
names.
b.
Use
commas
in
greetings
and
closings
of
letters.
c.
Use
an
apostrophe
to
form
contractions
and
frequently
occurring
possessives.
d.
Generalize
learned
spelling
patterns
when
writing
words
(e.g.,
cage
→
badge;
boy
→
boil).
e.
Consult
reference
materials,
including
beginning
dictionaries,
as
needed
to
check
and
correct
spellings.
L.3.2
✔
a.
Capitalize
appropriate
words
in
titles.
b.
Use
commas
in
addresses.
c.
Use
commas
and
quotation
marks
in
dialogue.
d.
Form
and
use
possessives.
e.
Use
conventional
spelling
for
high-‐frequency
and
other
studied
words
and
for
adding
suffixes
to
base
words
(e.g.,
sitting,
smiled,
cries,
happiness).
f.
Use
spelling
patterns
and
generalizations
(e.g.,
word
families,
position-‐based
spellings,
syllable
patterns,
ending
rules,
meaningful
word
parts)
in
writing
words.
g.
Consult
reference
materials,
including
beginning
dictionaries,
as
needed
to
check
and
correct
spellings.

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
K-‐3.
Use
27
K-‐3
Grade
Level
Checklist
of
CCRS:
Defining
Vocabulary
the
checklists
to
help
evaluate
student
needs
when
they
are
not
in
the
middle
school
range.
Mastery
of
English
Language
Arts:
Defining
Vocabulary
L.
K-‐3.
4
L
Language
(L):
Determine
or
clarify
the
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
L.K.4
✔
a.
Identify
new
meanings
for
familiar
words
and
apply
them
accurately
(e.g.,
knowing
duck
is
a
bird
and
learning
the
verb
to
duck).
b.
Use
the
most
frequently
occurring
inflections
and
affixes
(e.g.,
-‐ed,
-‐s,
re-‐,
un-‐,
pre-‐,
-‐ful,
-‐less)
as
a
clue
to
the
meaning
of
an
unknown
word.
L.1.4
✔
a.
Use
sentence-‐level
context
as
a
clue
to
the
meaning
of
a
word
or
phrase.
b.
Use
frequently
occurring
affixes
as
a
clue
to
the
meaning
of
a
word.
c.
Identify
frequently
occurring
root
words
(e.g.,
look)
and
their
inflectional
forms
(e.g.,
looks,
looked,
looking).
L.2.4
✔
a.
Use
sentence-‐level
context
as
a
clue
to
the
meaning
of
a
word
or
phrase.
b.
Determine
the
meaning
of
the
new
word
formed
when
a
known
prefix
is
added
to
a
known
word
(e.g.,
happy/unhappy,
tell/retell).
c.
Use
a
known
root
word
as
a
clue
to
the
meaning
of
an
unknown
word
with
the
same
root
(e.g.,
addition,
additional).
d.
Use
knowledge
of
the
meaning
of
individual
words
to
predict
the
meaning
of
compound
words
(e.g.,
birdhouse,
lighthouse,
housefly;
bookshelf,
notebook,
bookmark).

Description:
This
checklist
contains
College
and
Career
Ready
Standards
for
Reading
in
grades
K-‐3.
Use
28
K-‐3
Grade
Level
Checklist
of
CCRS:
Word
Relationships
the
checklists
to
help
evaluate
student
needs
when
they
are
not
in
the
middle
school
range.
Mastery
of
English
Language
Arts:
Word
Relationships
L.
K-‐3.
5
L
Language
(L):
Demonstrate
understanding
of
word
relationships
and
nuances
in
word
meanings.
L.K.
5
✔
a.
Sort
common
objects
into
categories
(e.g.,
shapes,
foods)
to
gain
a
sense
of
the
concepts
the
categories
represent.
b.
Demonstrate
understanding
of
frequently
occurring
verbs
and
adjectives
by
relating
them
to
their
opposites
(antonyms).
c.
Identify
real-‐life
connections
between
words
and
their
use
(e.g.,
note
places
at
school
that
are
colorful).
d.
Distinguish
shades
of
meaning
among
verbs
describing
the
same
general
action
(e.g.,
walk,
march,
strut,
prance)
by
acting
out
the
meanings.
L.1.5
✔
a.
Sort
words
into
categories
(e.g.,
colors,
clothing)
to
gain
a
sense
of
the
concepts
the
categories
represent.
b.
Define
words
by
category
and
by
one
or
more
key
attributes
(e.g.,
a
duck
is
a
bird
that
swims;
a
tiger
is
a
large
cat
with
stripes).
c.
Identify
real-‐life
connections
between
words
and
their
use
(e.g.,
note
places
at
home
that
are
cozy).
d.
Distinguish
shades
of
meaning
among
verbs
differing
in
manner
(e.g.,
look,
peek,
glance,
stare,
glare,
scowl)
and
adjectives
differing
in
intensity
(e.g.,
large,
gigantic)
by
defining
or
choosing
them
or
by
acting
out
the
meanings.
L.2.5
✔
a.
Identify
real-‐life
connections
between
words
and
their
use
(e.g.,
describe
foods
that
are
spicy
or
juicy).
b.
Distinguish
shades
of
meaning
among
closely
related
verbs
(e.g.,
toss,
throw,
hurl)
and
closely
related
adjectives
(e.g.,
thin,
slender,
skinny,
scrawny).
L.3.5
✔
a.
Distinguish
the
literal
and
nonliteral
meanings
of
words
and
phrases
in
context
(e.g.,
take
steps).
b.
Identify
real-‐life
connections
between
words
and
their
use
(e.g.,
describe
people
who
are
friendly
or
helpful).
c.
Distinguish
shades
of
meaning
among
related
words
that
describe
states
of
mind
or
degrees
of
certainty
(e.g.,
knew,
believed,
suspected,
heard,
wondered).

