Common Core Essential Elements Alternate Achievement...

&Common Core Essential ElementsAlternate Achievement Descriptors

Grades 9 - 12Instructional Guide

English Language Arts

West Virginia Board of education

2012-2013

L. Wade Linger Jr., PresidentGayle C. Manchin, Vice President

Robert W. Dunlevy, Secretary

Michael I. Green, MemberPriscilla M. Haden, MemberLloyd G. Jackson II, MemberLowell E. Johnson, MemberJenny N. Phillips, MemberWilliam M. White, Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

James L. Skidmore, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Jorea M. Marple, Ex OfficioState Superintendent of Schools

English Language Arts | Grades 9-12 i

ACKNOWLEDGEMENTS .......................................................................................................... ii

INTRODUCTION ...................................................................................................................... 1

NCLB GUIDANCE ..................................................................................................................... 2

ACCESS TO INSTRUCTION AND ASSESSMENT ................................................................ 3

ACCESSING THE GENERAL CURRICULUM ........................................................................ 4Model Symbol Use Throughout Instruction ............................................................................. 4Use Partner-Assisted Scanning Across the Day......................................................................... 4Use First-Letter Cueing as a Communication Strategy Whenever Possible .............................. 4Reading and Writing ................................................................................................................. 5

GUIDANCE AND SUPPORT .................................................................................................... 5

RELATIONSHIP TO THE DYNAMIC LEARNING MAPS ASSESSMENT ........................... 6

SYSTEM ALIGNMENT .............................................................................................................. 7Levels of Performance .............................................................................................................. 7

DOCUMENT ORGANIZATION ............................................................................................... 9Directions for Interpreting Essential Elements ....................................................................... 10

COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS

Ninth-Tenth Grade English Language Arts StandardsReading (Literature) ............................................................................................................ 11Reading (Informational Text) .............................................................................................. 19Writing ................................................................................................................................ 28Speaking and Listening ....................................................................................................... 42Language ............................................................................................................................ 51

Eleventh-Twelfth Grade English Language Arts StandardsReading (Literature) ............................................................................................................ 57Reading (Informational Text) .............................................................................................. 63Writing ................................................................................................................................ 72Speaking and Listening ....................................................................................................... 85Language ............................................................................................................................ 94

GLOSSARY OF ENGLISH LANGUAGE ARTS TERMS ...................................................... 101

GLOSSARY OF SPECIAL EDUCATION TERMS ................................................................ 105

BIBLIOGRAPHY OF DEVELOPMENT PROCESS .............................................................. 109

APPENDIX A: SEA/STAKEHOLDER DEMOGRAPHICS ................................................... 113

TABLE OF CONTENTS

ii Common Core Essential Elements

ACKNOWLEDGEMENTS*For stakeholder demographics, See Appendix A.

Edvantia FacilitatorsJan Sheinker, Sheinker Educational Services, Inc.

Beth Judy, Director, Assessment, Alignment, and Accountability ServicesNathan Davis, Information Technology Specialist

Kristen Deitrick, Corporate Communications SpecialistLinda Jones, Executive Assistant

Dynamic Learning Maps (DLM) Staff and ConsultantsNeal Kingston, Project Director

Alan Sheinker, Associate Project DirectorLaura Kramer, Test Development Lead

Karthick Palaniswamy, Technology Development LeadKelli Thomas, Mathematics Learning Map Team Lead

Carrie Mark, English Language Arts Learning Map Team LeadPatti Whetstone, Research Associate

Sue Bechard, ConsultantKaren Erickson, ConsultantPenelope Hatch, Consultant

Dynamic Learning Maps (DLM) Consortia StatesIowa

KansasMichigan

MississippiMissouri

New JerseyNorth Carolina

OklahomaUtah

VirginiaWashington

West VirginiaWisconsin

English Language Arts | Grades 9-12 iii

State Education Agency (SEA)/Stakeholder RepresentativesIOWA

SEA Representatives: Tom Deeter, Emily ThatcherStakeholders: Peggy Adkins, Judy Hamer, Kathleen Kvamme-Promes, Donna Shaw

KANSASSEA Representatives: Debbie Matthews, Kris Shaw

Stakeholders: Debby Byrne, Holly Draper, Dawn Gresham, Linda HickeyMICHIGAN

SEA Representatives: Joanne Winkelman, Adam WyseStakeholders: Debra Asano, Thomai Gersh, Marcia O’Brien, Terri Portice

MISSOURISEA Representatives: Lin Everett, Jane VanDeZande

Stakeholders: Melia Franklin, Louann Hoover, Debbie Jameson, Kate SadlerNEW JERSEY

SEA Representatives: Melanie O’DeaStakeholders: Brenda Berrios, Neal Webster, Tina Yurcho

NORTH CAROLINASEA Representatives: Claire Greer, Sarah Reives

Stakeholders: Emma Hatfield-Sidden, Judy Jennings, Jennifer MichalenokOKLAHOMA

SEA Representatives: Jennifer Burnes, Amy DaughertyStakeholders: Pam Cox, Dianna Daubenspeck, Sondra LeGrande, Christie Stephenson

UTAHSEA Representatives: Wendy Carver, Kurt Farnsworth

Stakeholders: James Brey, Janice Hill, Linda Stalliviere, Ryan WebbVIRGINIA

SEA Representative: John EisenbergStakeholders: Maria Beck, Daniel Biegun, Al Klugh, Cheryl Ann Prevatte

WASHINGTONSEA Representatives: Judy Kraft, Janice Tornow

Stakeholders: Annalisa Brewster, Kim Cook, Jeffrey Dunn, Kimberley PerishoWEST VIRGINIA

SEA Representatives: Beth Cipoletti, Melissa GholsonStakeholders: Robert Bartlett, Gerald Hartley, Angel Harris, Angela See

WISCONSINSEA Representatives: Emilie Amundson, Kristen Burton

Stakeholders: Lori Hillyer, Tamara Maxwell, Connie Persike, Sara Vold

iv Common Core Essential Elements

English Language Arts | Grades 9-12 1

The Common Core Essential Elements (EEs) are linked to the Common Core State Standards (CCSS) for English Language Arts. A group of general educators, special educators, and content specialists from member states in the Dynamic Learning Maps (DLM) Consortium gathered to determine the essence of the CCSS.

This document provides a high-level view of the relationship between the CCSS and the links to performance for students with significant cognitive disabilities. It is intended to provide a beginning structure for the design of a summative alternate assessment. The document is not intended as a stand-alone guide to instruction, nor is it intended to contain all the steps in a complete learning progression or detailed curriculum. The DLM and associated professional development will provide greater detail than described in this document.

Beginning with the English Language Arts CCSS, stakeholders defined links to illuminate the precursors for the essential content and skills contained in the grade level CCSS standards and indicators. These EEs are not intended as a redefinition of the standards. Rather, they are intended to describe challenging expectations for students with significant cognitive disabilities in relation to the CCSS. The EEs clarify the bridge between grade-level achievement expectations for students with significant cognitive disabilities who participate in alternate assessments and the CCSS.

Neither are the EEs intended to prescribe the beginning or end of instruction on the content and skills they represent; rather, they indicate the grade level at which initial mastery would be the target to be assessed. Students should begin instruction in content and skills at the earliest point possible and continue instruction until mastery is attained.

The stakeholder group, consisting of state education agency (SEA) representatives and SEA-selected content teachers of students with significant cognitive disabilities, developed instructional achievement level descriptors (IALDs) for each of the EEs. IALDs were defined for four performance levels: I, II, III, and IV. Level III IALDs are aligned with the EEs. The target content and skills for each level of achievement, from Level I to Level IV, were then defined. For each target skill, the stakeholder group developed examples to illustrate how students might demonstrate achievement of the performance level. The IALDs are intended to provide an achievement ladder for students working toward achievement (Level III) of the EEs and onward (Level IV) and toward greater participation in the grade level CCSS to which the EEs are linked. The provided examples are intended to assist teachers to envision how the broad range of students with significant cognitive disabilities might perform the same content, despite the different challenges their disabilities might present. The examples are not exhaustive and do not represent the full range of possibilities in which the highly diverse population of students with significant cognitive disabilities might access the EEs or demonstrate the achievement of those elements. However, the examples do provide some of the ways that performance might be elicited and demonstrated across the spectrum of students with significant cognitive disabilities.

Finally, the stakeholder group developed alternate assessment achievement descriptors for each grade level -- from third grade through high school -- where summative assessments might be required. The alternate assessment achievement descriptors will provide a bridge between the EEs and a summative alternate assessment aligned to them. The descriptors are intended to provide one element to guide development of the test blueprint, development of items and

INTRODUCTION

2 Common Core Essential Elements

tasks that measure the full range of achievement, and the setting of cut scores during standard setting for the assessment. The focus of an alternate assessment in a standards-based system is based on the achievement that aligns with EEs linked to grade level content.

Together, the system of standards and descriptors is designed to allow students with significant cognitive disabilities to progress toward the achievement of state standards linked to grade level expectations. The relationship of standards and assessment to teaching and learning are depicted for use by teachers, assessment designers, and users of alternate assessment results.

NCLB GUIDANCEThe stakeholder group’s work was guided by the U. S. Department of Education’s Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001 [NCLB]), which requires that alternate academic achievement standards align with the alternate assessment. They must• include knowledge and skills that link to grade level expectations,• promote access to the general curriculum, and• reflect professional judgment of the highest learning standards possible for the group of

students with the most significant cognitive disabilities.

Although the grade-level content may be reduced in complexity or modified to reflect prerequisite skills, the link to grade-level standards must be clear. The Peer Review Guidance notes that the concept of alternate achievement standards related to grade level may be ambiguous. According to the Guidance, the descriptors• should be defined in a way that supports individual growth because of their linkage to

different content across grades;• are not likely to show the same clearly defined advances in cognitive complexity as the

general education standards when examined across grade levels;• should rely on the judgment of experienced special educators and administrators, higher

education representatives, and parents of students with disabilities as they define alternate achievement standards; and

• should provide an appropriate challenge for students with the most significant cognitive disabilities as they move through their schooling.

The Guidance requires links to grade-level standards. The EEs were developed by DLM consortium states to differentiate knowledge and skills by grade level. This differentiation is intended to clarify the link between the grade-level EEs and the grade-level CCSS and to show a forward progression across grades. The progression of content and skills across years of instruction reflect the changing priorities for instruction and learning as students move from grade to grade. The differences from grade level to grade level are often subtle and progression is sometimes more horizontal than vertical. For example, the grade-to-grade level differences may consist of added skills that are not of obvious increasing rigor compared to the differences found in the CCSS across grade levels. To the degree possible, skills escalate in complexity or rigor at Levels III and IV across the grades, with clear links to the shifting emphasis at each grade level in the CCSS.

The EEs and Achievement Descriptors developed by the DLM consortium states are intended


to create the maximum possible access to the CCSS for students with significant cognitive disabilities. The way in which information is presented for instruction and assessment and the manner in which students demonstrate achievement is in no way intended to be limited by statements of EEs or Achievement Descriptors. To that end, modes of communication, both for presentation or response, are not stated in either the EEs or Achievement Descriptors unless a specific mode is an expectation. Where no limitation has been stated, no limitation should be inferred. Students’ opportunities to learn and to demonstrate learning should be maximized by providing whatever communication, assistive technologies, augmentative and alternative communication (AAC) devices, or other access tools that are necessary and routinely used by the student during instruction.

Students with significant cognitive disabilities include a broad range of students with diverse disabilities and communication needs. For some students with significant cognitive disabilities, graphic organizers similar to those used by students without disabilities provide useful access to content and are adequate to maximize opportunities to learn and demonstrate achievement. Other students require a range of assistive technologies to access content and demonstrate achievement. For some students, AAC devices and accommodations for hearing and visual impairments will be needed. As with other physical disabilities, students with visual impairments may perform some expectations using modified items, presentations, or response formats. A few items may not lend themselves to such modifications. Decisions about the appropriate modifications for visual impairments are accounted for in the design of the assessments.

The access challenge for some is compounded by the presence of multiple disabilities. All of these needs, as well as the impact of levels of alertness due to medication and other physical disabilities which may affect opportunities to respond appropriately, need to be considered.

Most presentation and response access conditions do not constitute accommodations as they are understood for students who take the general assessment. Methods of presentation that do not violate the intended construct by aiding or directing the students’ response allow the student to perceive what knowledge or skill is expected. Aids to responding that do not constitute a violation of the intended construct allow the student to demonstrate the expected knowledge and skills. Examples of acceptable access technologies include the following:• communication devices that compensate for a students’ physical inability to produce

independent speech.• devices that compensate for a students’ physical inability to manipulate objects or materials,

point to responses, turn pages in a book, or use a pencil or keyboard to answer questions or produce writing.

• tools that maximize a students’ ability to acquire knowledge and skills and to demonstrate the products of their learning.

ACCESS TO INSTRUCTION AND ASSESSMENT


Technology is also of particular importance to students with significant cognitive disabilities to access the general curriculum and achieve the EEs. Although educators have traditionally viewed technology as hardware and software, assistive technology tenets provide a broader view of the applications of low, medium, and high levels of technology use. Assistive technology tools can be vital to a student in acquiring and demonstrating learning unimpeded by the barriers that the disability presents.

Model Symbol Use Throughout Instruction

Many students with significant cognitive disabilities have difficulty with or cannot use speech to communicate and/or are supported by the use of communication symbols (e.g., communication boards, speech generating devices, voice output communication devices) and supports to augment their speech and other means of communication. Students who require symbols and other AAC supports require frequent modeling in the use of those symbols to interact and respond during instruction. Students who use symbols and other communication supports need as much modeling as children who use speech to communicate. Modeling in this way is not viewed as a means of prompting, guidance, or support, just as having a teacher talk serves those purposes for a student who communicates using speech.

When modeling the use of symbols and other communication supports, teachers use the symbols and supports themselves, hand them to students without communication impairments to use, and involve the students who need to use them every day. Each of these steps can play an important role in validating the use of symbols and communication supports and demonstrating multiple levels of expertise in their use.

Use Partner-Assisted Scanning Across the Day

Making a choice from the items on a list, symbols, tactuals, or a communication board can be difficult for some students because they lack the ability to point, cannot see or read the choices, or are positioned too far away (as in group activities). Partner-assisted scanning addresses these issues by asking the communication partner (a teacher, paraprofessional, or peer) to point to each of the options pausing long enough at each for the students with physical and communication impairments to respond “yes” if the item is their desired choice. Depending on the needs of an individual child, the partner can name each option when pointing or simply point.

Throughout the IALDS, examples are provided that require students to select, identify, recognize, and so forth from a number of options. It is suggested that teachers use partner-assisted scanning to support these modes of responding and communicating whenever it appears that the act of directly pointing to a response is too difficult for a particular student.

Use First-Letter Cueing as a Communication Strategy Whenever Possible

Students with communication impairments who are beginning to read, write, and communicate regularly face the challenge of not having access to the words or symbols they want or need to communicate effectively. When attempting to provide them with every possible word they might need, the result is an unmanageable communication system. When guessing what will be most important, it is inevitable that some guesses will be wrong. Until students can spell well enough to communicate their own thoughts, it is important to rely on cueing strategies.

ACCESSING THE GENERAL CURRICULUM


First-letter cueing is one such strategy. Students can use an alphabet display to point to the first letter (or try to spell more) of the word they are trying to communicate. Teachers can use this strategy to help students respond efficiently to questions that involve known choices. Teachers can also model the use of first-letter cueing in their day-to-day interactions with the class. Natural opportunities to incorporate this strategy occur when the teacher is prompting students to recall a specific word (e.g., “I am thinking of a new word we learned yesterday that started with the letter t.”) or concept (e.g., “Who remembers the big word we learned to describe when we put things together to find out how many we have in all? It begins with the letter a.”). There are times every school day when the adults in the class can model the use of first-letter cueing.

Reading and Writing

Evidence is mounting (Institute for Community Inclusion, 2010; TASH, 2011; & University of Washington, 2010) to support the belief that students with significant cognitive disabilities can learn to read more than sight words, as once thought. It is important that these students are taught to use all the tools for decoding words. However, their journey requires more time to achieve basic reading goals. For that reason, shared reading is referenced for students in kindergarten through grade five while foundational skills are being taught and beyond that grade for students achieving below the EE targets. The materials students learn to read at these levels are also at a significantly reduced level of complexity and depth in recognition of the challenges they face in acquiring reading skills. Their need to acquire reading skills remains a goal throughout their school careers.

Writing for these students is also a challenge, but an important goal to attain. The examples provided in this document are intended to communicate that spelling words or writing complete sentences precisely is less important than developing basic writing skills. Many of these students face challenges in developing the required motor skills. While adaptive and alternate writing tools and other technologies are helpful, challenges remain. The technologies may help students overcome challenges in developing the required motor skills, but writing remains a cognitive challenge for these students. Composing sentences will require many years for students with significant cognitive disabilities to achieve. Still, early and continuing efforts are needed to maximize the achievement of these students in this important skill.

GUIDANCE AND SUPPORTThe authors of the CCSS use the words, “prompting and support” at the earliest grade levels to indicate when students were not expected to achieve standards completely independently. Generally, “prompting” refers to “the action of saying something to persuade, encourage, or remind someone to do or say something” (McKean, 2005). However, in special education, prompting is often used to mean a system of structured cues to elicit desired behaviors that otherwise would not occur. In order to communicate clearly that teacher assistance is permitted during instruction of the EEs, and is not limited to structured prompting procedures, the decision was made by the stakeholder group to use the more general term guidance throughout the EEs and alternate achievement descriptors.


Guidance and support during instruction should be interpreted as teacher encouragement, general assistance, and informative feedback to support the student in learning. Some examples of the kinds of teacher behaviors that would be considered guidance and support include• getting the student started (e.g., “Tell me what to do first.”),• providing a hint in the right direction without revealing the answer (e.g., Student wants to

write dog but is unsure how, the teacher might say, “See if you can write the first letter in the word, /d/og.”),

• narrowing the field of choices as a student provides an inaccurate response,• using structured technologies such as task specific word banks, or• providing the structured cues such as those found in prompting procedures (e.g., least-to-

most prompts, simultaneous prompting, and graduated guidance).

Guidance and support as described above apply to instruction per the examples provided in the IALDS. The IALDs are intended to provide an idea of how students might perform the EEs at the threshold to various achievement levels as they work toward independent mastery.

Alternate assessments measure the degree to which students with significant cognitive disabilities have mastered the EEs. During any assessment, accommodation(s) allowed on the assessment must have been used and practiced during instruction; however, some accommodations that are permissible during instruction would compromise the integrity of the assessments, thereby yielding invalid and unreliable results and cannot be used for assessment purposes. Some guidance and support strategies may not be allowed for assessment purposes when variance in teacher assistance, cues, and prompts could compromise judgments about mastery of the EEs and comparability of administration.

RELATIONSHIP TO THE DYNAMIC LEARNING MAPS ASSESSMENTThe EEs and Achievement Descriptors developed by the DLM consortium states and their stakeholder representatives serve two functions. Instructionally, they provide teachers with information about the level of knowledge and skills expected of their students. Second, they provide elaboration that teachers can use to help guide instruction toward achievement expectations. IALDs were developed for each of the EEs. Each IALD is further clarified by a range of examples. Teachers may find these examples useful for envisioning how their students might perform as they progress toward the expected achievement, as long as they keep in mind that they are examples only and cannot represent the full range of ways in which students might demonstrate their achievement.

Assessment Achievement Level Descriptors (AALDs) will emerge as drafts from the IALDS. The AALDs are content and grade specific, but summarize across the EEs the key performance differences across levels of achievement and across grade levels. While draft AALDs will be used in the initial stages of standard setting to help guide that process, final AALDs will emerge from the standard setting process. Standard setting will take into account the overall degree of accuracy with which a student would need to perform in order to achieve at a particular level. Just as on a general education assessment, no individual student will be expected to perform proficiently on every EE in order to be considered Level III.


For purposes of the DLM assessments under development, the achievement descriptors provide a useful link between the EEs and the DLM assessments. The descriptors, along with DLM developed from the CCSS, provide guidance to the development of the alternate assessment so that a full range of performance is measured and the setting of score ranges within each level rests on a defined frame of reference. The grade level EEs and alternate achievement standards• standardize meaning for the content and skill expectations,• create consistency in expected performance,• emphasize skill similarities for all students participating in the alternate assessments,• accommodate diverse disabilities, and• ground alternate assessments in a consistent set of expectations.

Achievement descriptors are used to categorize and explain student performance both in the course of instruction and on the alternate assessment.

SYSTEM ALIGNMENTThe EEs and alternate achievement descriptors are intended to contribute to a fully aligned system of standards, curriculum, teaching, learning, technology, and assessment that optimize equity of opportunity for all students in each classroom, school, and local education agency to access and learn the standards. To the degree possible, the grade level EEs are vertically aligned and linked to the grade level CCSS.

The linkages provided by the EEs to the CCSS are intended to increase access to the general curriculum for all students with disabilities. Examples provided for IALDs at each level of achievement are designed for special education and general education classroom teachers to use in working with special education students who have significant cognitive disabilities. The examples are designed to help teachers evaluate students’ progress toward achievement of the EEs as well as illuminate the kinds of performances that indicate various levels of achievement.

Just as the EEs and IALDS are designed to guide teaching practices toward achievement in academic content areas, the standards reframe the expectations for foundational skills in pre-academic and academic areas. Precursor/prerequisite and the unique enabling skills related to English language arts content is specified in the context of their roles as a foundation for students with significant cognitive disabilities to achieve skills related to academic content.

Levels of Performance

Within this document, each grade level EE is cross-referenced to one or several CCSS.

Four performance levels have been proposed for the DLM’s alternate academic achievement standards: I, II, III, and IV. Mastery is considered to be demonstrated at Level III and Level IV and is identified as meeting the Level III level on an alternate assessment as specified in the NCLB. A general description of each of these levels is included below:

Level I - A student at this level attempts to perform tasks with support.

Level II - A student at this level demonstrates some content knowledge and skills from the extended grade level standards.

Level III - A student at this level demonstrates content knowledge and skills at a level aligned with the complexity of the EEs.


Level IV - A student at this level demonstrates content knowledge and skills at a higher level of complexity than those described for Level III. Typically, this complexity includes the routine use of symbol systems as applied to English Language Arts.

For each performance level, specific descriptions of content and skills are bulleted and examples of each level of performance are provided. The EEs, IALDs, and examples are intended as a resource for developing individualized education plan (IEP) goals, benchmarks, and curricular materials in reading, language arts, and mathematics. Students may need goals and benchmarks in areas other than academic content domains (e.g., self-care/living skills, mobility). As always, IEPs address the individual needs of each student to make progress toward the standards.


Common Core Grade-Level Standards are the Standard titles and Grade-Level Indicators as they appear in the CCSS for English Language Arts (Common Core State Standards Initiative, 2010).

Common Core Essential Elements (EEs) describe links to the CCSS for access by students with significant cognitive disabilities.

Instructional Achievement Level Descriptors (IALDs) describe performance at four achievement levels based on the EEs and are accompanied by examples at each achievement level.

CCSS Grade-Level Standards

Common Core Essential Elements

Instructional Achievement Level Descriptors

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EERL.K.1. With guidance and support, identify details in familiar stories.

Level IV AA Students will:EERL.K.1. Identify key details in familiar story.Ex. Identify a key detail from a familiar story given an array of choices, including similar distracters.Ex. Signal to indicate when a detail is read aloud in a familiar text during a book sharing experience when the teacher asks students to listen for a particular detail.Ex. Turn to the part of a book where a detail is written about or depicted in the illustrations.

Level III AA Students will:EERL.K.1. With guidance and support, identify details in familiar stories.Ex. With guidance and support (e.g., remind the student to think about what the story told us about the character’s home), identify a detail from a familiar story given an array of choices.Ex. With guidance and support (e.g., dramatic pause or rise in intonation by teacher), signal to indicate when a detail is read during a book sharing experience (e.g., the teacher is reading a book with the student and the student vocalizes, hits a switch or otherwise signals the teacher to indicate that a detail was just shared).Ex. With guidance and support (e.g., tells the student to find the part of the book where a specific detail is shown), turn to the part of a book where a detail is written about or depicted in the illustrations.

Level II AA Students will:EERL.K.1. With guidance and support, identify a favorite detail in familiar story.Ex. With guidance and support, identify a picture in a familiar story that is related to own experience (e.g., the story includes a dog and the student has a dog).Ex. With guidance and support, responds “Me!” when the teacher reads about ice cream in a familiar book and says, “Who likes ice cream?”

Level I AA Students will:EERL.K.1. With guidance and support, interact with or explore pictures and objects related to a familiar story.Ex. Look at the pictures in a book that is being read.Ex. Open and pulls flaps in a lift-the-flap book while it is being read.Ex. Pulls off or puts on picture symbols that relate to a familiar story as it is being read.Ex. Touches the tactualized illustrations in a book while it is being read.

DOCUMENT ORGANIZATION


Directions for Interpreting Essential Elements

Essential Elements (EEs). The EEs are statements that provide links for students with significant cognitive disabilities to the essential content and skills defined in the grade-level clusters of the CCSS. The EEs provide a bridge for students with significant cognitive disabilities to the CCSS. The EEs are not intended as a reinterpretation of the CCSS; rather, they were developed to create a bridge between the CCSS and challenging achievement expectations for students with significant cognitive disabilities. The order in which the EEs are listed is a direct reflection of the order in which the CCSS are listed. The order is not intended to convey a sequence for instruction; rather, it illustrates progress across years. In the tables, the left column contains the CCSS grade-level standards and indicators, the middle column contains the EE linked to them, and the right column contains the IALDs for each EE and examples for each IALD (as demonstrated by the example provided on the previous page). Each EE and IALD completes the phrase “Students will . . . .”

In keeping with the language of the English Language Arts CCSS document, the left hand column in this document will be titled CCSS Grade-Level Standards. This is worded differently in the Math CCSS and that is why the math document reads CCSS Grade-Level Clusters in the left-hand column.

NOTES: N/A is used instead of a descriptor under Level IV, if it was determined by the stakeholder group that the content of the CCSS could not be addressed. In other instances, an N/A at a particular grade level or within a CCSS does not imply that students should not be taught content, skills, or precursors related to the CCSS that are appropriate for instruction.

“Begins in grade __” is utilized when the expectations for students to begin to demonstrate mastery is found at a higher grade level. Planning for instruction should incorporate instruction related to the higher grade level EE and begin at the earliest possible point for each student. Students with significant cognitive disabilities may require several years of instruction prior to the point at which they may be expected to begin to demonstrate mastery of a concept.

Bullets under instructional achievement levels denote descriptions of achievement at that level for the content related to the essential element.

Examples clarify certain components of EEs. The provided examples are illustrative, not exhaustive. They are intended to provide a range of ways in which a student may demonstrate progress toward the EE and communicate that spelling words and writing complete sentences precisely is less important than developing basic writing skills.


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quot

es se

lect

ed b

y th

e te

ache

r bes

t sup

port

the

infe

renc

e w

hile

sele

cting

oth

er q

uote

s th

at te

ll w

hat t

he te

xt sa

ys e

xplic

itly.

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

1. D

eter

min

e w

hich

cita

tions

dem

onst

rate

wha

t the

text

says

exp

licitl

y.Ex

. Afte

r the

teac

her r

eads

two

or th

ree

quot

es fr

om th

e te

xt, i

denti

fy w

hich

quo

te te

lls

wha

t the

mai

n ch

arac

ter d

id to

solv

e hi

s pro

blem

.Ex

. Giv

en a

stat

emen

t of w

hat t

he te

xt sa

ys e

xplic

itly,

find

the

cita

tion

in a

teac

her-

sele

cted

por

tion

of th

e te

xt.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

1. Id

entif

y qu

otes

from

a te

xt.

Ex. G

iven

a c

hoic

e of

two

quot

es, d

ecid

e w

hich

one

com

es fr

om th

e te

xt.

Ex. U

ses “

yes”

or “

no”

to in

dica

te if

a q

uote

is fr

om a

text

or n

ot.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.9

-10.

2. D

eter

min

e a

them

e or

ce

ntra

l ide

a of

a te

xt a

nd a

naly

ze

in d

etai

l its

dev

elop

men

t ove

r th

e co

urse

of t

he te

xt, i

nclu

ding

ho

w it

em

erge

s and

is sh

aped

an

d re

fined

by

spec

ific

deta

ils;

prov

ide

an o

bjec

tive

sum

mar

y of

th

e te

xt.

EERL

.9-1

0.2.

Det

erm

ine

the

cent

ral i

dea

of th

e te

xt a

nd

sele

ct d

etai

ls th

at re

late

to it

; re

coun

t the

text

.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.9-1

0.2.

N/A

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.2.

Det

erm

ine

the

cent

ral i

dea

of th

e te

xt a

nd se

lect

det

ails

that

rela

te to

it;

reco

unt t

he te

xt.

Ex. I

denti

fy th

e m

ain

idea

of t

he st

ory

and

iden

tify

two

deta

ils re

late

d to

the

mai

n id

ea,

then

reco

unt t

he te

xt.

Ex. G

iven

a te

xt p

roje

cted

on

the

inte

racti

ve w

hite

boar

d, th

e st

uden

t will

iden

tify

the

best

ce

ntra

l ide

a st

atem

ent a

nd th

en h

ighl

ight

det

ails

that

rela

te to

it.

The

stud

ent w

ill u

se th

e re

sult

to su

ppor

t a re

coun

ting

of th

e pr

ojec

ted

text

.

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

2. D

isting

uish

bet

wee

n th

e ce

ntra

l ide

a an

d de

tails

in a

text

.Ex

. Sor

t a li

st o

f sto

ry-r

elat

ed d

etai

ls an

d ce

ntra

l ide

a st

atem

ents

into

the

appr

opria

te

grou

ps.

Ex. G

iven

thre

e st

ory

elem

ents

(tw

o de

tails

and

a c

entr

al id

ea),

sele

ct th

e ce

ntra

l ide

a.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

2. Id

entif

y de

tails

from

a te

xt.

Ex. H

ighl

ight

det

ails

in a

stor

y pr

ojec

ted

on a

n in

tera

ctive

whi

tebo

ard.

Ex. S

elec

t det

ails

that

rela

te to

a te

xt, g

iven

a li

st o

f det

ails.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.9

-10.

3. A

naly

ze h

ow

com

plex

cha

ract

ers (

e.g.

, tho

se

with

mul

tiple

or c

onfli

cting

m

otiva

tions

) dev

elop

ove

r the

co

urse

of a

text

, int

erac

t with

ot

her c

hara

cter

s, a

nd a

dvan

ce

the

plot

or d

evel

op th

e th

eme.

EERL

.9-1

0.3.

Des

crib

e in

tera

ction

s bet

wee

n ch

arac

ters

.Le

vel I

V A

A S

tude

nts

will

:EE

RL.9

-10.

3. D

escr

ibe

how

cha

ract

ers d

evel

op a

nd in

tera

ct w

ith o

ther

cha

ract

ers.

Ex. C

hart

inte

racti

ons b

etw

een

char

acte

rs th

at le

ad to

cha

nges

in a

cha

ract

er’s

beha

vior

.Ex

. Des

crib

e ho

w th

e m

ain

char

acte

r (e.

g., W

inni

e in

Tuc

k Ev

erla

sting

) dev

elop

s th

roug

hout

the

stor

y (e

.g.,

she

wan

ts fr

eedo

m, f

ears

dea

th, a

ccep

ts e

tern

ity) a

nd h

ow

inte

racti

ons w

ith o

ther

cha

ract

ers (

e.g.

, the

Tuc

ks) i

mpa

ct th

e ch

ange

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.3.

Des

crib

e in

tera

ction

s bet

wee

n ch

arac

ters

.Ex

. Sel

ect a

wor

d(s)

to d

escr

ibe

how

two

char

acte

rs in

tera

ct, (

e.g.

, Tom

and

Ale

x su

ppor

t on

e an

othe

r).

Ex. S

elec

t a w

ord(

s) to

des

crib

e w

hat o

ne c

hara

cter

did

in re

spon

se to

ano

ther

’s ac

tion

(e.g

., “W

hat d

id To

m d

o w

hen

Alex

ran

away

?”).

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

3. Id

entif

y th

e th

ings

cha

ract

ers d

o w

hen

they

inte

ract

.Ex

. Giv

en th

ree

choi

ces,

iden

tify

wha

t tw

o ch

arac

ters

in a

stor

y do

whe

n th

ey a

re to

geth

er

(e.g

., To

m a

nd A

lex

get i

nto

trou

ble

toge

ther

.).

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

3. Id

entif

y w

ords

that

des

crib

e ch

arac

ters

.Ex

. Fro

m a

cho

ice

of d

escr

iptiv

e w

ords

, cho

ose

one

that

des

crib

es a

cha

ract

er, (

e.g.

, “W

as

Tom

tall

or sh

ort?

”).

Ex. I

denti

fy th

e ge

nder

of c

hara

cter

s or a

nim

als i

n th

e st

ory

(e.g

., “I

s <ch

arac

ter’s

nam

e> a

gi

rl or

a b

oy?”

).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Craft

and

Str

uctu

re.

RL.9

-10.

4. D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es

as th

ey a

re u

sed

in th

e te

xt,

incl

udin

g fig

urati

ve a

nd

conn

otati

ve m

eani

ngs;

ana

lyze

th

e cu

mul

ative

impa

ct o

f spe

cific

w

ord

choi

ces o

n m

eani

ng a

nd

tone

(e.g

., ho

w th

e la

ngua

ge

evok

es a

sens

e of

tim

e an

d pl

ace;

how

it se

ts a

form

al o

r in

form

al to

ne).

EERL

.9-1

0.4.

Det

erm

ine

the

mea

ning

of w

ords

and

phr

ases

as

they

are

use

d in

a te

xt,

incl

udin

g co

mm

on a

nalo

gies

and

fig

ures

of s

peec

h.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.9-1

0.4.

N/A

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.4.

Det

erm

ine

the

mea

ning

of w

ords

and

phr

ases

as t

hey

are

used

in a

text

, in

clud

ing

com

mon

figu

res o

f spe

ech.

Ex. G

iven

a fi

gure

of s

peec

h us

ed in

a st

ory

and

thre

e ch

oice

s, d

eter

min

e th

e co

rrec

t m

eani

ng o

f the

figu

re o

f spe

ech

as it

is u

sed

in th

e te

xt (e

.g.,

As

old

as ti

me

is an

a fi

gure

of

spee

ch m

eani

ng re

ally

old

.).

