Minnesota K–6 english language arts standards

Demonstrate understanding of the basic features of print: a. Follow words from left to right, top to bottom and page by page. b. Recognize and name all uppercase and lowercase letters of the alphabet. c. Understand that words are separated by spaces in print.

Demonstrate understanding of spoken words, syllables and sounds (phonemes): a. Identify and orally produce rhyming words, onset-rime and alliteration. b. Identify, count, pronounce, blend, segment and manipulate (add, delete or substitute) compound words and syllables in multi- syllabic words. c. Isolate, pronounce and manipulate sounds in three-phoneme CVC words.

Know and apply grade-level phonics and word analysis skills in decoding words: a. Decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity. b. Read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)

With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.

Benchmarks begin in grade 1.

Choose and read texts that explore personal identity and interests, with prompting and support.

Choose and read texts that represent perspectives and identities of historical and contemporary Dakota and Anishinaabe people, with prompting and support.

Ask and answer questions about key details in a text, with prompting and support.

Identify the topic of a text, with prompting and support.

Identify characters and setting, in a literary text, with prompting and support.

Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support.

Recognize orientation (front cover, back cover, title) of print text and navigation of digital text.

Recognize the difference between literary and informational text, through listening or reading.

Recognize the connection between illustrations and text.

Define the role of an author and illustrator in telling the story.

Benchmarks begin in grade 1.

Recognize common types of text (e.g., storybooks, informational, poems), through listening or reading.

Benchmarks begin in grade 3.

Recognize rhythm, alliteration and repeated lines in a story, poem or song read aloud.

Ask and answer questions about unfamiliar vocabulary in informational text read aloud.

Benchmarks begin in grade 1.

Benchmarks begin in grade 1.

Print many uppercase and lowercase letters.

Recognize that words are represented in written language by specific sequences of letters, which are separated by spaces, and put in a specific order to create a sentence.

Demonstrate one-to-one letter-sound correspondence.

Benchmarks begin in grade 1.

Write routinely (may include a combination of drawing, dictating and writing), with support and guidance.

Share personal perspective, identity and voice, verbally or visually.

Plan and draft writing (may include a combination of drawing, dictating and writing) and revise to strengthen writing in a shared setting.

Benchmarks begin in grade 3.

State a personal opinion for the purpose of sharing, verbally, visually or in written form, with support and guidance.

Benchmarks begin in grade 3.

Make a statement about a topic and offer one or two details about the topic, verbally, visually or in written form, with support and guidance.

Verbally or visually respond to a story, with support and guidance.

Tell a story about a personal experience or that of a character, verbally, visually or in written form.

Correctly order beginning, middle and end of a story, with support and guidance.

Ask questions to participate in shared research and writing projects.

Benchmarks begin in grade 1.

Benchmarks begin in grade 1.

Exchange ideas in storytelling, discussion and collaboration, with intentional inclusion of voices of Dakota and Anishinaabe people and other perspectives. a. Help create and follow agreed-upon norms for a discussion (e.g., speaker norms, listener norms, participation norms) respectful of culture. b. Participate as a speaker and listener, and continue exchange of ideas through multiple exchanges. c. Follow sequence of a story or discussion or steps in a process.

Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.

Benchmarks begin in grade 2.

Speak audibly and express thoughts, feelings and ideas clearly.

Create written, oral and digital content that communicates knowledge and ideas in a variety of presentation styles, with prompting and support. *

With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression), considering digital footprint. *

Recognize the distinguishing features of a sentence in print (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of spoken words, syllables and sounds (phonemes): Identify, orally produce, blend, segment and manipulate syllables in multi-syllabic words and sounds in three to four phoneme words.

Know and apply grade-level phonics and word analysis skills in decoding words: a. Know the spelling-sound correspondences for the common consonant digraphs and blends. b. Decode regularly spelled one-syllable words including final e and vowel teams, consonant digraphs and diphthongs, and inflectional suffixes and two-syllable words that follow six-syllable types, demonstrating both accuracy and automaticity. c. Read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Read decodable texts accurately and with automaticity.

Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, decoding, looking at context and making connections.

At grade 1 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Express curiosity about a topic and choose and read texts for personal interest and enjoyment.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.

Ask and answer questions including who, what and where to demonstrate understanding of key details in a text; retell key details.

Identify the central idea, message or moral of a text, with prompting as needed.

Identify characters and setting, in a literary text, with prompting as needed.

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

Identify the beginning, middle and end of a text.

Identify informational text features (e.g., headings, table of contents, glossaries, digital menus, icons).

Identify the impact that illustrations have on content, meaning and style of a text.

Identify the author of a text, and illustrator and/or source, where applicable (e.g., specific newspaper, magazine or digital platform).

Identify the time period and setting of the text.

Identify if the text is literary or informational.

Benchmarks begin in grade 3.

Recognize how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.

Ask and answer questions to help determine or clarify the meaning of unfamiliar vocabulary and phrases in informational text.

Identify two different sources of information on a topic of personal interest or academic focus (e.g., a picture book and a website or an encyclopedia and a video).

Examine concept of relevance of sources to task and topic, with prompting as needed.

Print all uppercase and lowercase letters.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Accurately spell words in common word families and high-frequency words; use phonetic spelling for other words.

Use frequently-occurring nouns, verbs and prepositions in simple sentences authentically in writing.

Write routinely, through a combination of writing, drawing and speaking.

Share personal perspective, identity, and voice, verbally, visually or in writing.

Plan, draft and revise to strengthen writing in a shared setting.

Benchmarks begin in grade 3.

Write to state a personal opinion, and provide one or two reasons for the opinion.

Benchmarks begin in grade 3.

Write to inform or explain, identifying a topic and stating facts about the topic.

Write to respond to a story.

Write to tell a story, creating details about a character and setting.

Include details in a written story in an order that makes sense.

Ask and answer questions to participate in shared research and writing projects.

Plan and conduct research from teacher- recommended sources and share findings in writing, with support and guidance (e.g., encyclopedias, informational texts).

Identify which words belong to an author and which words are student’s own.

Exchange ideas through storytelling, discussion and collaboration, intentionally considering the perspectives of Dakota and Anishinaabe people as well as other perspectives. a. Help create and follow agreed-upon norms for a discussion (e.g., speaker, listener, participation, questioning) respectful of culture. b. Participate as speaker and listener, responding to and building on the comments and ideas of others. c. Express one’s own ideas, stories and experiences. d. Make a contribution toward a shared goal in collaboration with others. e. Follow sequence of a story or discussion or steps in a process.

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

Benchmarks begin in grade 2.

Demonstrate understanding of intonation and phrasing in spoken language.

Create written, oral and digital content that communicates knowledge and ideas in a variety of presentation styles.

Create and share work using a teacher-selected digital tool, articulating the advantages and limitations of the tool, related to task, purpose and audience, considering digital footprint. *

Benchmarks end in grade 1.

Demonstrate understanding of spoken words, syllables and sounds (phonemes): Identify, blend, segment and manipulate syllables in multi-syllabic words and sounds in five-phoneme words, including consonant blends.

Know and apply grade-level phonics and word analysis skills in decoding words: a. Know the spelling-sound correspondences for the common vowel graphemes. b. Decode multi-syllabic words that include prefixes, suffixes and vowel digraphs. c. Read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Read grade-level texts fluently, with sufficient accuracy, rate and expression to support comprehension.

Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, decoding, making text-to-text connections, and building on strategies learned in previous grade levels, with guidance and support.

At grade 2 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read texts on a topic of personal interest.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.

Ask and answer questions including who, what, where, when, why and how to demonstrate understanding of key details in a text; recount the text.