29
College
and
Career
Readiness
Anchor
Standards
for
Reading
Keywords
for
All
Standards
Planning
by
Unit:
_________________________________________________________
Reading
Literaure
(RL):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Theme
or
central
idea,
summary,
sensory
details
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Craft
and
Structure
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
5
Text
structure
6
Author,
point
of
view,
narrator
Integration
of
Knowledge
and
Ideas
7
Compare
and
contrast,
production
techniques
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Range
of
Reading
and
Level
of
Complexity
10
Fictional
text
complexity
proficiently
Reading
Informational
Text
(RI):
✔
Key
Ideas
and
Details
1
Textual
evidence
and
inferences
2
Central
idea,
summary,
sensory
details
3
Developing
key
details
and
connections
Craft
and
Structure
4
Decipher
words
and
phrases,
word
choice
5
Text
structure
and
development
of
ideas
6
Author’s
point
of
view
or
purpose
Integration
of
Knowledge
and
Ideas
7
Integrate
medias
or
formats
to
develop
coherent
understanding
8
Evaluate
the
argument
and
specific
claims;
evidence
9
Compare
and
contrast
one
author’s
presentation
Range
of
Reading
and
Level
of
Complexity
10
Informational
text
complexity
proficiently
Writing
(W):
✔
Text
Types
and
Purposes
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
Production
and
Distribution
of
Writing
4
Development,
organization,
style,
task,
purpose,
audience
5
Develop
writing,
planning,
revising,
editing,
rewriting
6
Use
technology
Research
to
Build
and
Present
Knowledge
7
Research,
question,
sources
8
Relevant
and
credible
resources,
quotes,
paraphrase,
bibliography
9
Literary
and
informational
text-‐based
evidence
Range
of
Writing
10
Range,
audience,
purpose
Speaking
and
Listening
(SL)
✔
Comprehension
and
Collaboration
1
Engage
in
collaborative
dicussions
2
Use
evidence
to
support
with
diverse
media
3
Reliability
of
claims
and
evidence
Presentation
of
Knowledge
and
Ideas
4
Sequence
findings,
appropriate
body
language
5
Visual
Aid
6
Range
and
diversity
of
writing
Language
(L):
✔
Conventions
of
Standard
English
1
Standard
English
grammar
and
usage
conventions
when
speaking
and
writing
2
Standard
English
capitalization,
punctuation,
and
spelling
when
writing
Knowledge
of
Language
3
Use
knowledge
of
language
and
its
conventions
when
writing,
speaking,
reading,
or
listening
Vocabulary
Acquisition
and
Use
4
Determine
meaning
of
unknown
and
multiple-‐meaning
words
and
phrases
using
strategies
5
Demonstrate
understanding
of
figurative
language,
word
relationships,
and
nuances
in
word
meanings

