ELA Standards
Browse the glossary using this index
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L |
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L.1.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.1.1a | ||
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Conventions of Standard English: Print all upper- and lowercase letters. | ||
L.1.1b | ||
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Conventions of Standard English: Use common, proper, and possessive nouns. | ||
L.1.1c | ||
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Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). | ||
L.1.1d | ||
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Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). | ||
L.1.1e | ||
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Conventions of Standard English: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). | ||
L.1.1f | ||
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Conventions of Standard English: Use frequently occurring adjectives. | ||
L.1.1g | ||
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Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so, because). | ||
L.1.1h | ||
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Conventions of Standard English: Use determiners (e.g., articles, demonstratives). | ||
L.1.1i | ||
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Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond, toward). | ||
L.1.1j | ||
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Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. | ||
L.1.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.1.2a | ||
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Conventions of Standard English: Capitalize dates and names of people. | ||
L.1.2b | ||
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Conventions of Standard English: Use end punctuation for sentences. | ||
L.1.2c | ||
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Conventions of Standard English: Use commas in dates and to separate single words in a series. | ||
L.1.2d | ||
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Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. | ||
L.1.2e | ||
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Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. | ||
L.1.4a | ||
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Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. | ||
L.1.4b | ||
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Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word. | ||
L.1.4c | ||
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Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). | ||
L.1.5 | ||
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Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. | ||
L.1.5a | ||
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Vocabulary Acquisition and Use: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. | ||
L.1.5b | ||
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Vocabulary Acquisition and Use: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). | ||
L.1.5c | ||
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Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at home that are cozy). | ||
L.1.5d | ||
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Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. | ||
L.1.6 | ||
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Vocabulary Acquisition and Use: 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., I named my hamster Nibblet because she nibbles too much because she likes that). | ||
L.11-12.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.11-12.1a | ||
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Conventions of Standard English: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. | ||
L.11-12.1b | ||
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Conventions of Standard English: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed. | ||
L.11-12.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.11-12.2a | ||
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Conventions of Standard English: Observe hyphenation conventions. | ||
L.11-12.2b | ||
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Conventions of Standard English: Spell correctly. | ||
L.11-12.3 | ||
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Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | ||
L.11-12.3a | ||
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Knowledge of Language: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. | ||
L.11-12.4 | ||
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Vocabulary Acquisition and Use: 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. | ||
L.11-12.4a | ||
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Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. | ||
L.11-12.4b | ||
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Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). | ||
L.11-12.4c | ||
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Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. | ||
L.11-12.4d | ||
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Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | ||
L.11-12.5 | ||
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Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.11-12.5a | ||
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Vocabulary Acquisition and Use: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. | ||
L.11-12.5b | ||
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Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar denotations. | ||
L.11-12.6 | ||
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Vocabulary Acquisition and Use: 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. | ||
L.2.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.2.1a | ||
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Conventions of Standard English: Use collective nouns (e.g., group). | ||
L.2.1b | ||
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Conventions of Standard English: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). | ||
L.2.1c | ||
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Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves). | ||
L.2.1d | ||
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Conventions of Standard English: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). | ||
L.2.1e | ||
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Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to be modified. | ||
L.2.1f | ||
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Conventions of Standard English: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). | ||
L.2.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.2.2a | ||
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Conventions of Standard English: Capitalize holidays, product names, and geographic names. | ||