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

4. D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es u

sed

in a

text

.Ex

. Ide

ntify

the

defin

ition

of a

wor

d th

at m

atch

es th

e w

ay it

was

use

d in

the

text

(e.g

., Se

lect

from

a sh

ort l

ist o

f syn

onym

s a w

ord

that

mat

ches

the

mea

ning

of a

wor

d us

ed in

th

e te

xt.).

Ex. D

eter

min

e w

hich

illu

stra

tion

best

refle

cts t

he m

eani

ng o

f a p

hras

e as

it is

use

d in

a

text

.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

4. Id

entif

y th

e m

eani

ng o

f wor

ds u

sed

in a

text

.Ex

. Poi

nt to

a p

ictu

re th

at d

epic

ts th

e m

eani

ng o

f a w

ord

as it

was

use

d in

a st

ory.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.9

-10.

5. A

naly

ze h

ow a

n au

thor

’s ch

oice

s con

cern

ing

how

to

stru

ctur

e a

text

, ord

er e

vent

s w

ithin

it (e

.g.,

para

llel p

lots

), an

d m

anip

ulat

e tim

e (e

.g.,

paci

ng,

flash

back

s) c

reat

e su

ch e

ffect

s as

mys

tery

, ten

sion,

or s

urpr

ise.

EERL

.9-1

0.5.

Det

erm

ine

the

sequ

ence

of e

vent

s in

a st

ory

or

dram

a.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.9-1

0.5.

Det

erm

ine

the

actu

al se

quen

ce o

f eve

nts i

n a

stor

y or

dra

ma

that

has

a

man

ipul

ated

sequ

ence

(e.g

., fla

shba

cks)

.Ex

. Giv

en se

vera

l eve

nts i

n a

stor

y, ar

rang

e th

e ev

ents

in th

e or

der t

hey

actu

ally

hap

pene

d as

opp

osed

to th

e or

der t

hey

wer

e to

ld b

y th

e au

thor

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.5.

Det

erm

ine

the

sequ

ence

of f

our o

r mor

e ev

ents

in a

stor

y or

dra

ma.

Ex. G

iven

four

or m

ore

even

ts in

a st

ory,

arra

nge

the

even

ts in

the

corr

ect o

rder

.Ex

. Arr

ange

sent

ence

strip

s to

show

at l

east

four

eve

nts i

n co

rrec

t seq

uenc

e fr

om a

stor

y.

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

5. Id

entif

y be

ginn

ing,

mid

dle,

and

end

of a

text

with

a c

lear

sequ

ence

.Ex

. Giv

en th

ree

even

ts fr

om a

stor

y, de

term

ine

whi

ch h

appe

ned

in th

e be

ginn

ing,

mid

dle,

an

d en

d.Ex

. Com

plet

e a

grap

hic

orga

nize

r tha

t sho

ws t

he e

vent

s tha

t hap

pene

d at

the

begi

nnin

g,

mid

dle,

and

end

of a

stor

y.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

5. Id

entif

y ev

ents

from

a st

ory.

Ex. G

iven

a li

st o

f eve

nts,

iden

tify

even

ts th

at o

ccur

red

in th

e st

ory.

Ex. U

se a

switc

h to

con

firm

whe

ther

eac

h ev

ent p

rese

nted

was

or w

as n

ot in

the

stor

y as

th

e te

ache

r rea

ds e

ach

even

t and

ask

s, “

Was

this

in th

e st

ory?

”


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.9

-10.

6. A

naly

ze a

par

ticul

ar

poin

t of v

iew

or c

ultu

ral

expe

rienc

e re

flect

ed in

a w

ork

of li

tera

ture

from

out

side

the

Uni

ted

Stat

es, d

raw

ing

on a

wid

e re

adin

g of

wor

ld li

tera

ture

.

EERL

.9-1

0.6.

Con

nect

the

expe

rienc

es o

f cha

ract

ers i

n a

stor

y or

dra

ma

from

out

side

of th

e U.

S. w

ith p

erso

nal

expe

rienc

e.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.9-1

0.6.

Com

pare

and

con

tras

t the

cul

tura

l exp

erie

nces

of c

hara

cter

s in

a st

ory

or

dram

a fr

om o

utsid

e th

e U.

S. w

ith p

erso

nal e

xper

ienc

e.Ex

. Afte

r rea

ding

a st

ory

abou

t a b

oy o

r girl

in a

noth

er c

ount

y (e

.g.,

Crow

Boy

), co

mpa

re

and

cont

rast

the

life

of th

e ch

arac

ter w

ith o

ne’s

own

life.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.6.

Con

nect

the

expe

rienc

es o

f cha

ract

ers i

n a

stor

y or

dra

ma

from

out

side

the

U.S.

with

per

sona

l exp

erie

nce.

Ex. C

onne

ct a

n ex

perie

nce

of th

e ch

arac

ter i

n th

e st

ory

from

ano

ther

cul

ture

to a

n ex

perie

nce

of th

e st

uden

t, (e

.g.,

“Hav

e yo

u ev

er b

een

to th

e be

ach?

How

was

it li

ke w

hat

Jess

e in

the

stor

y sa

w a

t the

bea

ch?”

).Ex

. Con

nect

an

expe

rienc

e of

a c

hara

cter

to a

per

sona

l exp

erie

nce

of th

e st

uden

t.

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

6. Id

entif

y th

e ex

perie

nces

of a

cha

ract

er in

a st

ory

or d

ram

a fr

om o

utsid

e th

e U.

S.Ex

. With

the

text

pro

ject

ed o

n an

inte

racti

ve w

hite

boar

d, h

ighl

ight

all

of th

e se

nten

ces

that

tell

abou

t the

cha

ract

er’s

expe

rienc

es.

Ex. G

iven

a li

st o

f exp

erie

nces

, ide

ntify

thos

e th

at th

e ch

arac

ter i

n th

e bo

ok e

xper

ienc

ed.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

6. R

ecog

nize

a c

hara

cter

doi

ng a

n ac

tion.

Ex. I

denti

fy a

cha

ract

er o

n a

vide

o, in

a b

ook,

or i

n a

mag

azin

e w

ho is

doi

ng so

met

hing

fa

mili

ar.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Inte

grati

on o

f Kno

wle

dge

and

Idea

s.

RL.9

-10.

7. A

naly

ze th

e re

pres

enta

tion

of a

subj

ect o

r a

key

scen

e in

two

diffe

rent

ar

tistic

med

ium

s, in

clud

ing

wha

t is

emph

asize

d or

abs

ent i

n ea

ch

trea

tmen

t (e.

g., A

uden

’s “M

usée

de

s Bea

ux A

rts”

and

Bre

ughe

l’s

Land

scap

e w

ith th

e Fa

ll of

Ic

arus

).

EERL

.9-1

0.7.

Com

pare

the

repr

esen

tatio

n of

a su

bjec

t or

topi

c in

two

diffe

rent

arti

stic

med

ium

s (e.

g., p

oetr

y an

d ill

ustr

ation

).

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.9-1

0.7.

Com

pare

and

con

tras

t the

repr

esen

tatio

n of

a su

bjec

t or t

opic

in tw

o di

ffere

nt a

rtisti

c m

ediu

ms (

e.g.

, poe

try

and

illus

trati

on).

Ex. C

ompa

re a

nd c

ontr

ast t

he p

oem

The

Gre

at F

igur

e to

the

pain

ting

The

Figu

re 5

in G

old

that

was

insp

ired

by th

e po

em.

Ex. C

ompa

re a

nd c

ontr

ast a

vid

eo c

arto

on to

a c

omic

boo

k co

ntai

ning

the

sam

e st

ory

(e.g

., “W

hat i

s the

sam

e?”

and

“Wha

t is d

iffer

ent?

”).

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.7.

Com

pare

the

repr

esen

tatio

n of

a su

bjec

t or t

opic

in tw

o di

ffere

nt a

rtisti

c m

ediu

ms (

e.g.

, poe

try

and

illus

trati

on).

Ex. C

ompa

re a

vid

eo c

arto

on to

a c

omic

boo

k co

ntai

ning

the

sam

e st

ory

(e.g

., “W

hat i

s the

sa

me?

”).

Ex. C

ompa

re a

n ill

ustr

ation

with

the

acco

mpa

nyin

g po

em in

Whe

re th

e Si

dew

alk

Ends

.

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

7. M

atch

poe

try

with

illu

stra

tions

that

repr

esen

t the

m.

Ex. G

iven

a se

lecti

on o

f illu

stra

tions

from

Whe

re th

e Si

dew

alk

Ends

, mat

ch th

em to

the

appr

opria

te p

oem

s.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

7. Id

entif

y an

illu

stra

tion

that

dep

icts

the

topi

c of

a p

oem

.Ex

. Giv

en tw

o ill

ustr

ation

s, id

entif

y th

e on

e th

at d

epic

ts th

e to

pic

of a

poe

m re

ad a

loud

.RL

.9-1

0.8.

(Not

app

licab

le to

lit

erat

ure)

EERL

.9-1

0.8.

N/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.9

-10.

9. A

naly

ze h

ow a

n au

thor

dra

ws o

n an

d tr

ansf

orm

s so

urce

mat

eria

l in

a sp

ecifi

c w

ork

(e.g

., ho

w S

hake

spea

re tr

eats

a

them

e or

topi

c fr

om O

vid

or

the

Bibl

e or

how

a la

ter a

utho

r dr

aws o

n a

play

by

Shak

espe

are)

.

EERL

.9-1

0.9.

Iden

tify

whe

n an

au

thor

refe

renc

es o

ne te

xt to

an

othe

r tex

t.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.9-1

0.9.

Det

erm

ine

how

an

auth

or h

as d

raw

n up

on o

r inc

lude

d re

fere

nces

to a

noth

er

text

.Ex

. Rel

ate

info

rmati

on fr

om a

pre

viou

s boo

k in

a se

ries t

o a

late

r boo

k in

the

sam

e se

ries.

Ex. R

elat

e ho

w in

form

ation

from

one

aut

hor’s

text

is fo

und

in a

noth

er a

utho

r’s te

xt.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.9-1

0.9.

Iden

tify

whe

n an

aut

hor r

efer

ence

s one

text

to a

noth

er te

xt.

Ex. I

denti

fy w

hen

info

rmati

on fr

om a

pre

viou

s boo

k in

a se

ries i

s ref

eren

ced

in a

late

r bo

ok in

the

sam

e se

ries.

Ex. R

elat

e ho

w in

form

ation

from

one

aut

hor’s

text

is fo

und

in a

noth

er a

utho

r’s te

xt.

Leve

l II A

A S

tude

nts

will

:EE

RL.9

-10.

9. Id

entif

y pa

rts o

f tw

o te

xts t

hat a

re si

mila

r.Ex

. Afte

r rea

ding

two

stor

ies o

n sim

ilar t

opic

s, id

entif

y pa

rts o

f the

text

s tha

t are

the

sam

e.Ex

. Giv

en tw

o st

orie

s abo

ut th

e sa

me

char

acte

r, id

entif

y pa

rts o

f the

text

s tha

t are

the

sam

e.

Leve

l I A

A S

tude

nts

will

:EE

RL.9

-10.

9. Id

entif

y tw

o bo

oks o

n th

e sa

me

topi

c.Ex

. Giv

en th

ree

book

s, tw

o of

whi

ch a

re a

bout

the

sam

e ch

arac

ter w

ith th

e na

me

in th

e tit

le, s

elec

t the

two

that

are

abo

ut th

e sa

me

char

acte

r.Ex

. Sho

wn

thre

e bo

oks,

two

of w

hich

are

on

the

sam

e to

pic

(e.g

., sa

me

wor

ds in

bot

h tit

les)

, sel

ect t

he tw

o th

at a

re o

n th

e sa

me

topi

c.Ra

nge

of R

eadi

ng a

nd L

evel

of

Text

Com

plex

ity.

RL.9

-10.

10. B

y th

e en

d of

gr

ade

9, re

ad a

nd c

ompr

ehen

d lit

erat

ure,

incl

udin

g st

orie

s,

dram

as, a

nd p

oem

s, in

the

grad

es 9

–10

text

com

plex

ity

band

pro

ficie

ntly,

with

sc

affol

ding

as n

eede

d at

the

high

en

d of

the

rang

e.

EERL

.9-1

0.10

. **T

his E

ssen

tial

Elem

ent r

efer

ence

s all

elem

ents

ab

ove.


Nin

th-T

enth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Rea

din

g (

Info

rmat

ion

al T

ext)

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Key

Idea

s an

d D

etai

ls.

RI.9

-10.

1. C

ite st

rong

and

th

orou

gh te

xtua

l evi

denc

e to

su

ppor

t ana

lysis

of w

hat t

he

text

says

exp

licitl

y as

wel

l as

infe

renc

es d

raw

n fr

om th

e te

xt.

EERI

.9-1

0.1.

Det

erm

ine

whi

ch

cita

tions

dem

onst

rate

wha

t the

te

xt sa

ys e

xplic

itly

as w

ell a

s in

fere

ntial

ly.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.1.

Cite

text

ual e

vide

nce

to d

raw

infe

renc

es fr

om th

e te

xt.

Ex. U

se a

gra

phic

org

anize

r suc

h as

a tw

o-co

lum

n ch

art w

ith th

e he

adin

gs, “

Wha

t I K

now

” an

d “F

acts

”. F

ill in

the

grap

hic

orga

nize

r by

usin

g ex

ampl

es fr

om te

xt o

f “Fa

cts”

(e.g

., “S

teps

are

num

bere

d, if

I do

#3

befo

re I

do #

2, I

don’

t hav

e th

e pi

eces

I ne

ed.”)

that

su

ppor

t an

infe

renc

e “W

hat I

Kno

w”

(e.g

., ne

ed to

do

step

s in

orde

r).

Ex. W

hile

read

ing

a hi

stor

ical

text

, inf

er w

hat w

ill h

appe

n ne

xt in

the

text

usin

g te

xtua

l ev

iden

ce to

supp

ort t

he in

fere

nce

(e.g

., Th

e so

ldie

rs g

athe

red

on th

e ba

ttle

field

supp

orts

an

infe

renc

e th

at th

ere

is go

ing

to b

e a

fight

).

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.1.

Det

erm

ine

whi

ch c

itatio

ns d

emon

stra

te w

hat t

he te

xt sa

ys e

xplic

itly

as w

ell

as in

fere

ntial

ly.Ex

. Dra

w a

n in

fere

nce

abou

t an

info

rmati

onal

text

(e.g

., It

is im

port

ant t

o kn

ow th

e w

eath

er to

pla

n ac

tiviti

es fo

r the

day

.) an

d se

lect

two

fact

s fro

m a

wea

ther

repo

rt th

at

supp

ort t

he in

fere

nce

(e.g

., Th

e w

eath

er w

ill b

e su

nny

in th

e m

orni

ng b

ut it

will

rain

in th

e aft

erno

on.).

Ex. A

fter r

eadi

ng a

nar

rativ

e on

a m

arch

with

Mar

tin L

uthe

r Kin

g, se

lect

an

infe

renc

e fr

om

choi

ces (

e.g.

, The

mar

cher

s di

d no

t wan

t any

one

to g

et h

urt.

) and

cho

ose

a re

late

d fa

ct

stat

ed in

the

text

to su

ppor

t the

infe

renc

e (e

.g.,

The

peop

le d

id n

ot b

ring

guns

or c

lubs

.).

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

1. D

eter

min

e w

hich

cita

tions

dem

onst

rate

wha

t the

text

says

exp

licitl

y.Ex

. Und

erlin

e te

xt th

at te

lls h

ow a

task

shou

ld b

e co

mpl

eted

.

Ex. G

iven

a st

atem

ent o

f wha

t the

text

says

exp

licitl

y, fi

nd th

e ci

tatio

n in

a te

ache

r-se

lect

ed p

ortio

n of

the

text

.

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

1. Id

entif

y w

ords

from

a te

xt.

Ex. A

fter s

hare

d re

adin

g of

a fa

mili

ar in

form

ation

al te

xt, r

espo

nd b

y no

ddin

g or

usin

g a

switc

h to

iden

tify

a st

atem

ent r

ead

alou

d as

from

a fa

mili

ar in

form

ation

al te

xt.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.9

-10.

2. D

eter

min

e a

cent

ral

idea

of a

text

and

ana

lyze

its

deve

lopm

ent o

ver t

he c

ours

e of

the

text

, inc

ludi

ng h

ow it

em

erge

s and

is sh

aped

and

re

fined

by

spec

ific

deta

ils;

prov

ide

an o

bjec

tive

sum

mar

y of

th

e te

xt.

EERI

.9-1

0.2.

Det

erm

ine

the

cent

ral i

dea

of th

e te

xt a

nd

sele

ct d

etai

ls to

supp

ort i

t.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.2.

Det

erm

ine

cent

ral a

nd k

ey id

eas t

hrou

ghou

t the

text

and

iden

tify

deta

ils th

at

supp

ort t

hem

.Ex

. Afte

r rea

ding

an

exce

rpt o

f the

I H

ave

a D

ream

spee

ch, i

denti

fy m

ore

than

one

key

id

ea th

at M

artin

Lut

her K

ing

drea

med

.Ex

. Afte

r rev

iew

ing

a tim

elin

e of

eve

nts t

hat o

ccur

red

durin

g W

WII

with

the

teac

her

poin

ting

out t

he k

ey id

eas f

rom

the

timel

ine,

iden

tify

mor

e th

an o

ne k

ey id

ea a

bout

the

war

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.2.

Det

erm

ine

the

cent

ral i

dea

of th

e te

xt a

nd se

lect

det

ails

that

supp

ort i

t.Ex

. Giv

en a

n in

form

ation

al p

amph

let,

tell

wha

t it i

s abo

ut b

ased

on

the

title

and

sele

ct a

t le

ast t

wo

deta

ils a

bout

the

topi

c fr

om th

e co

nten

ts o

f the

pam

phle

t.Ex

. Giv

en a

n in

stru

ction

shee

t, de

term

ine

wha

t it i

s abo

ut a

nd se

lect

at l

east

two

impo

rtan

t ins

truc

tions

from

the

cont

ents

.

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

2. R

etel

l det

ails

from

the

text

.Ex

. Pro

vide

at l

east

two

deta

ils a

bout

the

text

.Ex

. Rec

all b

asic

det

ails

from

dire

ction

s.

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

2. R

ecog

nize

a d

etai

l fro

m te

xt.

Ex. H

ighl

ight

a d

etai

l fro

m a

labe

l – c

ircle

or p

oint

to th

e sk

ull a

nd c

ross

bone

s.Ex

. Giv

en a

sign

(e.g

., sa

fety

sign

s), p

oint

to a

n im

port

ant d

etai

l.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.9

-10.

3. A

naly

ze h

ow th

e au

thor

unf

olds

an

anal

ysis

or se

ries o

f ide

as o

r eve

nts,

in

clud

ing

the

orde

r in

whi

ch th

e po

ints

are

mad

e, h

ow th

ey a

re

intr

oduc

ed a

nd d

evel

oped

, and

th

e co

nnec

tions

that

are

dra

wn

betw

een

them

.

EERI

.9-1

0.3.

Det

erm

ine

conn

ectio

ns d

raw

n be

twee

n id

eas o

r eve

nts i

n in

form

ation

al

text

.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.3.

Det

erm

ine

conn

ectio

ns d

raw

n be

twee

n id

eas o

r eve

nts t

o m

ake

a po

int i

n in

form

ation

al te

xt.

Ex. D

eter

min

e th

e co

nnec

tion

betw

een

an e

vent

and

the

even

t tha

t dire

ctly

pre

cede

d it

(e.g

., Aft

er st

udyi

ng M

artin

Lut

her K

ing

Jr., t

he st

uden

ts re

cogn

ize th

at a

ll of

the

mar

ches

th

at h

e le

d w

ere

for e

qual

righ

ts.).

Ex. D

eter

min

e th

e co

nnec

tion

betw

een

an id

ea a

nd w

hat p

rece

ded

it (e

.g.,

after

stud

ying

th

e Am

eric

an R

evol

ution

, stu

dent

s rec

ogni

ze th

at th

e Am

eric

an c

olon

ies w

ante

d fr

eedo

m

from

Gre

at B

ritai

n an

d fo

ught

the

Briti

sh to

get

it.).

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.3.

Det

erm

ine

conn

ectio

ns d

raw

n be

twee

n id

eas o

r eve

nts i

n in

form

ation

al te

xt.

Ex. U

se g

raph

ic o

rgan

izers

to sh

ow re

latio

nshi

ps in

an

info

rmati

onal

text

, (e.

g., I

f I ru

n a

stop

sign

, I w

ill g

et a

tick

et; I

f a p

erso

n ha

s a st

omac

hach

e, c

all t

he d

octo

r.).

Ex. U

se th

e se

quen

ce o

f tw

o or

mor

e ev

ents

to sh

ow h

ow th

ey a

re re

late

d to

an

info

rmati

onal

text

(e.g

., br

ingi

ng g

lass

to th

e sw

imm

ing

pool

, gla

ss is

dro

pped

and

bro

ken,

so

meo

ne g

ets c

ut).

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

3. R

ecog

nize

how

idea

s or e

vent

s in

a te

xt a

re re

late

d.Ex

. Ide

ntify

det

ails

from

info

rmati

onal

text

to m

ake

deci

sions

(e.g

., us

e a

wea

ther

fore

cast

to

dec

ide

clot

hing

to w

ear t

hat d

ay).

Ex. G

iven

cho

ices

, rec

ogni

ze th

e re

latio

nshi

p be

twee

n in

form

ation

and

eve

nts t

hat f

ollo

w,

(e.g

., “I

t was

rain

ing

and

the

girl

did

not h

ave

an u

mbr

ella

, she

got

wet

. W

hat s

houl

d th

e gi

rl do

so sh

e do

es n

ot g

et w

et?”

).

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

3. Id

entif

y in

form

ation

from

text

.Ex

. Afte

r list

enin

g to

the

teac

her r

ead

a sh

ort i

nfor

mati

onal

text

(e.g

., ru

les f

or th

e sw

imm

ing

pool

), us

e a

switc

h to

con

firm

whe

ther

a d

etai

l was

in a

text

as t

he te

ache

r re

ads a

nd a

sks,

“Di

d w

e ju

st re

ad th

at?”

).Ex

. Afte

r sha

red

read

ing

and

disc

ussio

n of

an

info

rmati

onal

text

, sel

ect f

rom

cho

ices

an

illus

trati

on fr

om th

e te

xt (e

.g.,

poin

t to

a pi

ctur

e of

a b

ottle

with

an

X ac

ross

it fr

om ru

les

for t

he sw

imm

ing

pool

).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Craft

and

Str

uctu

re.

RI.9

-10.

4. D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es

as th

ey a

re u

sed

in a

text

, in

clud

ing

figur

ative

, con

nota

tive,

an

d te

chni

cal m

eani

ngs;

ana

lyze

th

e cu

mul

ative

impa

ct o

f spe

cific

w

ord

choi

ces o

n m

eani

ng a

nd

tone

(e.g

., ho

w th

e la

ngua

ge o

f a

cour

t opi

nion

diff

ers f

rom

that

of

a ne

wsp

aper

).

EERI

.9-1

0.4.

Det

erm

ine

mea

ning

s of w

ords

and

phr

ases

in

info

rmati

onal

text

incl

udin

g fig

urati

ve la

ngua

ge.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.4.

N/A

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.4.

Det

erm

ine

mea

ning

s of w

ords

and

phr

ases

in in

form

ation

al te

xt in

clud

ing

figur

ative

lang

uage

.Ex

. Mak

e id

iom

boo

ks a

nd w

rite

the

real

mea

ning

(e.g

., Yo

u’re

driv

ing

me

up a

wal

l = y

ou

are

mak

ing

me

craz

y.).

Ex. G

iven

mor

e th

an o

ne m

eani

ng o

f key

voc

abul

ary

wor

ds, s

elec

t the

one

that

bes

t m

atch

es th

e re

adin

g pa

ssag

e.

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

4. D

eter

min

e m

eani

ngs o

f wor

ds a

nd p

hras

es in

info

rmati

onal

text

.Ex

. Ide

ntify

mea

ning

of k

ey w

ords

usin

g co

ntex

t clu

es.

Ex. U

se a

dic

tiona

ry to

look

up

the

mea

ning

of k

ey w

ords

.

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

4. R

ecog

nize

wor

ds a

nd p

hras

es u

sed

in a

text

.Ex

. Nam

e or

poi

nt o

ut w

ords

and

phr

ases

in a

n ar

ticle

Ex. G

iven

a k

ey w

ord

for a

n ar

ticle

, poi

nt to

it in

the

artic

le.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.9

-10.

5. A

naly

ze in

det

ail h

ow

an a

utho

r’s id

eas o

r cla

ims

are

deve

lope

d an

d re

fined

by

parti

cula

r sen

tenc

es, p

arag

raph

s,

or la

rger

por

tions

of a

text

(e.g

., a

secti

on o

r cha

pter

).

EERI

.9-1

0.5.

Det

erm

ine

whi

ch

sent

ence

s in

a te

xt su

ppor

t the

cl

aim

s of t

he a

utho

r.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.5.

Det

erm

ine

the

auth

or’s

clai

ms a

nd id

entif

y w

hich

sent

ence

s sup

port

his

or

her c

laim

s.Ex

. Rea

d or

list

en to

a h

istor

ical

text

, sta

te th

e au

thor

’s cl

aim

and

und

erlin

e th

e se

nten

ces

that

tell

abou

t the

aut

hor’s

cla

im (e

.g.,

After

read

ing

and

disc

ussin

g an

exc

erpt

of F

rank

lin

Roos

evel

t’s S

tate

of t

he U

nion

add

ress

, stu

dent

s ide

ntify

a c

laim

Roo

seve

lt m

akes

and

a

sent

ence

that

supp

orts

the

Pres

iden

t’s c

laim

.).Ex

. Rea

d or

list

en to

a sc

ienc

e te

xt, s

elec

t fro

m c

hoic

es w

hat t

he a

utho

r’s c

laim

is a

nd te

ll w

hich

sent

ence

s sho

w th

is is

wha

t he

or sh

e th

inks

(e.g

., se

nten

ces t

hat t

ell a

bout

the

auth

or’s

clai

m th

at w

e ne

ed b

etter

recy

clin

g pr

ogra

ms)

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.5.

Det

erm

ine

whi

ch se

nten

ces i

n a

text

supp

ort t

he c

laim

s of t

he a

utho

r.Ex

. Usin

g a

pass

age

proj

ecte

d on

an

inte

racti

ve w

hite

boar

d, re

ad o

r list

en to

and

disc

uss

with

the

teac

her t

he c

laim

mad

e in

the

text

; the

n hi

ghlig

ht w

hich

sent

ence

s tel

l abo

ut th

e au

thor

’s cl

aim

.Ex

. Rea

d or

list

en to

the

text

and

tell

whi

ch se

nten

ces t

ell a

bout

the

auth

or’s

clai

m (e

.g.,

that

we

need

bett

er re

cycl

ing

prog

ram

s).

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

5. Id

entif

y on

e de

tail

from

an

artic

le.

Ex. A

fter r

eadi

ng o

r list

enin

g to

an

artic

le o

n a

curr

ent e

vent

, poi

nts t

o a

pict

ure

from

an

artic

le th

at d

epic

ts a

det

ail f

rom

the

artic

le a

nd re

peat

s the

det

ail t

hey

hear

d or

read

.Ex

. Rea

d or

list

en to

the

text

and

tell

whi

ch se

nten

ces t

ell a

det

ail (

e.g.

, The

Pre

side

nt

cam

e he

re.).

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

5. Id

entif

y a

deta

il.Ex

. Giv

en c

hoic

es, i

denti

fy a

det

ail i

n re

spon

se to

“w

h” q

uesti

ons.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.9

-10.

6. D

eter

min

e an

aut

hor’s

po

int o

f vie

w o

r pur

pose

in a

text

an

d an

alyz

e ho

w a

n au

thor

use

s rh

etor

ic to

adv

ance

that

poi

nt o

f vi

ew o

r pur

pose

.

EERI

.9-1

0.6.

Det

erm

ine

an

auth

or’s

purp

ose

or p

oint

of

view

.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.6.

Det

erm

ine

an a

utho

r’s p

urpo

se a

nd p

oint

of v

iew

and

iden

tify

an o

ppos

ing

poin

t of v

iew

.Ex

. Whe

n pr

esen

ted

with

two

text

s on

the

sam

e to

pic

but d

iffer

ent v

iew

poin

ts, i

denti

fy

the

auth

or’s

diffe

rent

per

spec

tives

.Ex

. Giv

en n

ew se

nten

ces,

det

erm

ine

if th

ey su

ppor

t the

aut

hor’s

pur

pose

or a

re o

ppos

ite.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.6.

Det

erm

ine

an a

utho

r’s p

urpo

se o

r poi

nt o

f vie

w.

Ex. A

fter r

eadi

ng a

n in

form

ation

al te

xt, s

tate

the

auth

or’s

purp

ose

(e.g

., Aft

er re

adin

g ab

out a

U.S

. Pre

siden

t, an

swer

, “W

hat i

s the

aut

hor t

ryin

g to

tell

you?

,” sa

y “g

ood

pres

iden

t”.).

Ex. A

fter r

eadi

ng a

nd d

iscus

sing

a sc

ienc

e te

xt, s

elec

t fro

m re

late

d an

d un

rela

ted

choi

ces

the

purp

ose

of th

e te

xt (e

.g.,

germ

s mak

e yo

u sic

k).

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

6. Id

entif

y re

sour

ce b

ased

on

its a

utho

r’s c

laim

.Ex

. Sel

ect t

ext a

bout

snak

es fr

om a

t lea

st th

ree

diffe

rent

opti

ons.

Ex. S

elec

t tex

t abo

ut a

hist

oric

al fi

gure

from

cho

ices

pro

vide

d by

the

teac

her.

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

6. R

eque

st a

reso

urce

by

topi

c or

pur

pose

.Ex

. Ask

for a

reso

urce

by

topi

c or

pur

pose

, (e.

g., T

he te

ache

r say

s, “

Wha

t do

you

wan

t to

read

abo

ut?,

” an

d st

uden

t say

s, “

bugs

.”).

Ex. U

se a

pre

prog

ram

med

AAC

dev

ice

to re

ques

t an

info

rmati

onal

text

by

topi

c or

pu

rpos

e.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Inte

grati

on o

f Kno

wle

dge

and

Idea

s.

RI.9

-10.

7. A

naly

ze v

ario

us

acco

unts

of a

subj

ect t

old

in

diffe

rent

med

ium

s (e.

g., a

pe

rson

’s lif

e st

ory

in b

oth

prin

t an

d m

ultim

edia

), de

term

inin

g w

hich

det

ails

are

emph

asize

d in

ea

ch a

ccou

nt.

EERI

.9-1

0.7.

Com

pare

a se

lecti

on

of in

form

ation

al te

xt a

bout

a

pers

on w

ith a

noth

er m

ediu

m.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.7.

Com

pare

and

con

tras

t a se

lecti

on fr

om te

xt a

bout

a p

erso

n w

ith o

ther

m

ediu

ms.

Ex. C

ompa

re a

lette

r writt

en b

y a

subj

ect t

o a

secti

on in

a b

iogr

aphy

or n

ews r

epor

t tel

ling

abou

t the

sam

e ev

ent (

Mar

tin L

uthe

r Kin

g’s L

etter

from

a B

irmin

gham

Jail)

.Ex

. Des

crib

e sim

ilarit

y or

diff

eren

ces b

etw

een

an in

form

ation

al te

xt a

bout

a p

erso

n an

d a

pain

ting,

pho

togr

aph,

or fi

lm c

lip a

bout

them

.Le

vel I

II A

A S

tude

nts

will

:EE

RI.9

-10.

7. C

ompa

re a

sele

ction

of i

nfor

mati

onal

text

abo

ut a

per

son

with

ano

ther

m

ediu

m.

Ex. T

ell w

hat i

s the

sam

e in

a b

iogr

aphi

cal v

ideo

abo

ut a

per

son

to a

text

or p

assa

ge a

bout

th

e sa

me

pers

on (e

.g.,

“He

was

/is p

resid

ent.”

).

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

7. Id

entif

y th

at tw

o so

urce

s ref

er to

the

sam

e in

divi

dual

.Ex

. Ide

ntify

who

two

sour

ces a

re a

bout

in a

tele

visio

n co

mm

erci

al o

r brie

f vid

eo (Y

ouTu

be)

and

a ne

wsp

aper

arti

cle

abou

t the

sam

e pe

rson

.Ex

. Giv

en a

new

spap

er a

rticl

e an

d sh

own

two

new

s rep

orts

, mat

ch th

e ne

wsp

aper

arti

cle

to th

e sa

me

pers

on th

at is

pre

sent

ed in

a n

ews r

epor

t.

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

7. R

ecog

nize

the

mea

ning

of a

n in

form

ation

al m

essa

ge.

Ex. R

ecog

nize

the

topi

c of

an

elec

tron

ic a

rticl

e w

hen

read

alo

ud (e

.g.,

abou

t the

pr

esid

ent)

.Ex

. Giv

en a

n in

form

ation

al m

essa

ge, r

espo

nd to

the

mes

sage

(e.g

., re

cogn

ize a

fire

ala

rm’s

conn

ectio

n to

a fi

re d

rill).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.9

-10.

8. D

elin

eate

and

ev

alua

te th

e ar

gum

ent a

nd

spec

ific

clai

ms i

n a

text

, as

sess

ing

whe

ther

the

reas

onin

g is

valid

and

the

evid

ence

is

rele

vant

and

suffi

cien

t; id

entif

y fa

lse st

atem

ents

and

falla

ciou

s re

ason

ing.

EERI

.9-1

0.8.

Del

inea

te

stat

emen

ts th

at su

ppor

t an

argu

men

t.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.8.

Use

evi

denc

e an

d st

atem

ents

to su

ppor

t an

argu

men

t.Ex

. Ask

and

ans

wer

que

stion

s abo

ut w

heth

er k

ey d

etai

ls su

ppor

t the

cen

tral

idea

or c

laim

of

an

auth

or in

the

text

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.8.