Identify the central idea, message, or moral of a text and one or two supporting details.

Identify characters, setting, conflict, resolution and events in literary text.

Describe the connection between a series of events, concepts or steps in a procedure in informational text. *

Identify the purpose of chapters of a book, scenes of a play, and stanzas of a poem and the author’s choice of narrative point of view (e.g., first person, second person, third person).

Identify informational text features (e.g., captions, bold print, subheadings, glossaries, indexes and hyperlinks).

Identify and explain how images are used to illustrate ideas and narratives in a text.

Identify the author or story teller, including Dakota and Anishinaabe authors, of a text, and tell what is possible to know from the text about the story teller’s perspective and identity.

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to the time period of publication and/or posting of the text.

Identify if the text is informational or literary and support with evidence.

Benchmarks begins in grade 3.

Recognize how multiple meaning words and phrases impact the meaning or tone of text in stories or poems.

Determine the meaning of unfamiliar vocabulary or phrases in informational text, using metacognitive strategies and reference tools.

Collect information from two or more sources on a topic of personal interest or academic focus.

Articulate relevance of sources to task and topic (e.g., factual and opinion pieces).

Benchmarks end in grade 1.

Use correct punctuation (end punctuation), spelling (high frequency words), and capitalization (first word in sentence and proper nouns) authentically in writing.

Apply spelling patterns and rules to spell words with consonant and vowel digraphs and diphthongs, six syllable types, and inflectional suffixes authentically in writing.

Use nouns (common, proper, possessive and plural), verbs (regular and irregular), and frequently occurring adjectives, conjunctions and prepositions in simple sentences authentically in writing.

Write routinely, including illustration, for a range of tasks, purposes and audiences (e.g., personal interest, enjoyment, academic tasks).

Write to express ideas representing personal perspective, identity and voice, as a part of a group.

Plan, draft, revise, edit and publish writing, using self- reflection and teacher guidance.

Benchmarks begin in grade 3.

Write to state a personal opinion, provide several reasons for the opinion, and include introductory and concluding statements.

Benchmarks begin in grade 3.

Write to inform or explain, using details to show understanding of the topic and including an introductory and concluding statement.

Write to respond to characters, setting and conflict in a story.

Write to tell a story, introducing conflict to a character and setting.

Use words that signal changes in situation in written narratives, poetry or other creative text (e.g., next, surprisingly).

Ask and answer on-topic questions to research background information using resources vetted by teacher.

Plan and conduct research from a variety of sources, vetted by teacher, and share findings in writing (e.g., search terms, choosing relevant sources).

Demonstrate a basic understanding of and respect for the rights and obligations of using and sharing intellectual property and avoiding plagiarism (e.g., What work is yours? What work is someone else’s?). *

Exchange ideas in storytelling, discussion and collaboration, intentionally including and considering voices and perspectives of Dakota and Anishinaabe people and other perspectives. a. Help create and follow agreed-upon norms for a discussion (e.g., speaker norms, listener norms, participation norms) respectful of culture. b. Participate as a speaker and listener, building on and linking to the comments of others. c. Express one’s own ideas, stories and experiences. d. Help to establish group member roles and timeline for work. e. Identify and work toward a shared goal. f. Follow sequence of a story or discussion or steps in a process.

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

Demonstrate ability to receive and act on feedback from others and self-reflection. *

Demonstrate basic understanding and use of descriptive language and features of spoken language (including volume, intonation, phrasing, speed, pausing, stress, rhythm and gestures).

Create written, oral and digital content that communicates knowledge and ideas, including relevant facts and descriptive details, in a variety of presentation styles.

Create and share work, choosing a digital tool from teacher-provided lists, and critique effectiveness of chosen tool regarding the task, purpose and audience (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression), demonstrating understanding of digital footprint. *

Know and apply grade-level phonics and word analysis skills in decoding words: a. Identify, know the meaning of and read words with common prefixes and suffixes. b. Decode multi-syllabic words. c. Read grade-level irregularly spelled words, including high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Read grade-level texts fluently with sufficient accuracy, rate and expression to support comprehension.

Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, looking back at the text and reading ahead, building on strategies learned in previous grade levels.

At grade 3 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read texts on a topic of personal interest, demonstrating understanding of literary award lists and curated book lists that aid in making selections.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.

Ask and answer questions to demonstrate understanding of both literal and nonliteral language in a text, referring explicitly to the texts as the basis for the answers; summarize the text.

Identify the central idea or argument in fables, folktales, and myths, explain how it is supported by key details, and describe the connection between details.

Describe how details about characters, setting, conflict, resolution and events work together to develop the plot of a literary text.

Describe the relationship between a series of events, concepts or steps in a procedure, using language that pertains to time, sequence and cause/effect, in informational text. *

Use literary text features (e.g., nonliteral language, narrative point of view, verse, rhythm, meter) to understand a variety of literary texts such as stories, dramas and poems.

Use informational text features (e.g., captions, subheadings, glossaries, indexes and interactive images) to understand information relevant to a given topic.

Interpret the ideas/information conveyed through illustrations, graphics and other audiovisual elements in text.

Compare and contrast the student’s personal perspective and identity from that of the author or story teller, including Dakota and Anishinaabe authors, of the text, based on what is possible to know about the story teller’s perspective and identity.

Identify the time period of publication and/or posting of the text and when the time period of publication influences meaning, content or style of the text (e.g., era-specific vocabulary or illustrations).

Identify if the text is informational or literary and support with evidence.

Identify an author’s argument and support with details from the text.

Demonstrate understanding of figurative language as it is used in texts to express the style of specific genres.

Determine the meaning of general academic and domain-specific vocabulary and phrases in informational text.

Collect information from two or more sources on a topic of personal interest or academic focus.

Demonstrate understanding of relevance and credibility of sources.

Use correct punctuation (including commas in series and apostrophes), spelling, capitalization and grammar authentically in writing.

Apply spelling patterns and rules to spell multi- syllabic words, high-frequency words authentically in writing.

Use nouns (collective and irregular plural), verbs, frequently used adjectives and adverbs, conjunctions, prepositions, and pronouns (including reflexive pronouns and male, female and non-binary gender pronouns) in simple and compound sentences authentically in writing.

Write routinely for a range of tasks, purposes, and audiences (e.g., personal interest, enjoyment, academic tasks).

Write to compare personal perspectives and identities to those of a character in a literary text or a human subject in an informational text.

Plan, draft, revise, edit and publish writing, using self- reflection, guidance and support from peers and educators.

Use words and phrases for effect, differentiating between conventions of spoken and written English.

Write to argue, providing and organizing evidence for supporting points and using linking words and phrases.

Write to persuade, blending opinion and facts that support the opinion.

Write to inform or explain, selecting and organizing relevant details to show understanding of the topic, building on skills from previous years.

Write to respond to thoughts and feelings of characters in a literary text.

Write to tell a story, describing thoughts and feelings to develop characters as they interact with conflict.

Use dialogue and descriptive words, in written narratives, poetry or other creative text.

Ask relevant questions to distinguish fact from opinion.

Plan and conduct research, following a detailed research plan to build understanding of a topic, demonstrating understanding of digital footprint, and share findings in writing.

Use and cite two or more sources on a topic, both quoting and summarizing sources, avoiding plagiarism.

Exchange ideas in storytelling, discussion and collaboration, intentionally including and considering voices and perspectives of Dakota and Anishinaabe people and other perspectives. a. Help create and follow agreed-upon norms for a discussion (e.g., speaker norms, listener norms, participation norms) respectful of culture. b. Participate as a speaker and listener, reviewing key ideas shared by others. c. Express one’s own ideas, stories and experiences, linking to comments of others. d. Help to establish group member roles and timeline for work. e. Identify and work toward a shared goal. f. Follow sequence of a story or discussion or steps in a process.

