North Dakota K–6 english language arts standards

Recognize the front cover, back cover, author, and illustrator of books.

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

Recognize that sentences have letters, words, spaces between words, capitalization, and ending punctuation.

Recognize and produce rhyming words.

Segment parts of spoken words.<ul><li>Segment multisyllabic spoken words by syllables.</li><li>Segment one-syllable spoken words into two-phonemes and three-phonemes.</li></ul>

Blend parts of spoken words.<ul><li>Blend two or more syllables into a spoken word.</li><li>Blend two or three phonemes into a one-syllable spoken word.</li></ul>

Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.

Decode words with phoneme-grapheme correspondences:<ul><li>predictable consonants</li><li>predictable short vowels spelled with a, i, o, u, e</li><li>long vowels associated with single letters in open one-syllable words</li><li>irregularly spelled high-frequency words</li></ul>

Encode words with phoneme-grapheme correspondences:<ul><li>predictable consonants</li><li>predictable short vowels</li><li>long vowels with single letters in open one-syllable words (e.g., he, me, go)**</li><li>irregularly spelled high-frequency words</li></ul>

Determine the meaning of multiple-meaning words with phonics patterns that have been taught (e.g., bat, can, pop).

Orally use new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.

Demonstrate fluency through the application of phonemic and phonological skills.<ul><li>Accurately and automatically recognize and name all uppercase and lowercase letters of the alphabet in non-sequential order.</li><li>Accurately and automatically produce the predictable consonant and short vowel sounds associated with uppercase and lowercase letters in non-sequential order.</li><li>Accurately and automatically blend sounds at the word level.</li></ul>

Write uppercase and lowercase letters accurately.

Write a simple sentence using subject and predicate, with capitals, punctuation, and appropriate word spacing.

Describe personal interests or tell stories orally to a targeted audience (e.g., peers and adults).

Speak audibly to express thoughts, feelings, and ideas.

Use words and phrases acquired through conversations, reading, being read to, and responding to texts.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Participate in conversations by listening to others and taking turns speaking.

Work collaboratively by following agreed-upon rules and simple one- and two-step oral directions.

Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.

Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experiences.

Tell about characters and setting in a literary text during or after a shared reading or other text-listening experience.

Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds or other text-listening experiences.

Identify photographs, illustrations, and labels during or after a shared reading or other text-listening experience.

Use a variety of fiction texts.<ul><li>Respond to or reenact characters’ feelings in a story, poem, or nursery rhyme during or after a shared reading or other text-listening experience.</li><li>Compare and contrast the adventures and experiences of characters in familiar stories during or after a shared reading or other text-listening experience.</li></ul>

Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.

Draw and write informative pieces on a topic (See standards L.1, F.14).

Draw and write opinion pieces on a topic (See standards L.1, F.14)

Draw and write narrative pieces that describe a single event (See standards L.1, F.14)

Develop and strengthen writing utilizing the five steps appropriate to the task.<ul><li>Planning: Generate ideas and plan (e.g., teacher-structured oral rehearsal, graphic organizer, peer feedback).</li><li>Drafting: Develop writing from the planning process.</li><li>Revising: Improve writing by adding more details or deleting unnecessary wording or information. (See standard W.7)</li><li>Editing: Improve writing by using appropriate grade-level spelling (see standard K.F.9), sentence writing (see standard K.L.1), and grammar standards (see standard K.L.2).</li><li>Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.</li></ul>

Produce shared and interactive writing with emotion or personality expressed through word choice.

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

Segment one-syllable spoken words into four or more phonemes.

Blend four or more phonemes to produce a spoken word or syllable.

Manipulate parts of spoken words.<ul><li>Delete initial and final phonemes or word parts.</li><li>Substitute initial vowels, medial vowels, final phonemes, or word parts.</li></ul>

Decode words with phoneme-grapheme correspondences:<ul><li>consonant digraphs</li><li>two consonant blends at the beginning and end of words</li><li>single consonant after a short vowel</li><li>soft and hard c and g; s as /z/</li><li>closed and open syllables</li><li>silent e in single syllable words</li><li>vowel teams</li><li>r-controlled</li><li>prefixes and suffixes (two-syllable words)</li><li>functions of y</li><li>contractions</li><li>irregularly spelled high-frequency words</li></ul>

Encode words with phoneme-grapheme correspondences:<ul><li>digraphs</li><li>two consonant blends</li><li>silent e</li><li>double consonants at the end of words</li><li>irregularly spelled high-frequency words</li></ul>

Determine the meaning of multiple-meaning words with phonics patterns that have been taught (e.g., sand, match, play).