Del

inea

te st

atem

ents

that

supp

ort a

n ar

gum

ent.

Ex. G

iven

two

stat

emen

ts re

late

d to

an

argu

men

t, se

lect

the

one

that

supp

orts

the

argu

men

t (e.

g., s

elec

t fro

m “

ther

e is

no re

d an

d gr

een

light

” an

d “t

he st

reet

sign

is a

re

ctan

gle”

to su

ppor

t “cr

ossin

g th

e st

reet

in th

e m

iddl

e of

the

bloc

k is

dang

erou

s”).

Ex. A

fter r

eadi

ng te

xt a

bout

the

pres

iden

t in

whi

ch a

ll of

the

stat

emen

ts a

re a

bout

th

e pr

esid

ent e

xcep

t for

one

stat

emen

t, id

entif

y th

e st

atem

ent t

hat i

s not

abo

ut th

e pr

esid

ent.

Leve

l II A

A S

tude

nts

will

: EE

RI.9

-10.

8. Id

entif

y a

fact

from

a te

xt.

Ex. A

fter t

wo

stat

emen

ts a

re re

ad b

y th

e st

uden

t or t

each

er, i

denti

fy w

hich

is a

fact

ver

sus

whi

ch is

an

opin

ion

usin

g ke

y w

ords

such

as I

thin

k, I

belie

ve, I

feel

, (e.

g., “

The

body

nee

ds

food

to li

ve.”

vers

us “

Som

e pe

ople

thin

k su

gar i

s bad

for y

ou.”)

.Ex

. As s

tate

men

ts a

re re

ad b

y th

e te

ache

r fro

m a

hist

oric

al p

assa

ge, i

denti

fy w

hich

is a

fa

ct v

ersu

s opi

nion

usin

g ke

y w

ords

such

as I

thin

k, I

belie

ve, I

feel

, (e.

g., “

Linc

oln

was

pr

esid

ent o

f the

Uni

ted

Stat

es.”

vers

us “

Man

y be

lieve

he

was

a g

reat

man

.”).

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

8. R

ecog

nize

that

an

even

t occ

urre

d.Ex

. Afte

r the

teac

her r

eads

a b

rief a

ccou

nt o

f som

ethi

ng th

at h

appe

ned

and

disc

usse

s it,

use

a sw

itch

to in

dica

te w

heth

er a

n ev

ent o

ccur

red

in th

e pa

ssag

e (e

.g.,

“Did

this

happ

en?”

).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.9

-10.

9. A

naly

ze se

min

al

U.S.

doc

umen

ts o

f hist

oric

al

and

liter

ary

signi

fican

ce (e

.g.,

Was

hing

ton’

s Far

ewel

l Add

ress

, th

e Ge

ttys

burg

Add

ress

, Ro

osev

elt’s

Fou

r Fre

edom

s sp

eech

, Kin

g’s “

Lette

r fro

m

Birm

ingh

am Ja

il”),

incl

udin

g ho

w

they

add

ress

rela

ted

them

es a

nd

conc

epts

.

EERI

.9-1

0.9.

Mak

e co

nnec

tions

be

twee

n U.

S. d

ocum

ents

of

hist

oric

al a

nd li

tera

ry si

gnifi

canc

e ba

sed

on re

late

d th

emes

and

co

ncep

ts.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.9-1

0.9.

N/A

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.9-1

0.9.

Mak

e co

nnec

tions

bet

wee

n U.

S. d

ocum

ents

of h

istor

ical

and

lite

rary

sig

nific

ance

bas

ed o

n re

late

d th

emes

and

con

cept

s.Ex

. Afte

r rea

ding

or l

isten

ing

to sp

eech

es b

y tw

o fa

mou

s peo

ple

and

disc

ussin

g w

ith th

e te

ache

r wha

t is t

he sa

me

abou

t the

m, s

elec

t fro

m c

hoic

es a

con

cept

that

con

nect

s the

tw

o (e

.g.,

two

lead

ers m

akin

g sp

eech

es o

n fr

eedo

m).

Ex. A

fter r

eadi

ng a

nd d

iscus

sing

with

the

teac

her t

wo

hist

oric

al sp

eech

es (e

.g.,

Roos

evel

t’s

Four

Fre

edom

s spe

ech,

Kin

g’s L

etter

s fr

om B

irmin

gham

Jail)

and

disc

ussin

g ke

y id

eas f

rom

ea

ch a

nd h

ow th

ey a

re re

late

d, te

ll ho

w th

e tw

o sp

eech

es a

re re

late

d (e

.g.,

abou

t bei

ng

free

).

Leve

l II A

A S

tude

nts

will

:EE

RI.9

-10.

9. R

ecog

nize

a h

istor

ical

fact

.Ex

. Giv

en h

istor

ical

non

-ficti

on o

n pr

esid

ents

and

ask

ed, “

Is th

is a

fact

? T

he p

resid

ent l

ives

in

the

Whi

te H

ouse

,” an

swer

s, “

yes.”

Leve

l I A

A S

tude

nts

will

:EE

RI.9

-10.

9. C

lass

ify fa

ct a

nd fa

ntas

y.Ex

. Cat

egor

ize p

ictu

res o

f obj

ects

and

peo

ple

as re

al o

r unr

eal (

e.g.

, a U

.S. P

resid

ent a

nd a

fa

iry).

Rang

e of

Rea

ding

and

Lev

el o

f Te

xt C

ompl

exity

.

RI.9

-10.

10. B

y th

e en

d of

gr

ade

9, re

ad a

nd c

ompr

ehen

d lit

erar

y no

nficti

on in

the

grad

es

9–10

text

com

plex

ity b

and

profi

cien

tly, w

ith sc

affol

ding

as

need

ed a

t the

hig

h en

d of

the

rang

e.

By th

e en

d of

gra

de 1

0, re

ad a

nd

com

preh

end

liter

ary

nonfi

ction

at

the

high

end

of t

he g

rade

s 9–

10 te

xt c

ompl

exity

ban

d in

depe

nden

tly a

nd p

rofic

ient

ly.

EERI

.9-1

0.10

. **T

his L

itera

ture

Es

senti

al E

lem

ent r

efer

ence

s all

elem

ents

abo

ve.


Nin

th-T

enth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Wri

tin

g

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Text

Typ

es a

nd P

urpo

ses.

W.9

-10.

1. W

rite

argu

men

ts to

su

ppor

t cla

ims i

n an

ana

lysis

of

subs

tanti

ve to

pics

or t

exts

, usin

g va

lid re

ason

ing

and

rele

vant

and

su

ffici

ent e

vide

nce.

a.

Intr

oduc

e pr

ecise

cl

aim

(s),

disti

ngui

sh th

e cl

aim

(s) f

rom

alte

rnat

e or

op

posin

g cl

aim

s, a

nd c

reat

e an

or

gani

zatio

n th

at e

stab

lishe

s cl

ear r

elati

onsh

ips a

mon

g cl

aim

(s),

coun

terc

laim

s, re

ason

s,

and

evid

ence

.b.

De

velo

p cl

aim

(s) a

nd

coun

terc

laim

s fai

rly, s

uppl

ying

ev

iden

ce fo

r eac

h w

hile

po

intin

g ou

t the

stre

ngth

s and

lim

itatio

ns o

f bot

h in

a m

anne

r th

at a

ntici

pate

s the

aud

ienc

e’s

know

ledg

e le

vel a

nd c

once

rns.

EEW

.9-1

0.1.

a-b.

Writ

e ab

out a

pe

rson

al o

pini

on a

nd g

ive

mor

e th

an o

ne re

ason

supp

ortin

g an

d re

jecti

ng th

e cl

aim

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.1.

a-b.

Writ

e to

exp

ress

an

opin

ion

with

supp

ortin

g in

form

ation

abo

ut a

topi

c or

te

xt a

nd a

con

clud

ing

stat

emen

t.Ex

. Writ

e an

arg

umen

t to

supp

ort c

laim

s with

cle

ar re

ason

s or e

vide

nce

and

intr

oduc

e al

tern

ate

or

oppo

sing

clai

ms.

Ex. W

rite

a cl

aim

abo

ut th

e cl

ass e

lecti

on (e

.g.,

Joe

is th

e be

st) a

nd a

n ar

gum

ent t

o su

ppor

t the

cla

im

(e.g

., he

is a

frie

nd) a

nd a

reas

on (e

.g.,

he is

goo

d) a

nd in

trod

uce

a co

unte

rcla

im (e

.g.,

Jen

is g

ood,

to

o).

Ex. W

rite

a cl

aim

(e.g

., Sc

hool

uni

form

s ar

e ba

d.) a

nd a

n ar

gum

ent t

o su

ppor

t it (

e.g.

, too

har

d) w

ith

a re

ason

(e.g

., lo

ts o

f butt

ons)

and

intr

oduc

es a

cou

nter

clai

m (e

.g.,

unifo

rms

easy

to d

ecid

e).

Ex. W

rite

a cl

aim

(e.g

., N

o fig

hting

at s

choo

l.), a

n ar

gum

ent t

o su

ppor

t it (

e.g.

, It i

s th

e ru

le.),

and

a

reas

on (e

.g.,

som

eone

hur

t).

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.1.

a-b.

Writ

e ab

out a

per

sona

l opi

nion

and

giv

e m

ore

than

one

reas

on

supp

ortin

g an

d re

jecti

ng th

e cl

aim

.Ex

. Giv

en a

stat

emen

t (e.

g., S

tude

nts s

houl

d ha

ve m

ore

free

dom

.), in

itial

ly e

xpre

ss a

gree

men

t (e.

g.,

We

are

in 8

th g

rade

. W

e ca

n m

ake

good

cho

ices

.) an

d th

en d

isagr

eem

ent (

e.g.

, Som

etim

es w

e m

ake

mis

take

s. S

ometi

mes

we

don’

t thi

nk a

head

.) an

d gi

ve m

ore

than

one

reas

on w

hy, a

nd th

en d

raw

a

conc

lusio

n (e

.g.,

Pare

nts

and

teac

hers

can

hel

p w

ith fr

eedo

m.).

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

1.a-

b. W

ith te

ache

r sup

port

and

gui

danc

e, w

rite

an a

rgum

ent t

o su

ppor

t cla

ims

with

one

cle

ar re

ason

and

a p

iece

of e

vide

nce.

Ex. W

rites

a c

laim

abo

ut th

e cl

ass e

lecti

on (e

.g.,

Joe

is th

e be

st) w

ith a

pee

r, br

ains

torm

arg

umen

ts

and

reas

ons w

ith th

e pe

er, a

nd th

en w

rite

an a

rgum

ent t

o su

ppor

t the

cla

im (e

.g.,

he is

a fr

iend

), an

d a

reas

on (e

.g.,

he is

goo

d).

Ex. W

rite

a cl

aim

(e.g

., Sc

hool

uni

form

s ar

e ba

d.) a

nd, a

fter t

each

er-le

d di

scus

sion,

add

s an

argu

men

t to

supp

ort i

t (e.

g., t

oo h

ard)

with

a re

ason

(e.g

., lo

ts o

f butt

ons)

.Ex

. Writ

e a

clai

m (e

.g.,

No

fighti

ng a

t sch

ool.)

, an

argu

men

t to

supp

ort i

t (e.

g., I

t is

the

rule

.), a

nd,

after

getti

ng fe

edba

ck o

n th

e dr

aft fr

om th

e te

ache

r, ad

ds a

reas

on (e

.g.,

som

eone

hur

t).

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

1.a-

b. W

ith g

uida

nce

and

supp

ort,

writ

e a

clai

m a

nd a

reas

on.

Ex. U

se a

read

y-m

ade

set-u

p in

mul

timed

ia so

ftwar

e to

cho

ose

wor

ds to

writ

e a

clai

m.

Ex. A

fter a

pee

r writ

es, s

tate

agr

eem

ent o

r disa

gree

men

t (e.

g., A

pee

r writ

es, u

nifo

rms

are

bad,

indi

cate

“Ye

s” w

hen

aske

d, “

Do y

ou a

gree

? A

re u

nifo

rms b

ad?”

) and

then

usin

g as

sistiv

e te

chno

logy

, typ

e le

tters

or w

ords

pro

vidi

ng a

reas

on.

Ex. C

hoos

e a

clai

m fr

om tw

o op

tions

(e.g

., Sc

hool

uni

form

s ar

e ba

d. S

choo

l uni

form

s ar

e go

od.)

and

alte

rnati

ng tu

rns w

ith th

e te

ache

r, us

es a

ssisti

ve te

chno

logy

to ty

pe le

tters

and

wor

ds (e

.g.,

nice

) as

the

teac

her m

odel

s dur

ing

her t

urn,

shor

t sim

ple

reas

ons (

e.g.

, Stu

dent

s lo

ok n

ice.

Stu

dent

s lo

ok

the

sam

e.)


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Use

wor

ds, p

hras

es, a

nd

clau

ses t

o lin

k th

e m

ajor

secti

ons

of th

e te

xt, c

reat

e co

hesio

n,

and

clar

ify th

e re

latio

nshi

ps

betw

een

clai

m(s

) and

reas

ons,

be

twee

n re

ason

s and

evi

denc

e,

and

betw

een

clai

m(s

) and

co

unte

rcla

ims.

EEW

.9-1

0.1.

c. N

/A

d.

Esta

blish

and

mai

ntai

n a

form

al st

yle

and

obje

ctive

tone

w

hile

atte

ndin

g to

the

norm

s an

d co

nven

tions

of t

he d

iscip

line

in w

hich

they

are

writi

ng.

EEW

.9-1

0.1.

d. N

/A

e.

Prov

ide

a co

nclu

ding

st

atem

ent o

r sec

tion

that

follo

ws

from

and

supp

orts

the

argu

men

t pr

esen

ted.

EEW

.9-1

0.1.

e. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.9

-10.

2. W

rite

info

rmati

ve/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex id

eas,

con

cept

s,

and

info

rmati

on c

lear

ly a

nd

accu

rate

ly th

roug

h th

e eff

ectiv

e se

lecti

on, o

rgan

izatio

n, a

nd

anal

ysis

of c

onte

nt.

a.

Intr

oduc

e a

topi

c;

orga

nize

com

plex

idea

s,

conc

epts

, and

info

rmati

on to

m

ake

impo

rtan

t con

necti

ons a

nd

disti

nctio

ns; i

nclu

de fo

rmatti

ng

(e.g

., he

adin

gs),

grap

hics

(e.g

., fig

ures

, tab

les)

, and

mul

timed

ia

whe

n us

eful

to a

idin

g co

mpr

ehen

sion.

b.

Deve

lop

the

topi

c w

ith w

ell-c

hose

n, re

leva

nt,

and

suffi

cien

t fac

ts, e

xten

ded

defin

ition

s, c

oncr

ete

deta

ils,

quot

ation

s, o

r oth

er in

form

ation

an

d ex

ampl

es a

ppro

pria

te to

th

e au

dien

ce’s

know

ledg

e of

the

topi

c.

EEW

.9-1

0.2.

a-b.

Writ

e to

con

vey

idea

s and

info

rmati

on u

sing

clea

r or

gani

zatio

n an

d in

clud

ing

fact

s,

deta

ils, a

nd o

ther

info

rmati

on a

s w

ell a

s gra

phic

s and

mul

timed

ia

as n

eede

d.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.2.

a-b.

Writ

e to

con

vey

idea

s and

info

rmati

on c

lear

ly, g

roup

ing

idea

s int

o ca

tego

ries i

nclu

ding

fact

s, d

etai

ls, a

nd o

ther

info

rmati

on a

s wel

l as g

raph

ics a

nd

mul

timed

ia a

s nee

ded.

Ex. W

rite

abou

t a h

obby

stati

ng w

hat t

he h

obby

is (e

.g.,

I lik

e co

okin

g.),

writi

ng a

pa

ragr

aph

abou

t fav

orite

food

s to

cook

with

a re

ason

(e.g

., I l

ike

mak

e gr

il ch

es [g

rille

d ch

eese

], m

ac n

che

es [m

acar

oni a

nd c

hees

e].

I lik

e m

elt c

hes

[mel

ted

chee

se].)

and

fa

vorit

e de

sser

ts (e

.g.,

I lik

e m

ake

[mak

ing]

hot

fuj s

unda

[fud

ge su

ndae

s] w

ith ic

e cr

em

sprin

kls

[cre

am sp

rinkl

es].

Ice

crem

[cre

am] i

s co

ld a

nd s

wet

[sw

eet]

.).

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.2.

a-b.

Writ

e to

con

vey

idea

s and

info

rmati

on u

sing

clea

r org

aniza

tion

and

incl

udin

g fa

cts,

det

ails,

and

oth

er in

form

ation

as w

ell a

s gra

phic

s and

mul

timed

ia a

s ne

eded

.Ex

. Writ

e to

giv

e di

recti

ons t

o a

plac

e in

the

scho

ol in

clud

ing

a st

ep-b

y-st

ep o

rgan

izatio

n w

ith il

lust

ratio

ns a

s nee

ded

to su

ppor

t und

erst

andi

ng.

Ex. W

rite

to d

escr

ibe

a sc

hool

ass

embl

y fir

st d

escr

ibin

g w

hat t

he to

pic

was

(e.g

., D

ARE

), w

ho w

as in

volv

ed (a

ll th

e ki

ds),

then

the

activ

ity (l

iste

n to

pol

is [p

olic

e]) a

nd d

etai

ls (N

o be

er.

No

drug

s.).

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

2.a-

b. W

rite

to c

onve

y id

eas a

nd in

form

ation

usin

g cl

ear o

rgan

izatio

n as

wel

l as

grap

hics

and

mul

timed

ia.

Ex. W

rite

to g

ive

dire

ction

s to

a pl

ace

in th

e sc

hool

incl

udin

g m

ost o

f the

step

s with

ill

ustr

ation

s as n

eede

d to

supp

ort u

nder

stan

ding

.Ex

. Writ

e to

des

crib

e a

scho

ol a

ssem

bly

abou

t DAR

E sa

ying

who

was

invo

lved

(all

the

kids

) an

d w

hat h

appe

ned

(list

en to

pol

is [p

olic

e]).

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

2.a-

b. W

ith g

uida

nce

and

supp

ort,

writ

e to

con

vey

idea

s.Ex

. Use

a p

repr

ogra

mm

ed a

ltern

ate

keyb

oard

to w

rite

abou

t the

scho

ol a

ssem

bly

(like

it).

Ex. W

ork

with

a te

ache

r usin

g tw

o-sw

itch

step

scan

ning

to sc

an th

roug

h th

e le

tters

of

the

alph

abet

dire

cting

the

teac

her t

o “g

o to

the

next

one

,” an

d “w

rite

that

one

dow

n,”

in

orde

r to

sele

ct le

tters

to u

se in

writi

ng a

bout

scho

ol.

Ex. U

sing

wor

d pr

edic

tion

softw

are

and

with

a te

ache

r’s su

ppor

t and

gui

danc

e, w

rite

abou

t a fa

vorit

e ac

tivity

in c

lass

(lik

e go

ing

to a

mov

ie).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Use

app

ropr

iate

and

va

ried

tran

sition

s to

link

the

maj

or se

ction

s of t

he te

xt,

crea

te c

ohes

ion,

and

cla

rify

the

rela

tions

hips

am

ong

com

plex

id

eas a

nd c

once

pts.

EEW

.9-1

0.2.

c. N

/A

d.

Use

pre

cise

lang

uage

an

d do

mai

n-sp

ecifi

c vo

cabu

lary

to

man

age

the

com

plex

ity o

f the

to

pic.

EEW

.9-1

0.2.

d. N

/A

e.

Esta

blish

and

mai

ntai

n a

form

al st

yle

and

obje

ctive

tone

w

hile

atte

ndin

g to

the

norm

s an

d co

nven

tions

of t

he d

iscip

line

in w

hich

they

are

writi

ng.

EEW

.9-1

0.2.

e. N

/A

f. Pr

ovid

e a

conc

ludi

ng

stat

emen

t or s

ectio

n th

at

follo

ws f

rom

and

supp

orts

the

info

rmati

on o

r exp

lana

tion

pres

ente

d (e

.g.,

artic

ulati

ng

impl

icati

ons o

r the

sign

ifica

nce

of th

e to

pic)

.

EEW

.9-1

0.2.

f. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.9

-10.

3. W

rite

narr

ative

s to

dev

elop

real

or i

mag

ined

ex

perie

nces

or e

vent

s usin

g eff

ectiv

e te

chni

que,

wel

l-cho

sen

deta

ils, a

nd w

ell-s

truc

ture

d ev

ent s

eque

nces

.a.

En

gage

and

orie

nt th

e re

ader

by

setti

ng o

ut a

pro

blem

, sit

uatio

n, o

r obs

erva

tion,

es

tabl

ishin

g on

e or

mul

tiple

po

int(

s) o

f vie

w, a

nd in

trod

ucin

g a

narr

ator

and

/or c

hara

cter

s;

crea

te a

smoo

th p

rogr

essio

n of

ex

perie

nces

or e

vent

s.b.

U

se n

arra

tive

tech

niqu

es, s

uch

as d

ialo

gue,

pa

cing

, des

crip

tion,

refle

ction

, an

d m

ultip

le p

lot l

ines

, to

deve

lop

expe

rienc

es, e

vent

s,

and/

or c

hara

cter

s.

EEW

.9-1

0.3.

Sel

ect a

n ev

ent o

r pe

rson

al e

xper

ienc

e an

d w

rite

abou

t it.

a-b.

In

trod

uce

an e

xper

ienc

e or

situ

ation

, at l

east

one

ch

arac

ter,

and

desc

ribe

mul

tiple

ev

ents

in se

quen

ce.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.3.

a-b.

Intr

oduc

e an

exp

erie

nce

or si

tuati

on a

nd d

escr

ibe

it in

clud

ing

mul

tiple

ch

arac

ters

and

eve

nts i

n se

quen

ce.

Ex. W

rite

a st

ory

abou

t a v

acati

on in

clud

ing

the

peop

le w

ho w

ent (

e.g.

, Mom

and

Dad

and

m

e w

ent t

o th

e m

ontu

ns [m

ount

ains

]) an

d se

vera

l eve

nts (

e.g.

, We

see

deer

. W

e rid

e up

. W

e rid

e do

wn.

).Ex

. Writ

e ab

out a

n ac

tivity

that

hap

pene

d aft

er sc

hool

incl

udin

g th

e na

mes

of t

he

stud

ents

invo

lved

and

mul

tiple

eve

nts i

n se

quen

ce.

Ex. A

fter r

eadi

ng a

nd d

iscus

sing

a no

n-fic

tion

text

, writ

e a

sum

mar

y ab

out a

n ev

ent (

e.g.

, m

ount

ains

), th

e sit

uatio

n (e

rosio

n), t

he a

ctor

s (w

ind

and

wat

er),

the

actio

ns (w

ind

blow

s,

wat

er ru

ns, m

ount

ains

cha

nge)

.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.3.

a-b.

Intr

oduc

e an

exp

erie

nce

or si

tuati

on, a

t lea

st o

ne c

hara

cter

, and

des

crib

e m

ultip

le e

vent

s in

sequ

ence

.Ex

. Writ

e a

stor

y ab

out a

vac

ation

(e.g

., W

e w

ent t

o th

e m

ontu

ns [m

ount

ains

]) an

d se

vera

l ev

ents

(e.g

., W

e se

e de

er.

We

ride

up.

We

ride

dow

n.).

Ex. W

rite

abou

t an

even

t tha

t hap

pene

d aft

er sc

hool

incl

udin

g m

ultip

le e

vent

s (e.

g., I

go

prac

tis [p

racti

ce].

Sin

g. D

ans [

danc

e]).

Ex. A

fter r

eadi

ng a

nd d

iscus

sing

a no

n-fic

tion

text

, gen

erat

e gr

oup

note

s in

visu

al p

lann

ing

softw

are,

con

vert

thos

e vi

sual

not

es in

to a

writt

en o

utlin

e in

the

softw

are,

and

exp

and

thos

e no

tes i

nto

a su

mm

ary

abou

t an

even

t (e.

g., m

ount

ains

), th

e sit

uatio

n (e

rosio

n), t

he

acto

rs (w

ind

and

wat

er),

the

actio

ns (w

ind

blow

s, w

ater

runs

, mou

ntai

ns c

hang

e).

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

3.a-

b. In

trod

uce

an e

xper

ienc

e or

situ

ation

and

incl

ude

at le

ast o

ne c

hara

cter

or

even

t.Ex

. Writ

e ab

out v

acati

on w

riting

, We

go to

the

mon

tuns

[mou

ntai

ns].

Ex. W

rite

abou

t an

even

t tha

t hap

pene

d aft

er sc

hool

(e.g

., I g

o si

ng.)

Ex. A

fter r

eadi

ng a

nd d

iscus

sing

a no

n-fic

tion

text

, ide

ntify

key

act

ors a

nd e

vent

s fro

m a

lis

t on

an in

tera

ctive

whi

tebo

ard,

and

writ

e a

sum

mar

y us

ing

a te

mpl

ate

(e.g

., Th

is te

xt is

ab

out <

even

t>.

The

win

d an

d w

ater

<di

d w

hat t

wo

thin

gs>

and

<wha

t hap

pene

d to

the

mou

ntai

ns>.

).

Leve

l I A

A S

tude

nts

will

:Ex

. Use

wor

d pr

edic

tion

softw

are

and

teac

her s

uppo

rt a

nd g

uida

nce

(e.g

., Th

e te

ache

r as

ks, “

Whe

re d

id y

ou g

o? W

hat d

id y

ou se

e? H

ear?

Do?

”) to

writ

e ab

out g

oing

to th

e m

ount

ains

, sel

ectin

g pi

ctur

es o

f the

peo

ple

who

wen

t (m

om, d

ad, m

e), a

nd th

e ev

ents

(d

eer,

chai

r lift

, eat

, TV)

.Ex

. Use

wor

ds o

r sym

bols

prov

ided

by

the

teac

her t

o w

rite

abou

t dai

ly e

vent

s.Ex

. Afte

r see

ing

a ph

oto

from

a fi

eld

trip

, use

a m

ulti-

mes

sage

dev

ice

to c

omm

unic

ate

abou

t the

exp

erie

nce

(Go

farm

. H

appy

.), w

hich

the

teac

her w

ill w

rite

belo

w th

e ph

oto

and

read

alo

ud a

s the

stud

ent o

bser

ves.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Use

a v

arie

ty o

f te

chni

ques

to se

quen

ce e

vent

s so

that

they

bui

ld o

n on

e an

othe

r to

crea

te a

coh

eren

t w

hole

.

EEW

.9-1

0.3.

c. N

/A

d.

Use

pre

cise

wor

ds a

nd

phra

ses,

telli

ng d

etai

ls, a

nd

sens

ory

lang

uage

to c

onve

y a

vivi

d pi

ctur

e of

the

expe

rienc

es,

even

ts, s

etting

, and

/or

char

acte

rs.

EEW

.9-1

0.3.

d. N

/A

e.

Prov

ide

a co

nclu

sion

that

follo

ws f

rom

and

refle

cts o

n w

hat i

s exp

erie

nced

, obs

erve

d,

or re

solv

ed o

ver t

he c

ours

e of

th

e na

rrati

ve.

EEW

.9-1

0.3.

e. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Prod

ucti

on a

nd D

istr

ibuti

on o

f W

riti

ng.

W.9

-10.

4. P

rodu

ce c

lear

and

co

here

nt w

riting

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

st

yle

are

appr

opria

te to

task

, pu

rpos

e, a

nd a

udie

nce.

(Gr

ade-

spec

ific

expe

ctati

ons f

or w

riting

ty

pes a

re d

efine

d in

stan

dard

s 1–

3 ab

ove.

)

EEW

.9-1

0.4.

Pro

duce

writi

ng

that

is a

ppro

pria

te to

a p

artic

ular

ta

sk, p

urpo

se, a

nd a

udie

nce.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.4.

Pro

duce

coh

eren

t writi

ng th

at is

com

plet

e an

d ap

prop

riate

to a

par

ticul

ar

task

, pur

pose

, and

aud

ienc

e.Ex

. Writ

e di

recti

ons i

n se

quen

ce to

do

a pa

rticu

lar t

ask.

Ex. M

ake

a lis

t of t

hing

s to

asse

mbl

e th

at w

ill b

e ne

eded

for a

cla

ss p

roje

ct.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.4.

Pro

duce

writi

ng th

at is

app

ropr

iate

to a

par

ticul

ar ta

sk, p

urpo

se, o

r aud

ienc

e.Ex

. Mak

e a

list o

f thi

ngs t

o pa

ck fo

r a tr

ip u

sing

a ta

lkin

g w

ord

proc

esso

r with

wor

d pr

edic

tion

softw

are.

Ex. M

ake

a lis

t of t

hree

or f

our s

teps

nee

ded

to c

ompl

ete

a ta

sk b

y re

spon

ding

to

ques

tions

in g

raph

ic o

rgan

izer s

oftw

are

(e.g

., Li

st a

ll th

e th

ings

you

did

. W

hat d

id y

ou d

o fir

st?

Wha

t did

you

do

next

? W

hat w

as th

e la

st th

ing

you

did?

), w

hich

is th

en c

onve

rted

to

text

out

line

and

impo

rted

into

talk

ing

wor

d pr

oces

sor,

whe

re st

uden

ts e

xpan

ds o

n th

e no

tes a

nd c

heck

s acc

urac

y.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

4. W

ith g

uida

nce

and

supp

ort,

prod

uce

writi

ng th

at is

app

ropr

iate

to th

e ta

sk,

purp

ose,

or a

udie

nce.

Ex. U

se a

wor

d/pi

ctur

e ba

nk p

roje

cted

on

an in

tera

ctive

whi

tebo

ard

com

bine

d w

ith

spel

ling

to m

ake

a lis

t of t

hing

s to

pack

for a

trip

.Ex

. Use

a se

t of g

uide

lines

, wor

d pr

edic

tion

softw

are,

and

a ta

lkin

g w

ord

proc

esso

r to

writ

e a

lette

r with

of a

pplic

ation

with

an

intr

oduc

tion,

bod

y, a

nd a

clo

sing.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

4. W

ith g

uida

nce

and

supp

ort,

writ

e.Ex

. Use

a k

eybo

ard

to ty

pe le

tters

inte

racti

vely

with

a p

eer w

ho p

rovi

des a

mod

el b

y w

riting

con

venti

onal

ly b

ut si

mpl

y.Ex

. Use

a m

ultip

le m

essa

ge v

oice

out

put d

evic

e in

terf

aced

with

a c

ompu

ter a

nd h

elp

from

an

adu

lt w

ho n

avig

ates

to th

e de

sired

pag

e to

mak

e a

list o

f fre

e ch

oice

acti

vitie

s and

then

ty

pes l

etter

-by-

lette

r abo

ut e

ach

activ

ity.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.9

-10.

5. D

evel

op a

nd

stre

ngth

en w

riting

as n

eede

d by

pla

nnin

g, re

visin

g,

editi

ng, r

ewriti

ng, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on a

ddre

ssin

g w

hat i

s mos

t sig

nific

ant f

or a

spec

ific

purp

ose

and

audi

ence

.

EEW

.9-1

0.5.

Dev

elop

writi

ng

by p

lann

ing

and

revi

sing

own

writi

ng b

y ad

ding

mor

e in

form

ation

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.5.

Str

engt

hen

writi

ng b

y pl

anni

ng a

nd re

visin

g ow

n w

riting

and

add

ing

mor

e in

form

ation

Ex. G

iven

a to

pic

and

a sa

mpl

e br

ains

torm

ing

bubb

le, g

ener

ate

idea

s and

writ

e th

em

dow

n, th

en re

read

wha

t is w

ritten

and

add

one

mor

e de

tail.

Ex. D

evel

op o

utlin

e be

fore

beg

inni

ng th

e w

riting

pro

cess

(top

ic, t

hree

det

ails,

con

clus

ion)

an

d us

e it

to w

rite,

seek

pee

r fee

dbac

k, a

nd th

en a

dd to

the

outli

ne b

ased

on

feed

back

pr

ovid

ed.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.5.

Dev

elop

writi

ng b

y pl

anni

ng a

nd re

visin

g ow

n w

riting

by

addi

ng m

ore

info

rmati

on.

Ex. G

iven

a to

pic

and

a sa

mpl

e br

ains

torm

ing

bubb

le, g

ener

ate

idea

s and

writ

e th

em

dow

n, th

en re

read

wha

t is w

ritten

and

add

one

mor

e de

tail.

Ex. U

sing

a qu

estio

n fr

amew

ork

(e.g

., 5

W’s

and

an H

) in

grap

hic

orga

nize

r soft

war

e, ta

ke

turn

s ent

erin

g in

form

ation

into

the

orga

nize

r, se

ek a

noth

er p

eer p

artn

er g

roup

’s fe

edba

ck,

and

then

add

to th

e ou

tline

.Ex

. Afte

r rea

ding

a sc

ienc

e te

xt, w

ork

with

a c

lass

mat

e to

take

not

es in

gra

phic

org

anize

r so

ftwar

e, c

onve

rt th

e gr

aphi

c re

pres

enta

tion

into

an

outli

ne, a

nd u

se w

ord

pred

ictio

n so

ftwar

e w

ith a

spec

ific

topi

c di

ction

ary

to c

ompl

ete

the

L co

lum

n of

a K

WL

char

t, sh

are

it w

ith a

noth

er p

air o

f cla

ssm

ates

, and

revi

se b

ased

on

thei

r fee

dbac

k.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

5. W

ith g

uida

nce

and

supp

ort f

rom

adu

lts a

nd p

eers

, dev

elop

writi

ng b

y pl

anni

ng a

nd re

visin

g ow

n w

riting

by

addi

ng m

ore

info

rmati

on.

Ex. A

fter s

harin

g w

riting

with

pee

rs, w

ork

with

pee

rs to

bra

inst

orm

idea

s to

add.

Pee

rs

writ

e al

l of t

he id

eas i

n a

list a

nd g

ive

it to

the

stud

ent t

o us

e in

revi

sing

and

addi

ng m

ore

info

rmati

on to

impr

ove

the

over

all q

ualit

y of

the

writi

ng.