30
College
and
Career
Readiness
Anchor
Standards
for
Reading
Reading
Standards
for
Literature
6-‐8
Reading
Literaure
(RL):
Key
Ideas
and
Details
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
1
Textual
evidence
and
inferences
Cite
to
support
analysis
of
what
text
says
explicitly
and
inferences
drawn
Cite
several
times
Textual
evidence
that
most
strongly
supports
2
Theme
or
central
idea,
summary,
sensory
details
Determine
how
theme
is
conveyed
through
particular
sensory
details
and
objective
summary
Analyze
its
development
over
the
course
of
text
Specifically,
analyze
theme’s
relationship
with
characters,
setting,
plot
3
Development
of
literary
elements
including
plot,
characters,
dialogue
Plot
unfolds
in
a
series
of
episodes
as
well
as
how
characters
respond
and
change
as
plot
moves
toward
a
resolution
How
different
literary
elements
interact
Analyze
how
dialogue
or
incidents
propel
action,
revealing
new
aspects
of
character
Reading
Literaure
(RL):
Craft
and
Structure
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
4
Words
and
phrases:
figurative,
connotative,
rhyme,
repitition
word
choice,
tone,
analogies,
allusion
Determine
meaning
of
words
and
phrases:
figurative,
connotative,
word
choice,
tone
Rhyme
and
repetition
Analogies
and
allusions
to
other
texts
5
Text
structure
Specific
excerpt
connected
to
whole
structure
and
plot,
theme,
setting
development
Drama
or
poem
form
or
structure
contribute
to
meaning
Compare
and
contrast
structure
of
two
or
more
texts
and
the
value
in
different
structures
6
Author,
point
of
view,
narrator
Explain
how
author
develops
into
narrator
POV.
Author
contrasts
narrator’s
perspective
with
other
characters
Analyze
how
differences
in
perspective
create
effects
(such
as
suspense
or
humor)
Reading
Literaure
(RL):
Integration
of
Knowledge
and
Ideas
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
7
Compare
and
contrast,
production
techniques
Compare
and
contrast
reading
to
listening
or
viewing
same
piece
Analyze
the
effects
of
techniques
unique
to
each
medium
Analyze
how
a
production
stays
faithful
to
or
departs
from
the
original,
evaluating
creative
choices
used
9
Compare
and
contrast
style,
purpose,
genre,
multiple
texts
on
same
theme,
patterns
of
events
character
types
Compare
and
contrast
texts
in
different
forms
or
genres
in
terms
of
approaches
to
similar
themes
Fictional
with
nonfiction
historical
account
Modern
work
with
traditional
literature
in
terms
of
themes,
patterns
of
events,
or
character
types
Reading
Literature
(RL):
Range
of
Reading
and
Level
of
Complexity
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
10
Fictional
text
complexity
proficiently
Scaffolding
Scaffolding
Independently

31
College
and
Career
Readiness
Anchor
Standards
for
Reading
Reading
Standards
for
Informational
Text
6-‐8
Reading
Informational
Text
(RI):
Key
Ideas
and
Details
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
1
Textual
evidence
and
inferences
Cite
to
support
analysis
of
what
text
explicitly
says
and
draw
inferences
Cite
several
times
Textual
evidence
that
most
strongly
supports
2
Central
idea,
summary,
sensory
details
Determine
central
idea
of
a
text
and
how
it’s
conveyed
through
particular
details
Two
or
more
central
ideas,
analyze
development;
provide
summary
Include
the
central
idea’s
relationship
to
supporting
ideas
3
Developing
key
details
and
connections
Analyze
key
individual,
event,
idea
is
introduced,
illustrated,
and
elaborated
Interactions
between
one
another
in
a
text;
compare
multiple
events
Connections
amongst
the
distinctions
through
comparisons,
analagies,
and
categories
Reading
Informational
Text
(RI):
Craft
and
Structure
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
4
Decipher
words
and
phrases,
word
choice
Determine
meaning
of
words
and
phrases:
figurative,
connotative,
word
choice,
tone
Rhyme
and
repetition
Technical
meanings,
analogies
and
allusions
to
other
texts
5
Text
structure
and
development
of
ideas
Specific
excerpt
connected
to
overall
structure
and
contribution
to
development
of
ideas
Analyze
structure
author
uses
to
organize
text
Analyze
specific
excerpt
in
detail,
including
the
role
of
particular
sentences
to
development
and
refining
key
concept
6
Author’s
point
of
view
or
purpose
Author’s
point
of
view
or
purpose
and
how
it’s
conveyed
Author
distinguishes
perspective
from
that
of
others
Analyze
how
the
author
acknowledges
and
responds
to
conflicting
evidence
or
viewpoints
Reading
Informational
Text
(RI):
Integration
of
Knowledge
and
Ideas
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
7
Integrate
medias
or
formats
to
develop
coherent
understanding
Integrate
information
presentated
in
different
medias
or
formats
to
develop
coherent
understanding
Compare
and
contrast
text
to
audio
version,
depicting
each
medium’s
portrayal
of
subject
Evaluate
advantages
and
disadvantages
of
using
different
mediums
to
present
a
particular
topic
and
idea
8
Evaluate
the
argument
and
specific
claims;
evidence
Trace
and
evaluate
the
argument
and
specific
claims;
distinguishing
claims
supported
by
reasons
and
evidence
from
those
not
Assess
whether
the
reasoning
is
sound
and
evidence
is
relevant
and
sufficient
Examine
and
evaluate
if
the
argument
is
sound;
recognize
when
irrelevant
evidence
is
introduced
9
Compare
and
contrast
one
author’s
presentation
Compare
and
contrast
one
author’s
presentation
of
events
with
that
of
another
Two
or
more
authors
writing
about
the
same
topic
emphasize
different
evidence
or
interpretations
of
facts
Analyze
texts
which
provide
conflicting
information;
identify
where
the
texts
disagree
on
matters
of
fact
or
inpretation
Reading
Informational
Text
(RI):
Range
of
Reading
and
Level
of
Complexity
RL
Keywords
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
10
Informational
text
complexity
proficiently
Scaffolding
Scaffolding
Independently