Ask and answer questions to check understanding of content and viewpoints, as well as for clarification, in a discussion.

Receive and act on feedback from others, self- reflect, and provide constructive feedback on peers’ work, with guidance and support from adults. *

Use vocabulary for effect and attend to features of spoken language in communicating with others in social and academic situations (including volume, intonation, phrasing, speed, pausing, stress, rhythm and gestures).

Create written, oral and digital content that communicates knowledge and ideas, including relevant facts and descriptive details, in a variety of presentation styles.

Create and share work, using self-selected digital tools, and critique effectiveness of chosen tool regarding the task, purpose and audience, demonstrating understanding of digital footprint. *

Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns and word origin (Anglo-Saxon) to decode and comprehend unfamiliar multi-syllabic words in and out of context.

Read grade-level texts fluently with sufficient accuracy, rate and expression to support comprehension.

Read independently and monitor understanding of grade-level text; self-correct as needed, using more advanced metacognitive strategies including, but not limited to, making inferences and connecting text to background knowledge, building on strategies learned in previous grade levels, with guidance and support.

At grade 4 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read texts on a topic of personal interest, utilizing literary award lists and curated book lists in making selections.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.

Determine a theme or central idea of a story, drama or poem from details in the text.

Describe a literary element in detail, drawing on specific details from literary text.

Explain events, concepts or steps in a procedure, including what happened and why, based on specific details, in informational text.

Determine the impact on the text of literary text features and narrative point of view (first person, second person, third person point of view).

Describe the informational text structure (including, but not limited to, sequence and chronology) of events, ideas, concepts or information in a text or part of a text.

Interpret the ideas/information conveyed through illustrations, graphics and other audiovisual elements to support understanding and compare and contrast illustrations, graphics and other audiovisual elements in a wide variety of texts.

Determine the author’s, including Dakota and Anishinaabe authors, stated or implied purpose (i.e., entertain, inform, persuade) and how it is conveyed by the words or characters.

Identify time period of publication of the text, and assess the importance of timeliness of information, related to task and purpose.

Identify fact and fiction/opinion in a text and place on a continuum of fact to fiction (e.g., informational text, memoir, historical fiction, fantasy).

Explain how an author uses reasoning and evidence to support an argument.

Distinguish literal from figurative language in stories, poems or songs.

Demonstrate understanding of word origins (morphology and etymology) in academic vocabulary.

Collect information from a variety of sources in different formats on a topic of personal interest or academic focus.

Question and assess validity and credibility of information related to task and purpose (e.g., CRAAP test).

Use correct punctuation (including punctuation of dialogue and commas with clauses), spelling, capitalization and grammar authentically in writing

Apply spelling patterns and rules to spell words with Anglo-Saxon word origin authentically in writing.

Demonstrate subject-verb and pronoun-antecedent agreement in simple, compound, and complex sentences authentically in writing.

Write routinely for a range of tasks, purposes and audiences (e.g., personal interest, enjoyment, academic tasks).

Write to compare and contrast personal perspectives and identities to those of a character in a literary text or a human subject in an informational text.

Plan and draft multiple pieces of writing; self-select which of them to revise, edit and publish.

Use words, phrases and punctuation to convey ideas precisely in formal and informal writing contexts.

Write to argue, including an introduction and conclusion, building on skills from previous years.

Write to persuade, including an introduction and conclusion, building on skills from previous years.

Write to inform or explain, organizing and presenting ideas clearly, using precise, domain-specific vocabulary and a variety of text structures, and including an introduction and conclusion, building on skills from previous years.

Write to respond to the conclusion of a literary text.

Write to create, developing literary elements including character, setting, conflict and resolution with detail in a variety of literary forms (e.g., poetry, stories, plays).