Ex. W

ork

with

pee

rs to

pla

n a

writt

en re

port

of t

heir

rese

arch

pro

ject

. Ea

ch ta

kes t

urns

re

adin

g w

hat t

hey

have

to o

ne a

noth

er a

nd th

en th

e gr

oup

wor

ks to

geth

er to

add

idea

s to

a g

raph

ic o

rgan

izer p

rovi

ded

by th

e te

ache

r. F

inal

ly, th

e st

uden

t add

s ide

as fr

om th

e gr

aphi

c or

gani

zer t

o ow

n w

riting

to st

reng

then

it.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

5. W

ith g

uida

nce

and

supp

ort f

rom

adu

lts a

nd p

eers

, add

mor

e to

writi

ng to

cl

arify

mes

sage

.Ex

. Whe

n as

ked

by a

n ad

ult o

r pee

r to

add

mor

e, se

lect

add

ition

al le

tters

or w

ords

to a

dd

to th

e ov

eral

l mes

sage

.Ex

. With

teac

her g

uida

nce

and

supp

ort a

nd u

sing

wor

d pr

edic

tion

softw

are

(e.g

., Th

e te

ache

r ask

s, “

Wha

t sou

nd d

o yo

u he

ar a

t the

beg

inni

ng o

f cat

?”),

and

a ta

lkin

g w

ord

proc

esso

r (e.

g., T

he te

ache

r say

s, “

It sa

id c

ar.

I tho

ught

you

wer

e tr

ying

to w

rite

cat.

W

hat c

an w

e ch

ange

to m

ake

it sa

y ca

t?”)

, lab

el fa

mili

ar p

ictu

res f

rom

a fa

vorit

e te

xt.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.9

-10.

6. U

se te

chno

logy

, in

clud

ing

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

indi

vidu

al o

r sha

red

writi

ng

prod

ucts

, tak

ing

adva

ntag

e of

te

chno

logy

’s ca

paci

ty to

link

to

oth

er in

form

ation

and

to

disp

lay

info

rmati

on fl

exib

ly a

nd

dyna

mic

ally.

EEW

.9-1

0.6.

Use

tech

nolo

gy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd u

pdat

e in

divi

dual

or s

hare

d w

riting

pr

oduc

ts.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.6.

Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

indi

vidu

al w

riting

pro

duct

s.Ex

. Use

tech

nolo

gy to

upd

ate,

edi

t, an

d re

vise

a p

iece

of o

wn

writi

ng.

Ex. U

se a

talk

ing

wor

d pr

oces

sor t

o lis

ten

to fi

rst d

raft

and

deci

de w

hat i

nfor

mati

on to

ad

d, sp

ell c

heck

and

gra

mm

ar c

heck

to e

dit,

and

then

exp

ort d

igita

l dra

ft to

cla

ss w

iki.

Ex. H

avin

g pu

blish

ed a

dra

ft in

a d

igita

l writi

ng e

nviro

nmen

t (e.

g., w

ebsit

e, w

iki,

blog

), re

view

com

men

ts o

f cla

ssm

ates

abo

ut th

e dr

aft, d

ownl

oad

it to

a ta

lkin

g w

ord

proc

esso

r w

ith w

ord

pred

ictio

n so

ftwar

e, re

vise

it b

ased

on

the

feed

back

, and

upl

oad

back

to th

e di

gita

l writi

ng e

nviro

nmen

t.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.6.

Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

indi

vidu

al o

r sha

red

writi

ng p

rodu

cts.

Ex. U

se te

chno

logy

to a

dd a

sent

ence

in a

n el

ectr

onic

shar

ed w

riting

pro

duct

.Ex

. Add

wor

ds to

sent

ence

s in

an e

lect

roni

c sh

ared

writi

ng p

rodu

ct.

Ex. U

se o

nlin

e co

mm

unic

ation

softw

are

to te

xt m

essa

ge w

ith a

n e-

budd

y in

ano

ther

cl

assr

oom

or s

choo

l.Ex

. Rec

ord

daily

acti

vitie

s on

a bl

og th

at is

shar

ed w

ith p

aren

ts in

stea

d of

a tr

aditi

onal

ho

me-

scho

ol n

oteb

ook.

Ex. N

avig

ate

the

Inte

rnet

usin

g sc

reen

read

er so

ftwar

e, id

entif

y in

form

ation

abo

ut th

e se

lect

ed to

pic,

use

the

info

rmati

on to

writ

e us

ing

a ta

lkin

g w

ord

proc

esso

r with

an

alte

rnati

ve k

eybo

ard,

and

shar

e w

hat w

as le

arne

d w

ith c

lass

mat

es.

Ex. U

se a

teac

her-c

reat

ed o

r tea

cher

-iden

tified

web

site

to le

arn

abou

t a to

pic

with

a p

eer,

take

not

es w

ith th

e pe

er in

gra

phic

org

anize

r soft

war

e, c

onve

rt th

e gr

aphi

c or

gani

zer t

o an

ou

tline

, and

co-

auth

or a

sum

mar

y.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

6. W

ith g

uida

nce

and

supp

ort,

use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

shar

ed w

riting

pro

duct

s.Ex

. Afte

r rev

iew

ing

and

disc

ussin

g a

shar

ed w

riting

pro

duct

, add

wor

ds to

sent

ence

s in

the

elec

tron

ic sh

ared

writi

ng p

rodu

ct.

Ex. H

avin

g se

nt a

n e-

mai

l to

an a

dult,

read

thei

r res

pons

e se

ekin

g ad

ditio

nal i

nfor

mati

on

or c

larifi

catio

n, a

nd w

rite

a ne

w e

-mai

l to

addr

ess t

he re

ques

t.Ex

. Use

an

alte

rnati

ve k

eybo

ard

prog

ram

med

with

the

day’

s acti

vitie

s and

som

e co

mm

ents

to w

rite

an e

ntry

on

a bl

og th

at is

shar

ed w

ith p

aren

ts in

stea

d of

a h

ome-

scho

ol n

oteb

ook.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

6. W

ith g

uida

nce

and

supp

ort,

use

tech

nolo

gy to

writ

e.Ex

. Use

a k

eybo

ard

to ty

pe le

tters

and

wor

ds in

tera

ctive

ly w

ith a

pee

r or a

n ad

ult w

ho

type

s sim

ple,

con

venti

onal

ly sp

elle

d m

essa

ges.

Ex. U

se a

key

boar

d pr

ogra

mm

ed fo

r onl

y al

phab

et le

tters

and

a sp

ace

bar,

wor

d pr

edic

tion

softw

are,

and

a ta

lkin

g w

ord

proc

esso

r with

a p

eer m

odel

to ta

ke tu

rns t

ypin

g te

xt

mes

sage

s to

one

anot

her.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Rese

arch

to B

uild

and

Pre

sent

Kn

owle

dge.

W.9

-10.

7. C

ondu

ct sh

ort a

s wel

l as

mor

e su

stai

ned

rese

arch

pr

ojec

ts to

ans

wer

a q

uesti

on

(incl

udin

g a

self-

gene

rate

d qu

estio

n) o

r sol

ve a

pro

blem

; na

rrow

or b

road

en th

e in

quiry

w

hen

appr

opria

te; s

ynth

esize

m

ultip

le so

urce

s on

the

subj

ect,

dem

onst

ratin

g un

ders

tand

ing

of

the

subj

ect u

nder

inve

stiga

tion.

EEW

.9-1

0.7.

Con

duct

shor

t re

sear

ch p

roje

cts t

o an

swer

qu

estio

ns p

osed

by

self

and

othe

rs u

sing

mul

tiple

sour

ces o

f in

form

ation

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.7

Cond

uct s

hort

rese

arch

pro

ject

s to

answ

er q

uesti

ons p

osed

by

self

and

othe

rs

usin

g m

ultip

le so

urce

s of i

nfor

mati

on.

Ex. I

nter

act w

ith a

var

iety

of w

ebsit

es u

sing

a sc

reen

read

er to

acc

ess t

he in

form

ation

in

orde

r to

answ

er a

que

stion

pos

ed b

y th

e te

ache

r and

gen

erat

e tw

o qu

estio

ns o

f his

or h

er

own.

Ex. C

ompl

ete

the

K an

d W

col

umn

of a

KW

L ch

art o

n a

parti

cula

r inf

orm

ation

al to

pic,

and

th

en v

isit a

var

iety

of w

ebsit

es to

ans

wer

que

stion

s the

y po

sed

in th

e W

col

umn

and

take

no

tes i

n th

e L

colu

mn

as th

ey d

o so

.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.7.

Con

duct

shor

t res

earc

h pr

ojec

ts to

ans

wer

que

stion

s pos

ed b

y se

lf an

d ot

hers

usin

g m

ultip

le so

urce

s of i

nfor

mati

on.

Ex. I

nter

act w

ith tw

o w

ebsit

es u

sing

a sc

reen

read

er to

acc

ess t

he in

form

ation

in o

rder

to

answ

er a

que

stion

pos

ed b

y th

e te

ache

r and

to g

ener

ate

two

ques

tions

.Ex

. Com

plet

e th

e K

and

W c

olum

n of

a K

WL

char

t on

a pa

rticu

lar i

nfor

mati

onal

topi

c, a

nd

then

visi

t tw

o w

ebsit

es to

ans

wer

que

stion

s the

y po

sed

in th

e W

col

umn

and

take

not

es in

th

e L

colu

mn

as th

ey d

o so

.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

7. C

ondu

ct sh

ort r

esea

rch

proj

ects

to a

nsw

er q

uesti

ons u

sing

one

or m

ore

sour

ces o

f inf

orm

ation

.Ex

. Giv

en a

que

stion

and

text

pos

ted

on a

n in

tera

ctive

whi

tebo

ard,

rese

arch

to fi

nd th

e an

swer

to a

que

stion

afte

r a p

eer r

eads

the

ques

tion

alou

d an

d di

scus

ses i

t with

the

stud

ent b

efor

e re

adin

g th

e te

xt a

loud

to fi

nd th

e an

swer

.Ex

. Rea

d or

list

en to

secti

ons o

f a b

ook

abou

t wat

er h

ighl

ight

ed b

y a

peer

or t

each

er, a

nd

then

use

hig

hlig

hted

info

rmati

on to

writ

e an

ans

wer

to a

que

stion

(e.g

., “W

here

is m

ost o

f th

e w

ater

on

eart

h?”

Wat

er in

osh

un [o

cean

].).

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

7. W

ith g

uida

nce

and

supp

ort,

answ

er q

uesti

ons b

ased

on

a te

xt o

r oth

er

sour

ces o

f inf

orm

ation

.Ex

. With

gui

danc

e an

d su

ppor

t, an

swer

a y

es o

r no

ques

tion

abou

t an

expe

rienc

e de

scrib

ed in

a te

xt th

ey h

ave

auth

ored

usin

g w

ord

pred

ictio

n so

ftwar

e w

ith a

topi

c-sp

ecifi

c di

ction

ary.

Ex. W

ith g

uida

nce

and

supp

ort,

answ

er m

ultip

le-c

hoic

e qu

estio

ns a

bout

info

rmati

on

prov

ided

in a

text

that

they

hav

e co

-aut

hore

d w

ith a

pee

r abo

ut a

favo

rite

scho

ol a

ctivi

ty.

Ex. U

se w

ord

pred

ictio

n so

ftwar

e to

ans

wer

que

stion

s abo

ut a

n ill

ustr

ation

from

a fa

vorit

e te

xt in

sert

ed in

a d

igita

l doc

umen

t, an

d, if

spel

ling

is un

clea

r, an

swer

yes

or n

o qu

estio

ns

abou

t the

ir an

swer

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.9

-10.

8. G

athe

r rel

evan

t in

form

ation

from

mul

tiple

au

thor

itativ

e pr

int a

nd d

igita

l so

urce

s, u

sing

adva

nced

se

arch

es e

ffecti

vely

; ass

ess t

he

usef

ulne

ss o

f eac

h so

urce

in

answ

erin

g th

e re

sear

ch q

uesti

on;

inte

grat

e in

form

ation

into

the

text

sele

ctive

ly to

mai

ntai

n th

e flo

w o

f ide

as, a

void

ing

plag

iaris

m

and

follo

win

g a

stan

dard

form

at

for c

itatio

n.

EEW

.9-1

0.8.

Sel

ect i

nfor

mati

on

from

mul

tiple

sour

ces a

nd u

se

the

info

rmati

on to

writ

e an

swer

s to

rese

arch

que

stion

s.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.8.

Sel

ect i

nfor

mati

on, i

nclu

ding

quo

tes,

from

mul

tiple

sour

ces a

nd u

se th

e in

form

ation

to w

rite

answ

ers t

o re

sear

ch q

uesti

ons.

Ex. G

iven

a to

pic,

a c

olle

ction

of b

ookm

arke

d w

ebsit

es, a

nd a

set o

f gui

ding

que

stion

s,

sele

ct in

form

ation

abo

ut th

e to

pic

and

use

the

info

rmati

on to

ans

wer

que

stion

s usin

g di

rect

quo

tes f

rom

the

web

sites

.Ex

. Giv

en a

pro

blem

and

boo

kmar

ked

web

sites

, use

at l

east

two

sour

ces t

o sh

ow a

so

lutio

n to

the

prob

lem

.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.8.

Sel

ect i

nfor

mati

on fr

om m

ultip

le so

urce

s and

use

the

info

rmati

on to

writ

e an

swer

s to

rese

arch

que

stion

s.Ex

. Giv

en a

topi

c, a

col

lecti

on o

f boo

kmar

ked

web

sites

, and

a se

t of g

uidi

ng q

uesti

ons,

use

a

scre

en re

ader

to re

ad th

e sit

es a

nd se

lect

info

rmati

on a

bout

the

topi

c. T

hen,

use

the

info

rmati

on to

ans

wer

que

stion

s.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

8. W

ith g

uida

nce

and

supp

ort,

sele

ct in

form

ation

from

mul

tiple

sour

ces a

nd u

se

the

info

rmati

on to

writ

e an

swer

s to

rese

arch

que

stion

s.Ex

. Giv

en a

topi

c, a

col

lecti

on o

f boo

kmar

ked

web

sites

, and

a se

t of g

uidi

ng q

uesti

ons,

na

viga

te to

eac

h sit

e an

d co

py/p

aste

info

rmati

on to

ans

wer

the

ques

tions

.Ex

. Giv

en a

topi

c, a

col

lecti

on o

f boo

kmar

ked

web

sites

, and

a se

t of g

uidi

ng q

uesti

ons,

na

viga

te to

eac

h sit

e, li

sten

and

read

the

info

rmati

on w

ith a

scre

en re

ader

, and

use

wor

d pr

edic

tion

softw

are

with

a ta

lkin

g w

ord

proc

esso

r to

writ

e th

eir a

nsw

ers.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

8. W

ith g

uida

nce

and

supp

ort,

use

info

rmati

on fr

om o

ne so

urce

to a

nsw

er a

qu

estio

n.Ex

. Giv

en a

gui

ding

que

stion

, use

a si

ngle

mes

sage

voi

ce o

utpu

t com

mun

icati

on d

evic

e to

say,

“Tha

t’s it

” w

hen

the

teac

her r

eads

som

ethi

ng fr

om a

teac

her-s

elec

ted

text

that

an

swer

s the

que

stion

.Ex

. With

teac

her g

uida

nce

and

supp

ort a

s nee

ded

with

any

of t

he st

eps:

giv

en a

topi

c, a

sin

gle

book

mar

ked

web

site,

a w

hat o

r whe

re q

uesti

on, u

se a

scre

en re

ader

to li

sten

to

and

read

the

info

rmati

on a

t the

site

, and

use

wor

d pr

edic

tion

softw

are

with

a ta

lkin

g w

ord

proc

esso

r and

ada

pted

key

boar

d pr

esen

ting

only

alp

habe

t lett

ers,

spac

e ba

r, an

d a

perio

d,

writ

e an

ans

wer

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.9

-10.

9. D

raw

evi

denc

e fr

om

liter

ary

or in

form

ation

al te

xts t

o su

ppor

t ana

lysis

, refl

ectio

n, a

nd

rese

arch

.a.

Ap

ply

grad

es 9

–10

Read

ing

stan

dard

s to

liter

atur

e (e

.g.,

“Ana

lyze

how

an

auth

or

draw

s on

and

tran

sfor

ms s

ourc

e m

ater

ial i

n a

spec

ific

wor

k [e

.g.,

how

Sha

kesp

eare

trea

ts a

them

e or

topi

c fr

om O

vid

or th

e Bi

ble

or h

ow a

late

r aut

hor d

raw

s on

a pl

ay b

y Sh

akes

pear

e]”)

.

EEW

.9-1

0.9.

Use

info

rmati

on

from

lite

rary

and

info

rmati

onal

te

xt to

supp

ort w

riting

.a.

Ap

ply

Esse

ntial

El

emen

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

lite

ratu

re (e

.g.,

“Ide

ntify

whe

n an

aut

hor

has d

raw

n up

on o

r inc

lude

d re

fere

nces

to a

noth

er te

xt.”)

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.9.

a. A

pply

Ess

entia

l Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

lite

ratu

re

(e.g

., “D

eter

min

e ho

w a

n au

thor

has

dra

wn

upon

or i

nclu

ded

refe

renc

es to

ano

ther

te

xt.”)

.Ex

. Afte

r rea

ding

to d

eter

min

e ho

w a

n au

thor

has

rela

ted

info

rmati

on fr

om a

pre

viou

s bo

ok in

a se

ries t

o a

late

r boo

k in

the

sam

e se

ries,

writ

e ab

out i

t.Ex

. Afte

r rea

ding

to d

eter

min

e ho

w in

form

ation

from

one

aut

hor’s

text

is fo

und

in a

noth

er

auth

or’s

text

, writ

e ab

out i

t.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.9.

a. A

pply

Ess

entia

l Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

lite

ratu

re

(e.g

., “I

denti

fy w

hen

an a

utho

r ref

eren

ces o

ne te

xt to

ano

ther

text

.”).

Ex. A

fter r

eadi

ng to

iden

tify

whe

n an

aut

hor h

as d

raw

n up

on a

noth

er te

xt, w

rite

abou

t th

e te

xt th

at w

as d

raw

n up

on.

Ex. A

fter r

eadi

ng tw

o st

orie

s on

simila

r top

ics,

writ

e th

e pa

rts o

f the

text

s tha

t are

the

sam

e.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

9.a.

With

gui

danc

e an

d su

ppor

t, ap

ply

Esse

ntial

Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

lite

ratu

re (e

.g.,

“Ide

ntify

whe

n an

aut

hor r

efer

ence

s one

text

to

anot

her t

ext.”

).Ex

. Afte

r rea

ding

two

stor

ies o

n sim

ilar t

opic

s, u

sing

teac

her g

uida

nce

and

supp

ort a

s ne

eded

, writ

e th

e pa

rts o

f the

text

s tha

t are

the

sam

e us

ing

wor

d pr

edic

tion

softw

are

and

a ta

lkin

g w

ord

proc

esso

r.Ex

. Giv

en tw

o st

orie

s abo

ut th

e sa

me

char

acte

r (e.

g., t

wo

cultu

ral r

epre

sent

ation

s of t

he

Cind

erel

la st

ory)

, writ

e ab

out w

hat i

s the

sam

e ab

out t

he c

hara

cter

in b

oth

stor

ies u

sing

teac

her g

uida

nce

and

supp

ort a

s nee

ded,

wor

d pr

edic

tion

softw

are,

and

a ta

lkin

g w

ord

proc

esso

r.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

9.a.

With

gui

danc

e an

d su

ppor

t fro

m a

dults

and

pee

rs, p

artic

ipat

e in

shar

ed

writi

ng a

ctivi

ties t

hat a

pply

Ess

entia

l Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

lit

erat

ure

(e.g

., “I

denti

fy w

hen

an a

utho

r ref

eren

ces o

ne te

xt to

ano

ther

text

.”).

Ex. A

fter r

eadi

ng tw

o ve

ry b

asic

text

s on

simila

r top

ics,

indi

cate

“sam

e” o

r “di

ffere

nt”

as

the

teac

her d

ispla

ys tw

o pa

ges,

focu

sing

first

on

the

illus

trati

ons a

nd la

ter o

n th

e te

xt

cont

ent,

and

the

teac

her a

dds t

he re

spon

ses t

o a

char

t.Ex

. Afte

r list

enin

g to

an

e-bu

ddy

read

alo

ud a

sim

ple

text

ove

r Int

erne

t vid

eoco

nfer

enci

ng,

exch

ange

e-m

ails

in w

hich

the

e-bu

ddy

incl

udes

refe

renc

es o

r quo

tes i

n ea

ch m

essa

ge,

and

the

stud

ent i

denti

fies i

t with

teac

her g

uida

nce

and

supp

ort,

and

usin

g w

ord

pred

ictio

n so

ftwar

e an

d a

talk

ing

wor

d pr

oces

sor t

ypes

a m

essa

ge in

dica

ting

the

text

line

an

d pa

ge o

f the

refe

renc

e or

quo

te a

nd a

com

men

t abo

ut it

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

b.

Appl

y gr

ades

9–1

0 Re

adin

g st

anda

rds t

o lit

erar

y no

nficti

on (e

.g.,

“Del

inea

te

and

eval

uate

the

argu

men

t an

d sp

ecifi

c cl

aim

s in

a te

xt,

asse

ssin

g w

heth

er th

e re

ason

ing

is va

lid a

nd th

e ev

iden

ce is

re

leva

nt a

nd su

ffici

ent;

iden

tify

false

stat

emen

ts a

nd fa

llaci

ous

reas

onin

g”).

EEW

.9-1

0.9.

b. A

pply

Ess

entia

l El

emen

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

info

rmati

onal

text

(e

.g.,

“Del

inea

te st

atem

ents

that

su

ppor

t an

argu

men

t.”).

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.9-1

0.9.

b. A

pply

Ess

entia

l Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

info

rmati

onal

te

xt (e

.g.,

“Use

evi

denc

e an

d st

atem

ents

to su

ppor

t an

argu

men

t.”).

Ex. W

rite

answ

ers t

o qu

estio

ns a

bout

whe

ther

key

det

ails

supp

ort t

he c

entr

al id

ea o

r cl

aim

of a

n au

thor

in th

e te

xt.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.9-1

0.9.

b. A

pply

Ess

entia

l Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

info

rmati

onal

te

xt (e

.g.,

“Del

inea

te st

atem

ents

that

supp

ort a

n ar

gum

ent.”

)Ex

. Rea

d a

text

to d

eter

min

e w

hich

cla

ims a

re fa

ct a

nd th

en m

ake

a lis

t of t

hose

fact

s.Ex

. Rea

d a

book

to d

eter

min

e th

e au

thor

’s po

int o

f vie

w a

nd th

en w

rite

sele

cted

phr

ases

fr

om th

e te

xt th

at su

ppor

t it.

Ex. C

ompl

ete

the

L co

lum

n of

a K

WL

char

t, an

swer

ing

ques

tions

they

pos

ed w

ith te

xt

evid

ence

, noti

ng th

e pa

ge w

here

ans

wer

s wer

e fo

und.

Leve

l II A

A S

tude

nts

will

:EE

W.9

-10.

9.b.

With

gui

danc

e an

d su

ppor

t, ap

ply

Esse

ntial

Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

info

rmati

onal

text

(e.g

., “D

elin

eate

stat

emen

ts th

at su

ppor

t an

argu

men

t.”).

Ex. R

ead

a te

xt w

ith th

e te

ache

r and

a sm

all g

roup

to d

eter

min

e w

hich

cla

ims a

re fa

ct a

nd

then

wor

k w

ith th

e gr

oup

to w

rite

a lis

t of t

hose

fact

s.Ex

. Afte

r rea

ding

a b

ook

with

an

adul

t to

dete

rmin

e th

e au

thor

’s po

int o

f vie

w, d

iscus

s the

po

int o

f vie

w a

nd w

rite

abou

t the

fact

s fro

m th

e co

nver

satio

n w

hile

the

teac

her h

elps

the

stud

ent r

ecal

l the

fact

s.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

9.b.

With

gui

danc

e an

d su

ppor

t, pa

rtici

pate

in g

roup

writi

ng a

ctivi

ties a

pply

ing

Esse

ntial

Ele

men

ts o

f Gra

de 9

-10

Read

ing

Stan

dard

s to

info

rmati

onal

text

(e.g

., “D

elin

eate

st

atem

ents

that

supp

ort a

n ar

gum

ent.”

).Ex

. Use

voi

ce o

utpu

t com

mun

icati

on d

evic

es to

inte

ract

with

pee

rs d

urin

g co

llabo

rativ

e w

riting

pro

ject

s, a

skin

g th

em to

read

alo

ud a

nd p

oint

to te

xt a

s the

y do

so, a

nd in

dica

ting

“yes

” or

“no

” to

kee

p th

e in

form

ation

in th

e te

xt.

For “

no”

resp

onse

s, p

eers

will

def

end

evid

ence

with

text

refe

renc

es o

r elim

inat

e as

dire

cted

.Ex

. Use

a p

repr

ogra

mm

ed a

ltern

ative

key

boar

d to

con

trib

ute

to a

smal

l gro

up w

riting

pr

ojec

t.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Rang

e of

Writi

ng.

W.9

-10.

10. W

rite

routi

nely

ov

er e

xten

ded

time

fram

es

(tim

e fo

r res

earc

h, re

flecti

on,

and

revi

sion)

and

shor

ter ti

me

fram

es (a

sing

le si

tting

or a

day

or

two)

for a

rang

e of

task

s,

purp

oses

, and

aud

ienc

es.

EEW

.9-1

0.10

. Writ

e ro

utine

ly

over

tim

e fo

r a ra

nge

of ta

sks,

pu

rpos

es, a

nd a

udie

nces

.

Leve

l IV

AA

Stu

dent

s w

ill:

Ex. U

sing

wor

d pr

edic

tion

softw

are

with

a to

pic-

spec

ific

dicti

onar

y an

d a

talk

ing

wor

d pr

oces

sor o

n th

e co

mpu

ter,

writ

e no

tes t

o th

e sc

hool

prin

cipa

l and

the

teac

her a

bout

an

upco

min

g ev

ent.

Ex. U

sing

wor

d pr

edic

tion

softw

are

with

a to

pic-

spec

ific

dicti

onar

y an

d a

talk

ing

wor

d pr

oces

sor,

com

plet

e a

shor

t res

earc

h re

port

and

then

revi

ew a

nd re

vise

it.

Ex. W

ith g

uida

nce

and

supp

ort,

writ

e la

bels

to g

o w

ith a

disp

lay

for a

gro

up re

sear

ch

proj

ect.

EEW

.9-1

0.10

. With

gui

danc

e an

d su

ppor

t, co

mm

unic

ate

routi

nely

for a

var

iety

of

purp

oses

and

aud

ienc

es.

Ex. A

fter s

hare

d re

adin

g of

an

info

rmati

onal

pas

sage

and

repe

ating

a w

ord

or p

hras

e fr

om th

e pa

ssag

e, u

se a

mul

tiple

mes

sage

voi

ce o

utpu

t dev

ice

and

mod

els f

rom

an

adul

t co

mm

unic

ation

par

tner

to m

ake

com

men

ts d

urin

g gr

oup

writi

ng p

roje

cts w

hich

are

w

ritten

on

a co

mm

ents

pag

e an

d re

ad a

loud

to th

e st

uden

t by

a pe

er.

Ex. A

fter s

hare

d re

adin

g of

an

info

rmati

onal

pas

sage

and

nod

ding

to a

gree

whe

n th

e te

ache

r rep

eats

a st

atem

ent f

rom

the

pass

age,

use

a m

ultip

le m

essa

ge v

oice

out

put

devi

ce w

ith a

pee

r who

hel

ps n

avig

ate

to th

e ap

prop

riate

pag

e to

giv

e fe

edba

ck to

pee

rs

who

are

shar

ing

thei

r writi

ng.

This

feed

back

is w

ritten

by

peer

s on

thei

r dra

fts a

nd re

ad

alou

d vi

a a

talk

ing

wor

d pr

oces

sor,

scre

en re

ader

, or a

pee

r to

the

stud

ent.


Nin

th-T

enth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Sp

eaki

ng

an

d L

iste

nin

g

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Com

preh

ensi

on a

nd

Colla

bora

tion

.

SL.9

-10.

1. In

itiat

e an

d pa

rtici

pate

eff

ectiv

ely

in a

rang

e of

co

llabo

rativ

e di

scus

sions

(one

-on

-one

, in

grou

ps, a

nd te

ache

r-le

d) w

ith d

iver

se p

artn

ers o

n gr

ades

9–1

0 to

pics

, tex

ts, a

nd

issue

s, b

uild

ing

on o

ther

s’ id

eas

and

expr

essin

g th

eir o

wn

clea

rly

and

pers

uasiv

ely.

a.

Com

e to

disc

ussio

ns

prep

ared

, hav

ing

read

and

re

sear

ched

mat

eria

l und

er

stud

y; e

xplic

itly

draw

on

that

pr

epar

ation

by

refe

rrin

g to

ev

iden

ce fr

om te

xts a

nd o

ther

re

sear

ch o

n th

e to

pic

or is

sue

to

stim

ulat

e a

thou

ghtfu

l, w

ell-

reas

oned

exc

hang

e of

idea

s.

EESL

.9-1

0.1.

Initi

ate

and

parti

cipa

te in

col

labo

rativ

e di

scus

sions

.a.

Pr

epar

e fo

r disc

ussio

ns

by c

olle

cting

info

rmati

on o

n th

e to

pic.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

a. P

repa

re fo

r disc

ussio

ns b

y co

llecti

ng in

form

ation

on

the

topi

c an

d re

ferr

ing

to it

in th

e di

scus

sion.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, re

ad o

r list

en to

a te

xt o

r oth

er m

ultip

le m

edia

sour

ce

to c

reat

e a

list o

f fac

ts a

bout

an

assig

ned

topi

c, a

nd th

en re

fer t

o th

at li

st d

urin

g a

disc

ussio

n on

the

topi

c.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

read

or l

isten

to a

text

on

a to

pic

and

high

light

im

port

ant i

nfor

mati

on, a

nd th

en re

fer t

o th

at h

ighl

ight

ed in

form

ation

dur

ing

a di

scus

sion

on th

e to

pic.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, p

repr

ogra

m in

form

ation

abo

ut a

topi

c on

a m

ultip

le

mes

sage

voi

ce o

utpu

t dev

ice

and

then

use

the

prep

rogr

amm

ed m

essa

ges d

urin

g a

disc

ussio

n.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

a. P

repa

re fo

r disc

ussio

ns b

y co

llecti

ng in

form

ation

on

the

topi

c.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

read

or l

isten

to a

text

or o

ther

mul

tiple

med

ia so

urce

to

cre

ate

a lis

t of f

acts

abo

ut a

n as

signe

d to

pic.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, re

ad o

r list

en to

a te

xt o

n a

topi

c an

d hi

ghlig

ht

impo

rtan

t inf

orm

ation

.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

1.a.

Pre

pare

for d

iscus

sions

by

colle

cting

info

rmati

on o

n th

e to

pic

with

a g

roup

.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

wor

k w

ith a

pee

r or g

roup

of p

eers

read

ing

and/

or

liste

ning

to te

xt o

r oth

er m

ultip

le m

edia

sour

ces t

o cr

eate

a li

st o

f fac

ts a

bout

an

assig

ned

topi

c.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

wor

k w

ith a

pee

r or g

roup

of p

eers

to re

ad w

ith te

xt

disp

laye

d on

an

inte

racti

ve w

hite

boar

d an

d hi

ghlig

ht th

e im

port

ant i

nfor

mati

on.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

1.a.

With

gui

danc

e an

d su

ppor

t, pr

epar

e fo

r a d

iscus

sion

by p

revi

ewin

g pr

e-st

ored

mes

sage

s and

then

shar

e th

ose

mes

sage

s dur

ing

the

disc

ussio

n.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

pra

ctice

sele

cting

four

diff

eren

t mes

sage

s fro

m a

m

ultip

le m

essa

ge v

oice

out

put d

evic

e pr

ogra

mm

ed b

y th

e te

ache

r, an

d th

en sh

are

the

mes

sage

s dur

ing

a di

scus

sion.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, p

revi

ew a

mes

sage

on

a sin

gle

mes

sage

voi

ce o

utpu

t de

vice

pro

gram

med

by

a pe

er b

y ac

tivati

ng th

e m

essa

ge a

nd a

ttend

ing

to th

e pe

er’s

expl

anati

on, a

nd th

en a

ctiva

te th

e m

essa

ge d

urin

g th

e en

suin

g gr

oup

disc

ussio

n.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

b.

Wor

k w

ith p

eers

to se

t ru

les f

or c

olle

gial

disc

ussio

ns a

nd

deci

sion-

mak

ing

(e.g

., in

form

al

cons

ensu

s, ta

king

vot

es o

n ke

y iss

ues,

pre

sent

ation

of a

ltern

ate

view

s), c

lear

goa

ls an

d de

adlin

es,

and

indi

vidu

al ro

les a

s nee

ded.

EESL

.9-1

0.1.

b. W

ork

with

pee

rs

to se

t rul

es fo

r disc

ussio

ns.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

b. W

ork

with

pee

rs to

set r

ules

for d

iscus

sions

and

follo

w th

ose

rule

s dur

ing

the

disc

ussio

n.Ex

. Con

trib

ute

own

idea

s (e.

g., t

ake

turn

s) d

urin

g a

disc

ussio

n of

gro

up ru

les,

agr

ee u

pon

the

rule

s the

gro

up d

ecid

es, a

nd th

en fo

llow

the

rule

s dur

ing

the

ensu

ing

disc

ussio

n.Ex

. Wor

k w

ith p

eers

to se

lect

rule

s the

y w

ill fo

llow

from

a li

st o

f pos

sibili

ties,

and

then

fo

llow

thos

e ru

les d

urin

g th

e di

scus

sion.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

b. W

ork

with

pee

rs to

set r

ules

for d

iscus

sions

.Ex

. Con

trib

ute

own

idea

s (e.

g., t

ake

turn

s) d

urin

g a

disc

ussio

n of

gro

up ru

les,

agr

ee u

pon

the

rule

s the

gro

up d

ecid

es.

Ex. W

ork

with

pee

rs to

sele

ct ru

les t

hey

will

follo

w fr

om a

list

of p

ossib

ilitie

s.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

1.b.

Fol

low

rule

s for

disc

ussio

ns.

Ex. G

iven

that

the

grou

p de

cide

d th

ey w

ould

take

turn

s, ta

ke tu

rns d

urin

g th

e di

scus

sion.