Use new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.<ul><li>Make connections to a word’s structure using knowledge of phonology, morphology, and word orthography to aid learning.</li></ul>

Read accurately and automatically<ul><li>at the word level</li><li>at the sentence level</li><li>a variety of first-grade texts with expression, phrasing, purpose, and understanding.</li></ul>

Write uppercase and lowercase letters accurately and automatically.

Write simple sentences using subject and predicate, with capitals, punctuation, and appropriate word spacing

Describe people, places, things, and events with relevant details, expressing their ideas orally to a targeted audience (e.g., peers and adults).

Speak audibly in complete sentences to express thoughts, feelings, and ideas.

Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including frequently occurring conjunctions to signal simple relationships.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Participate in conversations by listening to others and taking turns speaking about topics, continuing through multiple exchanges.

Work collaboratively by following agreed-upon rules and simple two- and three-step oral directions and offering one- and two-step oral directions.

Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.

Identify the topic of an informational text, photograph, or illustration during or after a shared reading or other text-listening experiences.

Identify characters, setting, and plot in a literary text during or after a shared reading or other text-listening experience.

Determine the meaning of unknown and multiple-meaning words and phrases through read-alouds and other text-listening experiences.

Recognize basic text features (e.g., table of contents, headings, captions, diagrams, bold/underlined words) during or after a shared reading or other text-listening experience.

Use a variety of fiction texts.<ul><li>Identify characters’ feelings or traits in a story, poem, or nursery rhyme during or after a shared reading or other text-listening experience.</li><li>Compare and contrast the adventures and experiences of characters in stories during or after a shared reading or other text-listening experience.</li></ul>

Produce writing through shared and interactive experiences in which the development and organization are appropriate to the task, purpose, or audience.

Write informative pieces that include detail on the topic (See standards L.1, F.14)

Write opinion pieces on a topic using a reason to support the opinion (See standards L.1, F.14).

Write narrative pieces that describe a single event with a beginning, middle, and end (See standards L.1, F.14).

Develop and strengthen writing utilizing the five steps appropriate to task<ul><li>Planning: Generate ideas and plan (e.g., teacher-structured oral rehearsal, graphic organizer, peer feedback).</li><li>Drafting: Develop writing from the planning process</li><li>Revising: Improve writing by adding more details or deleting unnecessary wording or information (see standard 1.W.7).</li><li>Editing: Improve writing by using appropriate grade-level spelling (see standard 1.F.9), sentence writing (see standard 1.L.1), and grammar standards (see standard 1.L.2).</li><li>Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.</li></ul>

Write with emotion or personality expressed through word choice.

Decode words with phoneme-grapheme correspondences:<ul><li>vowel teams</li><li>diphthongs</li><li>three consonant blends</li><li>other r-controlled</li><li>silent e in multisyllabic words</li><li>r-controlled in multisyllabic words</li><li>vowel team in multisyllabic words</li><li>consonant le</li><li>homophones</li><li>irregularly spelled high-frequency words</li><li>silent letter combinations</li><li>schwa</li><li>common derivational suffixes (e.g., -ly, -ful, -able)</li></ul>

Encode words with phoneme-grapheme correspondences:<ul><li>closed and open syllables</li><li>vowel teams</li><li>soft and hard c and g; s as /z/</li><li>r-controlled</li><li>prefixes and suffixes</li><li>functions of y</li><li>contractions</li><li>irregularly spelled high-frequency words</li></ul>

Determine the meaning of multiple-meaning words with phonics patterns that have been taught (e.g., synonyms, antonyms, homophones, and homographs).

Use new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge<ul><li>Make connections to a word’s structure using knowledge of phonology, morphology, and word orthography to aid learning.</li></ul>

Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.

Write uppercase and lowercase letters accurately and automatically for all writing purposes.

Write a paragraph including multiple complete sentences on a topic. (Example structures for the organization may include, but are not limited to, summary, disciplinary literacy response, opinion, or informative).

Report on a topic or text, tell a story or recount an experience to a targeted audience with relevant facts and descriptive details.

Speak audibly in complete sentences when proper to the task and situation to provide requested details or clarifications.

Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using adjectives and adverbs to describe.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Participate in conversations by linking comments to the remarks of others and asking questions.

Work collaboratively by following agreed-upon rules and following/offering multi-step oral directions.

Comprehend information during and after listening to a grade-level text.

Ask and answer questions about key details before, during, and after reading a variety of literary and informational texts to compare, contrast, predict, or infer.

Identify the main idea with supporting details during or after reading an informational text or passage.

Retell the plot to include the beginning, middle, and end of a literary text after reading.

Determine the meaning of unknown and multiple-meaning words and phrases through a variety of text-listening experiences.

Identify text features (e.g., timeline, maps/legends, graphs/charts, subheadings) and use previously learned text features (e.g., table of contents, headings, captions, diagrams, bold/underlined words) to read and understand a text or passage.

Use a variety of fiction and poetry texts.<ul><li>Describe characters’ feelings or traits during or after listening to a story.</li><li>Compare and contrast two or more versions of the same story (e.g., Cinderella stories) or the same type of poem by different authors or different cultures after listening to a story or poem.</li></ul>

Produce writing appropriate to the task, purpose, or audience.

Write using an organizational structure that introduces a topic, includes supporting sentences, and provides a sense of closure.

Write informative pieces that include factual details on the topic (See standards L.1, W.2, F.14)

Write opinion pieces on a topic using reasons to support the opinion (See standards L.1, W.2, F.14).

Write narrative pieces that describe a well-elaborated event in sequence (See standards L.1, W.2, F.14).

Develop and strengthen writing utilizing the five steps appropriate to the task.<ul><li>Planning: Generate ideas and plan (e.g., orally rehearse, graphic organizer, peer feedback).</li><li>Drafting: Develop writing from the planning process</li><li>Revising: Improve writing by adding more details or deleting unnecessary wording or information (2.W.7).</li><li>Editing: Improve writing by using appropriate grade-level spelling (see standard 2.F.9), sentence writing (see standard 2.L.1), and grammar standards (see standard 2.L.2).</li><li>Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.</li></ul>

Write with intentional word choice that integrates emotion or descriptive language.

Locate important information on a topic in a provided source during a shared or interactive experience.

Use organizational tools to track information from a provided pair of sources relevant to a topic in a shared or interactive experience.

Decode words with phoneme-grapheme correspondences:<ul><li>multisyllabic word construction and division<ul><li>open syllables</li><li>closed syllables</li><li>complex closed syllables</li><li>long vowel: VCe</li><li>vowel-r syllables</li><li>vowel team syllables</li><li>consonant -le syllables</li><li>syllable division principles (VC/CV, V/CV, etc.)</li></ul></li><li>inflectional endings</li><li>Latin and Greek roots</li></ul>

Encode words with phoneme-grapheme correspondences:<ul><li>vowel teams</li><li>diphthongs</li><li>three consonant blends</li><li>other r-controlled</li><li>silent letter combinations</li><li>less common digraphs (e.g., ph (/f/), gh (/f/), ch /k/ and /sh/)</li><li>trigraphs</li><li>schwa</li><li>common derivational suffixes</li><li>irregularly spelled high-frequency words</li></ul>

Determine the meaning of multiple-meaning words and phrases, choosing from a range of strategies with varying texts (e.g., synonyms, antonyms, homophones, and homographs).

Use new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.<ul><li>Make connections to a word’s structure using knowledge of phonology, morphology, and word orthography to aid learning.</li></ul>

Read accurately and automatically a variety of third-grade texts with expression, phrasing, purpose, and understanding.

Write an organized paragraph with a topic sentence, supporting sentences, and a conclusion. (Example structures for the organization may include, but are not limited to, summary, disciplinary literacy response, opinion, or informative).

Report relevant facts and descriptive details of a topic, text, story, or experience for a targeted audience.

Speak in complete sentences using proper eye contact and volume to express thoughts, feelings, and ideas.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Engage in conversations using active listening skills and asking and answering questions.

Engage collaboratively by following agreed-upon rules.

Comprehend information during and after listening to a grade-level text.

Ask and answer questions about key details before, during, and after reading a variety of genres, literary, and informational texts using text evidence to compare, contrast, predict, or infer.

Summarize the main idea(s) with supporting details during and after reading an informational text or passage.

Summarize the story by including major story elements after reading a literary text or passage.

Determine the meaning of unknown and multiple-meaning words and phrases within a text.