L.2.2b | ||
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Conventions of Standard English: Use commas in greetings and closings of letters. | ||
L.2.2c | ||
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Conventions of Standard English: Use an apostrophe to form contractions and frequently occurring possessives. | ||
L.2.2d | ||
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Conventions of Standard English: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). | ||
L.2.2e | ||
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Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings | ||
L.2.3 | ||
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Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.2.3a | ||
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Knowledge of Language: Compare formal and informal uses of English. | ||
L.2.4 | ||
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Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. | ||
L.2.4a | ||
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Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. | ||
L.2.4b | ||
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Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). | ||
L.2.4c | ||
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Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). | ||
L.2.4d | ||
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Vocabulary Acquisition and Use: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). | ||
L.2.4e | ||
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Vocabulary Acquisition and Use: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. | ||
L.2.5 | ||
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Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings. | ||
L.2.5a | ||
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Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). | ||
L.2.5b | ||
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Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). | ||
L.2.6 | ||
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Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). | ||
L.3.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.3.1a | ||
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Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. | ||
L.3.1b | ||
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Conventions of Standard English: Form and use regular and irregular plural nouns. | ||
L.3.1c | ||
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Conventions of Standard English: Use abstract nouns (e.g., childhood). | ||
L.3.1d | ||
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Conventions of Standard English: Form and use regular and irregular verbs. | ||
L.3.1e | ||
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Conventions of Standard English: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. | ||
L.3.1f | ||
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Conventions of Standard English: Ensure subject-verb and pronoun-antecedent agreement.* | ||
L.3.1g | ||
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Conventions of Standard English: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. | ||
L.3.1h | ||
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Conventions of Standard English: Use coordinating and subordinating conjunctions. | ||
L.3.1i | ||
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Conventions of Standard English: Produce simple, compound, and complex sentences. | ||
L.3.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.3.2a | ||
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Conventions of Standard English: Capitalize appropriate words in titles. | ||
L.3.2b | ||
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Conventions of Standard English: Use commas in addresses. | ||
L.3.2c | ||
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Conventions of Standard English: Use commas and quotation marks in dialogue. | ||
L.3.2d | ||
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Conventions of Standard English: Form and use possessives. | ||
L.3.2e | ||
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Conventions of Standard English: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). | ||
L.3.2f | ||
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Conventions of Standard English: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. | ||
L.3.2g | ||
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Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. | ||
L.3.3 | ||
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Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.3.3a | ||
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Knowledge of Language: Choose words and phrases for effect.* | ||
L.3.3b | ||
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Knowledge of Language: Recognize and observe differences between the conventions of spoken and written standard English. | ||
L.3.4 | ||
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Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | ||
L.3.4a | ||
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Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. | ||
L.3.4b | ||
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Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). | ||
L.3.4c | ||
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Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). | ||
L.3.4d | ||
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Vocabulary Acquisition and Use: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. | ||
L.3.5 | ||
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Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings. | ||
L.3.5a | ||
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Vocabulary Acquisition and Use: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). | ||
L.3.5b | ||
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Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). | ||
L.3.5c | ||
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Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). | ||
L.3.6 | ||
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Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). | ||
L.4.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.4.1a | ||
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Conventions of Standard English: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). | ||
L.4.1b | ||
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Conventions of Standard English: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. | ||
L.4.1c | ||
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Conventions of Standard English: Use modal auxiliaries (e.g., can, may, must) to convey various conditions. | ||
L.4.1d | ||
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Conventions of Standard English: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). | ||