Ex. G

iven

that

the

grou

p de

cide

d th

ey w

ould

stick

to th

e to

pic,

rem

ain

on th

e to

pic

of th

e di

scus

sion.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

1.b.

Fol

low

the

disc

ussio

n.Ex

. Dem

onst

rate

atte

ntion

to th

e di

scus

sion

by n

oddi

ng, g

estu

ring,

or v

ocal

izing

ap

prop

riate

ly in

resp

onse

to p

eers

and

the

teac

her.

Ex. I

ndic

ate

agre

emen

t to

incl

ude

a gr

oup

rule

by

activ

ating

a si

ngle

mes

sage

voi

ce o

utpu

t de

vice

(e.g

., “T

hat’s

a g

ood

idea

.”).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Prop

el c

onve

rsati

ons

by p

osin

g an

d re

spon

ding

to

ques

tions

that

rela

te th

e cu

rren

t di

scus

sion

to b

road

er th

emes

or

larg

er id

eas;

acti

vely

inco

rpor

ate

othe

rs in

to th

e di

scus

sion;

and

cl

arify

, ver

ify, o

r cha

lleng

e id

eas

and

conc

lusio

ns.

EESL

.9-1

0.1.

c. A

sk a

nd a

nsw

er

ques

tions

dur

ing

a di

scus

sion.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

c. A

sk a

nd a

nsw

er q

uesti

ons t

o ve

rify

or c

larif

y ow

n id

eas a

nd u

nder

stan

ding

s du

ring

a di

scus

sion.

Ex. P

artic

ipat

e in

a d

iscus

sion

on a

n as

signe

d to

pic

by a

skin

g qu

estio

ns to

cla

rify

or

verif

y co

mm

ents

by

peer

s (e.

g., “

Wha

t did

you

mea

n?”

“W

here

did

you

find

out

?”) a

nd

resp

ondi

ng to

que

stion

s to

clar

ify o

wn

com

men

ts (e

.g.,

“I d

on’t

know

.” “

I saw

it in

this

mov

ie.”)

.Ex

. Whi

le p

artic

ipati

ng in

a d

iscus

sion,

ask

que

stion

s whi

le p

eers

are

spea

king

to c

larif

y th

eir c

omm

ents

(e.g

., “W

hat d

oes t

hat m

ean?

”) a

nd a

nsw

er q

uesti

ons p

osed

by

peer

s to

verif

y ow

n in

form

ation

(e.g

., “L

et m

e sh

ow y

ou.”)

.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

c. A

sk a

nd a

nsw

er q

uesti

ons d

urin

g a

disc

ussio

n.Ex

. Dur

ing

a di

scus

sion,

use

pre

prog

ram

med

que

stion

s on

a m

ultip

le m

essa

ge v

oice

ou

tput

dev

ice

to a

sk q

uesti

ons o

r pee

rs (e

.g.,

“Why

?” “

Whe

n di

d th

at h

appe

n?”

“Ho

w

do y

ou k

now

?”),

and

resp

ond

to q

uesti

ons b

y po

intin

g to

pre

pare

d re

spon

ses o

r usin

g th

e de

vice

to c

onst

ruct

resp

onse

s.Ex

. Dur

ing

a di

scus

sion,

ans

wer

que

stion

s abo

ut o

wn

cont

ributi

ons (

e.g.

, “W

hat e

lse d

o yo

u kn

ow?”

) and

ask

que

stion

s of o

ther

s (e.

g., “

Then

wha

t hap

pene

d?”)

.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

1.c.

Ask

or a

nsw

er q

uesti

ons d

urin

g a

disc

ussio

n.Ex

. Ans

wer

que

stion

s pos

ed b

y pe

ers d

urin

g a

disc

ussio

n (u

sing

“yes

” or

“no

” re

spon

ses o

r sin

gle

wor

ds, a

ctiva

ting

a vo

ice

outp

ut d

evic

e w

ith p

repr

ogra

mm

ed m

essa

ges,

or p

ointi

ng

to a

pic

ture

).Ex

. Ask

pee

rs q

uesti

ons d

urin

g a

disc

ussio

n (e

.g.,

usin

g sin

gle

wor

ds su

ch a

s who

, wha

t, w

here

; sin

gle

wor

ds w

ith a

risin

g in

tona

tion;

or a

ctiva

ting

a vo

ice

outp

ut d

evic

e w

ith

prep

rogr

amm

ed m

essa

ges,

“Ca

n yo

u te

ll m

e m

ore?

”).

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

1.c.

Par

ticip

ate

in a

disc

ussio

n.Ex

. Dur

ing

a di

scus

sion,

use

a p

repr

ogra

mm

ed m

ultip

le m

essa

ge v

oice

out

put d

evic

e to

co

mm

ent (

e.g.

, “Th

at’s

inte

resti

ng.”

or “

I kno

w so

met

hing

abo

ut th

at.”)

.Ex

. Dur

ing

a di

scus

sion,

use

a p

repr

ogra

mm

ed si

ngle

mes

sage

voi

ce o

utpu

t to

com

men

t du

ring

a di

scus

sion.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

d.

Resp

ond

thou

ghtfu

lly

to d

iver

se p

ersp

ectiv

es,

sum

mar

ize p

oint

s of a

gree

men

t an

d di

sagr

eem

ent,

and,

whe

n w

arra

nted

, qua

lify

or ju

stify

thei

r ow

n vi

ews a

nd u

nder

stan

ding

an

d m

ake

new

con

necti

ons

in li

ght o

f the

evi

denc

e an

d re

ason

ing

pres

ente

d.

EESL

.9-1

0.1.

d. In

dica

te

agre

emen

t or d

isagr

eem

ent w

ith

othe

rs d

urin

g di

scus

sions

.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

d. C

larif

y ow

n vi

ews d

urin

g di

scus

sions

.Ex

. Afte

r sta

ting

own

view

(e.g

., “I

thin

k th

e or

der i

s wro

ng.”)

, a p

eer s

eeks

cla

rifica

tion

(e.g

., “W

hat i

s wro

ng?”

), an

d th

e st

uden

t cla

rifies

(e.g

., “T

his o

ne g

oes fi

rst.”

).Ex

. Dur

ing

a di

scus

sion

with

pee

rs, o

ne p

eer s

ays,

“<S

tude

nt>

thin

ks th

is is

a w

aste

of

time.

” T

he st

uden

t cla

rifies

, “N

o, I

don’

t. It

is im

port

ant.”

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.1.

d. In

dica

te a

gree

men

t or d

isagr

eem

ent w

ith o

ther

s dur

ing

disc

ussio

ns.

Ex. D

urin

g a

disc

ussio

n ab

out a

n as

signe

d to

pic,

indi

cate

agr

eem

ent w

ith th

e sp

eake

r by

nodd

ing

or o

fferin

g ve

rbal

con

firm

ation

, “ye

ah”

or “

me

too”

.Ex

. Dur

ing

a di

scus

sion,

one

pee

r say

s, “

I thi

nk w

e’re

don

e.”

and

the

stud

ent a

gree

s,

“Yea

h, d

one.

”

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

1.d.

Sta

te o

wn

view

s dur

ing

a di

scus

sion.

Ex. D

urin

g a

disc

ussio

n, te

ll th

e gr

oup,

“Th

at is

the

mos

t im

port

ant p

art.”

Ex. D

urin

g a

disc

ussio

n, sh

are

view

s abo

ut a

topi

c th

at th

e st

uden

t pre

prog

ram

med

into

a

mul

tiple

mes

sage

voi

ce o

utpu

t dev

ice.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

1.d.

Par

ticip

ate

in a

disc

ussio

n.Ex

. See

EES

L.9-

10.1

.c.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.9

-10.

2. In

tegr

ate

mul

tiple

so

urce

s of i

nfor

mati

on p

rese

nted

in

div

erse

med

ia o

r for

mat

s (e.

g.,

visu

ally,

qua

ntita

tivel

y, or

ally

) ev

alua

ting

the

cred

ibili

ty a

nd

accu

racy

of e

ach

sour

ce.

EESL

.9-1

0.2.

Det

erm

ine

the

cred

ibili

ty o

f inf

orm

ation

pr

esen

ted

in d

iver

se m

edia

or

form

ats.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.2.

Det

erm

ine

the

cred

ibili

ty o

f inf

orm

ation

pre

sent

ed a

cros

s div

erse

med

ia o

r fo

rmat

s.Ex

. Com

pare

info

rmati

on o

n on

e to

pic

from

two

or m

ore

Inte

rnet

sour

ces.

Ex. C

ompa

re in

form

ation

on

a to

pic

in a

boo

k w

ith th

e sa

me

topi

c de

scrib

ed o

n th

e In

tern

et.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.2.

Det

erm

ine

the

cred

ibili

ty o

f inf

orm

ation

pre

sent

ed in

div

erse

med

ia o

r fo

rmat

s.Ex

. Use

stra

tegi

es to

con

firm

the

cred

ibili

ty o

f inf

orm

ation

gat

here

d (e

.g.,

Chec

k w

ith a

kn

own

auth

ority

to v

erify

info

rmati

on fo

und

on th

e In

tern

et su

ch a

s ask

ing

the

scho

ol

nurs

e ab

out h

ealth

info

rmati

on o

r a p

aren

t or a

dult

abou

t saf

ety

info

rmati

on.).

Ex. C

heck

info

rmati

on g

athe

red

from

one

sour

ce w

ith th

e in

form

ation

pre

sent

ed o

n th

e sa

me

topi

c in

ano

ther

sour

ce in

ord

er to

det

erm

ine

its c

redi

bilit

y.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

2. Id

entif

y in

form

ation

pre

sent

ed in

div

erse

med

ia o

r for

mat

s.Ex

. Sea

rch

the

web

usin

g te

rms r

elat

ed to

the

topi

c in

ord

er to

find

info

rmati

on a

bout

a

spec

ific

topi

c.Ex

. Loo

k in

the

inde

x of

a b

ook

to fi

nd a

refe

renc

e to

info

rmati

on o

n an

ass

igne

d to

pic.

Ex. S

top

a vi

deo

at th

e ap

prop

riate

poi

nt w

here

info

rmati

on o

n a

parti

cula

r top

ic is

bei

ng

shar

ed.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

2. W

ith g

uida

nce

and

supp

ort,

iden

tify

info

rmati

on p

rese

nted

in d

iver

se m

edia

or

form

ats.

Ex. W

ork

with

a p

eer t

o se

arch

the

web

ent

erin

g te

rms i

denti

fied

by th

e pe

er a

nd

scan

ning

site

s for

info

rmati

on o

n a

pred

eter

min

ed to

pic.

Ex. A

fter a

pee

r exp

lain

s inf

orm

ation

rela

ted

to a

topi

c, id

entif

y a

rela

ted

phot

o fr

om a

n ar

ray

disp

laye

d on

an

inte

racti

ve w

hite

boar

d.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.9

-10.

3. E

valu

ate

a sp

eake

r’s

poin

t of v

iew,

reas

onin

g, a

nd

use

of e

vide

nce

and

rhet

oric

, id

entif

ying

any

falla

ciou

s re

ason

ing

or e

xagg

erat

ed o

r di

stor

ted

evid

ence

.

EESL

.9-1

0.3.

Det

erm

ine

whe

ther

a

clai

m m

ade

by a

spea

ker i

s cr

edib

le (e

.g.,

fact

or o

pini

on;

supp

orte

d or

uns

uppo

rted

).

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.3.

Det

erm

ine

whe

ther

the

clai

ms m

ade

by a

spea

ker a

re c

redi

ble

(e.g

., fa

ct o

r op

inio

n; su

ppor

ted

or u

nsup

port

ed).

Ex. G

iven

a v

ideo

reco

rdin

g of

a sp

eake

r, st

op th

e vi

deo

after

eac

h cl

aim

and

det

erm

ine

whe

n it

is fa

ct o

r opi

nion

.Ex

. Giv

en a

writt

en re

cord

(not

es) o

f the

cla

ims a

spea

ker m

ade,

hig

hlig

ht e

ach

of th

e cl

aim

s tha

t are

fact

and

thos

e th

at a

re o

pini

on.

Ex. D

eter

min

e w

heth

er c

laim

s mad

e by

a sp

eake

r are

fact

or o

pini

on b

y as

king

adv

ice

of a

pa

rent

or t

each

er.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.3.

Det

erm

ine

whe

ther

a c

laim

mad

e by

a sp

eake

r is c

redi

ble

(e.g

., fa

ct o

r op

inio

n; su

ppor

ted

or u

nsup

port

ed).

Ex. G

iven

a w

ritten

ver

sion

of a

sing

le c

laim

pre

sent

ed b

y a

spea

ker,

eval

uate

the

clai

m to

de

term

ine

whe

ther

it is

fact

or o

pini

on.

Ex. A

fter a

pee

r mak

es a

cla

im a

bout

a te

xt b

eing

read

and

disc

usse

d, d

eter

min

e w

heth

er

the

clai

m is

supp

orte

d by

the

text

.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

3. Id

entif

y w

heth

er c

laim

s mad

e by

a sp

eake

r reg

ardi

ng a

kno

wn

topi

c ar

e fa

ct

or o

pini

on.

Ex. G

iven

cla

ims m

ade

by a

spea

ker r

egar

ding

a to

pic

that

is k

now

n to

the

stud

ent (

e.g.

, It

alw

ays

snow

s w

hen

it is

col

d.),

iden

tify

whe

ther

the

clai

m is

true

.Ex

. Whi

le li

sten

ing

to th

e m

orni

ng a

nnou

ncem

ents

, det

erm

ine

whe

ther

ann

ounc

emen

ts

are

fact

(e.g

., To

mor

row

is a

n ea

rly re

leas

e da

y.) o

r opi

nion

(e.g

., Sa

turd

ay’s

danc

e is

sure

to

be

the

best

eve

r.).

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

3. Id

entif

y fa

cts a

bout

self.

Ex. G

iven

a li

st o

f fac

ts a

bout

stud

ents

in th

e cl

ass,

iden

tify

thos

e th

at a

re fa

cts a

bout

self

(e.g

., I a

m a

boy

. I h

ave

brow

n ha

ir. I

hav

e gr

een

eyes

.).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Pres

enta

tion

of K

now

ledg

e an

d Id

eas.

SL.9

-10.

4. P

rese

nt in

form

ation

, fin

ding

s, a

nd su

ppor

ting

evid

ence

cle

arly,

con

cise

ly,

and

logi

cally

such

that

lis

tene

rs c

an fo

llow

the

line

of

reas

onin

g an

d th

e or

gani

zatio

n,

deve

lopm

ent,

subs

tanc

e, a

nd

styl

e ar

e ap

prop

riate

to p

urpo

se,

audi

ence

, and

task

.

EESL

.9-1

0.4.

Pre

sent

info

rmati

on

logi

cally

with

an

orga

niza

tion

that

is a

ppro

pria

te to

the

purp

ose,

aud

ienc

e, a

nd ta

sk.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.4.

Pre

sent

info

rmati

on a

nd su

ppor

ting

evid

ence

logi

cally

with

an

orga

niza

tion

that

is a

ppro

pria

te to

the

purp

ose,

aud

ienc

e, a

nd ta

sk.

Ex. G

iven

the

assig

nmen

t to

pres

ent i

nfor

mati

on to

teac

h ot

hers

how

to c

ompl

ete

a ta

sk,

gath

er th

e in

form

ation

with

supp

ortin

g ev

iden

ce, o

rgan

ize it

, and

pre

sent

it to

the

clas

s.Ex

. Mat

ch in

form

ation

with

supp

ortin

g ev

iden

ce, o

rgan

ize it

to d

ispla

y in

a m

ultim

edia

pr

esen

tatio

n, a

nd p

rese

nt it

to th

e gr

oup

(e.g

., Po

wer

Poin

t not

es w

ith P

ower

Poin

t pr

esen

tatio

n).

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.4.

Pre

sent

info

rmati

on lo

gica

lly w

ith a

n or

gani

zatio

n th

at is

app

ropr

iate

to th

e pu

rpos

e, a

udie

nce,

and

task

.Ex

. Cre

ate

a pr

esen

tatio

n fo

r par

ents

abo

ut a

pro

ject

the

clas

s com

plet

ed th

at b

egin

s w

ith a

pic

ture

of t

he fi

nal p

rodu

ct a

nd th

en e

xpla

ins e

ach

step

and

pre

sent

s it a

t an

open

ho

use.

Ex. P

rese

nt in

form

ation

abo

ut a

boo

k be

ing

read

in c

lass

star

ting

with

a st

atem

ent o

f th

e to

pic

and

mai

n id

ea o

f the

boo

k an

d fo

llow

ing

with

impo

rtan

t det

ails

that

app

ear

thro

ugho

ut.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

4. P

rese

nt in

form

ation

.Ex

. Sha

re in

form

ation

on

assig

ned

topi

c th

at h

as b

een

prep

ared

with

pee

rs.

Ex. A

ssist

pee

rs in

pre

senti

ng in

form

ation

that

has

bee

n co

mpi

led

wor

king

with

the

grou

p.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

4. C

omm

unic

ate

with

pee

rs o

n an

ass

igne

d to

pic.

Ex. S

peak

, sig

n, u

se sy

mbo

ls or

tech

nolo

gy to

shar

e an

idea

on

a to

pic

with

pee

rs (e

.g.,

“Dog

s are

goo

d pe

ts.”)

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.9

-10.

5. M

ake

stra

tegi

c us

e of

dig

ital m

edia

(e.g

., te

xtua

l, gr

aphi

cal,

audi

o, v

isual

, and

in

tera

ctive

ele

men

ts) i

n pr

esen

tatio

ns to

enh

ance

un

ders

tand

ing

of fi

ndin

gs,

reas

onin

g, a

nd e

vide

nce

and

to

add

inte

rest

.

EESL

.9-1

0.5.

Use

dig

ital m

edia

(e

.g.,

text

ual,

grap

hica

l, au

dio,

vi

sual

, and

inte

racti

ve e

lem

ents

) in

pre

sent

ation

s to

supp

ort

unde

rsta

ndin

g.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.9-1

0.5.

Use

dig

ital m

edia

stra

tegi

cally

(e.g

., te

xtua

l, gr

aphi

cal,

audi

o, v

isual

, and

in

tera

ctive

ele

men

ts) i

n pr

esen

tatio

ns to

supp

ort u

nder

stan

ding

and

add

inte

rest

.Ex

. Use

a c

ombi

natio

n of

text

, gra

phic

s, a

nd v

ideo

clip

s in

a pr

esen

tatio

n ab

out t

heir

own

resp

onsib

ilitie

s as p

art o

f a u

nit o

n pe

rson

al re

spon

sibili

ty.

Ex. S

trat

egic

ally

pla

ce te

xt a

nd g

raph

ic im

ages

on

a tr

i-fol

d sc

ienc

e di

spla

y to

add

inte

rest

to

a p

rese

ntati

on o

n an

ass

igne

d to

pic.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.5.

Use

dig

ital m

edia

(e.g

., te

xtua

l, gr

aphi

cal,

audi

o, v

isual

, and

inte

racti

ve

elem

ents

) in

pres

enta

tions

to su

ppor

t und

erst

andi

ng.

Ex. P

ut te

xt a

nd g

raph

ics t

oget

her i

n a

mul

timed

ia p

rese

ntati

on a

bout

thei

r ow

n re

spon

sibili

ties a

s par

t of a

uni

t on

pers

onal

resp

onsib

ility

.Ex

. Pla

ce a

text

and

gra

phic

imag

es o

n a

tri-f

old

scie

nce

disp

lay

and

use

it to

supp

ort a

n or

al p

rese

ntati

on.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

5. S

elec

t an

imag

e or

oth

er d

igita

l med

ia to

add

to a

pre

sent

ation

.Ex

. Giv

en a

n ar

ray

of im

ages

sele

cted

by

peer

s or a

n ad

ult,

sele

ct a

n im

age

to a

dd to

a

pred

eter

min

ed se

ction

of a

pre

sent

ation

.Ex

. Giv

en a

sele

ction

of s

hort

vid

eo c

lips e

dite

d by

pee

rs o

r an

adul

t, se

lect

an

imag

e to

in

clud

e in

a p

rese

ntati

on.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

5. A

ssist

with

med

ia p

rese

ntati

on.

Ex. I

ndic

ate

appr

oval

of i

mag

es a

pee

r has

sele

cted

to in

clud

e in

a m

edia

pre

sent

ation

.Ex

. Use

a sw

itch

to g

ive

a pr

esen

tatio

n pr

epar

ed w

ith a

gro

up o

f pee

rs.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.9

-10.

6. A

dapt

spee

ch to

a

varie

ty o

f con

text

s and

task

s,

dem

onst

ratin

g co

mm

and

of

form

al E

nglis

h w

hen

indi

cate

d or

ap

prop

riate

.

EESL

.9-1

0.6.

Ada

pt

com

mun

icati

on to

a v

arie

ty

of c

onte

xts a

nd ta

sks u

sing

com

plet

e se

nten

ces w

hen

indi

cate

d or

app

ropr

iate

.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.9-1

0.6.

Ada

pt c

omm

unic

ation

to a

var

iety

of c

onte

xts a

nd ta

sks u

sing

com

plet

e se

nten

ces w

hen

indi

cate

d or

app

ropr

iate

.Ex

. Shi

ft fr

om in

form

al c

omm

unic

ation

with

pee

rs d

urin

g a

disc

ussio

n to

spea

king

in

com

plet

e se

nten

ces w

hen

the

teac

her a

sks f

or a

sum

mar

y of

the

disc

ussio

n.Ex

. Dur

ing

lunc

h, a

dapt

from

info

rmal

, tel

egra

phic

spee

ch w

hen

com

mun

icati

ng w

ith

peer

s (e.

g., h

olds

up

milk

car

ton

and

says

, “he

lp”)

to c

ompl

ete

sent

ence

s whe

n an

adu

lt st

ops t

o as

k a

ques

tion

(e.g

., “W

e ca

n go

now

.”).

Ex. D

urin

g a

disc

ussio

n, sp

eak

in c

ompl

ete

sent

ence

s to

shar

e pr

epar

ed in

form

ation

and

sh

ift to

info

rmal

lang

uage

to re

spon

d to

follo

w-u

p qu

estio

ns fr

om p

eers

.

Leve

l II A

A S

tude

nts

will

:EE

SL.9

-10.

6. C

omm

unic

ate

in a

var

iety

of c

onte

xts a

nd ta

sks u

sing

com

plet

e se

nten

ces

whe

n as

ked.

Ex. E

xpan

d an

initi

al si

ngle

-wor

d co

mm

unic

ation

to a

com

plet

e se

nten

ce w

hen

aske

d (e

.g.,

The

stud

ent s

ays,

“m

ore”

and

exp

ands

it to

say,

“I w

ant m

ore.

” w

hen

aske

d).

Ex. U

se a

mul

tiple

mes

sage

voi

ce o

utpu

t dev

ice

to e

xpan

d an

initi

al c

omm

unic

ation

to a

co

mpl

ete

sent

ence

(e.g

., Th

e st

uden

t use

s a m

ultip

le m

essa

ge v

oice

out

put d

evic

e to

say,

“bad

cla

ss,”

and

expa

nds i

t to

say,

“The

cla

ss w

as b

ad.”

whe

n as

ked

to sa

y it

in a

com

plet

e se

nten

ce.).

Ex. U

se a

mul

tiple

voi

ce o

utpu

t dev

ice

to e

xpan

d an

initi

al c

omm

unic

ation

whe

n as

ked

for c

larifi

catio

n (e

.g.,

The

stud

ent s

ays,

“ba

sket

ball

gam

e,”

a pe

er sa

ys “

Wha

t abo

ut th

e ba

sket

ball

gam

e?,”

and

the

stud

ent s

ays,

“Se

e ba

sket

ball

gam

e?”)

.

Leve

l I A

A S

tude

nts

will

:EE

SL.9

-10.

6. C

omm

unic

ate

in a

var

iety

of c

onte

xts.

Ex. W

hen

wor

king

with

pee

rs, e

ye g

azes

to c

hoic

es o

ffere

d by

pee

rs to

mak

e ch

oice

s and

co

ntrib

ute.

Ex. W

hen

wor

king

with

a re

late

d se

rvic

es p

rovi

der,

sele

ct a

sym

bol f

rom

an

arra

y of

op

tions

to c

omm

unic

ate

a ch

oice

of a

ctivi

ties.


Nin

th-T

enth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Lan

gu

age

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Conv

enti

ons

of S

tand

ard

Engl

ish.

L.9-

10.1

. Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glish

gra

mm

ar a

nd u

sage

w

hen

writi

ng o

r spe

akin

g.a.

U

se p

aral

lel

stru

ctur

e.*[

sic]

EEL.

9-10

.1. D

emon

stra

te

know

ledg

e of

the

conv

entio

ns o

f st

anda

rd E

nglis

h gr

amm

ar a

nd

usag

e w

hen

writi

ng o

r spe

akin

g.a.

N

/A

b.

Use

var

ious

type

s of

phr

ases

(nou

n, v

erb,

ad

jecti

val,

adve

rbia

l, pa

rtici

pial

, pr

epos

ition

al, a

bsol

ute)

an

d cl

ause

s (in

depe

nden

t, de

pend

ent;

noun

, rel

ative

, ad

verb

ial)

to c

onve

y sp

ecifi

c m

eani

ngs a

nd a

dd v

arie

ty

and

inte

rest

to w

riting

or

pres

enta

tions

.

EEL.

9-10

.1.b

. Use

a v

arie

ty

of p

arts

of s

peec

h (n

ouns

, ve

rbs,

pro

noun

s, a

djec

tives

, an

d pr

epos

ition

s) in

writi

ng

or c

omm

unic

ation

to c

onve

y in

form

ation

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.1.b

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.1.b

. Use

a v

arie

ty o

f par

ts o

f spe

ech

(nou

ns, v

erbs

, pro

noun

s, a

djec

tives

, and

pr

epos

ition

s) in

writi

ng o

r com

mun

icati

on to

con

vey

info

rmati

on.

Ex. G

ive

an o

ral r

epor

t on

a to

pic

(e.g

., ex

plai

n a

simpl

e pr

oces

s) u

sing

sent

ence

s tha

t in

clud

es a

var

iety

of p

arts

of s

peec

h.Ex

. Writ

e a

brie

f, w

ritten

repo

rt u

sing

sent

ence

s tha

t inc

lude

s a v

arie

ty o

f par

ts o

f spe

ech.

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.1

.b. U

se c

ompl

ete

sent

ence

s to

conv

ey in

form

ation

in sp

oken

and

writt

en

Engl

ish.

Ex. W

rite

gram

mati

cally

com

plet

e se

nten

ces w

hen

mak

ing

entr

ies i

n a

jour

nal.

Ex. U

se g

ram

mati

cally

com

plet

e se

nten

ces t

o te

ll ab

out s

cien

ce c

lass

.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.1

.b. U

nder

stan

d th

e m

eani

ng o

f wor

ds.

Ex. S

elec

ts fr

om a

n ar

ray

of p

ictu

res,

obj

ects

, or o

ther

sym

bols

to d

emon

stra

te

unde

rsta

ndin

g of

spok

en w

ords

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

L.9-

10.2

. Dem

onst

rate

co

mm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

capi

taliz

ation

, pu

nctu

ation

, and

spel

ling

whe

n w

riting

.a.

U

se a

sem

icol

on (a

nd

perh

aps a

con

junc

tive

adve

rb) t

o lin

k tw

o or

mor

e cl

osel

y re

late

d in

depe

nden

t cla

uses

.

EEL.

9-10

.2. D

emon

stra

te

unde

rsta

ndin

g of

use

of

conv

entio

ns o

f sta

ndar

d En

glish

w

riting

.a.

U

se c

orre

ct p

unct

uatio

n w

hen

writi

ng.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.2.a

. Use

cor

rect

pun

ctua

tion

whe

n w

riting

.Ex

. Writ

e a

lette

r and

incl

ude

a co

mm

a aft

er g

reeti

ng a

nd c

losin

g as

wel

l as e

ndin

g pu

nctu

ation

thro

ugho

ut.

Ex. W

rite

a br

ief d

ialo

gue

usin

g qu

otati

on m

arks

app

ropr

iate

ly.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.2.a

. Use

cor

rect

pun

ctua

tion

whe

n w

riting

.Ex

. Writ

e a

serie

s of s

ente

nces

usin

g co

rrec

t end

ing

punc

tuati

on o

n ea

ch se

nten

ce.

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.2

.a. U

se c

orre

ct p

unct

uatio

n w

hen

writi

ng a

sent

ence

.Ex

. Use

cor

rect

pun

ctua

tion

in w

riting

one

sim

ple

sent

ence

.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.2

.a. W

ith g

uida

nce

and

supp

ort d

urin

g sh

ared

writi

ng, i

ndic

ate

the

need

to u

se

any

form

of p

unct

uatio

n.b.

U

se a

colo

n to

intr

oduc

e a

list o

r quo

tatio

n.EE

L.9-

10.2

.b. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Spel

l cor

rect

ly.EE

L.9-

10.2

.c. S

pell

mos

t sin

gle-

sylla

ble

wor

ds c

orre

ctly

and

ap

ply

know

ledg

e of

wor

d ch

unks

in

spel

ling

long

er w

ords

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.2.c

. Spe

ll m

ost h

igh-

freq

uenc

y w

ords

cor

rect

ly a

nd a

pply

kno

wle

dge

of w

ord

chun

ks in

clud

ing

com

mon

pre

fixes

, suffi

xes,

and

root

s (m

orph

emes

) in

spel

ling

long

er

wor

ds.

Ex. U

sing

wor

ds fr

om a

stor

y ju

st re

ad, w

rite

a le

tter t

o th

e ch

arac

ter s

pelli

ng th

e w

ords

co

rrec

tly.

Ex. S

pell

wor

ds w

ith c

omm

on ro

ots a

nd p

rede

term

ined

pre

fixes

(e.g

., un

-, re

-) w

hen

writi

ng.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.2.c

. Spe

ll m

ost s

ingl

e-sy

llabl

e w

ords

cor

rect

ly a

nd a

pply

kno

wle

dge

of w

ord

chun

ks in

spel

ling

long

er w

ords

.Ex

. Giv

en a

list

of f

ocus

wor

ds fo

r the

wee

k, re

tell

a st

ory

read

, spe

lling

focu

s wor

ds

corr

ectly

.Ex

. Giv

en in

dex

card

s with

var

ious

wor

d ch

unks

, mat

ch c

ards

to c

reat

e w

ords

reci

ted

by

the

teac

her.

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.2

.c. W

ith g

uida

nce

and

supp

ort,

spel

l fam

iliar

sing

le-s

ylla

ble

wor

ds c

orre

ctly.

Ex. U

se a

wor

d w

all t

o sp

ell w

ords

cor

rect

ly w

hen

writi

ng.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.2

.c. D

emon

stra

te k

now

ledg

e of

cap

ital l

etter

s.Ex

. Ide

ntify

the

first

lette

r of fi

rst n

ame.

Ex. I

denti

fy u

pper

case

lette

rs fr

om a

n ar

ray

of le

tters

.Ex

. Disti

ngui

sh le

tters

from

num

bers

in a

n ar

ray.

Know

ledg

e of

Lan

guag

e.

L.9-

10.3

. App

ly k

now

ledg

e of

la

ngua

ge to

und

erst

and

how

la

ngua

ge fu

nctio

ns in

diff

eren

t co

ntex

ts, t

o m

ake

effec

tive

choi

ces f

or m

eani

ng o

r sty

le, a

nd

to c

ompr

ehen

d m

ore

fully

whe

n re

adin

g or

list

enin

g.a.

W

rite

and

edit

wor

k so

th

at it

con

form

s to

the

guid

elin

es

in a

styl

e m

anua

l (e.

g., M

LA

Han

dboo

k, T

urab

ian’

s Man

ual

for W

riter

s) a

ppro

pria

te fo

r the

di

scip

line

and

writi

ng ty

pe.

EEL.

9-10

.3. U

se k

now

ledg

e of

la

ngua

ge to

ach

ieve

des

ired

mea

ning

whe

n w

riting

or

com

mun

icati

ng.

a.

Writ

e an

d re

vise

wor

k so

that

it c

omm

unic

ates

cle

arly

to

the

inte

nded

aud

ienc

e.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.3. W

rite

and

revi

se w

ork

usin

g kn

owle

dge

of la

ngua

ge to

ach

ieve

the

desir

ed

mea

ning

for t

he in

tend

ed a

udie

nce.

Ex. W

rite

a sh

ort r

epor

t on

a co

nten

t top

ic, r

erea

d an

d re

vise

for c

larit

y.Ex

. Writ

e in

stru

ction

s for

a p

roce

ss, r

erea

d, a

nd re

vise

for p

rope

r seq

uenc

e.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.3. W

rite

and

revi

se w

ork

so th

at it

com

mun

icat

es c

lear

ly to

the

inte

nded

au

dien

ce.

Ex. W

rite

a le

tter,

rere

ad to

mak

e su

re it

says

wha

t is i

nten

ded,

and

revi

se to

cla

rify.

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.3

. Writ

e an

d ad

d m

ore

to c

larif

y in

tend

ed m

essa

ge.

Ex. A

dds a

n ad

jecti

ve to

the

sent

ence

to c

larif

y m

eani

ng.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.3

. Sel

ect w

ords

to c

omm

unic

ate

desir

ed m

essa

ge.

Ex. S

elec

t fro

m a

n ar

ray

of p

ictu

res,

obj

ects

, or s

ymbo

ls to

com

mun

icat

e de

sired

mes

sage

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Voca

bula

ry A

cqui

sition

and

Use

.

L.9-

10.4

. Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

an

d ph

rase

s bas

ed o

n gr

ades

9–

10 re

adin

g an

d co

nten

t, ch

oosin

g fle

xibl

y fr

om a

rang

e of

st

rate

gies

.a.

U

se c

onte

xt (e

.g.,

the

over

all m

eani

ng o

f a

sent

ence

, par

agra

ph, o

r tex

t; a

wor

d’s p

ositi

on o

r fun

ction

in

a se

nten

ce) a

s a c

lue

to th

e m

eani

ng o

f a w

ord

or p

hras

e.

EEL.

9-10

.4. D

eter

min

e or

cla

rify

the

mea

ning

of u

nkno

wn

and

mul

tiple

-mea

ning

wor

ds.

a.