Use text features (e.g., glossary, index, sidebars) and previously learned text features (e.g., timeline, maps/legends, graphs/charts, subheadings, table of contents, headings, captions, diagrams, bold/underlined words) to read and understand a text or passage.

Identify examples of literary devices: • personification • hyperbole • simile • alliteration • onomatopoeia

Analyze a variety of fiction and poetry texts.<ul><li>Describe characters’ feelings, traits, motivations, and actions after reading a story.</li><li>Compare and contrast the elements of stories and poems (e.g., characters, settings, plots, stanzas, verses).</li></ul>

Determine the most important points and key details presented in two nonfiction texts on the same topic.

Produce writing that is organized appropriately to task, purpose, or audience.

Write using an organizational structure incorporating a topic sentence, body, and a concluding statement appropriate to the task.

Write organized informative pieces that include factual details on the topic (See standards L.1, W.2, F.14).

Write organized opinion pieces on a topic using evidence to support the opinion (See standards L.1, W.2, F.14)

Write narrative pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally (See standards L.1, W.2, F.14).

Develop and strengthen writing utilizing the five steps appropriate to the task and purpose.<ul><li>Planning: Generate ideas and plan (e.g., orally rehearse, mentally reflect, graphic organizer, peer feedback).</li><li>Drafting: Develop writing from the planning process.</li><li>Revising: Improve writing by adding more details or deleting unnecessary wording or information (see standard 3.W.7).</li><li>Editing: Improve writing by using appropriate grade-level spelling (see standard 3.F.9), sentence writing (see standard 3.L.1), and grammar standards (see standard 3.L.2).</li><li>Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.</li></ul>

Write with intentional word choice that integrates emotion and descriptive language to develop visual imagery for the reader.

Choose a topic of interest to research.

Locate relevant information on a topic from a provided credible source or database.

Use organizational tools to track information from a provided credible source relevant to a topic.

Identify a fact or opinion based on information provided by the author.

Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context:<ul><li>multisyllabic word construction and division that includes:<ul><li>open syllables</li><li>closed syllables</li><li>complex closed syllables</li><li>long vowel: VCe</li><li>vowel -r syllables</li><li>vowel team syllables</li><li>consonant -le syllables</li><li>syllable division principles (VC/CV, V/CV, etc.)</li></ul></li><li>inflectional endings</li><li>Latin and Greek roots</li></ul>

Encode words using the combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to in-context and out-of-context and familiar words in context:<ul><li>multisyllabic word construction and division that includes:<ul><li>open syllables</li><li>closed syllables</li><li>complex closed syllables</li><li>long vowel: VCe</li><li>vowel -r syllables</li><li>vowel team syllables</li><li>consonant -le syllables</li><li>syllable division principles (VC/CV, V/CV, etc.)</li></ul></li><li>common Latin roots</li><li>inflectional and derivational endings</li><li>schwa</li></ul>

Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies with varying texts (e.g., synonyms, antonyms, homophones, and homographs).

Accurately interpret general and domain-specific words and phrases.

Read accurately and automatically a variety of fourth-grade texts with expression, phrasing, purpose, and understanding.

Write an organized paragraph that includes a topic sentence, multiple supporting sentences, and a concluding sentence. (Example structures for the organization may include but are not limited to the summary, disciplinary literacy response, compare/contrast, cause and effect, problem and solution, or opinion or informative structures for the organization).

Organize and present information as an individual and group for a formal and informal audience.

Present ideas using proper eye contact, body language, and volume in formal and informal situations.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Engage in a range of discussions using active listening skills and by posing and responding to specific questions.

Engage collaboratively to accomplish a common goal or purpose.

Comprehend information during and after listening to a grade-level text.

Make inferences while reading a variety of genres, literary, and informational texts, providing text evidence.

Summarize an informational text or passage, stating the main idea(s) and providing supporting details.

Summarize the story by including major story elements after reading a literary text or passage.

Identify a theme based on textual evidence.

Determine the meaning of unknown and multiple-meaning words and phrases within a text.

Determine the structure of an informational text: • compare/contrast • cause/effect • problem/solution • description • sequential

Identify and use literary devices: • metaphor • idiom • personification • hyperbole • simile • alliteration • onomatopoeia

Analyze a variety of fiction and poetry texts.<ul><li>Describe characters’ feelings, traits, motivations, actions, and points of view after reading a literary story.</li><li>Compare and contrast similar themes and topics, and patterns of events in fiction stories and poetry (e.g., myths or traditional literature from different cultures).</li></ul>

Integrate information from two texts on the same topic.