L.4.1e | ||
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Conventions of Standard English: Form and use prepositional phrases. | ||
L.4.1f | ||
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Conventions of Standard English: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* | ||
L.4.1g | ||
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Conventions of Standard English: Correctly use frequently confused words (e.g., to, too, two; there, their).* | ||
L.4.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.4.2a | ||
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Conventions of Standard English: Use correct capitalization. | ||
L.4.2b | ||
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Conventions of Standard English: Use commas and quotation marks to mark direct speech and quotations from a text. | ||
L.4.2c | ||
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Conventions of Standard English: Use a comma before a coordinating conjunction in a compound sentence. | ||
L.4.2d | ||
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Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed. | ||
L.4.3 | ||
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Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.4.3a | ||
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Knowledge of Language: Choose words and phrases to convey ideas precisely.* | ||
L.4.3b | ||
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Knowledge of Language: Choose punctuation for effect.* | ||
L.4.3c | ||
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Knowledge of Language: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). | ||
L.4.4 | ||
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Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | ||
L.4.4a | ||
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Vocabulary Acquisition and Use: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. | ||
L.4.4b | ||
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Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). | ||
L.4.4c | ||
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Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. | ||
L.4.5 | ||
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Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.4.5a | ||
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Vocabulary Acquisition and Use: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. | ||
L.4.5b | ||
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Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs. | ||
L.4.5c | ||
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Vocabulary Acquisition and Use: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). | ||
L.4.6 | ||
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Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). | ||
L.5.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.5.1a | ||
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L.5.1b | ||
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Conventions of Standard English: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. | ||
L.5.1c | ||
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Conventions of Standard English: Use verb tense to convey various times, sequences, states, and conditions. | ||
L.5.1d | ||
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Conventions of Standard English: Recognize and correct inappropriate shifts in verb tense.* | ||
L.5.1e | ||
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Conventions of Standard English: Use correlative conjunctions (e.g., either/or, neither/nor). | ||
L.5.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.5.2a | ||
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Conventions of Standard English: Use punctuation to separate items in a series.* | ||
L.5.2b | ||
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Conventions of Standard English: Use a comma to separate an introductory element from the rest of the sentence. | ||
L.5.2c | ||
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Conventions of Standard English: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). | ||
L.5.2d | ||
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Conventions of Standard English: Use underlining, quotation marks, or italics to indicate titles of works. | ||
L.5.2e | ||
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Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed. | ||
L.5.3 | ||
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Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.5.3a | ||
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Knowledge of Language: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. | ||
L.5.3b | ||
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Knowledge of Language: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | ||
L.5.4 | ||
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Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | ||
L.5.4a | ||
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Vocabulary Acquisition and Use: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. | ||
L.5.4b | ||
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Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). | ||
L.5.4c | ||
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Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. | ||
L.5.5 | ||
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Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.5.5a | ||
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Vocabulary Acquisition and Use: Interpret figurative language, including similes and metaphors, in context. | ||
L.5.5b | ||
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Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs. | ||
L.5.5c | ||
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Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. | ||
L.5.6 | ||
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Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). | ||
L.6.1 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.6.1a | ||
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Conventions of Standard English: Ensure that pronouns are in the proper case (subjective, objective, possessive). | ||
L.6.1b | ||
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Conventions of Standard English: Use intensive pronouns (e.g., myself, ourselves). | ||
L.6.1c | ||
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Conventions of Standard English: Recognize and correct inappropriate shifts in pronoun number and person.* | ||
L.6.1d | ||
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Conventions of Standard English: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* | ||
L.6.1e | ||
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Conventions of Standard English: Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* | ||
L.6.2 | ||