Use

con

text

to

dete

rmin

e th

e m

eani

ng o

f un

know

n w

ords

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.4.a

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.4.a

. Use

con

text

to d

eter

min

e th

e m

eani

ng o

f unk

now

n w

ords

.Ex

. Det

erm

ine

the

mea

ning

of u

ntau

ght w

ords

usin

g kn

owle

dge

of th

e to

pic

of th

e pa

ssag

e an

d th

e co

ntex

t sur

roun

ding

the

wor

d.Le

vel I

I AA

Stu

dent

s w

ill:

EEL.

9-10

.4.a

. Det

erm

ine

mea

ning

of a

wor

d or

phr

ase

from

con

text

in a

sent

ence

.Ex

. Giv

en c

hoic

es o

f old

and

new

wor

ds, c

orre

ctly

fills

in a

wor

d to

com

plet

e a

sent

ence

.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.4

.a. R

ecog

nize

the

mea

ning

of w

ord

from

a p

ictu

re.

Ex. W

hen

show

n a

pict

ure

of a

n el

epha

nt a

nd th

e te

ache

r say

s, “

This

elep

hant

is h

uge.

Do

es h

uge

mea

n bi

g or

smal

l?,”

the

stud

ent c

hoos

es sy

mbo

l for

big

.Ex

. Poi

nt to

obj

ect (

com

pute

r) in

resp

onse

to w

ord

to in

dica

te m

eani

ng.

b.

Iden

tify

and

corr

ectly

us

e pa

ttern

s of w

ord

chan

ges

that

indi

cate

diff

eren

t mea

ning

s or

par

ts o

f spe

ech

(e.g

., an

alyz

e,

anal

ysis

, ana

lytic

al; a

dvoc

ate,

ad

voca

cy).

EEL.

9-10

.4.b

. N/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Cons

ult g

ener

al a

nd

spec

ializ

ed re

fere

nce

mat

eria

ls (e

.g.,

dicti

onar

ies,

glo

ssar

ies,

th

esau

ruse

s), b

oth

prin

t and

di

gita

l, to

find

the

pron

unci

ation

of

a w

ord

or d

eter

min

e or

cla

rify

its p

reci

se m

eani

ng, i

ts p

art o

f sp

eech

, or i

ts e

tym

olog

y.

EEL.

9-10

.4.c

. Con

sult

refe

renc

e m

ater

ials

(dic

tiona

ries,

onl

ine

voca

bula

ry su

ppor

ts) t

o cl

arify

th

e m

eani

ng o

f unf

amili

ar w

ords

en

coun

tere

d w

hen

read

ing.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.4.c

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.4.c

. Con

sult

refe

renc

e m

ater

ials

(dic

tiona

ries,

onl

ine

voca

bula

ry su

ppor

ts) t

o cl

arify

the

mea

ning

of u

nfam

iliar

wor

ds e

ncou

nter

ed w

hen

read

ing.

Ex. U

se th

e vo

cabu

lary

look

-up

feat

ure

in a

scre

en re

ader

to c

heck

the

mea

ning

of a

n un

know

n w

ord.

Ex. U

se a

n el

ectr

onic

dic

tiona

ry to

ent

er a

n un

fam

iliar

wor

d en

coun

tere

d in

text

and

che

ck

the

mea

ning

.Ex

. Loo

k up

an

unfa

mili

ar w

ord

in a

prim

ary

dicti

onar

y to

che

ck th

e m

eani

ng.

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.4

.c. W

ith g

uida

nce

and

supp

ort,

cons

ult r

efer

ence

mat

eria

ls (d

ictio

narie

s, o

nlin

e vo

cabu

lary

supp

orts

) to

clar

ify th

e m

eani

ng o

f unf

amili

ar w

ords

enc

ount

ered

whe

n re

adin

g.Ex

. Dou

ble-

clic

k on

a w

ord

to re

veal

the

defin

ition

of a

wor

d in

mul

timed

ia re

adin

g so

ftwar

e.Ex

. With

supp

ort g

etting

to th

e co

rrec

t pag

e, lo

ok u

p an

unf

amili

ar w

ord

in a

prim

ary

dicti

onar

y to

che

ck th

e m

eani

ng.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.4

.c. A

sks f

or c

larifi

catio

n w

hen

need

ed.

Ex. I

ndic

ates

con

fusio

n or

lack

of u

nder

stan

ding

sayi

ng, “

I don

’t kn

ow.”

Ex. I

ndic

ates

“ye

s” o

r “no

” w

hen

aske

d, “

Do y

ou u

nder

stan

d?”

or “

Do y

ou h

ave

any

ques

tions

?”Ex

. Ind

icat

e a

need

for a

ssist

ance

thro

ugh

gest

ures

, eye

con

tact

or g

aze,

voc

aliza

tions

, etc

.d.

Ve

rify

the

prel

imin

ary

dete

rmin

ation

of t

he m

eani

ng

of a

wor

d or

phr

ase

(e.g

., by

ch

ecki

ng th

e in

ferr

ed m

eani

ng in

co

ntex

t or i

n a

dicti

onar

y).

EEL.

9-10

.4.d

. See

EEL

.9-1

0.4.

c.

abov

e.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

L.9-

10.5

. Dem

onst

rate

un

ders

tand

ing

of fi

gura

tive

lang

uage

, wor

d re

latio

nshi

ps,

and

nuan

ces i

n w

ord

mea

ning

s.a.

In

terp

ret fi

gure

s of

spee

ch (e

.g.,

euph

emism

, ox

ymor

on) i

n co

ntex

t and

an

alyz

e th

eir r

ole

in th

e te

xt.

EEL.

9-10

.5. D

emon

stra

te

unde

rsta

ndin

g of

mul

tiple

m

eani

ng o

f wor

ds a

nd fi

gura

tive

lang

uage

.a.

Di

sting

uish

un

ders

tand

ing

of m

ultip

le

mea

ning

of w

ords

and

figu

res o

f sp

eech

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.5. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.5.a

. Disti

ngui

sh u

nder

stan

ding

of m

ultip

le m

eani

ng o

f wor

ds a

nd fi

gure

s of

spee

ch.

Ex. U

se sa

me

wor

d in

two

way

s.Ex

. Use

figu

rativ

e la

ngua

ge (e

.g.,

It’s

rain

ing

cats

and

dog

s.).

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.5

.a. R

ecog

nize

whe

n a

mul

tiple

mea

ning

wor

d is

used

two

way

s.Ex

. Giv

en tw

o se

nten

ces i

n w

hich

the

sam

e w

ord

is us

ed tw

o w

ays,

poi

nt to

or i

ndic

ate

the

repe

ated

wor

d in

eac

h se

nten

ce.

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.5

.a. R

espo

nd to

the

use

of a

wor

d in

two

way

s.Ex

. Fol

low

two

dire

ction

s tha

t inc

lude

the

use

of th

e sa

me

wor

d in

two

diffe

rent

way

s (e

.g.,

“Mov

e ba

ck.”

and

“Sho

w m

e yo

ur b

ack.

”).

b.

Anal

yze

nuan

ces i

n th

e m

eani

ng o

f wor

ds w

ith si

mila

r de

nota

tions

.

EEL.

9-10

.5.b

. N/A

L.9-

10.6

. Acq

uire

and

use

ac

cura

tely

gen

eral

aca

dem

ic

and

dom

ain-

spec

ific

wor

ds a

nd

phra

ses,

suffi

cien

t for

read

ing,

w

riting

, spe

akin

g, a

nd li

sten

ing

at th

e co

llege

and

car

eer

read

ines

s lev

el; d

emon

stra

te

inde

pend

ence

in g

athe

ring

voca

bula

ry k

now

ledg

e w

hen

cons

ider

ing

a w

ord

or p

hras

e im

port

ant t

o co

mpr

ehen

sion

or

expr

essio

n.

EEL.

9-10

.6. A

cqui

re a

nd u

se

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

9-10

.6. A

cqui

re a

nd u

se g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es

com

mon

to th

e st

uden

t’s e

xper

ienc

e.Ex

. Use

wor

ds a

nd p

hras

es fr

om re

adin

g to

writ

e an

swer

s to

ques

tions

.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

9-10

.6. A

cqui

re a

nd u

se g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es.

Ex. U

se w

ords

and

gra

phic

s fro

m re

adin

g in

soci

al st

udie

s and

scie

nce.

Ex. U

se a

cade

mic

wor

ds le

arne

d in

read

ing

to a

nsw

er q

uesti

ons.

Leve

l II A

A S

tude

nts

will

:EE

L.9-

10.6

. Rec

ogni

ze g

ener

al a

cade

mic

lang

uage

.Ex

. Ask

ed “

Whi

ch d

o yo

u le

arn

abou

t in

scie

nce,

ani

mal

s or s

ewin

g?”

Ans

wer

“Ani

mal

s.”Ex

. Poi

nt to

dic

tiona

ry w

hen

aske

d, “

Whe

re d

o yo

u go

to fi

nd o

ut w

hat w

ords

mea

n?”

Leve

l I A

A S

tude

nts

will

:EE

L.9-

10.6

. Res

pond

to g

ener

al a

cade

mic

lang

uage

.Ex

. Ask

for a

ssist

ance

whe

n en

coun

terin

g ne

w a

cade

mic

voc

abul

ary.

Ex. P

oint

to, u

nder

line,

or u

se a

pre

prog

ram

med

switc

h to

indi

cate

that

a n

ew a

cade

mic

w

ord

has b

een

used

by

the

spea

ker o

r rea

der.


CO

MM

ON

CO

RE

ESS

EN

TIA

L E

LEM

EN

TS

AN

D A

CH

IEV

EM

EN

T

DE

SCR

IPT

OR

S FO

R E

LEV

EN

TH

-TW

ELF

TH

GR

AD

EE

leve

nth

-Tw

elft

h G

rad

e E

ng

lish

Lan

gu

age

Art

s St

and

ard

s: R

ead

ing

(Li

tera

ture

)

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Key

Idea

s an

d D

etai

ls.

RL.1

1-12

.1. C

ite st

rong

and

th

orou

gh te

xtua

l evi

denc

e to

su

ppor

t ana

lysis

of w

hat t

he

text

says

exp

licitl

y as

wel

l as

infe

renc

es d

raw

n fr

om th

e te

xt,

incl

udin

g de

term

inin

g w

here

the

text

leav

es m

atter

s unc

erta

in.

EERL

.11-

12.1

. Cite

text

ual

evid

ence

to d

eter

min

e w

here

th

e te

xt le

aves

matt

ers

unce

rtai

n.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.1

. Cite

evi

denc

e to

supp

ort i

nfer

ence

s whe

n th

e te

xt le

aves

matt

ers u

ncer

tain

.Ex

. Use

two

or m

ore

piec

es o

f tex

tual

evi

denc

e to

supp

ort a

n in

fere

nce

abou

t miss

ing

info

rmati

on in

the

stor

y.Ex

. Cite

eve

nts a

nd th

e ou

tcom

e of

a st

ory

to p

roje

ct fu

ture

pos

sibili

ties w

hen

the

auth

or

leav

es th

e re

ader

han

ging

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.1

. Cite

text

ual e

vide

nce

to d

eter

min

e w

here

the

text

leav

es m

atter

s unc

erta

in.

Ex. W

hen

aske

d, “

Wha

t doe

s the

stor

y hi

nt a

t tha

t you

wish

you

kne

w m

ore

abou

t?,”

the

stud

ent c

ites t

ext t

hat p

rovi

des t

he h

int.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.1. R

ecog

nize

whe

n th

e te

xt le

aves

matt

ers u

ncer

tain

.Ex

. Rec

ogni

ze th

at in

form

ation

is m

issin

g fr

om th

e st

ory.

Ex. G

iven

a te

xt p

roje

cted

on

an in

tera

ctive

whi

tebo

ard,

hig

hlig

ht th

e pa

rts o

f the

text

that

su

rrou

nd m

issin

g in

form

ation

.

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.1. W

ith g

uida

nce

and

supp

ort,

reco

gnize

whe

n a

stor

y do

es n

ot a

nsw

er a

qu

estio

n.Ex

. Ide

ntify

som

ethi

ng y

ou d

on’t

know

from

the

stor

y.Ex

. Ide

ntify

(via

pic

ture

s or s

poke

n w

ord)

som

ethi

ng e

lse n

ot st

ated

you

wou

ld li

ke to

kn

ow a

bout

a c

hara

cter

in th

e pa

ssag

e.Ex

. Rec

ogni

ze w

hen

the

stor

y en

ds so

that

you

don

’t kn

ow w

hat h

appe

ns n

ext (

e.g.

, Th

e te

ache

r ask

s, “

Wha

t hap

pens

nex

t?”

refe

rrin

g to

the

last

eve

nt in

the

stor

y an

d th

e st

uden

t res

pond

s with

a sh

rug.

).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.1

1-12

.2. D

eter

min

e tw

o or

m

ore

them

es o

r cen

tral

idea

s of

a te

xt a

nd a

naly

ze th

eir

deve

lopm

ent o

ver t

he c

ours

e of

the

text

, inc

ludi

ng h

ow

they

inte

ract

and

bui

ld o

n on

e an

othe

r to

prod

uce

a co

mpl

ex

acco

unt;

prov

ide

an o

bjec

tive

sum

mar

y of

the

text

.

EERL

.11-

12.2

. Pro

vide

a

sum

mar

y of

an

unfa

mili

ar te

xt.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.2

. Pro

vide

an

obje

ctive

sum

mar

y of

an

unfa

mili

ar te

xt.

Ex. W

hen

aske

d to

sum

mar

ize a

n un

fam

iliar

text

“in

you

r ow

n w

ords

,” pr

ovid

e an

ob

jecti

ve su

mm

ary

of th

e co

mpl

ete

text

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.2

. Pro

vide

a su

mm

ary

of a

n un

fam

iliar

text

.Ex

. Whe

n as

ked

to su

mm

arize

a te

xt, p

rovi

de a

sum

mar

y.Ex

. Pro

vide

a w

ritten

sum

mar

y of

a st

ory.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.2. P

rovi

de a

sum

mar

y of

a p

ortio

n of

a te

xt.

Ex. B

efor

e re

adin

g a

chap

ter i

n a

book

, sum

mar

ize w

hat h

as h

appe

ned

so fa

r (e.

g., T

he

teac

her a

sks t

he st

uden

t to

sum

mar

ize w

hat h

as h

appe

ned

thus

far.)

.Ex

. Whi

le re

adin

g a

stor

y, su

mm

arize

wha

t hap

pene

d (e

.g.,

The

teac

her s

tops

afte

r rea

ding

an

impo

rtan

t epi

sode

and

ask

s the

stud

ent t

o su

mm

arize

wha

t hap

pene

d.).

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.2. I

denti

fy a

title

for a

text

.Ex

. Giv

en a

n ar

ray

of p

ossib

le c

hoic

es fo

r a te

xt, i

denti

fy a

pla

usib

le ti

tle.

RL.1

1-12

.3. A

naly

ze th

e im

pact

of

the

auth

or’s

choi

ces r

egar

ding

ho

w to

dev

elop

and

rela

te

elem

ents

of a

stor

y or

dra

ma

(e.g

., w

here

a st

ory

is se

t, ho

w

the

actio

n is

orde

red,

how

the

char

acte

rs a

re in

trod

uced

and

de

velo

ped)

.

EERL

.11-

12.3

. Exp

lain

how

ch

arac

ters

dev

elop

ove

r the

co

urse

of a

stor

y.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.3

. Exp

lain

how

stor

y el

emen

ts im

pact

how

cha

ract

ers d

evel

op o

ver t

he c

ours

e of

the

stor

y.Ex

. Exp

lain

how

the

chan

ge o

f the

setti

ng im

pact

s the

dev

elop

men

t of t

he c

hara

cter

.Ex

. Exp

lain

how

eve

nts i

mpa

ct th

e de

velo

pmen

t of a

cha

ract

er (e

.g.,

A ch

arac

ter’s

reac

tion

to so

met

hing

that

hap

pens

in th

e st

ory

that

cha

nges

wha

t the

cha

ract

er d

oes n

ext.)

.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.3

. Exp

lain

how

cha

ract

ers d

evel

op o

ver t

he c

ours

e of

a st

ory.

Ex. E

xpla

in h

ow th

e ch

arac

ter’s

feel

ings

cha

nge

thro

ugho

ut th

e st

ory.

Ex. E

xpla

in h

ow th

e ch

arac

ter’s

lead

ersh

ip c

hang

es o

ver t

he c

ours

e of

the

stor

y.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.3. D

escr

ibe

a ch

arac

ter.

Ex. S

elec

t sev

eral

wor

ds fr

om a

n AA

C de

vice

that

des

crib

e th

e ch

arac

ter.

Ex. U

sing

a gr

aphi

c or

gani

zer,

reco

rd w

ords

that

des

crib

e a

char

acte

r.

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.3. I

denti

fy a

wor

d th

at d

escr

ibes

a c

hara

cter

.Ex

. Ide

ntify

a w

ord

from

a li

st o

f adj

ectiv

es th

at d

escr

ibes

the

char

acte

r.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Craft

and

Str

uctu

re.

RL.1

1-12

.4. D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es

as th

ey a

re u

sed

in th

e te

xt,

incl

udin

g fig

urati

ve a

nd

conn

otati

ve m

eani

ngs;

ana

lyze

th

e im

pact

of s

peci

fic w

ord

choi

ces o

n m

eani

ng a

nd to

ne,

incl

udin

g w

ords

with

mul

tiple

m

eani

ngs o

r lan

guag

e th

at is

pa

rticu

larly

fres

h, e

ngag

ing,

or

beau

tiful

. (In

clud

e Sh

akes

pear

e as

wel

l as o

ther

aut

hors

.)

EERL

.11-

12.4

. Det

erm

ine

how

w

ords

or p

hras

es w

ith m

ultip

le

mea

ning

s hav

e an

impa

ct o

n m

eani

ng o

r ton

e of

a te

xt.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.4

. Giv

e tw

o or

mor

e ex

ampl

es o

f how

the

auth

or’s

choi

ces o

f wor

ds a

nd

phra

ses i

mpa

ct th

e m

eani

ng(s

) and

tone

of t

he st

ory.

Ex. S

elec

t exa

mpl

es fr

om th

e st

ory

and

expl

ain

how

the

wor

ds o

r phr

ases

impa

ct m

eani

ng.

Ex. C

hoos

e w

ords

or p

hras

es th

at w

ould

cha

nge

the

stor

y if

mul

tiple

mea

ning

wor

ds w

ere

subs

titut

ed.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.4

. Det

erm

ine

how

wor

ds o

r phr

ases

with

mul

tiple

mea

ning

s hav

e an

impa

ct

on m

eani

ng o

r ton

e of

a te

xt.

Ex. I

nter

pret

wor

d m

eani

ngs w

ithin

a p

assa

ge a

ccor

ding

to c

onno

tatio

n (to

ne, e

moti

on) o

r co

ntex

t.Ex

. Loc

ate

an e

xam

ple

that

show

s how

the

auth

or’s

choi

ce o

f wor

ds im

pact

s the

mea

ning

an

d to

ne o

f the

stor

y.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.4. I

denti

fy m

eani

ng o

f mul

tiple

mea

ning

wor

ds a

s the

y ar

e us

ed in

a te

xt.

Ex. I

denti

fy th

e m

eani

ng o

f sin

k an

d cr

ash

whe

n th

ey a

re u

sed

in a

boo

k to

mea

n de

scen

d an

d do

ne ra

pidl

y (e

.g.,

The

foun

datio

n of

his

hous

e w

as st

artin

g to

sink

. He

took

a c

rash

co

urse

to le

arn

how

to fi

x it.

).

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.4. I

denti

fy th

e m

eani

ng o

f wor

ds a

s the

y ar

e us

ed in

a te

xt.

Ex. I

denti

fy a

pic

ture

that

repr

esen

ts th

e m

eani

ng o

f a w

ord

as it

is u

sed

in a

text

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.1

1-12

.5. A

naly

ze h

ow a

n au

thor

’s ch

oice

s con

cern

ing

how

to

stru

ctur

e sp

ecifi

c pa

rts o

f a

text

(e.g

., th

e ch

oice

of w

here

to

begi

n or

end

a st

ory,

the

choi

ce

to p

rovi

de a

com

edic

or t

ragi

c re

solu

tion)

con

trib

ute

to it

s ov

eral

l str

uctu

re a

nd m

eani

ng a

s w

ell a

s its

aes

theti

c im

pact

.

EERL

.11-

12.5

. Det

erm

ine

how

th

e au

thor

’s ch

oice

of w

here

to

end

the

stor

y co

ntrib

utes

to th

e m

eani

ng.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.5

. Exp

lain

how

the

stor

y w

ould

be

diffe

rent

if th

e au

thor

cho

se to

end

it a

t a

diffe

rent

poi

nt.

Ex. S

top

at d

iffer

ent ti

mes

in a

stor

y an

d de

term

ine

how

the

mea

ning

wou

ld b

e di

ffere

nt it

if

it en

ded

at a

diff

eren

t poi

nt.

Ex. T

ell h

ow th

e m

eani

ng w

ould

be

diffe

rent

if th

e au

thor

cho

se to

end

it a

t a d

iffer

ent

poin

t.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.5

. Det

erm

ine

how

the

auth

or’s

choi

ce o

f whe

re to

end

the

stor

y co

ntrib

utes

to

the

mea

ning

.Ex

. Det

erm

ine

how

the

stor

y w

ould

be

diffe

rent

it if

it e

nded

at a

diff

eren

t poi

nt (e

.g.,

befo

re S

croo

ge w

ent t

o vi

sit th

e Cr

atch

et fa

mily

).Ex

. Tel

l how

the

mea

ning

of t

he st

ory

wou

ld c

hang

e if

the

auth

or c

hose

to e

nd it

at a

di

ffere

nt p

oint

.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.5. I

denti

fy a

ltern

ative

end

ings

that

mat

ch th

e ov

eral

l mea

ning

of t

he st

ory.

Ex. A

fter r

eadi

ng a

stor

y an

d de

mon

stra

ting

unde

rsta

ndin

g of

the

over

all m

eani

ng, s

elec

t an

alte

rnati

ve e

ndin

g th

at w

ould

cha

nge

the

mea

ning

of t

he st

ory

from

a c

hoic

e of

thre

e.

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.5. I

denti

fy th

e be

ginn

ing

and

endi

ng o

f a st

ory.

Ex. U

sing

sequ

ence

car

ds, s

elec

t or p

oint

to b

egin

ning

and

end

ing.

RL.1

1-12

.6. A

naly

ze a

cas

e in

whi

ch g

rasp

ing

a po

int o

f vi

ew re

quire

s disti

ngui

shin

g w

hat i

s dire

ctly

stat

ed in

a

text

from

wha

t is r

eally

mea

nt

(e.g

., sa

tire,

sarc

asm

, iro

ny, o

r un

ders

tate

men

t).

EERL

.11-

12.6

. Ide

ntify

the

inte

nded

mea

ning

to m

atch

w

hat a

n au

thor

wro

te.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.6

. Des

crib

e th

e di

ffere

nce

betw

een

wha

t the

aut

hor o

r a c

hara

cter

said

and

w

hat h

e or

she

real

ly m

eant

.Ex

. Giv

en so

met

hing

an

auth

or sa

id, s

elec

t fro

m c

hoic

es a

stat

emen

t tha

t bes

t des

crib

es

wha

t the

aut

hor r

eally

mea

nt.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.6

. Ide

ntify

the

inte

nded

mea

ning

to m

atch

wha

t an

auth

or w

rote

.Ex

. Fro

m c

hoic

es, s

elec

t an

exam

ple

of w

hen

an a

utho

r sai

d on

e th

ing

but m

eant

ano

ther

(e

.g.,

The

auth

or sa

id “

That

’s ju

st g

reat

!” b

ut re

ally

mea

nt “

That

’s no

t goo

d.”)

.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.6. R

ecog

nize

the

liter

al m

eani

ng o

f wha

t the

aut

hor s

aid.

Ex. I

denti

fy th

e pi

ctur

e th

at b

est i

llust

rate

s a se

nten

ce w

ritten

by

the

auth

or.

Ex. G

iven

cho

ices

, ide

ntify

a w

ord

or p

hras

e th

at m

eans

the

sam

e th

ing

as w

hat t

he

auth

or in

tend

ed.

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.6. I

denti

fy so

met

hing

a c

hara

cter

said

.Ex

. Giv

en c

hoic

es, i

denti

fy so

met

hing

a c

hara

cter

said

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Inte

grati

on o

f Kno

wle

dge

and

Idea

s.

RL.1

1-12

.7. A

naly

ze m

ultip

le

inte

rpre

tatio

ns o

f a st

ory,

dram

a,

or p

oem

(e.g

., re

cord

ed o

r liv

e pr

oduc

tion

of a

pla

y or

reco

rded

no

vel o

r poe

try)

, eva

luati

ng

how

eac

h ve

rsio

n in

terp

rets

the

sour

ce te

xt.

(Incl

ude

at le

ast o

ne

play

by

Shak

espe

are

and

one

play

by

an A

mer

ican

dra

mati

st.)

EERL

.11-

12.7

. Com

pare

two

or m

ore

inte

rpre

tatio

ns (e

.g.,

reco

rded

or l

ive

prod

uctio

n of

a

play

or r

ecor

ded

nove

l or p

oetr

y)

of a

stor

y, dr

ama,

or p

oem

.

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.7

. Com

pare

and

con

tras

t tw

o or

mor

e in

terp

reta

tions

(e.g

., re

cord

ed o

r liv

e pr

oduc

tion

of a

pla

y or

reco

rded

nov

el o

r poe

try)

of a

stor

y, dr

ama,

or p

oem

.Ex

. Usin

g a

grap

hic

orga

nize

r (e.

g., a

Ven

n di

agra

m),

com

pare

and

con

tras

t a st

ory,

poem

, or

dra

ma

pres

ente

d in

diff

eren

t way

s.Ex

. Giv

en tw

o op

inio

ns o

f wha

t a st

ory’

s mes

sage

is a

nd e

xpla

in th

e di

ffere

nces

bet

wee

n th

em.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.7

. Com

pare

two

or m

ore

inte

rpre

tatio

ns (e

.g.,

reco

rded

or l

ive

prod

uctio

n of

a

play

or r

ecor

ded

nove

l or p

oetr

y) o

f a st

ory,

dram

a, o

r poe

m.

Ex. U

sing

a gr

aphi

c or

gani

zer,

com

pare

two

way

s tha

t the

sam

e ch

arac

ter i

s pre

sent

ed in

tw

o di

ffere

nt in

terp

reta

tions

of t

he sa

me

stor

y (e

.g.,

In th

e vi

deo,

this

pers

on w

as b

ad; i

n th

e st

ory,

this

pers

on w

as g

ood.

).Ex

. Com

pare

two

way

s tha

t the

sam

e ev

ent i

s pre

sent

ed in

two

diffe

rent

inte

rpre

tatio

ns o

f th

e sa

me

stor

y (e

.g.,

In th

e vi

deo,

the

endi

ng is

hap

py; i

n th

e st

ory,

the

endi

ng w

as sa

d.).

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.7. C

ompa

re a

fam

iliar

stor

y w

ith a

vid

eo v

ersio

n of

the

sam

e st

ory.

Ex. U

sing

a Ve

nn d

iagr

am, fi

nd si

mila

rities

bet

wee

n a

fam

iliar

stor

y an

d a

vide

o on

the

sam

e st

ory.

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.7. I

denti

fy th

e fa

mili

ar b

ook

that

mat

ches

a v

ideo

ver

sion

of th

e sa

me

stor

y.Ex

. Afte

r wat

chin

g a

porti

on o

f a v

ideo

bas

ed o

n a

fam

iliar

stor

y, se

lect

the

book

that

m

atch

es th

e vi

deo

from

a se

lecti

on o

f tw

o or

mor

e bo

oks.

RL.1

1-12

.8. (

Not

app

licab

le to

lit

erat

ure)

EERL

.11-

12.8

. N/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RL.1

1-12

.9. D

emon

stra

te

know

ledg

e of

eig

htee

nth-

, ni

nete

enth

-, an

d ea

rly-

twen

tieth

-cen

tury

foun

datio

nal

wor

ks o

f Am

eric

an li

tera

ture

, in

clud

ing

how

two

or m

ore

text

s fr

om th

e sa

me

perio

d tr

eat

simila

r the

mes

or t

opic

s.

EERL

.11-

12.9

. Com

pare

and

co

ntra

st e

lem

ents

of A

mer

ican

lit

erat

ure

to o

ther

lite

rary

wor

ks,

self,

or o

ne’s

wor

ld.

(Com

pare

th

emes

, top

ics,

loca

tions

, co

ntex

t, an

d po

int o

f vie

w.)

Leve

l IV

AA

Stu

dent

s w

ill:

EERL

.11-

12.9

. Ana

lyze

how

ele

men

ts o

f Am

eric

an li

tera

ture

rela

te to

oth

er li

tera

ry w

orks

, se

lf, a

nd th

e w

orld

.Ex

. Ana

lyze

them

es (e

.g.,

educ

ation

, fam

ily, c

ultu

re) i

n Am

eric

an li

tera

ture

and

rela

te

them

to o

wn

expe

rienc

e.Ex

. Ana

lyze

them

es (e

.g.,

educ

ation

, fam

ily, c

ultu

re) i

n Am

eric

an li

tera

ture

and

rela

te

them

to w

orld

lite

ratu

re.

Leve

l III

AA

Stu

dent

s w

ill:

EERL

.11-

12.9

. Com

pare

and

con

tras

t ele

men

ts o

f Am

eric

an li

tera

ture

to o

ther

lite

rary

w

orks

, tex

ts, s

elf,

or o

ne’s

wor

ld. (

Com

pare

them

es, t

opic

s, lo

catio

ns, c

onte

xt, a

nd p

oint

of

vie

w.)

Ex. C

ompa

re a

nd c

ontr

ast c

omm

on th

emes

acr

oss m

ore

than

one

sour

ce o

f Am

eric

an

liter

atur

e (e

.g.,

“Wha

t is s

omet

hing

you

hav

e re

ad a

bout

in m

ore

than

one

boo

k or

st

ory?

”).

Ex. C

ompa

re a

nd c

ontr

ast t

he se

tting

s of a

wor

k of

Am

eric

an li

tera

ture

and

ano

ther

lit

erar

y w

orks

.

Leve

l II A

A S

tude

nts

will

:EE

RL.1

1-12

.9. C

ompa

re a

nd c

ontr

ast e

lem

ents

of A

mer

ican

lite

ratu

re to

self.

Ex. C

ompa

re re

latio

nshi

ps o

f cha

ract

ers i

n th

e st

ory

and

thei

r rel

ation

ship

s with

oth

ers

(e.g

., “H

e ha

s a fr

iend

and

I do

too.

”).

Ex. C

ompa

re a

nd c

ontr

ast t

he se

tting

(tim

e an

d lo

catio

n) o

f the

stor

y an

d w

here

they

live

(e

.g.,

“The

stor

y w

as lo

ng a

go, n

ot to

day.”

).

Leve

l I A

A S

tude

nts

will

:EE

RL.1

1-12

.9. I

denti

fy si

mila

rities

bet

wee

n el

emen

ts o

f Am

eric

an li

tera

ture

and

self.

Ex. I

denti

fy si

mila

rities

bet

wee

n th

e ch

arac

ter(

s) in

a p

iece

of A

mer

ican

lite

ratu

re a

nd se

lf (e

.g.,

“bot

h bo

ys”)

.Ex

. Ide

ntify

sim

ilariti

es b

etw

een

the

setti

ng in

a p

iece

of A

mer

ican

lite

ratu

re a

nd w

here

th

ey li

ve (e

.g.,

“tre

es”)

.Ra

nge

of R

eadi

ng a

nd L

evel

of

Text

Com

plex

ity.

RL.1

1-12

.10.

By

the

end

of

grad

e 11

, rea

d an

d co

mpr

ehen

d lit

erat

ure,

incl

udin

g st

orie

s,

dram

as, a

nd p

oem

s, in

the

grad

es 1

1–CC

R te

xt c

ompl

exity

ba

nd p

rofic

ient

ly, w

ith

scaff

oldi

ng a

s nee

ded

at th

e hi

gh

end

of th

e ra

nge.

EERL

.11-

12.1

0. *

*Thi

s Lite

ratu

re

Esse

ntial

Ele

men

t ref

eren

ces a

ll el

emen

ts a

bove

.


Ele

ven

th-T

wel

fth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Rea

din

g (

Info

rmat

ion

al T

ext)

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Key

Idea

s an

d D

etai

ls.

RI.1

1-12

.1. C

ite st

rong

and

th

orou

gh te

xtua

l evi

denc

e to

su

ppor

t ana

lysis

of w

hat t

he

text

says

exp

licitl

y as

wel

l as

infe

renc

es d

raw

n fr

om th

e te

xt,

incl

udin

g de

term

inin

g w

here

the

text

leav

es m

atter

s unc

erta

in.

EERI

.11-

12.1

. Cite

text

ual

evid

ence

to d

eter

min

e w

here

in

form

ation

al te

xt le

aves

matt

ers

unce

rtai

n.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.1

. Cite

evi

denc

e to

show

how

info

rmati

on th

at is

miss

ing

or le

aves

matt

ers

unce

rtai

n in

the

text

impa

cts m

eani

ng(s

) and

pur

pose

.Ex

. Use

text

ual e

vide

nce

to m

ake

infe

renc

es a

bout

info

rmati

on th

at is

miss

ing

or u

ncer

tain

in

the

text

.Ex

. Des

crib

e ho

w c

laim

s are

use

d in

pro

paga

nda

to p

ersu

ade

opin

ions

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.1

. Cite

text

ual e

vide

nce

to d

eter

min

e w

here

info

rmati

onal

text

leav

es m

atter

s un

cert

ain.

Ex. U

se e

vide

nce

from

the

text

to id

entif

y w

here

info

rmati

on is

miss

ing

or u

ncer

tain

or

ambi

guou

s.Ex

. Cite

det

ails

as e

vide

nce

for c

onje

ctur

es a

bout

wha

t mig

ht h

appe

n th

at w

as n

ot

stat

ed in

text

(e.g

., Th

e m

an w

ill g

et th

e jo

b be

caus

e he

ans

wer

ed a

ll th

e qu

estio

ns in

the

inte

rvie

w.).