Produce clear writing in which the development and organization are appropriate to the task, purpose, or audience.

Write using an organizational structure incorporating an introductory paragraph, a body, and a concluding section appropriate to the task.

Write organized informative pieces that include factual details on the topic (See standards L.1, W.2, F.14).

Write organized argumentative pieces on a topic using evidence to support the claim (See standards L.1, W.2, F.14).

Use narrative techniques (e.g., dialogue, description) to write pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally (See standards L.1, W.2, F.14).

Develop and strengthen writing utilizing the five steps appropriate to the task, purpose, and audience.<ul><li>Planning: Generate ideas and plan (e.g., orally rehearse, mentally reflect, graphic organizer, peer feedback).</li><li>Drafting: Develop writing from the planning process.</li><li>Revising: Improve writing by adding more details, deleting unnecessary wording or information, and elaborating or combining sentences (see standard 4.W.7).</li><li>Editing: Improve writing by using appropriate grade-level spelling (see standard 4.F.9), sentence writing (see standard 4.L.1), and grammar standards (see standard 4.L.2).</li><li>Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.</li></ul>

Write with intentional word choice that integrates emotion with figurative language to develop visual imagery for the reader.

Choose a topic of interest and develop several questions about it for research.

Locate relevant information on a topic from a provided credible source or database.

Use organizational tools and a notetaking strategy to track relevant information from a provided credible source on a topic.

Determine a fact or opinion based on information provided by the author.

Cite and reference sources with a bibliography page using an approved citation format to avoid plagiarism.

Decode words using the combined knowledge of syllabication patterns and morphology in context and out of context:<ul><li>multisyllabic word construction and division that includes:<ul><li>open syllables</li><li>closed syllables</li><li>complex closed syllables</li><li>long vowel: VCe</li><li>vowel -r syllables</li><li>vowel team syllables</li><li>consonant -le syllables</li><li>syllable division principles (VC/CV, V/CV, etc.)</li></ul></li><li>inflectional endings</li><li>Latin and Greek roots</li></ul>

Encode words using the combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to in-context and out-of-context and familiar words in context:<ul><li>multisyllabic word construction and division that includes:<ul><li>open syllables</li><li>closed syllables</li><li>complex closed syllables</li><li>long vowel: VCe</li><li>vowel -r syllables</li><li>vowel team syllables</li><li>consonant -le syllables</li><li>syllable division principles (VC/CV, V/CV, etc.)</li></ul></li><li>common Latin and Greek roots</li><li>inflectional and derivational endings</li><li>schwa</li></ul>

Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies with varying texts (e.g., synonyms, antonyms, homophones, and homographs).

Acquire and use grade-level vocabulary, clarifying the meaning of unknown and multiple-meaning words and phrases in the text, choosing flexibly from a range of strategies.

Read accurately and automatically a variety of fifth-grade texts with expression, phrasing, purpose, and understanding.

Write multiple organized paragraphs that include a topic sentence, multiple supporting sentences, and a concluding sentence. (Example structures for organization may include but are not limited to the summary, disciplinary literacy response, compare/contrast, cause and effect, problem and solution, or opinion or informative structures for organization).

Organize and present information as an individual and group for a formal and informal audience.

Present ideas using proper eye contact, body language, and volume in formal and informal situations.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases.

Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information.

Engage collaboratively to accomplish a common goal or purpose.

Comprehend information during and after listening to a grade-level text.

Make inferences drawn from the text during and after reading a variety of genres, literary, and informational texts.

Summarize an informational text or passage, stating the main idea(s) and providing supporting details.

Summarize a story by including major story elements after reading a literary text.

Determine a claim or theme based on textual evidence.

Determine the meaning of unknown and multiple-meaning words and phrases within a text.

Describe the structure of informational texts: • compare/contrast • cause/effect • problem/solution • description • sequential

Determine how literary devices contribute to the meaning of a text: • imagery • metaphor • idiom • personification • hyperbole • simile • alliteration • onomatopoeia

Analyze a variety of fiction and poetry texts.<ul><li>Describe how an author develops a character’s perspective after reading a story.</li><li>Identify the point of view of the story.</li><li>Compare and contrast approaches to similar themes and topics within stories in the same genre and types of poetry.</li></ul>

Integrate information from several texts or media on the same informational topics.