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Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.6.2a | ||
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Conventions of Standard English: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* | ||
L.6.2b | ||
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Conventions of Standard English: Spell correctly. | ||
L.6.3 | ||
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Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.6.3a | ||
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Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* | ||
L.6.3b | ||
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Knowledge of Language: Maintain consistency in style and tone.* | ||
L.6.4 | ||
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Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | ||
L.6.4a | ||
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Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. | ||
L.6.4b | ||
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Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). | ||
L.6.4c | ||
|---|---|---|
Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. | ||
L.6.4d | ||
|---|---|---|
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | ||
L.6.5 | ||
|---|---|---|
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.6.5a | ||
|---|---|---|
Vocabulary Acquisition and Use: Interpret figures of speech (e.g., personification) in context. | ||
L.6.5b | ||
|---|---|---|
Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. | ||
L.6.5c | ||
|---|---|---|
Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). | ||
L.6.6 | ||
|---|---|---|
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | ||
L.7.1 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.7.1a | ||
|---|---|---|
L.7.1b | ||
|---|---|---|
Conventions of Standard English: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. | ||
L.7.1c | ||
|---|---|---|
Conventions of Standard English: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* | ||
L.7.2 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.7.2a | ||
|---|---|---|
Conventions of Standard English: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). | ||
L.7.2b | ||
|---|---|---|
Conventions of Standard English: Spell correctly. | ||
L.7.3 | ||
|---|---|---|
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.7.3a | ||
|---|---|---|
Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* | ||
L.7.4 | ||
|---|---|---|
Vocabulary Acquisition and Use: 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. | ||
L.7.4a | ||
|---|---|---|
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. | ||
L.7.4b | ||
|---|---|---|
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). | ||
L.7.4c | ||
|---|---|---|
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. | ||
L.7.4d | ||
|---|---|---|
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | ||
L.7.5 | ||
|---|---|---|
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.7.5a | ||
|---|---|---|
Vocabulary Acquisition and Use: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. | ||
L.7.5b | ||
|---|---|---|
Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. | ||
L.7.5c | ||
|---|---|---|
Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). | ||
L.7.6 | ||
|---|---|---|
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | ||
L.8.1 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.8.1a | ||
|---|---|---|
L.8.1b | ||
|---|---|---|
Conventions of Standard English: Form and use verbs in the active and passive voice. | ||
L.8.1c | ||
|---|---|---|
Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. | ||
L.8.1d | ||
|---|---|---|
Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.* | ||
L.8.2 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.8.2a | ||
|---|---|---|
Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break. | ||
L.8.2b | ||
|---|---|---|
Conventions of Standard English: Use an ellipsis to indicate an omission. | ||
L.8.2c | ||
|---|---|---|
Conventions of Standard English: Spell correctly. | ||
L.8.3 | ||
|---|---|---|
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.8.3a | ||
|---|---|---|
Knowledge of Language: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). | ||
L.8.4 | ||
|---|---|---|
Vocabulary Acquisition and Use: 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. | ||
L.8.4a | ||
|---|---|---|
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. | ||
L.8.4b | ||
|---|---|---|
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). | ||
L.8.4c | ||
|---|---|---|
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. | ||
L.8.4d | ||
|---|---|---|
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | ||
L.8.5 | ||
|---|---|---|
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.8.5a | ||
|---|---|---|
Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context. | ||
L.8.5b | ||
|---|---|---|
Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words. | ||
L.8.5c | ||
|---|---|---|
Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). | ||
L.8.6 | ||
|---|---|---|
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | ||
L.9-10.1 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.9-10.1a | ||
|---|---|---|
Conventions of Standard English: Use parallel structure.* | ||
L.9-10.1b | ||
|---|---|---|
Conventions of Standard English: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. | ||
L.9-10.2 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.9-10.2a | ||
|---|---|---|
Conventions of Standard English: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. | ||
L.9-10.2b | ||
|---|---|---|
Conventions of Standard English: Use a colon to introduce a list or quotation. | ||
L.9-10.2c | ||
|---|---|---|
Conventions of Standard English: Spell correctly. | ||
L.9-10.3 | ||
|---|---|---|
Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | ||
L.9-10.3a | ||
|---|---|---|
Knowledge of Language: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. | ||
L.9-10.4 | ||
|---|---|---|
Vocabulary Acquisition and Use: 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. | ||
L.9-10.4a | ||
|---|---|---|
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. | ||
L.9-10.4b | ||
|---|---|---|
Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). | ||
L.9-10.4c | ||
|---|---|---|
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. | ||
L.9-10.4d | ||
|---|---|---|
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | ||
L.9-10.5 | ||
|---|---|---|
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.9-10.5a | ||
|---|---|---|
Vocabulary Acquisition and Use: Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in the text. | ||
L.9-10.5b | ||
|---|---|---|
Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar denotations. | ||
L.9-10.6 | ||
|---|---|---|
Vocabulary Acquisition and Use: 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 | ||
L.K.1 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.K.1a | ||
|---|---|---|
Conventions of Standard English: Print many upper- and lowercase letters. | ||
L.K.1b | ||
|---|---|---|