Ex. E

xpla

in h

ow st

ated

info

rmati

on is

use

d to

supp

ort u

nsta

ted

opin

ions

.Ex

. Tel

l if p

eopl

e w

ill b

uy a

pro

duct

of a

com

mer

cial

bec

ause

the

com

mer

cial

is b

elie

vabl

e or

not

.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.1. I

denti

fy m

eani

ng(s

) and

pur

pose

of t

he te

xt.

Ex. I

denti

fy th

at in

form

ation

is m

issin

g fr

om th

e te

xt.

Ex. I

denti

fy th

e in

tend

ed a

udie

nce

for t

he te

xt.

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.1. I

denti

fy ty

pes o

f inf

orm

ation

al te

xts.

Ex. I

denti

fy o

ne k

ey id

ea in

the

text

.Ex

. Seq

uenc

e ev

ents

in th

e te

xt.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.1

1-12

.2. D

eter

min

e tw

o or

m

ore

cent

ral i

deas

of a

text

and

an

alyz

e th

eir d

evel

opm

ent o

ver

the

cour

se o

f the

text

, inc

ludi

ng

how

they

inte

ract

and

bui

ld

on o

ne a

noth

er to

pro

vide

a

com

plex

ana

lysis

; pro

vide

an

obje

ctive

sum

mar

y of

the

text

.

EERI

.11-

12.2

. Pro

vide

a su

mm

ary

of a

n in

form

ation

al te

xt.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.2

. Pro

vide

a su

mm

ary

of a

n in

form

ation

al te

xt fo

r a sp

ecifi

ed p

urpo

se.

Ex. S

umm

arize

a n

ewsp

aper

arti

cle

to u

se in

ans

wer

ing

disc

ussio

n qu

estio

ns a

bout

a

curr

ent e

vent

.Ex

. Sum

mar

ize th

e st

eps i

n a

labo

rato

ry p

roce

dure

to u

se in

show

ing

how

a h

ypot

hesis

pr

ovid

ed b

y th

e te

ache

r was

test

ed.

Ex. S

umm

arize

info

rmati

onal

text

s to

use

in c

lass

ifyin

g th

em a

s app

ropr

iate

and

in

appr

opria

te so

urce

s of i

nfor

mati

on.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.2

. Pro

vide

a su

mm

ary

of a

n in

form

ation

al te

xt.

Ex. S

umm

arize

a n

ewsp

aper

arti

cle

on a

cur

rent

eve

nt.

Ex. S

umm

arize

wha

t the

y di

d in

a la

bora

tory

pro

cedu

re.

Ex. S

umm

arize

key

eve

nts f

rom

a h

istor

ical

text

.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.2. P

rovi

de a

sum

mar

y of

a p

ortio

n of

a te

xt.

Ex. B

efor

e re

adin

g a

chap

ter i

n a

book

, sum

mar

ize w

hat h

as h

appe

ned

so fa

r (e.

g., T

he

teac

her a

sks t

he st

uden

t to

sum

mar

ize w

hat h

as h

appe

ned

thus

far.)

.Ex

. Whi

le re

adin

g an

info

rmati

onal

text

, sum

mar

ize w

hat h

appe

ned

(e.g

., Th

e te

ache

r st

ops a

fter r

eadi

ng a

n im

port

ant s

ectio

n an

d as

ks th

e st

uden

t to

sum

mar

ize w

hat

happ

ened

.).

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.2. I

denti

fy fo

rms o

f med

ia.

Ex. N

ame

the

type

s of m

edia

(e.g

., “W

hich

one

is a

new

spap

er?”

).Ex

. Des

crib

e th

e ty

pe o

f inf

orm

ation

pre

sent

ed in

med

ia.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.1

1-12

.3. A

naly

ze a

com

plex

se

t of i

deas

or s

eque

nce

of

even

ts a

nd e

xpla

in h

ow sp

ecifi

c in

divi

dual

s, id

eas,

or e

vent

s in

tera

ct a

nd d

evel

op o

ver t

he

cour

se o

f the

text

.

EERI

.11-

12.3

. Exp

lain

how

sp

ecifi

c ev

ents

dev

elop

ove

r the

co

urse

of t

he te

xt.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.3

. Exp

lain

how

seve

ral e

vent

s dev

elop

and

inte

ract

ove

r the

cou

rse

of th

e te

xt.

Ex. E

xpla

in th

e im

pact

of e

vent

A o

n ev

ent B

in th

e te

xt.

Ex. I

nfer

wha

t wou

ld h

appe

n in

the

text

if e

vent

A d

id n

ot o

ccur

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.3

. Exp

lain

how

spec

ific

even

ts d

evel

op o

ver t

he c

ours

e of

the

text

.Ex

. Exp

lain

how

the

actio

ns o

f one

indi

vidu

al re

sult

in th

e ac

tions

of a

noth

er in

divi

dual

(e

.g.,

“The

man

robb

ed a

ban

k so

the

polic

eman

arr

este

d hi

m.”)

.Ex

. Giv

en a

serie

s of s

tate

men

ts fr

om a

n in

form

ation

al te

xt re

flecti

ng h

ow o

ne a

ction

led

to a

noth

er, p

ut th

em in

cor

rect

sequ

ence

.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.3. I

denti

fy th

e re

latio

nshi

p be

twee

n ev

ents

in a

n in

form

ation

al te

xt.

Ex. I

denti

fy a

n ev

ent f

rom

an

info

rmati

onal

text

that

resu

lted

from

a p

revi

ous e

vent

(e.g

., Gi

ven

a pi

ctur

e of

lava

runn

ing

dow

n th

e sid

e of

a m

ount

ain,

the

stud

ent s

elec

ts fr

om tw

o ch

oice

s a p

ictu

re o

f a v

olca

no e

xplo

ding

.).Ex

. Giv

en a

n ev

ent f

rom

an

info

rmati

onal

text

, mat

ch it

to th

e ne

xt li

kely

occ

urre

nce.

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.3. M

atch

info

rmati

onal

sour

ces.

Ex. M

atch

hist

oric

al d

ocum

ents

on

the

sam

e to

pic

(e.g

., sim

ilar w

ords

in ti

tle o

r hea

ding

).Ex

. Mat

ch m

edia

dan

ger w

arni

ngs (

e.g.

, rad

io o

r tel

evisi

on fo

r tor

nado

s) to

war

ning

sign

s (e

.g.,

Dire

ction

s to

go to

bas

emen

t dur

ing

a to

rnad

o w

arni

ng.).


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Craft

and

Str

uctu

re.

RI.1

1-12

.4. D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es

as th

ey a

re u

sed

in a

text

, in

clud

ing

figur

ative

, con

nota

tive,

an

d te

chni

cal m

eani

ngs;

ana

lyze

ho

w a

n au

thor

use

s and

refin

es

the

mea

ning

of a

key

term

or

term

s ove

r the

cou

rse

of a

text

(e

.g.,

how

Mad

ison

defin

es

facti

on in

Fed

eral

ist N

o. 1

0).

EERI

.11-

12.4

. Det

erm

ine

the

mea

ning

of w

ords

or p

hras

es

with

in a

n in

form

ation

al te

xt.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.4

. Det

erm

ine

the

mea

ning

of p

hras

es u

sed

in a

n in

form

ation

al te

xt.

Ex. M

atch

figu

rativ

e dr

awin

gs w

ith m

eani

ngs.

Ex. E

xpla

in h

ow w

ord

choi

ce im

pact

s the

mea

ning

and

pur

pose

of a

n in

form

ation

al te

xt

(e.g

., us

ing

wor

ds li

ke d

ange

r tel

ls th

e re

ader

the

text

is a

bout

safe

ty).

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.4

. Det

erm

ine

the

mea

ning

of w

ords

or p

hras

es w

ithin

an

info

rmati

onal

text

.Ex

. Ide

ntify

wor

ds o

r phr

ases

with

mul

tiple

mea

ning

s.Ex

. Use

con

text

to d

eter

min

e th

e m

eani

ng o

f wor

ds in

an

info

rmati

onal

text

.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.4. I

denti

fy th

e m

eani

ng o

f wor

ds.

Ex. G

iven

mor

e th

an o

ne m

eani

ng, m

atch

wor

ds w

ith th

eir m

eani

ngs.

Ex. G

iven

mor

e th

an o

ne p

ictu

re, m

atch

wor

ds w

ith th

e ap

prop

riate

pic

ture

that

bes

t de

mon

stra

tes t

he m

eani

ng o

f the

wor

d.Ex

. Ide

ntify

info

rmati

onal

wor

ds im

port

ant t

o th

e st

uden

t (e.

g., l

ibra

ry, c

ompu

ter,

text

book

s, st

udy

hall,

and

oth

er c

onte

nt-s

peci

fic v

ocab

ular

y.).

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.4. M

atch

a w

ord

to a

pic

ture

from

a te

xt.

Ex. M

atch

a w

ord

to a

pic

ture

, dra

win

g, o

r ske

tch.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.1

1-12

.5. A

naly

ze a

nd

eval

uate

the

effec

tiven

ess o

f the

st

ruct

ure

an a

utho

r use

s in

his

or h

er e

xpos

ition

or a

rgum

ent,

incl

udin

g w

heth

er th

e st

ruct

ure

mak

es p

oint

s cle

ar, c

onvi

ncin

g,

and

enga

ging

.

EERI

.11-

12.5

. Det

erm

ine

how

th

e au

thor

’s ch

oice

of w

here

to

mak

e an

arg

umen

t con

trib

utes

to

the

mea

ning

.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.5

. Exp

lain

how

the

auth

or’s

choi

ce o

f str

uctu

re m

akes

an

argu

men

t mor

e co

nvin

cing

.Ex

. Rea

d or

list

en to

an

info

rmati

onal

text

and

indi

cate

whi

ch p

hras

es su

ppor

t the

aut

hor’s

ar

gum

ent a

nd te

ll ho

w th

ose

phra

ses m

ake

the

auth

or’s

argu

men

t mor

e co

nvin

cing

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.5

. Det

erm

ine

how

the

auth

or’s

choi

ce o

f whe

re to

mak

e an

arg

umen

t co

ntrib

utes

to th

e m

eani

ng.

Ex. S

how

whe

re in

an

info

rmati

onal

text

an

auth

or m

akes

an

argu

men

t and

tell

how

that

ch

oice

mak

es th

e ar

gum

ent m

ore

conv

inci

ng (e

.g.,

You

pay

atten

tion

to d

etai

ls be

caus

e th

e ar

gum

ent i

s up-

fron

t ins

tead

of b

eing

put

in th

e m

iddl

e.).

Ex. I

denti

fy tr

ansiti

onal

wor

ds th

at a

llow

the

read

er to

follo

w th

e ar

gum

ent t

he a

utho

r is

mak

ing

(e.g

., fir

st, t

hen,

nex

t, an

d la

st).

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.5. I

denti

fy k

ey w

ords

that

supp

ort a

utho

r’s c

hoic

e of

stru

ctur

e.Ex

. Rea

d or

list

en to

a st

ory

and

iden

tify

the

key

wor

ds in

an

info

rmati

onal

text

.Ex

. Giv

en w

ord

choi

ces,

iden

tify

the

bold

or i

talic

ized

wor

ds.

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.5. I

denti

fy b

old

wor

ds.

Ex. P

oint

to o

r oth

erw

ise in

dica

te w

ords

that

are

in b

old

type

in a

text

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.1

1-12

.6. D

eter

min

e an

au

thor

’s po

int o

f vie

w o

r pu

rpos

e in

a te

xt in

whi

ch th

e rh

etor

ic is

par

ticul

arly

effe

ctive

, an

alyz

ing

how

styl

e an

d co

nten

t co

ntrib

ute

to th

e po

wer

, pe

rsua

siven

ess,

or b

eaut

y of

the

text

.

EERI

.11-

12.6

. Det

erm

ine

how

th

e au

thor

’s st

yle

affec

ts th

e pu

rpos

e of

the

text

.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.6

. Det

erm

ine

the

auth

or’s

poin

t of v

iew

and

exp

lain

how

the

auth

or’s

styl

e aff

ects

the

purp

ose

of th

e te

xt.

Ex. I

denti

fy k

ey w

ords

or p

hras

es th

at d

emon

stra

te th

e au

thor

’s op

inio

ns.

Ex. D

escr

ibe

the

auth

or’s

feel

ings

on

the

subj

ect a

nd se

lect

wor

ds o

r phr

ases

that

ex

empl

ify th

e au

thor

’s st

yle.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.6

. Det

erm

ine

how

the

auth

or’s

styl

e aff

ects

the

purp

ose

of th

e te

xt.

Ex. S

elec

t wor

d ch

oice

from

the

text

that

sugg

est i

ts p

urpo

se (e

.g.,

happ

y, sa

d, e

xcite

d,

dang

er, w

arni

ng, c

autio

n).

Ex. S

elec

t wor

ds o

r phr

ases

that

exe

mpl

ify th

e au

thor

’s st

yle.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.6. D

eter

min

e an

aut

hor’s

pur

pose

.Ex

. “W

hat i

s the

aut

hor t

ryin

g to

tell

you?

”Ex

. Giv

en c

hoic

es (e

.g.,

to te

ll ho

w to

do

som

ethi

ng, t

o ke

ep p

eopl

e sa

fe),

answ

er, “

Why

do

you

thin

k th

e au

thor

wan

ted

to w

rite

this?

”

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.6. I

denti

fy th

e pu

rpos

e of

info

rmati

onal

text

.Ex

. Ide

ntify

wha

t inf

orm

ation

a g

raph

dep

icts

(e.g

., m

eani

ng o

f war

ning

sign

s).

Ex. G

iven

a w

ord

and

a ch

oice

of p

urpo

se, i

denti

fy th

e pu

rpos

e (e

.g.,

dang

er, l

ocati

on

nam

e, d

irecti

ons)

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Inte

grati

on o

f Kno

wle

dge

and

Idea

s.

RI.1

1-12

.7. I

nteg

rate

and

ev

alua

te m

ultip

le so

urce

s of

info

rmati

on p

rese

nted

in

diffe

rent

med

ia o

r for

mat

s (e.

g.,

visu

ally,

qua

ntita

tivel

y) a

s wel

l as

in w

ords

in o

rder

to a

ddre

ss a

qu

estio

n or

solv

e a

prob

lem

.

EERI

.11-

12.7

. Ana

lyze

in

form

ation

pre

sent

ed in

di

ffere

nt m

edia

on

rela

ted

topi

cs

to a

nsw

er q

uesti

ons o

r sol

ve

prob

lem

s.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.7

. Com

pare

and

ana

lyze

info

rmati

on p

rese

nted

from

diff

eren

t med

ia to

an

swer

que

stion

s or s

olve

pro

blem

s.Ex

. Com

pare

info

rmati

on fr

om tw

o co

mpu

ter o

r dig

ital s

ourc

es to

det

erm

ine

the

best

in

form

ation

to c

ompl

ete

rese

arch

to a

nsw

er q

uesti

ons o

r sol

ve p

robl

ems.

Ex. C

ompa

re in

form

ation

for t

wo

type

s of m

edia

and

det

erm

ine

whi

ch b

est a

nsw

ers t

he

ques

tions

or s

olve

s the

pro

blem

.

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.7

. Ana

lyze

info

rmati

on p

rese

nted

in d

iffer

ent m

edia

on

rela

ted

topi

cs to

an

swer

que

stion

s or s

olve

pro

blem

s.Ex

. Use

visu

als t

o an

swer

que

stion

s.Ex

. Use

a c

ompu

ter o

r dig

ital d

evic

e to

ans

wer

que

stion

s or c

ompl

ete

rese

arch

to a

nsw

er

ques

tions

.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.7. U

se v

isual

ly p

rese

nted

mat

eria

l to

answ

er q

uesti

ons.

Ex. S

elec

t a p

ictu

re th

at in

dica

tes a

n an

swer

to q

uesti

ons.

Ex. U

se v

isual

s to

illus

trat

e an

swer

s to

ques

tions

or i

denti

fy k

ey in

form

ation

from

text

.Ex

. Use

gra

phic

s to

answ

er q

uesti

ons.

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.7. A

ttend

to te

xt in

var

ious

med

ia.

Ex. T

rack

info

rmati

on p

rese

nted

on

a co

mpu

ter s

cree

n.Ex

. Fol

low

dire

ction

s fro

m a

bas

ic in

stru

ction

al v

ideo

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.1

1-12

.8. D

elin

eate

and

ev

alua

te th

e re

ason

ing

in

sem

inal

U.S

. tex

ts, i

nclu

ding

the

appl

icati

on o

f con

stitu

tiona

l pr

inci

ples

and

use

of l

egal

re

ason

ing

(e.g

., in

U.S

. Sup

rem

e Co

urt m

ajor

ity o

pini

ons a

nd

diss

ents

) and

the

prem

ises,

pu

rpos

es, a

nd a

rgum

ents

in

wor

ks o

f pub

lic a

dvoc

acy

(e.g

., Th

e Fe

dera

list,

pres

iden

tial

addr

esse

s).

EERI

.11-

12.8

. Exp

lain

how

U.S

. te

xts i

nfor

m c

itize

ns’ r

ight

s.Le

vel I

V A

A S

tude

nts

will

:EE

RI.1

1-12

.8. E

valu

ate

and

expl

ain

how

U.S

. tex

ts in

form

citi

zens

’ rig

hts t

o ad

voca

te.

Ex. P

artic

ipat

e in

disc

ussio

n ab

out c

itize

ns’ r

ight

s.Ex

. Cre

ate

clas

sroo

m o

r sch

ool r

ight

s.Ex

. Exp

lain

how

citi

zens

’ rig

hts o

utlin

ed in

U.S

. doc

umen

ts im

pact

soci

ety

(pas

t and

pr

esen

t).

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.8

. Exp

lain

how

U.S

. tex

ts in

form

citi

zens

’ rig

hts.

Ex. G

iven

a ri

ght s

tate

d in

a U

.S. t

ext,

expl

ain

wha

t it m

eans

to th

e st

uden

t.Ex

. Illu

stra

te o

r sel

ect c

lipar

t to

illus

trat

e a

right

of U

.S. c

itize

ns p

rovi

ded

by th

e go

vern

men

t.Ex

. Disc

uss t

he re

latio

nshi

p be

twee

n hi

stor

ical

U.S

. doc

umen

ts a

nd se

lf.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.8. I

denti

fy U

.S. c

itize

ns’ r

ight

s.Ex

. Giv

en c

hoic

es a

nd e

xam

ples

, sel

ect t

heir

right

s.Ex

. Giv

en e

xam

ples

of a

ction

s, id

entif

y th

ose

that

a p

erso

n ha

s the

righ

t to

do.

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.8. R

ecog

nize

U.S

. citi

zens

’ rig

hts.

Ex. G

iven

repr

esen

tatio

ns o

f acti

ons a

nd a

sked

if th

e pe

rson

has

a ri

ght t

o do

it (e

.g.,

pers

on h

itting

som

eone

, per

son

taki

ng so

met

hing

from

som

eone

, per

son

goin

g to

scho

ol,

pers

on c

ross

ing

a st

reet

on

a w

alki

ng si

gnal

), an

swer

s “ye

s” o

r “no

”.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

RI.1

1-12

.9. A

naly

ze

seve

ntee

nth-

, eig

htee

nth-

, and

ni

nete

enth

-cen

tury

foun

datio

nal

U.S.

doc

umen

ts o

f hist

oric

al

and

liter

ary

signi

fican

ce

(incl

udin

g Th

e De

clar

ation

of

Inde

pend

ence

, the

Pre

ambl

e to

the

Cons

tituti

on, t

he B

ill o

f Ri

ghts

, and

Lin

coln

’s Se

cond

In

augu

ral A

ddre

ss) f

or th

eir

them

es, p

urpo

ses,

and

rhet

oric

al

feat

ures

.

EERI

.11-

12.9

. Det

erm

ine

the

purp

oses

of f

ound

ation

al U

. S.

doc

umen

ts o

f hist

oric

al

signi

fican

ce.

Leve

l IV

AA

Stu

dent

s w

ill:

EERI

.11-

12.9

. Com

pare

and

con

tras

t fou

ndati

onal

U.S

. doc

umen

ts o

f hist

oric

al si

gnifi

canc

e fo

r the

ir pu

rpos

es.

Ex. S

how

n tw

o hi

stor

ical

doc

umen

ts (e

.g.,

Bill

of R

ight

s and

Con

stitu

tion)

and

disc

ussin

g th

eir p

urpo

se w

ith th

e te

ache

r, in

dica

te th

e co

mm

on th

eme

of th

e hi

stor

ical

doc

umen

ts

(e.g

., rig

hts,

free

dom

).

Leve

l III

AA

Stu

dent

s w

ill:

EERI

.11-

12.9

. Det

erm

ine

the

purp

oses

of f

ound

ation

al U

.S. d

ocum

ents

of h

istor

ical

sig

nific

ance

.Ex

. Giv

en c

hoic

es, m

atch

the

Decl

arati

on o

f Ind

epen

denc

e to

its p

urpo

se o

f sep

arati

ng

from

Eng

land

/bec

omin

g ou

r ow

n na

tion.

Ex. G

iven

cho

ices

, mat

ch th

e Bi

ll of

Rig

hts t

o its

pur

pose

of g

ivin

g rig

hts t

o U.

S. c

itize

ns.

Leve

l II A

A S

tude

nts

will

:EE

RI.1

1-12

.9. I

denti

fy im

port

ant U

.S. d

ocum

ents

.Ex

. Whe

n gi

ven

choi

ces,

sele

ct si

gnifi

cant

U.S

. doc

umen

ts (e

.g.,

Bill

of R

ight

s, D

ecla

ratio

n of

Inde

pend

ence

).

Leve

l I A

A S

tude

nts

will

:EE

RI.1

1-12

.9. M

atch

sign

ifica

nt U

.S. d

ocum

ents

with

thei

r rep

rese

ntati

ons.

Ex. W

hen

give

n vi

sual

s of s

igni

fican

t U.S

. doc

umen

ts, m

atch

pic

ture

s with

the

sam

e do

cum

ent.

Rang

e of

Rea

ding

and

Lev

el o

f Te

xt C

ompl

exity

.

RI.1

1-12

.10.

By

the

end

of

grad

e 11

, rea

d an

d co

mpr

ehen

d lit

erar

y no

nficti

on in

the

grad

es

11–C

CR te

xt c

ompl

exity

ban

d pr

ofici

ently

, with

scaff

oldi

ng a

s ne

eded

at t

he h

igh

end

of th

e ra

nge.

EERI

.11-

12.1

0. *

*Thi

s Ess

entia

l El

emen

t ref

eren

ces a

ll el

emen

ts

abov

e.


Ele

ven

th-T

wel

fth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Wri

tin

g

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Text

Typ

es a

nd P

urpo

ses.

W.1

1-12

.1. W

rite

argu

men

ts to

su

ppor

t cla

ims i

n an

ana

lysis

of

subs

tanti

ve to

pics

or t

exts

, usin

g va

lid re

ason

ing

and

rele

vant

and

su

ffici

ent e

vide

nce.

a.

Intr

oduc

e pr

ecise

, kn

owle

dgea

ble

clai

m(s

), es

tabl

ish th

e sig

nific

ance

of

the

clai

m(s

), di

sting

uish

th

e cl

aim

(s) f

rom

alte

rnat

e or

opp

osin

g cl

aim

s, a

nd

crea

te a

n or

gani

zatio

n th

at

logi

cally

sequ

ence

s cla

im(s

), co

unte

rcla

ims,

reas

ons,

and

ev

iden

ce.

b.

Deve

lop

clai

m(s

) an

d co

unte

rcla

ims f

airly

and

th

orou

ghly,

supp

lyin

g th

e m

ost

rele

vant

evi

denc

e fo

r eac

h w

hile

po

intin

g ou

t the

stre

ngth

s and

lim

itatio

ns o

f bot

h in

a m

anne

r th

at a

ntici

pate

s the

aud

ienc

e’s

know

ledg

e le

vel,

conc

erns

, va

lues

, and

pos

sible

bia

ses.

EEW

.11-

12.1

.a-b

. Writ

e to

ex

pres

s an

opin

ion

with

su

ppor

ting

info

rmati

on a

bout

a

topi

c or

text

and

a c

oncl

udin

g st

atem

ent.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.1

.a-b

. Writ

e an

arg

umen

t to

supp

ort a

cla

im, i

ntro

duce

cou

nter

cla

ims,

and

pr

ovid

e re

ason

s or e

vide

nce

from

mul

tiple

sour

ces.

Ex. W

rite

a cl

aim

abo

ut so

met

hing

hap

peni

ng a

t sch

ool (

e.g.

, The

team

is g

ood.

), an

ar

gum

ent t

o su

ppor

t the

cla

im (e

.g.,

Joe

is o

n th

e te

am.),

and

a re

ason

(e.g

., H

e is

goo

d.)

and

intr

oduc

e a

coun

terc

laim

(e.g

., Th

e te

am is

not

win

ning

.).Ex

. Writ

e a

clai

m (e

.g.,

Gov

ernm

ent c

lass

is b

ad.)

and

an a

rgum

ent t

o su

ppor

t it (

e.g.

, It’s

to

o ha

rd.)

with

a re

ason

(e.g

., to

o m

any

new

wor

ds) a

nd in

trod

uces

a c

ount

ercl

aim

(e.g

., G

over

nmen

t cla

ss ta

lks

are

fun.

).

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.1

.a-b

. Writ

e to

exp

ress

an

opin

ion

with

supp

ortin

g in

form

ation

abo

ut a

topi

c or

text

and

a c

oncl

udin

g st

atem

ent.

Ex. W

rite

abou

t a p

erso

nal o

pini

on a

nd g

ive

mor

e th

an o

ne re

ason

supp

ortin

g th

e cl

aim

.Ex

. Giv

en a

stat

emen

t, ex

pres

s agr

eem

ent o

r disa

gree

men

t and

giv

e m

ore

than

one

re

ason

why

.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.1.a

-b. W

rite

a cl

aim

and

an

argu

men

t to

supp

ort i

t with

one

cle

ar re

ason

or

piec

e of

evi

denc

e.Ex

. Writ

e a

clai

m a

bout

som

ethi

ng h

appe

ning

at s

choo

l (e.

g., T

he te

am is

goo

d.),

an

argu

men

t to

supp

ort t

he c

laim

(e.g

., Jo

e is

on

the

team

.), a

nd a

reas

on (e

.g.,

He

is g

ood.

).Ex

. Writ

e a

clai

m (e

.g.,

No

runn

ing

in th

e ha

lls.),

an

argu

men

t to

supp

ort i

t (e.

g., I

t is

the

rule

.), a

nd a

reas

on (e

.g.,

Som

eone

will

get

kno

cked

dow

n.).

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.1.a

-b. W

ith g

uida

nce

and

supp

ort,

writ

e a

clai

m.

Ex. U

se a

read

y-m

ade

set-u

p in

mul

timed

ia so

ftwar

e to

cho

ose

wor

ds to

writ

e a

clai

m.

Ex. F

ollo

win

g a

teac

her-l

ed sm

all-g

roup

disc

ussio

n, d

urin

g w

hich

the

teac

her a

dds k

ey

wor

ds to

a c

hart

, cho

ose

an a

rgum

ent f

rom

two

positi

ons (

e.g.

, Tec

hnol

ogy

is gr

eat.

Te

chno

logy

is m

akin

g us

stup

id.),

and

writ

e, u

sing

wor

d pr

edic

tion

softw

are

and

a ta

lkin

g w

ord

proc

esso

r, al

ong

with

teac

her g

uida

nce

and

supp

ort a

s nee

ded,

idea

s to

supp

ort t

he

clai

m.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Use

wor

ds, p

hras

es,

and

clau

ses a

s wel

l as v

arie

d sy

ntax

to li

nk th

e m

ajor

secti

ons

of th

e te

xt, c

reat

e co

hesio

n,

and

clar

ify th

e re

latio

nshi

ps

betw

een

clai

m(s

) and

reas

ons,

be

twee

n re

ason

s and

evi

denc

e,

and

betw

een

clai

m(s

) and

co

unte

rcla

ims.

EEW

.11-

12.1

.c. N

/A

d.

Esta

blish

and

mai

ntai

n a

form

al st

yle

and

obje

ctive

tone

w

hile

atte

ndin

g to

the

norm

s an

d co

nven

tions

of t

he

EEW

.11-

12.1

.d. N

/A

e.

Prov

ide

a co

nclu

ding

st

atem

ent o

r sec

tion

that

follo

ws

from

and

supp

orts

the

argu

men

t pr

esen

ted.

EEW

.11-

12.1

.e. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.1

1-12

.2. W

rite

info

rmati

ve/

expl

anat

ory

text

s to

exam

ine

and

conv

ey c

ompl

ex id

eas,

con

cept

s,

and

info

rmati

on c

lear

ly a

nd

accu

rate

ly th

roug

h th

e eff

ectiv

e se

lecti

on, o

rgan

izatio

n, a

nd

anal

ysis

of c

onte

nt.

a.

Intr

oduc

e a

topi

c;

orga

nize

com

plex

idea

s,

conc

epts

, and

info

rmati

on so

th

at e

ach

new

ele

men

t bui

lds

on th

at w

hich

pre

cede

s it t

o cr

eate

a u

nifie

d w

hole

; inc

lude

fo

rmatti

ng (e

.g.,

head

ings

), gr

aphi

cs (e

.g.,

figur

es, t

able

s),

and

mul

timed

ia w

hen

usef

ul to

ai

ding

com

preh

ensio

n.b.

De

velo

p th

e to

pic

thor

ough

ly b

y se

lecti

ng th

e m

ost s

igni

fican

t and

rele

vant

fa

cts,

ext

ende

d de

finiti

ons,

co

ncre

te d

etai

ls, q

uota

tions

, or

othe

r inf

orm

ation

and

exa

mpl

es

appr

opria

te to

the

audi

ence

’s kn

owle

dge

of th

e to

pic.

EEW

.11-

12.2

.a-b

. Writ

e to

co

nvey

idea

s and

info

rmati

on

usin

g cl

ear o

rgan

izatio

n an

d in

clud

ing

fact

s, d

etai

ls, a

nd o

ther

in

form

ation

as w

ell a

s gra

phic

s an

d m

ultim

edia

as n

eede

d.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.2

.a-b

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.2

.a-b

. Writ

e to

con

vey

idea

s and

info

rmati

on u

sing

clea

r org

aniza

tion

and

incl

udin

g fa

cts,

det

ails,

and

oth

er in

form

ation

as w

ell a

s gra

phic

s and

mul

timed

ia a

s ne

eded

.Ex

. Res

earc

h a

topi

c of

inte

rest

and

writ

e ab

out i

t usin

g ev

iden

ce fr

om se

vera

l tex

ts.

Ex. W

rite

abou

t a to

pic

of in

tere

st d

raw

ing

on e

vide

nce

from

seve

ral w

ebsit

es a

nd

inco

rpor

ating

gra

phic

s to

supp

ort m

eani

ng.

Ex. W

rite

abou

t an

assig

ned

topi

c in

clud

ing

thre

e or

mor

e fa

cts o

r con

cret

e de

tails

dra

wn

from

mul

tiple

sour

ces.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.2.a

-b. W

rite

to c

onve

y id

eas a

nd in

form

ation

incl

udin

g fa

cts,

det

ails,

and

oth

er

info

rmati

on a

s wel

l as g

raph

ics a

nd m

ultim

edia

as n

eede

d.Ex

. Writ

e a

shor

t rep

ort f

or a

cla

ss in

clud

ing

illus

trati

ons o

r clip

art t

o su

ppor

t un

ders

tand

ing.

Ex. W

rite

to d

escr

ibe

a sc

hool

spor

ting

even

t say

ing

who

was

invo

lved

(coa

ch, t

eam

, kid

s)

and

wha

t hap

pene

d (h

ard

gam

e, w

e w

on).

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.2.a

-b. W

ith g

uida

nce

and

supp

ort,

writ

e to

con

vey

idea

s and

info

rmati

on.

Ex. G

iven

cho

ices

and

a v

arie

ty o

f writi

ng to

ols,

com

plet

e a

writi

ng sa

mpl

e ab

out a

giv

en

subj

ect o

r top

ic.

Ex. O

rgan

ize th

ree

topi

cally

rela

ted

pict

ures

from

a c

hoic

e of

seve

ral,

and

with

teac

her

guid

ance

and

supp

ort a

s nee

ded,

writ

e ab

out a

pre

ferr

ed to

pic

usin

g th

e pi

ctur

es to

gui

de

thin

king

, wor

d pr

edic

tion

softw

are

to a

ssist

spel

ling,

and

a ta

lkin

g w

ord

proc

esso

r to

mon

itor i

dea

cons

truc

tion.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Use

app

ropr

iate

and

va

ried

tran

sition

s and

synt

ax to

lin

k th

e m

ajor

secti

ons o

f the

te

xt, c

reat

e co

hesio

n, a

nd c

larif

y th

e re

latio

nshi

ps a

mon

g co

mpl

ex

idea

s and

con

cept

s.

EEW

.11-

12.2

.c. N

/A

d.

Use

pre

cise

lang

uage

, do

mai

n-sp

ecifi

c vo

cabu

lary

, and

te

chni

ques

such

as m

etap

hor,

simile

, and

ana

logy

to m

anag

e th

e co

mpl

exity

of t

he to

pic.

EEW

.11-

12.2

.d. N

/A

e.

Esta

blish

and

mai

ntai

n a

form

al st

yle

and

obje

ctive

tone

w

hile

atte

ndin

g to

the

norm

s an

d co

nven

tions

of t

he d

iscip

line

in w

hich

they

are

writi

ng.

EEW

.11-

12.2

.e. N

/A

f. Pr

ovid

e a

conc

ludi

ng

stat

emen

t or s

ectio

n th

at

follo

ws f

rom

and

supp

orts

the

info

rmati

on o

r exp

lana

tion

pres

ente

d (e

.g.,

artic

ulati

ng

impl

icati

ons o

r the

sign

ifica

nce

of th

e to

pic)

.

EEW

.11-

12.2

.f. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.1

1-12

.3. W

rite

narr

ative

s to

dev

elop

real

or i

mag

ined

ex

perie

nces

or e

vent

s usin

g eff

ectiv

e te

chni

que,

wel

l-cho

sen

deta

ils, a

nd w

ell-s

truc

ture

d ev

ent s

eque

nces

.a.