Describe sensory detail in written narratives, poetry or other creative text.

Ask relevant questions to guide inquiry.

Plan and conduct independent research using sources to build understanding of topic; evaluate perspective, credibility and relevance of information, avoiding plagiarism, and share findings in writing.

Use and cite a variety of sources on a topic, both quoting and summarizing, avoiding plagiarism.

Exchange ideas in storytelling, discussion and collaboration, intentionally including and considering voices and perspectives of Dakota and Anishinaabe people and other perspectives. a. Help create and follow agreed-upon norms for a discussion (e.g., speaker norms, listener norms, participation norms) respectful of culture. b. Participate as a speaker and listener, highlighting commonalities and differences in views shared by others. c. Express one’s own ideas, stories and experiences, linking to comments of others. d. Negotiate and compromise to support productive exchange of ideas. e. Identify and work toward a shared goal.

Ask and answer questions to clarify or follow up on viewpoints of others in a discussion.

Receive and act on feedback from others, self- reflect, and provide constructive feedback on peers’ work in various ways (e.g., written, oral, non-verbal).

Use vocabulary, language, structure and features of spoken language to convey ideas precisely in communicating with others in social and academic situations.

Create written, oral and digital content that communicates knowledge and ideas in an organized manner, including relevant and credible facts and descriptive details to support central ideas or themes, in a variety of presentation styles.

Create and share work, using self-selected digital tools, and articulate how chosen tools meet the task, purpose and audience, demonstrating understanding of digital footprint. *

Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns and word origin (French and Latin) to decode and comprehend unfamiliar multi-syllabic words in and out of context.

Read grade-level texts fluently with sufficient accuracy, rate and expression to support comprehension.

Read independently and monitor understanding of grade-level text; self-correct as needed, independently using strategies including, but not limited to, making inferences and connecting text to background knowledge.

At grade 5 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read texts representing various perspectives and identities like and unlike their own, using various methods of searching for text (e.g., literary award lists, curated book lists, book reviews).

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.

Determine a theme or central idea of a text and how it is developed or conveyed through specific details.

Describe how and when characters, setting, conflict, resolution, events or ideas are introduced and how they change or evolve in literary text.

Explain the relationships or interactions between individuals, events and concepts, based on specific details, in informational text.

Explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a literary text.

Identify the effects of the various informational text structures (including, but not limited to, sequence, chronology and description) on a text or part of a text.

Interpret, apply and evaluate the ideas/information conveyed through illustrations, graphics and other audiovisual elements to support understanding in text.

Compare and contrast a firsthand and secondhand account, including those by Dakota and Anishinaabe authors, of the same event or topic; describe the differences in focus and the information provided.

Compare texts published in different time periods related to influences on meaning, content or style of the texts.

Analyze a text’s placement on a continuum of fact to fiction, citing evidence.

Identify an author’s argument and how perspective and bias influence choices regarding evidence.

Demonstrate understanding of word relationships and nuances (e.g., connotative and denotative) in word meanings in stories, poems or songs.

Interpret words and phrases in academic, technical and domain-specific vocabulary.

Collect information from a variety of sources in different formats, representing diverse perspectives (e.g., interviews, videos, podcasts).

Evaluate sources based on validity and credibility of information related to task and purpose.

Use correct punctuation (including semi-colons and colons), spelling, capitalization and grammar authentically in writing.

Apply spelling patterns and rules to spell words with French and Latin word origin authentically in writing.

Use nouns, verbs, adjectives, adverbs (including relative adverbs) and pronouns (including relative pronouns) in sentences authentically in writing, building on skills from previous years.

Write routinely for a range of tasks, purposes and audiences (e.g., personal interest, enjoyment, academic tasks).

Write to reflect how personal identity has developed over time.

Plan and draft multiple pieces; self-select pieces to revise (e.g., rewriting or trying a new approach), edit and publish.

