Maine K–6 english language arts standards

Use frequently occurring nouns and verbs.

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Produce and expand complete sentences in shared language activities. a. Use common, proper, and possessive nouns. b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). d. 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). e. Use frequently occurring adjectives. f. Use frequently occurring conjunctions (e.g., and, but, or, so, because). g. Use determiners (e.g., articles, demonstratives). h. Use frequently occurring prepositions (e.g., during, beyond, toward). i. Produce and expand complete simple and compound declarative, interrogative, imperative, and

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Compare formal and informal uses of English.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

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. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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. With guidance and support from adults, demonstrate an understanding of word relationships and nuances in word meanings.

Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details to seek help if something is not understood.

Ask and answer questions in order to seek help, gather information, or clarify something that is not understood.

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Recognize the distinguishing features of a paragraph (e.g. indent). Grade

Recognize and produce rhyming words.

Count, pronounce, blend, and segment syllables in spoken words.

Blend and segment onsets and rimes of single-syllable spoken words.

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/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ

Retell familiar texts with prompting and support, including details about who, what, when, where, and how.

Retell key details of texts with prompting and support, including the main topic.

With prompting and support, identify characters, settings, and major events in a story.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support, ask and answer questions about unknown words in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify texts that tell stories.

Identify texts that provide information.

With prompting and support, name the author and illustrator of a story and define the role of each in telling the texts.

With prompting and support, name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Trace the organization and development of a claim in a text.

Determine the effectiveness of an author’s or character’s claim. Grade Span

With prompting and support, describe the relationship between illustrations and the text.

With prompting and support, compare and contrast the experiences of characters in two or more familiar texts.

With prompting and support, describe the relationship between the text and what person, place, thing, or idea the illustration depicts.

With prompting and support, compare and contrast two texts on the same topic.

Read various on-level text with purpose and understanding.

Read various on-level text with accuracy, appropriate rate, and

Investigate questions by participating in shared research and writing projects.

Gather information from provided sources and/or recall information from experiences in order to answer questions with guidance and support from adults.

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including peer collaboration.

Print many upper- and lowercase letters.

Use a combination of drawing and writing to communicate a topic.

Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Use adjectives and adverbs; choose between them depending on what is to be modified. f. 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). Adopted 2020 exclamatory sentences in response to prompts.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 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.

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

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. Demonstrate understanding of word relationships and nuances in word meanings.

Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Distinguish long from short vowel sounds in spoken single-syllable words.

Produce single-syllable words by blending sounds (phonemes), including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Some learners may enter your classroom without having mastered the skills identified in previous grade levels or grade spans. In cases when this occurs, teachers should ● assess where students are, ● determine what they need to learn to master the skills appropriate to their grade level or grade span, and ● access district resources to move students toward proficiency. Grade

Know the spelling-sound correspondences for common consonant digraphs.

Decode regularly spelled one- syllable words.

Know final -e and common vowel team conventions for representing long vowel sounds.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decode two-syllable words following basic patterns by breaking the words into syllables.

Read words with inflectional endings.

Recognize and read grade- appropriate irregularly spelled words.

Retell texts, including details about who, what, when, where, and how; demonstrate an understanding of the theme.

Retell key details of texts, including the main topic.

Describe characters, settings, and major events in a story, including details about who, what, when, where, and how.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Identify words and phrases in a text that suggest feelings or appeal to the senses.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Explain major differences between texts that tell stories and texts that give information, drawing on various text types.

Determine and use text features (e.g., headings, bold print, indexes, graphics, tables of contents, glossaries, links, icons) that help locate key facts or information in a text.

Identify who is telling the story at various points in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use illustrations and words in a text to describe its characters, setting, or events.

Compare and contrast the experiences of characters in various texts.

Use the illustrations and details in a text to describe its central idea.

Compare and contrast two texts on the same topic.

Read various on-level text with purpose and understanding.

Read various on-level text orally with accuracy, appropriate rate, Adopted 2020 expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. and expression on successive readings.

Investigate questions by participating in shared research and writing projects.

Gather information from provided sources and/or recall information from experiences in order to answer questions with guidance and support from adults.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including peer collaboration.

Print all upper- and lowercase letters.

Use a combination of drawing and writing to communicate a topic with details. Use a combination of drawing, and writing to communicate a topic with a beginning, middle (including details), and an end. Grade

Capitalize holidays, product names, and geographic names.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions and frequently occurring possessives.

Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Adopted 2020 Grade

Use sentence-level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

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).

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Adopted 2020 Grade

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Adopted 2020 Grade

Participate in collaborative conversations about grade 2 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Adopted 2020

Continue a conversation through multiple exchanges.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Grade

Describe people, places, things, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, Adopted 2020

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Know spelling-sound correspondences for additional common vowel teams.