Produce clear writing in which the development and organization are appropriate to the task, purpose, or audience.

Write using an organizational structure incorporating an introductory paragraph, multiple paragraphs (body), and a concluding section appropriate to the task.

Write organized informational pieces that include factual details on the topic (See standards L.1, W.2, F.14).

Write organized argumentative pieces on a topic using evidence to support the claim (See standards L.1, W.2, F.14).

Use narrative techniques (e.g., dialogue, description, pacing) to write pieces that describe a well-elaborated real or imagined event in a sequence that unfolds naturally (See standards L.1, W.2, F.14).

Develop and strengthen writing utilizing the five steps appropriate to the task, purpose, and audience.<ul><li>Planning: Generate ideas and plan (e.g., orally rehearse, mentally reflect, graphic organizer, peer feedback).</li><li>Drafting: Develop writing from the planning process.</li><li>Revising: Improve writing by adding more details, deleting unnecessary wording or information, elaborating or combining sentences, rearranging sentences for clarity, or evaluating word choice (see standard 5.W.7).</li><li>Editing: Improve writing by using appropriate grade-level spelling (see standard 5.F.9), sentence writing (see standard 5.L.1), and grammar standards (see standard 5.L.2).</li><li>Presentation/Publishing: Produce a final draft that meets the task, purpose, or audience of the writing piece.</li></ul>

Write with intentional word choice that integrates emotion with figurative language to create a mood for the reader.

Choose a topic of interest and develop a focus question for research.

Locate relevant information from a pair of provided credible sources.

Use organizational tools and notetaking strategies to track relevant information from a provided pair of credible sources on a topic.

Identify facts and multiple perspectives from credible sources.

Cite and reference sources with a bibliography page using an approved citation format to avoid plagiarism.

Construct and deliver formal and informal presentations considering the provided audience and purpose, including multimedia components when appropriate.

Present ideas using proper eye contact, body language, volume, and pronunciation in formal and informal presentations.

Prepare for discussions by finding relevant connections to the topic or text.

Engage in a range of discussions and/or debates using active listening skills to be focused and present.

Collaborate cooperatively with peers to accomplish a common goal or purpose.

Comprehend a variety of texts while developing inferences and providing supportive textual evidence.

Summarize nonfiction texts objectively, including relevant details.

Summarize literary texts objectively, including relevant details.

Determine a main idea(s), claim(s), or theme(s) and provide supporting textual evidence.

Determine the meaning of words and phrases as they are used in the text, including figurative, denotative, and connotative meanings.

Describe how a paragraph, chapter, stanza, or section fits into the overall structure of a text and contributes to the development of ideas.

Describe how an author uses figurative language and specific word choice to affect meaning in a text.

Analyze a variety of fiction texts using textual evidence for support<ul><li>Describe how characters and the plot develop over the course of the text.</li><li>Identify the point of view and describe how it affects the story.</li><li>Describe how multiple works or genres address the same topic.</li><li>Describe how an author’s background and/or the time period affects the telling of a story.</li></ul>

Analyze a variety of nonfiction texts using textual evidence for support.<ul><li>Identify the author’s point of view and describe how it influences the meaning of the text.</li><li>Describe how various authors present information on similar topics.</li></ul>

Produce clear writing organized according to the task, purpose, and audience.

Write using a clear organizational structure incorporating an introduction, transitions, body paragraph(s), and a conclusion appropriate to the task.

Write using informative/explanatory techniques to examine and convey complex ideas, concepts, and information utilizing different mediums when appropriate.

Write using argumentative techniques to develop claims using supporting evidence and logical reasoning.

Write using narrative techniques to develop real or imagined experiences or events using well-chosen details and structured event sequences.

Develop and strengthen writing by planning, drafting, revising, and editing to provide clarity to the audience.

Produce writing that uses intentional word choice and voice to match the writing purpose.

Develop a research question based on a given topic, problem, or need.

Locate relevant information from a provided set of credible sources.

Organize main concepts from provided sources using a given notetaking strategy.

Analyze information from credible sources considering multiple perspectives.

Integrate information from sources using a standardized format.<ul><li>Reference sources when quoting, paraphrasing, and/or summarizing to avoid plagiarism.</li><li>Generate a citation/bibliography page using a standardized format.</li></ul>