Use words, phrases, punctuation and sentences to convey ideas precisely, appropriate to intended audience and context.

Write to argue, situating argument in an explanation of a broad topic, building on skills from previous years.

Write to persuade, employing emotional strategies (e.g., manipulation, motivation, inspiration), building on skills from previous years.

Write to inform or explain, using precise, domain- specific vocabulary, developing subtopics, and grouping related information logically in chosen text structure, including using formatting (e.g., headings) and visuals when useful to aid comprehension, building on skills from previous years.

Write to respond to the style, tone and plot of a literary text (e.g., writing personal reactions, analysis, and interpretation of text).

Write to create, using basic literary techniques including figurative language, hyperbole and personification to impact style, tone and plot in various literary forms (e.g., poetry, stories, plays).

Use structure appropriate to chosen style and tone in written narratives, poetry or other creative text (e.g., chapters, stanzas, scenes).

Formulate questions independently and in collaboration with peers to guide inquiry.

Plan and conduct independent research using sources to build and share knowledge of a topic, and share findings in writing.

Use and cite sources in various formats, both quoting and summarizing, avoiding plagiarism and demonstrating understanding of intellectual property concepts (e.g., copyright, fair use, creative commons).

Exchange ideas in storytelling, discussion and collaboration, intentionally including and considering voices and perspectives of Dakota and Anishinaabe people and other perspectives. a. Help create and follow agreed-upon norms for a discussion (e.g., speaker norms, listener norms, participation norms) respectful of culture. b. Participate as a speaker and listener, drawing conclusions based on information and understanding gained from listening to others. c. Express one’s own ideas, stories and experiences, linking to comments of others. d. Negotiate and compromise to support productive exchange of ideas. e. Identify and work toward a shared goal.

Ask and respond to questions by making comments that demonstrate preparation for the discussion, contribute to the discussion and elaborate on the comments of others.

Seek feedback from others, ask clarifying questions for understanding, and make decisions and adjustments.

Use vocabulary, language, structure and features of spoken language to communicate ideas precisely, recognizing situational differences.

Report on a topic in an organized manner, including relevant and credible facts and descriptive details to support central ideas or themes, in a variety of presentation styles, demonstrating understanding of ethical and safe communication practices.

Create and share work, using self-selected digital tools, and articulate how chosen tools meet the task, purpose and audience, demonstrating understanding of digital footprint. *

Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns and word origin (Greek) to decode and comprehend unfamiliar multi-syllabic words in and out of context.

Read independently and self-monitor understanding of grade-level text; annotate learning (i.e., underline, highlight, and take notes), with guidance and support, independently applying strategies when meaning breaks down, including, but not limited to, connecting to prior knowledge, using context clues, reading ahead and looking back.

At grade 6 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read texts representing various perspectives and identities from dominant, non- dominant and marginalized social groups, using various methods of searching for text (e.g., literary award lists, curated book lists, book reviews).

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.

Cite textual evidence to support analysis of what a text says explicitly and inferences drawn from the text; summarize the text.

Distinguish between stated and inferred central ideas; determine the themes and central ideas and support determination with evidence and inferences drawn from the text.

Analyze how a particular text’s plot unfolds in episodes and how the characters respond in relation to the plot advancement in literary text.

Analyze how a key individual, event or concept is introduced, illustrated and elaborated in informational text.

Analyze how a given sentence, chapter, scene or stanza fits into the overall structure, including narrative point of view, of a literature text and contributes to the development of the theme, setting or plot.

Analyze how a given sentence, paragraph or section fits into the overall structure of an informational text (including, but not limited to, description, classification, cause/effect and comparison/contrast) and contributes to the development of ideas.

Interpret, apply and evaluate the ideas/information conveyed through illustrations, graphics and other audiovisual elements to support understanding and compare and contrast illustrations, graphics and other audiovisual elements in a wide variety of texts.