Decode regularly spelled two-syllable words with long vowels.

Decode words with common prefixes and suffixes.

Identify words with inconsistent but common spelling-sound correspondences.

Recognize and read grade-appropriate irregularly spelled words. Grade

Retell texts, including details about who, what, when, where, how, and why; demonstrate understanding of the theme.

Identify the main topic of a multi-paragraph text and the central ideas of specific paragraphs. Grade

Describe how characters in a story respond to major events and challenges.

Describe the relationship between a series of events, ideas or concepts, using language that pertains to time, sequence, and cause/effect. Grade

Describe how words and phrases supply rhythm and meaning in a text.

Use provided resources to determine meaning of words and phrases in a text. Grade

Describe the overall structure of a text, including describing how the beginning introduces the story and the ending concludes the action.

Explain how various text features (e.g., headings, bold print, indexes, graphics, tables of contents, glossaries, links, icons) are used to locate key facts or information in a text efficiently. Grade

Acknowledge differences in the points of view of characters

Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Grade

Use illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Compare and contrast two or more versions of the same story presented in diverse forms

Explain how specific visuals contribute to and clarify the meaning of a text.

Compare and contrast the information presented by two texts on the same topic. Grade

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Grade

Investigate questions by participating in shared research and writing projects.

Gather information from provided sources and/or recall information from experiences in order to answer questions. Grade

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including peer collaboration. Grade

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Form and use regular and irregular plural nouns.

Use abstract nouns (e.g., childhood).

Form and use regular and irregular verbs.

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.

Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified. i. Standards for Language 3

Capitalize appropriate words in titles.

Use commas in addresses.

Use commas and quotation marks in dialogue.

Form and use possessives.

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.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Choose words and phrases for effect.

Recognize and observe differences between the conventions of spoken and written standard English. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use sentence-level context as a clue to the meaning of a word or phrase.

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).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 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.

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Engage effectively in a range of collaborative discussions (one-on-one, in groups, student-led and teacher-led) on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask questions to check understanding of information presented, stay on topic, and link

Ask and answer questions about information from a speaker,

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speak clearly at an understandable pace.

Create audio/video recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with common Latin suffixes.

Decode multisyllabic words.

Read grade-appropriate irregularly spelled words. 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. 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. Grade Span

Retell texts, including details about who, what, when, where, why and how; explain how the theme is supported.

Explain how the key details support the central idea of a text.

Describe in depth a character, setting, or event in a story, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Explain the relationship between events, ideas or concepts, using language that pertains to time, sequence, and cause/effect, based on information from the text.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from figurative language.

Use provided resources to determine meaning of domain-specific words and phrases.

Refer to parts of a text (e.g. chapters, scenes, or stanzas) and explain how each successive part builds on earlier sections.

Use various text features (e.g., headings, bold print, indexes, graphics, tables of contents, glossaries, links, icons) to locate key facts or information in a text efficiently.

Distinguish the reader’s personal point of view from that of the narrator or those of the characters.

Distinguish the reader’s personal point of view from that of the author of a text.

Explain how specific aspects of a text’s illustrations contribute to the meaning of a text (e.g., create mood, emphasize aspects of a character or setting).

Read various on-level text with purpose and understanding.

Read various on-level text with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Investigate questions by participating in research that builds knowledge about a topic.

Gather information from a variety of sources and/or recall information from experiences in order to answer questions.

Take brief notes on sources and sort information into provided categories.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With guidance and support from adults, use technology to produce writing, as well as to interact and collaborate with others.

Develop keyboarding skills.

Use a combination of illustrations and writing to produce pieces with introductions and bodies including details and conclusions.

Develop the topic with relevant supporting details.

Use developmentally appropriate linking words and phrases.

Use precise vocabulary/word choice.

Provide a sense of closure that is related to the ideas presented.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. *

Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.

Choose words and phrases to convey ideas precisely.

Choose punctuation for effect.

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

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. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, student-led, and teacher-led) on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the

Paraphrase portions of a text read aloud or information presented in diverse media and formats.

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Add audio/video recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Summarize texts, including details about who, what, when, where, how and why; explain how the theme is supported.

Summarize texts, including how the key details support the central idea.

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events, drawing on specific details in the text.

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts, explicitly referring to specific information from the text.

Determine the meaning of words and phrases including figurative language as they are used in a text.

Draw on a variety of strategies to determine meaning of domain-specific words and phrases.

Explain how individual parts of a text (e.g., chapters, scenes, or stanzas) work together to provide meaning to the text as a whole.

Identify the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of a text and explain how the text features help support the overall structure.

