| Name |
Description |
| ELA.10.C.1.2: | Write narratives using an appropriate pace to create tension, mood, and/or tone. |
| ELA.10.C.1.3: | Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone. |
| ELA.10.C.1.4: | Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task. |
| ELA.10.C.1.5: | Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience. |
| ELA.10.R.1.1: | Analyze how key elements enhance or add layers of meaning and/or style in a literary text.Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards:
Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred). Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.
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| ELA.10.R.1.2: | Analyze and compare universal themes and their development throughout a literary text.Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. |
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| ELA.10.R.1.3: | Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives. |
| ELA.10.R.1.4: | Analyze how authors create multiple layers of meaning and/or ambiguity in a poem. |
| ELA.10.R.2.1: | Analyze the impact of multiple text structures and the use of features in text(s).Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendix.
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| ELA.10.R.2.2: | Analyze the central idea(s) of historical American speeches and essays. |
| ELA.10.R.2.3: | Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.Clarification 2: See Rhetorical Appeals and Rhetorical Devices.
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| ELA.10.R.2.4: | Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.Clarifications:
Clarification 1: Validity refers to the soundness of the arguments. |
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| ELA.10.R.3.1: | Analyze how figurative language creates mood in text(s).Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.Clarification 2: See Secondary Figurative Language.
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| ELA.10.R.3.2: | Paraphrase content from grade-level texts.Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark. |
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| ELA.10.R.3.3: | Analyze how mythical, classical, or religious texts have been adapted.Clarifications:
Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible. |
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| ELA.10.R.3.4: | Analyze an author’s use of rhetoric in a text.Clarifications:
Clarification 1: Students will analyze the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, and asyndeton. |
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| ELA.10.V.1.1: | Integrate academic vocabulary appropriate to grade level in speaking and writing.Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
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| ELA.10.V.1.2: | Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.Clarification 2: Derivation refers to making new words from an existing word by adding affixes.
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| ELA.10.V.1.3: | Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary. |
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| ELA.612.F.2.1: | Demonstrate an understanding of spoken words, syllables, and sounds.- Orally produce single-syllable and multisyllabic words by accurately blending sounds.
- Accurately segment single-syllable and multisyllabic words.
Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. - Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser.
- Orally break cat into c-a-t/ orally break trouser into trou-ser.
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| ELA.612.F.2.2: | Know and apply phonics and word analysis skills in decoding words.- Use an array of strategies to decode single-syllable and multisyllabic words.
- Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.
Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning. |
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| ELA.612.F.2.3: | Know and apply phonics and word analysis skills in encoding words.- Use an array of strategies to accurately encode single-syllable and multisyllabic words.
Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word.
- The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to form words.
- The process of adding single units of sound with meaning to existing word parts to encode a given word.
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| ELA.612.F.2.4: | Read grade-level texts, at the student’s ability level, with accuracy, automaticity, and prosody or expression using the student’s mode of communication.Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal.Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. |
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| ELA.7.V.1.2: | Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. |
| ELA.8.V.1.2: | Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. |
| ELA.9.V.1.1: | Integrate academic vocabulary appropriate to grade level in speaking and writing.Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
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| ELA.9.V.1.2: | Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.Clarification 2: Derivation refers to making new words from an existing word by adding affixes.
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| ELA.9.V.1.3: | Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. |
| ELA.K12.EE.1.1: | Cite evidence to explain and justify reasoning.Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations. 4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 6-8 Students continue with previous skills and use a style guide to create a proper citation. 9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
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| ELA.K12.EE.2.1: | Read and comprehend grade-level complex texts proficiently.Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric. |
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| ELA.K12.EE.3.1: | Make inferences to support comprehension.Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond. |
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| ELA.K12.EE.4.1: | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.Clarifications:
In kindergarten, students learn to listen to one another respectfully.In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations. In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
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| ELA.K12.EE.5.1: | Use the accepted rules governing a specific format to create quality work.Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work. |
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| ELA.K12.EE.6.1: | Use appropriate voice and tone when speaking or writing.Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts. |
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| ELD.K12.ELL.LA.1: | English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