Analyze multiple accounts by various cultures, including Dakota and Anishinaabe, of the same event or topic, noting important similarities and differences in the point of view they represent.

Examine similar texts published in different time periods, comparing and contrasting influence on meaning, content or style of the texts.

Trace and evaluate the specific central theme or argument in a text, distinguishing claims that are supported by facts and evidence from claims that are not.

Distinguish between relevant and irrelevant evidence to evaluate an author’s argument.

Analyze the impact of a specific word choice, and rhythm or meter, on the meaning and tone of a story, poem or song (word choice analysis including, but not limited to, vocabulary, assonance, consonance and rhyme).

Examine academic and technical vocabulary in informational text through study of word origins (morphology and etymology) and use of reference tools.

Access and make choices about information from a variety of sources, representing diverse perspectives, articulating how understanding is impacted by format/mode of information.

Evaluate perspective, credibility and relevancy of sources related to task and purpose.

Use correct punctuation (including dashes, hyphens and ellipses), spelling, capitalization and grammar authentically in writing.

Apply spelling patterns and rules to spell words with Greek word origin authentically in writing.

Use nouns, verbs (correctly using verb tense), adjectives, adverbs and pronouns in sentences authentically in writing, building on skills from previous years.

Write routinely for a range of tasks (e.g., personal interest, enjoyment, academic tasks), purposes and audiences, choosing topics and format.

Write to reflect how personal perspective, identity and voice have developed over time.

Plan and draft multiple pieces; self-select pieces to take through the writing process and methods for revision; edit and publish.

Vary word choice, showing understanding of denotation and connotation, phrases, and sentence structures as applicable to context, to convey ideas precisely and engage intended audience.

Write to argue, articulating both an argument and a counter-argument, building on skills from previous years.

Write to persuade, employing emotional strategies (e.g., manipulation, motivation, inspiration) and articulating benefits of the strategies used, building on skills from previous years.

Write to inform or explain, introducing diverse perspectives, including Dakota and Anishinaabe perspectives, about a topic, using precise, domain- specific vocabulary, and utilize organization strategies common in a variety of text structures, building on skills from previous years (e.g., description, classification, cause/effect, comparison/contrast, problem/solution, proposition/support, critique, inductive/reductive).

Write to respond to a literary text, demonstrating understanding of character complexity (e.g., writing personal reactions, analysis, and interpretation of text).

Write to create, portraying complexity in characters or self-expression in various literary forms (e.g., complex emotions, motivations, experiences and characters who change over time).

Use dialogue and sensory detail to support development of literary elements, and use structure appropriate to chosen style and tone, in written narratives, poetry or other creative text.

Formulate self-generated questions that guide inquiry and refocus inquiry when appropriate.

Plan and conduct independent research from a variety of sources that represent varying perspectives; evaluate credibility and relevance of information, avoiding plagiarism, and share findings in writing.

Use and cite a variety of print and digital sources, paraphrasing in addition to quoting and summarizing, avoiding plagiarism.

Exchange ideas through storytelling, discussion and collaboration, intentionally considering the Dakota and Anishinaabe people as well as other perspectives like and unlike their own. a. Use tools to collaborate with others synchronously and asynchronously. b. Cooperate, mediate and problem solve to make decisions as appropriate for productive group discussion.

Ask and respond to questions, both prepared in advance and in response to comments of others, demonstrating preparation for the discussion.

Adapt speech, writing or communications by utilizing constructive feedback from self and others.

Use vocabulary, language, structure and features of spoken language to communicate ideas precisely in a variety of forms, including digital and face-to-face interactions, considering audience and context.

Communicate claims and findings, sequencing ideas logically, including relevant facts and descriptive details to support central ideas or themes, in a variety of presentation styles, following ethical and safe communication practices.

Create and share, individually or in a collaborative group, an informative multi-media work or digital communication, choosing tools to meet the task, purpose and audience, demonstrating understanding of digital footprint. *