Compare and contrast the point of view from which different texts are narrated, including the difference between first- and third-person narrations.

Compare and contrast primary and secondary sources of the same event or topic; describe the differences in perspective based on information in the texts.

Compare and contrast between texts and other multimedia versions and how it influences the meaning and author’s intent.

Read with sufficient accuracy and fluency to support comprehension.

Read various on-level text with purpose and understanding.

Read various on-level text with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Investigate questions by participating in research that builds varied knowledge about a topic.

Gather relevant information from a variety of sources and/or recall information from experiences in order to answer questions.

Take notes on sources and sort information into provided categories.

Provide a list of sources.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With some guidance and support from adults, use technology to produce writing, as well as to interact and collaborate with others.

Demonstrate sufficient command of keyboarding skills to produce sustained writing of increasing length.

Produce writing to communicate clearly and to organize increasingly complex pieces with introductions andbodies including details and conclusions.

Develop the topic with relevant supporting details.

Use developmentally appropriate linking words and phrases with increasing complexity.

Use precise vocabulary/word choice.

Provide a sense of closure that is related to the ideas presented.

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Use verb tense to convey various times, sequences, states, and conditions.

Recognize and correct inappropriate shifts in verb tense.

Use correlative conjunctions (e.g., either/or, neither/nor). Adopted 2020 j. Use coordinating and subordinating conjunctions.

Produce simple, compound, and complex sentences.

Use punctuation to separate items in a series.

Use a comma to separate an introductory element from the rest of the sentence.

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?).

Use underlining, quotation marks, or italics to indicate titles of works.

Spell grade-appropriate words correctly, consulting references as needed. Adopted 2020 Grade Span

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Adopted 2020 Grade Span

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

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. Adopted 2020 Grade Span

Interpret figurative language, including similes and metaphors, in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Grade Span

Engage effectively in a range of collaborative discussions (one-on-one, in groups, student-led, and teacher-led) on grade 5 topics and texts, building on others' ideas and expressing their own clearly. b. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Adopted 2020 their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion. discussion and link to the remarks of others.

Summarize a written text read aloud or information presented in diverse media and formats.

Summarize the points a speaker makes and explain how each Adopted 2020 offering appropriate elaboration and detail.

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Grade Span

Summarize texts, including theme and character development.

Summarize texts, including how the key details support two or more central ideas. Grade Span

Analyze how two or more characters, settings, or events in a story are related, drawing on specific details in the text (e.g., how characters interact).

Analyze relationships or interactions between individuals, events, ideas, or concepts throughout the text. Grade Span

Determine the meanings of words and phrases including figurative language and connotations as they are used in a text.

Initiate strategies to determine meaning of domain-specific words and phrases. Grade Span

Explain how the text’s structure supports its meaning and the author’s purpose of the text as a whole.

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts on the same topic. Grade Span

Describe how a narrator’s or speaker’s point of view influences how events are described in various contexts.

Analyze multiple accounts and/or contexts of the same event or topic, noting important similarities and differences in the perspectives they represent based on information in the texts. Grade Span

Analyze how diverse forms and their features contribute to the meaning, tone, and author’s intent of a text.

Compare and contrast how two or more authors of the same text type interpret similar themes and topics. Adopted 2020

Read with sufficient accuracy and fluency to support comprehension.

Read various on-level text with purpose and understanding.

Use context to confirm or self-correct word recognition. Grade Span

Investigate and generate questions by participating in research that builds varied knowledge about a topic.

Gather relevant information from a variety of sources and/or recall information from experiences in order to answer questions.

Summarize or paraphrase notes on sources and sort information into provided categories.

Provide a list of sources. Grade Span

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, composing, revising, editing, rewriting, reflecting, and/or trying a new approach.

With some guidance and support from adults, use technology to produce writing, as well as to interact and collaborate with others.

Demonstrate sufficient command of keyboarding skills to produce sustained writing of increasing length. Grade Span

Produce writing to communicate clearly and organize increasingly complex pieces with introductions and bodies including details and conclusions.

Develop the topic with relevant, logically ordered supporting details.

Use developmentally appropriate linking words and phrases with increasing complexity.

Use precise vocabulary/word choice.

Provide a sense of closure that is related to the ideas presented. Grade Span

Ensure that pronouns are in the proper case (subjective, objective, possessive).

Use intensive pronouns (e.g., myself, ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Recognize variations from standard English in their own and others' writing and speaking and identify and use strategies to improve expression in conventional language. f. Explain the function of phrases and clauses in general and their function in specific sentences.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers i. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. j. Form and use verbs in the active and passive voice.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. l. Recognize and correct inappropriate shifts in verb voice and mood. Grade Span Grades 9-Diploma