Conventions of Standard English: Use frequently occurring nouns and verbs. | ||
L.K.1c | ||
|---|---|---|
Conventions of Standard English: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). | ||
L.K.1d | ||
|---|---|---|
Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). | ||
L.K.1e | ||
|---|---|---|
Conventions of Standard English: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). | ||
L.K.1f | ||
|---|---|---|
Conventions of Standard English: Produce and expand complete sentences in shared language activities. | ||
L.K.2 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.K.2a | ||
|---|---|---|
Conventions of Standard English: Capitalize the first word in a sentence and the pronoun I. | ||
L.K.2b | ||
|---|---|---|
Conventions of Standard English: Recognize and name end punctuation. | ||
L.K.2c | ||
|---|---|---|
Conventions of Standard English: Write a letter or letters for most consonant and short-vowel sounds (phonemes). | ||
L.K.2d | ||
|---|---|---|
Conventions of Standard English: Spell simple words phonetically, drawing on knowledge of sound-letter relationships. | ||
L.K.4 | ||
|---|---|---|
"Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. | ||
L.K.4a | ||
|---|---|---|
Vocabulary Acquisition and Use: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). | ||
L.K.4b | ||
|---|---|---|
Vocabulary Acquisition and Use: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. | ||
L.K.5 | ||
|---|---|---|
Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and nuances in word meanings. | ||
L.K.5a | ||
|---|---|---|
Vocabulary Acquisition and Use: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. | ||
L.K.5b | ||
|---|---|---|
Vocabulary Acquisition and Use: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). | ||
L.K.5c | ||
|---|---|---|
Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at school that are colorful). | ||
L.K.5d | ||
|---|---|---|
Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. | ||
L.K.6 | ||
|---|---|---|
Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | ||
LR.K-12.1 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
LR.K-12.2 | ||
|---|---|---|
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
LR.K-12.3 | ||
|---|---|---|
Knowledge of Language: 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. | ||
LR.K-12.4 | ||
|---|---|---|
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | ||
LR.K-12.5 | ||
|---|---|---|
Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings. | ||
LR.K-12.6 | ||
|---|---|---|
Vocabulary Acquisition and Use: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. | ||
R |
|---|
RF.1.1 | ||
|---|---|---|
Print Concepts: Demonstrate understanding of the organization and basic features of print. | ||
RF.1.1a | ||
|---|---|---|
Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). | ||
RF.1.2 | ||
|---|---|---|
Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | ||
RF.1.2a | ||
|---|---|---|
Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable words . | ||
RF.1.2b | ||
|---|---|---|
Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. | ||
RF.1.2c | ||
|---|---|---|
Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. | ||
RF.1.2d | ||
|---|---|---|
Phonological Awareness: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). | ||
RF.1.3 | ||
|---|---|---|
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.1.3a | ||
|---|---|---|
Phonics and Word Recognition: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). | ||
RF.1.3b | ||
|---|---|---|
Phonics and Word Recognition: Decode regularly spelled one-syllable words. | ||
RF.1.3c | ||
|---|---|---|
Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel sounds. | ||
RF.1.3d | ||
|---|---|---|
Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. | ||
RF.1.3e | ||
|---|---|---|
Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables. | ||
RF.1.3f | ||
|---|---|---|
Phonics and Word Recognition: Read words with inflectional endings. | ||
RF.1.3g | ||
|---|---|---|
Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words. | ||
RF.1.4 | ||
|---|---|---|
Read with sufficient accuracy and fluency to support comprehension. | ||
RF.1.4a | ||
|---|---|---|
Read grade-level text with purpose and understanding. | ||
RF.1.4b | ||
|---|---|---|
Read grade-level text orally with accuracy, appropriate rate, and expression. | ||
RF.1.4c | ||
|---|---|---|
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
RF.2.3 | ||
|---|---|---|
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.2.3a | ||
|---|---|---|
Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled one-syllable words. | ||
RF.2.3b | ||
|---|---|---|
Phonics and Word Recognition: Know spelling-sound correspondences for additional common vowel teams. | ||
RF.2.3c | ||
|---|---|---|
Phonics and Word Recognition: Decode regularly spelled two-syllable words with long vowels. | ||
RF.2.3d | ||
|---|---|---|
Phonics and Word Recognition: Decode words with common prefixes and suffixes. | ||
RF.2.3e | ||
|---|---|---|
Phonics and Word Recognition: Identify words with inconsistent but common spelling-sound correspondences. | ||
RF.2.3f | ||
|---|---|---|
Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words. | ||
RF.2.4 | ||
|---|---|---|
Read with sufficient accuracy and fluency to support comprehension. | ||
RF.2.4a | ||
|---|---|---|
Read grade-level text with purpose and understanding. | ||
RF.2.4b | ||
|---|---|---|
Read grade-level text orally with accuracy, appropriate rate, and expression. | ||
RF.2.4c | ||
|---|---|---|
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
RF.3.3 | ||
|---|---|---|
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.3.3a | ||
|---|---|---|
Phonics and Word Recognition: Identify and know the meaning of the most common prefixes and derivational suffixes. | ||
RF.3.3b | ||
|---|---|---|
Phonics and Word Recognition: Decode words with common Latin suffixes. | ||
RF.3.3c | ||
|---|---|---|
Phonics and Word Recognition: Decode multisyllable words. | ||
RF.3.3d | ||
|---|---|---|
Phonics and Word Recognition: Read grade-appropriate irregularly spelled words. | ||
RF.3.4 | ||
|---|---|---|
Fluency: Read with sufficient accuracy and fluency to support comprehension. | ||
RF.3.4a | ||
|---|---|---|
Fluency: Read grade-level text with purpose and understanding. | ||
RF.3.4b | ||
|---|---|---|
Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. | ||
RF.3.4c | ||
|---|---|---|
Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
RF.4.3 | ||
|---|---|---|
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.4.3a | ||
|---|---|---|
Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.4.4 | ||
|---|---|---|
Fluency: Read with sufficient accuracy and fluency to support comprehension. | ||
RF.4.4a | ||
|---|---|---|
Fluency: Read grade-level text with purpose and understanding. | ||
RF.4.4b | ||
|---|---|---|
Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. | ||
RF.4.4c | ||
|---|---|---|
Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
RF.5.3 | ||
|---|---|---|