32
College
and
Career
Readiness
Anchor
Standards
for
Reading
Writing
Standards
6-‐8
Writing
(W):
Text
Types
and
Purposes
W
Base
Grade
6
Grade
7-‐
Add
on
Grade
8-‐
Add
on
1
Write
arguments
to
support
claims
with
clear
reasons
and
relevant
evidence.
a.
Introduce
claims,
organize
reasons
and
evidence
Introduce
claims
and
organize
reasons
and
evidence
clearly
Acknowledge
alernate
claims;
organize
logically
Distinguish
claim
from
alternate
b.
Support,
credible
sources
Support
claims
with
clear
reasons
and
relevant
evidence,
using
credible
sources
to
demonstrate
understanding
Logical
reasoning;
Accurate
sources
c.
Clarify
relationship
among
claims
and
reasons
Use
words,
phrases,
clauses
to
clarify
relationship
among
claims
and
reasons
Create
cohesion
to
clarify;
evidence
Counterclaims
d.
Formal
style
Establish
and
maintain
a
formal
style
e.
Concluding
statement
Provide
a
concluding
statement
or
section
that
follows
from
argument
presented
Support
argument
presented
2
Write
informative/
explanatory
texts
to
examine
a
topic,
convey
ideas,
concepts,
and
information
through
the
selection
,
organization,
and
analysis
of
relevant
content.
a.
Introduce
topic,
organization,
formating,
grapics,
multimedia
Inroduce
a
topic;
organize
ideas,
concepts,
and
information
using
strategies
such
as
definition,
classification,
comparison,
contrast,
and
cause
and
effect;
include
formatting,
graphics,
and
multimedia
when
useful
to
aiding
comprehension
Introduce
and
preview
what
is
to
follow
Organize
into
broader
categories
b.
Develop
topic
Develop
topic
with
relevant
facts,
definitions,
concrete
details,
quotations,
other
information,
examples
Well-‐chosen
facts
c.
Transitions
Use
appropriate
transitions
to
clarify
the
relationships
among
ideas
and
concepts
Create
cohesion
Varied
d.
Language
and
vocabulary
Use
precise
language
and
domain-‐
specific
vocabulary
to
inform
and
explain
e.
Formal
style
Establish
and
maintain
formal
style
f.
Concluding
statement
Provide
a
concluding
statement
or
section
that
follows
from
information
presented
3
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
a.
Establish
context,
introduce
narrators
and
characters,
organize
Engage
and
orient
the
reader
by
establishing
a
context
and
introducing
a
narrator
and/or
characters;
organize
an
event
sequence
that
unfolds
naturally
and
logically
Establish
point
of
view
b.
Develop
story
using
narrative
techniques
Use
narrative
techniques,
such
as
dialogue,
pacing,
and
description,
to
develop
experiences,
events,
characters
Reflection
to
develop
c.
Transition
and
sequence
Use
a
variety
of
transition
words,
phrases,
clauses
to
convey
sequence
and
signal
shifts
from
one
time
frame
or
setting
to
another
Show
relationships
among
events
d.
Sensory
language
Use
precise
words
and
phrases,
relevant
descriptive
details,
and
sensory
language
to
convey
experiences
and
events
e.
Conclusion
Provide
conclusion
that
follows
from
narrated
experiences
or
events

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