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.5.3a | ||
|---|---|---|
Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4 | ||
|---|---|---|
Fluency: Read with sufficient accuracy and fluency to support comprehension. | ||
RF.5.4a | ||
|---|---|---|
Fluency: Read grade-level text with purpose and understanding. | ||
RF.5.4b | ||
|---|---|---|
Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. | ||
RF.5.4c | ||
|---|---|---|
Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
RF.K.1 | ||
|---|---|---|
Print Concepts: Demonstrate understanding of the organization and basic features of print. | ||
RF.K.1a | ||
|---|---|---|
Print Concepts: Follow words from left to right, top to bottom, and page by page. | ||
RF.K.1b | ||
|---|---|---|
Print Concepts: Recognize that spoken words are represented in written language by specific sequences of letters. | ||
RF.K.1c | ||
|---|---|---|
Print Concepts: Understand that words are separated by spaces in print. | ||
RF.K.1d | ||
|---|---|---|
Print Concepts: Recognize and name all upper- and lowercase letters of the alphabet. | ||
RF.K.2 | ||
|---|---|---|
Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). | ||
RF.K.2a | ||
|---|---|---|
Phonological Awareness: Recognize and produce rhyming words. | ||
RF.K.2b | ||
|---|---|---|
Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words. | ||
RF.K.2c | ||
|---|---|---|
Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words. | ||
RF.K.2d | ||
|---|---|---|
Phonological Awareness: d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/,or /x/.) | ||
RF.K.2e | ||
|---|---|---|
Phonological Awareness: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. | ||
RF.K.3 | ||
|---|---|---|
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.K.3a | ||
|---|---|---|
Phonics and Word Recognition: Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. | ||
RF.K.3b | ||
|---|---|---|
Phonics and Word Recognition: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. | ||
RF.K.3c | ||
|---|---|---|
Phonics and Word Recognition: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). | ||
RF.K.3d | ||
|---|---|---|
Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. | ||
RF.K.4 | ||
|---|---|---|
Read emergent-reader texts with purpose and understanding. | ||
RH.11-12.1 | ||
|---|---|---|
Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. | ||
RH.11-12.10 | ||
|---|---|---|
Range of Reading and Level of Text Complexity: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently. | ||
RH.11-12.2 | ||
|---|---|---|
Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. | ||
RH.11-12.3 | ||
|---|---|---|
Key Ideas and Details: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. | ||
RH.11-12.4 | ||
|---|---|---|
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). | ||
RH.11-12.5 | ||
|---|---|---|
RH.11-12.6 | ||
|---|---|---|
Craft and Structure: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. | ||
RH.11-12.7 | ||
|---|---|---|
Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. | ||
RH.11-12.8 | ||
|---|---|---|
Integration of Knowledge and Ideas: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. | ||
RH.11-12.9 | ||
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Integration of Knowledge and Ideas: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. | ||
RH.6-8.1 | ||
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Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources. | ||
RH.6-8.10 | ||
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Range of Reading and Level of Text Complexity: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. | ||
RH.6-8.2 | ||
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Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. | ||
RH.6-8.3 | ||
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Key Ideas and Details: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). | ||
RH.6-8.4 | ||
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Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. | ||
RH.6-8.5 | ||
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Craft and Structure: Describe how a text presents information (e.g., sequentially, comparatively, causally). | ||
RH.6-8.6 | ||
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Craft and Structure: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). | ||
RH.6-8.7 | ||
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Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. | ||
RH.6-8.8 | ||
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Integration of Knowledge and Ideas: Distinguish among fact, opinion, and reasoned judgment in a text. | ||
RH.6-8.9 | ||
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Integration of Knowledge and Ideas: Analyze the relationship between a primary and secondary source on the same topic. | ||
RH.9-10.1 | ||
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Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. | ||
RH.9-10.10 | ||
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Range of Reading and Level of Text Complexity: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. | ||
RH.9-10.2 | ||
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Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. | ||
RH.9-10.3 | ||
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Key Ideas and Details: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. | ||
RH.9-10.4 | ||
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Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. | ||
RH.9-10.5 | ||
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RH.9-10.6 | ||
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Craft and Structure: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. | ||
RH.9-10.7 | ||
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Integration of Knowledge and Ideas: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. | ||
RH.9-10.8 | ||
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Integration of Knowledge and Ideas: Assess the extent to which the reasoning and evidence in a text support the author’s claims. | ||
RH.9-10.9 | ||
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Integration of Knowledge and Ideas: Compare and contrast treatments of the same topic in several primary and secondary sources. | ||
RI.1.1 | ||
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Key Ideas and Details: Ask and answer questions about key details in a text. | ||
RI.1.10 | ||
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Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1. | ||
RI.1.2 | ||
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Key Ideas and Details: Identify the main topic and retell key details of a text. | ||
RI.1.3 | ||
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Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text. | ||
RI.1.4 | ||
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Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | ||
RI.1.5 | ||
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