En

gage

and

orie

nt th

e re

ader

by

setti

ng o

ut a

pro

blem

, sit

uatio

n, o

r obs

erva

tion

and

its

signi

fican

ce, e

stab

lishi

ng o

ne

or m

ultip

le p

oint

(s) o

f vie

w,

and

intr

oduc

ing

a na

rrat

or a

nd/

or c

hara

cter

s; c

reat

e a

smoo

th

prog

ress

ion

of e

xper

ienc

es o

r ev

ents

.b.

U

se n

arra

tive

tech

niqu

es, s

uch

as d

ialo

gue,

pa

cing

, des

crip

tion,

refle

ction

, an

d m

ultip

le p

lot l

ines

, to

deve

lop

expe

rienc

es, e

vent

s,

and/

or c

hara

cter

s.c.

U

se a

var

iety

of

tech

niqu

es to

sequ

ence

eve

nts

so th

at th

ey b

uild

on

one

anot

her t

o cr

eate

a c

oher

ent

who

le a

nd b

uild

tow

ard

a pa

rticu

lar t

one

and

outc

ome

(e.g

., a

sens

e of

mys

tery

, su

spen

se, g

row

th, o

r res

oluti

on).

EEW

.11-

12.3

. Sel

ect a

n ev

ent o

r pe

rson

al e

xper

ienc

e an

d w

rite

abou

t it.

a-c.

In

trod

uce

an e

xper

ienc

e or

situ

ation

, at l

east

one

ch

arac

ter,

and

desc

ribe

mul

tiple

ev

ents

in se

quen

ce.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.3

.a-c

. Int

rodu

ce a

n ex

perie

nce

or si

tuati

on in

clud

ing

mul

tiple

cha

ract

ers a

nd

the

desc

riptio

n of

mul

tiple

eve

nts i

n se

quen

ce.

Ex. P

rovi

de a

n in

trod

uctio

n of

a p

robl

em, s

ituati

on, o

r eve

nt; i

ntro

duce

mul

tiple

cha

ract

ers;

and

use

sim

ple

sent

ence

s to

writ

e ab

out m

ultip

le e

vent

s.Ex

. Afte

r rea

ding

and

disc

ussin

g a

non-

fictio

n te

xt, w

rite

a su

mm

ary

abou

t an

even

t, th

e sit

uatio

n,

the

acto

rs, a

nd th

e ac

tions

.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.3

.a-c

. Int

rodu

ce a

n ex

perie

nce

or si

tuati

on, a

t lea

st o

ne c

hara

cter

, and

de

scrib

e m

ultip

le e

vent

s in

sequ

ence

.Ex

. Pro

vide

an

intr

oduc

tion

of a

pro

blem

, situ

ation

, or e

vent

; int

rodu

ce th

e na

rrat

or o

r cha

ract

ers;

an

d us

e se

quen

cing

to e

stab

lish

tone

and

out

com

es (e

.g.,

a se

nse

of m

yste

ry, s

uspe

nse,

gro

wth

, and

re

solu

tion)

.Ex

. Pro

duce

a w

riting

sam

ple

that

des

crib

es a

rece

nt o

r im

agin

ed e

vent

of i

nter

est (

e.g.

, vac

ation

, fie

ld tr

ip, w

alk

on th

e m

oon,

flyi

ng in

the

air)

incl

udin

g ch

arac

ters

and

des

crip

tions

of m

ultip

le

even

ts in

sequ

ence

.Ex

. Afte

r rea

ding

and

disc

ussin

g a

hist

ory

or sc

ienc

e te

xt, g

ener

ate

grou

p no

tes i

n vi

sual

pla

nnin

g so

ftwar

e, c

onve

rt th

ose

visu

al n

otes

into

a w

ritten

out

line

in th

e so

ftwar

e, a

nd e

xpan

d th

ose

note

s in

a ta

lkin

g w

ord

proc

esso

r int

o a

sum

mar

y ab

out a

n ev

ent (

e.g.

, im

mig

rant

s com

ing

to A

mer

ica)

, th

e sit

uatio

n (n

ot e

noug

h fo

od),

the

acto

rs (i

mm

igra

nts)

, the

acti

ons (

got i

n sh

ip, c

ome

to A

mer

ica,

ge

t job

s).

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.3.a

-c. I

ntro

duce

an

expe

rienc

e or

situ

ation

des

crib

ing

at le

ast o

ne c

hara

cter

an

d on

e ev

ent.

Ex. P

rovi

de a

n in

trod

uctio

n of

a si

tuati

on o

r eve

nt, i

ntro

duce

a c

hara

cter

, and

rela

te o

ne th

ing

that

ha

ppen

ed.

Ex. P

rodu

ce a

writi

ng sa

mpl

e th

at d

escr

ibes

a re

cent

eve

nt o

f int

eres

t (e.

g., v

acati

on, fi

eld

trip

, sc

ienc

e cl

ass e

xper

imen

t) in

clud

ing

a ch

arac

ter a

nd d

escr

ibin

g on

e th

ing

that

hap

pene

d.Ex

. Afte

r rea

ding

and

disc

ussin

g a

non-

fictio

n te

xt, i

denti

fy k

ey a

ctor

s and

eve

nts f

rom

a li

st o

n an

in

tera

ctive

whi

tebo

ard,

and

writ

e a

sum

mar

y us

ing

a te

mpl

ate

(e.g

., Th

is te

xt is

abo

ut <

even

t>.

The

imm

igra

nts <

did

wha

t tw

o th

ings

> be

caus

e <w

hat d

id th

ey w

ant>

.).

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.3.a

-c. W

ith g

uida

nce

and

supp

ort,

writ

e ab

out a

per

sona

l exp

erie

nce.

Ex. U

se w

ord

pred

ictio

n so

ftwar

e an

d te

ache

r sup

port

and

gui

danc

e (e

.g.,

The

teac

her a

sks,

“W

here

di

d yo

u go

? W

hat d

id y

ou se

e? H

ear?

Do?

”) to

writ

e ab

out a

vac

ation

, sel

ectin

g pi

ctur

es o

f the

pe

ople

who

wen

t (m

om, d

ad, a

nd m

e) a

nd e

vent

s (be

ach,

sw

imm

ing,

and

fish

ing)

.Ex

. Use

wor

ds o

r sym

bols

prov

ided

by

the

teac

her t

o w

rite

abou

t dai

ly e

vent

s.Ex

. Hav

ing

seen

a p

hoto

from

a fi

eld

trip

, use

a m

ulti-

mes

sage

dev

ice

to c

omm

unic

ate

abou

t the

ex

perie

nce

(Go

farm

. H

appy

.), w

hich

the

teac

her w

ill w

rite

belo

w th

e ph

oto

and

read

alo

ud a

s the

st

uden

t obs

erve

s.Ex

, With

teac

her g

uida

nce

and

supp

ort a

s nee

ded

thro

ugho

ut e

very

step

of t

he p

roce

ss: s

elec

t thr

ee

digi

tal p

hoto

s of a

rece

nt fi

eld

trip

, bra

inst

orm

wor

ds a

nd id

eas a

bout

wha

t hap

pene

d w

ith a

smal

l gr

oup

of p

eers

, ent

erin

g th

e id

eas i

n a

grap

hic

orga

nize

r, co

nver

t the

gra

phic

to a

text

out

line,

and

w

rite

unde

r eac

h pi

ctur

e w

hat h

appe

ned,

usin

g w

ord

pred

ictio

n so

ftwar

e w

ith a

topi

c di

ction

ary

rela

ted

to th

e ex

perie

nce

and

a ta

lkin

g w

ord

proc

esso

r.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

d.

Use

pre

cise

wor

ds a

nd

phra

ses,

telli

ng d

etai

ls, a

nd

sens

ory

lang

uage

to c

onve

y a

vivi

d pi

ctur

e of

the

expe

rienc

es,

even

ts, s

etting

, and

/or

char

acte

rs.

EEW

.11-

12.3

.d. N

/A

e.

Prov

ide

a co

nclu

sion

that

follo

ws f

rom

and

refle

cts o

n w

hat i

s exp

erie

nced

, obs

erve

d,

or re

solv

ed o

ver t

he c

ours

e of

th

e na

rrati

ve.

EEW

.11-

12.3

.e. N

/A

Prod

ucti

on a

nd D

istr

ibuti

on o

f W

riti

ng.

W.1

1-12

.4. P

rodu

ce c

lear

and

co

here

nt w

riting

in w

hich

the

deve

lopm

ent,

orga

niza

tion,

and

st

yle

are

appr

opria

te to

task

, pu

rpos

e, a

nd a

udie

nce.

(Gr

ade-

spec

ific

expe

ctati

ons f

or w

riting

ty

pes a

re d

efine

d in

stan

dard

s 1–

3 ab

ove.

)

EEW

.11-

12.4

. Pro

duce

writi

ng

that

is a

ppro

pria

te to

a p

artic

ular

ta

sk, p

urpo

se, a

nd a

udie

nce.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.4

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.4

. Pro

duce

writi

ng th

at is

app

ropr

iate

to a

par

ticul

ar ta

sk, p

urpo

se, a

nd

audi

ence

.Ex

. Com

plet

e a

job

appl

icati

on u

sing

a ta

lkin

g w

ord

proc

esso

r.Ex

. Mak

e a

list o

f thi

ngs t

o pa

ck fo

r a tr

ip u

sing

a ta

lkin

g w

ord

proc

esso

r with

wor

d pr

edic

tion

softw

are.

Ex. W

rite

a fr

iend

ly le

tter t

o a

frie

nd.

Ex. U

se a

form

to w

rite

a no

te c

ompl

aini

ng a

bout

serv

ice

to a

bus

ines

s.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.4. W

ith g

uida

nce

and

supp

ort,

prod

uce

writi

ng th

at is

app

ropr

iate

to th

e ta

sk,

purp

ose,

or a

udie

nce.

Ex. U

se a

set o

f gui

delin

es, w

ord

pred

ictio

n so

ftwar

e, a

nd a

talk

ing

wor

d pr

oces

sor t

o w

rite

a fr

iend

ly le

tter w

ith a

gre

eting

, bod

y, a

nd a

clo

sing.

Ex. F

ill in

wor

ds o

n a

com

plai

nt fo

rm to

a b

usin

ess u

sing

a w

ord

bank

pro

vide

d by

a

teac

her.

Ex. M

ake

a lis

t of t

hree

or f

our s

teps

nee

ded

to c

ompl

ete

a co

okin

g ta

sk b

y re

spon

ding

to

ques

tions

in g

raph

ic o

rgan

izer s

oftw

are

(e.g

., Li

st a

ll th

e th

ings

you

did

. W

hat d

id y

ou d

o fir

st?

Wha

t did

you

do

next

? W

hat w

as th

e la

st th

ing

you

did?

), w

hich

is th

en c

onve

rted

to

a te

xt o

utlin

e an

d im

port

ed in

to a

talk

ing

wor

d pr

oces

sor,

whe

re st

uden

ts e

xpan

d on

th

e no

tes a

nd c

heck

acc

urac

y.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.4. W

ith g

uida

nce

and

supp

ort,

writ

e.Ex

. Giv

en c

hoic

es a

nd a

var

iety

of a

dapti

ve w

riting

tool

s, c

ompl

ete

a w

riting

sam

ple

(wor

d or

wor

ds) a

bout

a g

iven

subj

ect o

r top

ic.

Ex. U

se p

hoto

s to

prom

pt to

pic

focu

s and

a k

eybo

ard

to ty

pe le

tters

to ty

pe in

tera

ctive

ly

with

a p

eer w

ho p

rovi

des a

mod

el b

y w

riting

con

venti

onal

ly b

ut si

mpl

y.Ex

. Use

mul

tiple

mes

sage

voi

ce o

utpu

t dev

ice

inte

rfac

ed w

ith a

com

pute

r and

hel

p fr

om

an a

dult

who

nav

igat

es to

the

desir

ed p

age

to m

ake

a lis

t of f

ree

choi

ce a

ctivi

ties a

nd th

en

type

s lett

er-b

y-le

tter a

bout

eac

h ac

tivity

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.1

1-12

.5. D

evel

op a

nd

stre

ngth

en w

riting

as n

eede

d by

pla

nnin

g, re

visin

g,

editi

ng, r

ewriti

ng, o

r try

ing

a ne

w a

ppro

ach,

focu

sing

on a

ddre

ssin

g w

hat i

s mos

t sig

nific

ant f

or a

spec

ific

purp

ose

and

audi

ence

.

EEW

.11-

12.5

. Dev

elop

and

st

reng

then

writi

ng a

s nee

ded

by

plan

ning

, rev

ising

, edi

ting,

and

re

writi

ng.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.5

. Dev

elop

and

stre

ngth

en w

riting

as n

eede

d by

pla

nnin

g, re

visin

g, e

ditin

g,

and

rew

riting

for a

spec

ific

purp

ose

and

audi

ence

.Ex

. Com

plet

e th

e w

riting

pro

cess

and

use

var

ious

reso

urce

s for

revi

sing

(e.g

., pe

er a

nd

teac

her f

eedb

ack,

rere

adin

g w

ith a

talk

ing

wor

d pr

oces

sor)

, and

edi

ting

(e.g

., a

wor

d w

all,

spel

l che

ck, w

ord

pred

ictio

n so

ftwar

e) to

com

plet

e w

riting

s for

var

ious

pur

pose

s.Ex

. Edi

t a w

riting

sam

ple

usin

g va

rious

reso

urce

s to

mak

e th

e sa

mpl

e m

ore

desc

riptiv

e.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.5

. Dev

elop

and

stre

ngth

en w

riting

as n

eede

d by

pla

nnin

g, re

visin

g, e

ditin

g,

and

rew

riting

.Ex

. With

teac

her g

uida

nce

and

supp

ort u

pon

requ

est,

com

plet

e th

e w

riting

pro

cess

an

d us

e va

rious

reso

urce

s for

revi

sing

(e.g

., pe

er a

nd te

ache

r fee

dbac

k, re

read

ing

with

a

talk

ing

wor

d pr

oces

sor)

, and

edi

ting

(e.g

., a

wor

d w

all,

spel

l che

ck, w

ord

pred

ictio

n so

ftwar

e) to

com

plet

e w

riting

s for

var

ious

pur

pose

s.Ex

. Use

the

writi

ng p

roce

ss a

nd v

ario

us re

sour

ces t

o su

mm

arize

info

rmati

on to

mak

e it

clea

r.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.5. D

evel

op a

nd st

reng

then

writi

ng b

y pl

anni

ng a

nd w

riting

.Ex

. With

teac

her g

uida

nce

and

supp

ort a

s nee

ded,

afte

r rea

ding

a sc

ienc

e te

xt, w

ork

with

a c

lass

mat

e to

take

not

es in

gra

phic

org

anize

r soft

war

e, c

onve

rt th

e gr

aphi

c re

pres

enta

tion

into

an

outli

ne, a

nd u

se w

ord

pred

ictio

n so

ftwar

e w

ith a

spec

ific

topi

c di

ction

ary

to c

ompl

ete

the

L co

lum

n of

a K

WL

char

t, sh

are

it w

ith a

noth

er p

air o

f cl

assm

ates

, and

revi

se a

s a su

mm

ary

of le

arni

ng b

ased

on

peer

feed

back

.Ex

. Giv

en a

topi

c an

d a

sam

ple

brai

nsto

rmin

g bu

bble

, gen

erat

e id

eas a

nd w

rite

them

do

wn.

Ex. F

ill in

an

outli

ne b

efor

e be

ginn

ing

the

writi

ng p

roce

ss (t

opic

, thr

ee d

etai

ls, a

nd

conc

lusio

n) a

nd u

se it

to w

rite.

Ex. W

ork

with

pee

rs to

pla

n a

writt

en re

port

of t

heir

rese

arch

pro

ject

. Ea

ch ta

kes t

urns

re

adin

g w

hat t

hey

have

to o

ne a

noth

er a

nd th

en th

e gr

oup

wor

ks to

geth

er to

add

idea

s to

a g

raph

ic o

rgan

izer p

rovi

ded

by th

e te

ache

r. F

inal

ly, th

e st

uden

t add

s ide

as fr

om th

e gr

aphi

c or

gani

zer t

o ow

n w

riting

to st

reng

then

it.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.5. W

ith g

uida

nce

and

supp

ort,

deve

lop

and

stre

ngth

en w

riting

by

plan

ning

and

re

visin

g.Ex

. Com

plet

e a

grap

hic

orga

nize

r with

a p

eer,

a gr

oup,

or a

n ad

ult a

nd u

se it

to a

dd m

ore

info

rmati

on to

a w

riting

sam

ple,

and

add

new

info

rmati

on b

ased

on

spec

ific

teac

her

feed

back

.Ex

. With

teac

her g

uida

nce

and

supp

ort,

wor

d pr

edic

tion

softw

are

(e.g

., Th

e te

ache

r ask

s,

“Wha

t sou

nd d

o yo

u he

ar a

t the

beg

inni

ng o

f cat

?”),

talk

ing

wor

d pr

oces

sor (

e.g.

, The

te

ache

r say

s, “

It sa

id c

ar.

I tho

ught

you

wer

e tr

ying

to w

rite

cat.

Wha

t can

we

chan

ge

to m

ake

it sa

y ca

t? W

hat e

lse c

an y

ou sa

y ab

out t

he c

at?”

), w

rite

abou

t fam

iliar

pic

ture

s fr

om a

favo

rite

text

, and

, fol

low

ing

peer

feed

back

, rep

eat t

he p

roce

ss th

e ne

xt d

ay.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.1

1-12

.6. U

se te

chno

logy

, in

clud

ing

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

indi

vidu

al o

r sha

red

writi

ng

prod

ucts

in re

spon

se to

ong

oing

fe

edba

ck, i

nclu

ding

new

ar

gum

ents

or i

nfor

mati

on.

EEW

.11-

12.6

. Use

tech

nolo

gy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h an

d up

date

an

indi

vidu

al o

r sha

red

writi

ng

proj

ect.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.6

. Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce,

pub

lish,

revi

se, a

nd

upda

te in

divi

dual

writi

ng p

rodu

cts b

ased

on

feed

back

.Ex

. Use

tech

nolo

gy to

upd

ate,

edi

t, an

d re

vise

a p

iece

of o

wn

writi

ng.

Ex. U

se ta

lkin

g w

ord

proc

esse

r to

liste

n to

firs

t dra

ft an

d de

cide

wha

t inf

orm

ation

to a

dd,

spel

l che

ck a

nd g

ram

mar

che

ck to

edi

t, an

d th

en e

xpor

t dig

ital d

raft

to c

lass

wik

i.Ex

. Hav

ing

publ

ished

a d

raft

in a

dig

ital w

riting

env

ironm

ent (

e.g.

, web

site,

wik

i, bl

og),

revi

ew c

omm

ents

of c

lass

mat

es a

bout

the

draft

, dow

nloa

d it

to a

talk

ing

wor

d pr

oces

sor

with

wor

d pr

edic

tion

softw

are,

revi

se it

bas

ed o

n th

e fe

edba

ck, a

nd u

ploa

d ba

ck to

the

digi

tal w

riting

env

ironm

ent.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.6

. Use

tech

nolo

gy, i

nclu

ding

the

Inte

rnet

, to

prod

uce,

pub

lish,

and

upd

ate

an

indi

vidu

al o

r sha

red

writi

ng p

roje

ct.

Ex. U

se te

chno

logy

with

pee

rs to

com

plet

e a

shar

ed e

lect

roni

c w

riting

pro

duct

and

prin

t it

out (

e.g.

, a li

st o

f tas

ks to

com

plet

e a

proj

ect,

a sh

ort r

epor

t).

Ex. U

se te

chno

logy

to fi

ll in

a w

riting

fram

e (e

.g.,

lette

r, ap

plic

ation

) to

prod

uce

indi

vidu

al

writi

ng.

Ex. C

ompo

se a

text

in c

omic

softw

are,

exp

ort i

t to

a ta

lkin

g w

ord

proc

esso

r to

chec

k fo

r m

eani

ng, r

evise

, and

re-u

ploa

d.Ex

. Use

wor

d pr

edic

tion

softw

are

to m

ake

entr

ies i

n th

e cl

ass b

log

or w

iki o

n va

rious

to

pics

.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.6. U

se te

chno

logy

, inc

ludi

ng th

e In

tern

et, t

o pr

oduc

e an

indi

vidu

al o

r sha

red

writi

ng p

roje

ct.

Ex. A

fter r

evie

win

g an

d di

scus

sing

a sh

ared

writi

ng p

rodu

ct, a

dd se

nten

ces t

o co

mpl

ete

an

elec

tron

ic sh

ared

writi

ng p

rodu

ct a

nd p

rint i

t out

.Ex

. Use

tech

nolo

gy to

add

a se

nten

ce in

an

elec

tron

ic sh

ared

writi

ng p

rodu

ct.

Ex. U

se o

nlin

e co

mm

unic

ation

softw

are

to te

xt m

essa

ge w

ith a

n e-

budd

y in

ano

ther

cl

assr

oom

or s

choo

l.Ex

. Use

a te

ache

r-cre

ated

or t

each

er-id

entifi

ed w

ebsit

e to

lear

n ab

out a

topi

c w

ith a

pee

r, ta

ke n

otes

with

the

peer

in g

raph

ic o

rgan

izer s

oftw

are,

con

vert

the

grap

hic

orga

nize

r to

an

outli

ne, a

nd c

o-au

thor

a su

mm

ary.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.6. U

se te

chno

logy

to p

rodu

ce a

writi

ng sa

mpl

e.Ex

. Use

a c

ompu

ter t

o pr

oduc

e a

writi

ng sa

mpl

e.Ex

. Use

a k

eybo

ard

to ty

pe le

tters

and

wor

ds in

tera

ctive

ly w

ith a

pee

r or a

dult

who

type

s sim

ple,

con

venti

onal

ly sp

elle

d m

essa

ges.

Ex. U

se a

key

boar

d pr

ogra

mm

ed fo

r onl

y al

phab

et le

tters

and

a sp

ace

bar,

wor

d pr

edic

tion

softw

are,

and

a ta

lkin

g w

ord

proc

esso

r with

a p

eer m

odel

to ta

ke tu

rns t

ypin

g te

xt

mes

sage

s in

inst

ant m

essa

ging

softw

are.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Rese

arch

to B

uild

and

Pre

sent

Kn

owle

dge.

W.1

1-12

.7. C

ondu

ct sh

ort a

s w

ell a

s mor

e su

stai

ned

rese

arch

pr

ojec

ts to

ans

wer

a q

uesti

on

(incl

udin

g a

self-

gene

rate

d qu

estio

n) o

r sol

ve a

pro

blem

; na

rrow

or b

road

en th

e in

quiry

w

hen

appr

opria

te; s

ynth

esize

m

ultip

le so

urce

s on

the

subj

ect,

dem

onst

ratin

g un

ders

tand

ing

of

the

subj

ect u

nder

inve

stiga

tion.

EEW

.11-

12.7

. Con

duct

shor

t re

sear

ch p

roje

cts t

o an

swer

qu

estio

ns p

osed

by

self

and

othe

rs u

sing

mul

tiple

sour

ces o

f in

form

ation

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.7

. Con

duct

rese

arch

pro

ject

s to

answ

er q

uesti

ons p

osed

by

self

and

othe

rs

usin

g m

ultip

le so

urce

s of i

nfor

mati

on.

Ex. I

nter

act w

ith a

var

iety

of w

ebsit

es u

sing

a sc

reen

read

er to

acc

ess t

he in

form

ation

in

orde

r to

answ

er q

uesti

ons p

osed

by

the

teac

her a

nd g

ener

ate

addi

tiona

l que

stion

s of h

is or

her

ow

n.Ex

. Com

plet

e th

e K

and

W c

olum

n of

a K

WL

char

t on

a pa

rticu

lar i

nfor

mati

onal

topi

c, a

nd

then

visi

t a v

arie

ty o

f web

sites

to a

nsw

er q

uesti

ons t

hey

pose

d in

the

W c

olum

n an

d ta

ke

note

s in

the

L co

lum

n as

they

do

so.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.7

. Con

duct

shor

t res

earc

h pr

ojec

ts to

ans

wer

que

stion

s pos

ed b

y se

lf an

d ot

hers

usin

g m

ultip

le so

urce

s of i

nfor

mati

on.

Ex. I

nter

act w

ith a

var

iety

of w

ebsit

es u

sing

a sc

reen

read

er to

acc

ess t

he in

form

ation

in

orde

r to

answ

er q

uesti

on p

osed

by

the

teac

her a

nd to

gen

erat

e tw

o ad

ditio

nal q

uesti

ons.

Ex. C

ompl

ete

the

K an

d W

col

umn

of a

KW

L ch

art o

n a

parti

cula

r inf

orm

ation

al to

pic,

and

th

en v

isit a

web

site

and

a bo

ok to

ans

wer

que

stion

s the

y po

sed

in th

e W

col

umn

and

take

no

tes i

n th

e L

colu

mn

as th

ey d

o so

.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.7. C

ondu

ct sh

ort r

esea

rch

proj

ects

to a

nsw

er q

uesti

ons u

sing

one

or m

ore

sour

ces o

f inf

orm

ation

.Ex

. Rea

d a

text

pos

ted

on a

n in

tera

ctive

whi

tebo

ard,

hig

hlig

ht th

e an

swer

to a

que

stion

po

sed

by th

e te

ache

r, an

d th

en u

se w

ord

pred

ictio

n so

ftwar

e to

com

men

t on

the

high

light

ed in

form

ation

.Ex

. Giv

en a

que

stion

and

text

pos

ted

on a

n in

tera

ctive

whi

tebo

ard,

rese

arch

to fi

nd th

e an

swer

to a

que

stion

and

hig

hlig

ht th

e an

swer

, and

then

usin

g w

ord

pred

ictio

n so

ftwar

e an

d a

talk

ing

wor

d pr

oces

sor e

labo

rate

on

the

high

light

ed in

form

ation

.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.7. W

ith g

uida

nce

and

supp

ort,

answ

er q

uesti

ons b

ased

on

a te

xt o

r oth

er

sour

ce o

f inf

orm

ation

.Ex

. With

gui

danc

e an

d su

ppor

t, an

swer

a y

es o

r no

ques

tion

abou

t an

expe

rienc

e de

scrib

ed in

a te

xt, a

nd th

en u

se a

n ad

apte

d ke

yboa

rd w

ith o

nly

alph

abet

lette

rs, a

spac

e ba

r, an

d a

perio

d al

ong

with

wor

d pr

edic

tion

softw

are

and

a ta

lkin

g w

ord

proc

esso

r to

type

lette

rs a

nd w

ords

to e

xpan

d th

eir a

nsw

er.

Ex. W

ith g

uida

nce

and

supp

ort,

answ

er m

ultip

le-c

hoic

e qu

estio

ns a

bout

info

rmati

on

prov

ided

in a

text

and

then

use

an

adap

ted

keyb

oard

with

onl

y al

phab

et le

tters

, a sp

ace

bar,

and

a pe

riod

alon

g w

ith w

ord

pred

ictio

n so

ftwar

e an

d a

talk

ing

wor

d pr

oces

sor t

o ty

pe le

tters

and

wor

ds to

exp

and

thei

r ans

wer

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.1

1-12

.8. G

athe

r rel

evan

t in

form

ation

from

mul

tiple

au

thor

itativ

e pr

int a

nd d

igita

l so

urce

s, u

sing

adva

nced

se

arch

es e

ffecti

vely

; ass

ess t

he

stre

ngth

s and

lim

itatio

ns o

f ea

ch so

urce

in te

rms o

f the

task

, pu

rpos

e, a

nd a

udie

nce;

inte

grat

e in

form

ation

into

the

text

se

lecti

vely

to m

aint

ain

the

flow

of

idea

s, a

void

ing

plag

iaris

m a

nd

over

relia

nce

on a

ny o

ne so

urce

an

d fo

llow

ing

a st

anda

rd fo

rmat

fo

r cita

tion.

EEW

.11-

12.8

. Sel

ect i

nfor

mati

on

from

mul

tiple

sour

ces a

nd u

se

the

info

rmati

on to

writ

e an

swer

s to

rese

arch

que

stion

s.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.8

. Sel

ect i

nfor

mati

on, i

nclu

ding

quo

tes,

from

mul

tiple

sour

ces a

nd u

se th

e in

form

ation

to w

rite

answ

ers t

o re

sear

ch q

uesti

ons.

Ex. G

iven

a to

pic,

a c

olle

ction

of b

ookm

arke

d w

ebsit

es, a

nd a

set o

f gui

ding

que

stion

s,

sele

ct in

form

ation

abo

ut th

e to

pic

and

use

the

info

rmati

on to

ans

wer

que

stion

s usin

g di

rect

quo

tes f

rom

the

web

sites

.Ex

. Giv

en a

pro

blem

and

boo

kmar

ked

web

sites

, use

at l

east

two

sour

ces t

o sh

ow a

so

lutio

n to

the

prob

lem

.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.8

. Sel

ect i

nfor

mati

on fr

om m

ultip

le so

urce

s and

use

the

info

rmati

on to

writ

e an

swer

s to

rese

arch

que

stion

s.Ex

. Giv

en a

topi

c, a

col

lecti

on o

f boo

kmar

ked

web

sites

, and

a se

t of g

uidi

ng q

uesti

ons,

use

a

scre

en re

ader

to re

ad th

e sit

es a

nd se

lect

info

rmati

on a

bout

the

topi

c. T

hen,

use

the

info

rmati

on to

ans

wer

que

stion

s.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.8. W

ith g

uida

nce

and

supp

ort,

sele

ct in

form

ation

from

mul

tiple

sour

ces a

nd

use

the

info

rmati

on to

writ

e an

swer

s to

rese

arch

que

stion

s.Ex

. Giv

en a

topi

c, a

col

lecti

on o

f boo

kmar

ked

web

sites

, and

a se

t of g

uidi

ng q

uesti

ons,

na

viga

te to

eac

h sit

e an

d co

py/p

aste

info

rmati

on to

ans

wer

the

ques

tions

.Ex

. Giv

en a

topi

c, a

col

lecti

on o

f boo

kmar

ked

web

sites

, and

a se

t of g

uidi

ng q

uesti

ons,

na

viga

te to

eac

h sit

e, li

sten

and

read

the

info

rmati

on w

ith a

scre

en re

ader

, and

use

wor

d pr

edic

tion

softw

are

with

a ta

lkin

g w

ord

proc

esso

r to

writ

e th

eir a

nsw

ers.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.8. W

ith g

uida

nce

and

supp

ort,

use

info

rmati

on fr

om o

ne so

urce

to a

nsw

er a

qu

estio

n.Ex

. Giv

en a

gui

ding

que

stion

, use

a si

ngle

mes

sage

voi

ce o

utpu

t com

mun

icati

on d

evic

e to

say,

“Tha

t’s it

” w

hen

the

teac

her r

eads

som

ethi

ng fr

om a

teac

her-s

elec

ted

text

that

an

swer

s the

que

stion

, and

then

use

an

adap

ted

keyb

oard

with

onl

y al

phab

et le

tters

, a

spac

e ba

r, an

d a

perio

d al

ong

with

wor

d pr

edic

tion

softw

are

and

a ta

lkin

g w

ord

proc

esso

r to

type

lette

rs a

nd w

ords

to e

xpan

d th

eir a

nsw

er.

Ex. W

ith te

ache

r gui

danc

e an

d su

ppor

t as n

eede

d w

ith a

ny o

f the

step

s: g

iven

a to

pic,

a

singl

e bo

okm

arke

d w

ebsit

e, a

wha

t or w

here

que

stion

, use

a sc

reen

read

er to

list

en

to a

nd re

ad th

e in

form

ation

at t

he si

te, a

nd u

se w

ord

pred

ictio

n so

ftwar

e w

ith a

talk

ing

wor

d pr

oces

sor a

nd a

dapt

ed k

eybo

ard

pres

entin

g on

ly a

lpha

bet l

etter

s, a

spac

e ba

r, an

d a

perio

d, w

rite

an a

nsw

er.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

W.1

1-12

.9. D

raw

evi

denc

e fr

om

liter

ary

or in

form

ation

al te

xts t

o su

ppor

t ana

lysis

, refl

ectio

n, a

nd

rese

arch

.a.

Ap

ply

grad

es 1

1–12

Re

adin

g st

anda

rds t

o lit

erat

ure

(e.g

., “D

emon

stra

te k

now

ledg

e of

eig

htee

nth-

, nin

etee

nth-

, an

d ea

rly-t

wen

tieth

-cen

tury

fo

unda

tiona

l wor

ks o

f Am

eric

an

liter

atur

e, in

clud

ing

how

two

or

mor

e te

xts f

rom

the

sam

e pe

riod

trea

t sim

ilar t

hem

es o

r top

ics”

).

EEW

.11-

12.9

. Cite

evi

denc

e fr

om

liter

ary

or in

form

ation

al te

xts.

a.

Appl

y G

rade

s 11

-12

Esse

ntial

Ele

men

ts fo

r Rea

ding

St

anda

rds t

o lit

erat

ure

(e.g

., “C

ompa

re a

nd c

ontr

ast e

lem

ents

of

Am

eric

an li

tera

ture

to o

ther

lit

erar

y w

orks

, sel

f, or

one

’s w

orld

. [C

ompa

re th

emes

, top

ics,

lo

catio

ns, c

onte

xt, a

nd p

oint

of

view

].”).

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.9

.a. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.9

.a. A

pply

Gra

des

11-1

2 Es

senti

al E

lem

ents

for R

eadi

ng S

tand

ards

to li

tera

ture

(e

.g.,

“Com

pare

and

con

tras

t ele

men

ts o

f Am

eric

an li

tera

ture

to o

ther

lite

rary

wor

ks, s

elf,

or o

ne’s

wor

ld.

[Com

pare

them

es, t

opic

s, lo

catio

ns, c

onte

xt, a

nd p

oint

of v

iew

].”).

Ex. W

rite

to c

ompa

re a

nd c

ontr

ast c

omm

on th

emes

acr

oss m

ore

than

one

sour

ce o

f Am

eric

an li

tera

ture

(e.g

., “W

hat i

s som

ethi

ng y

ou h

ave

read

abo

ut in

mor

e th

an o

ne b

ook

or st

ory

abou

t thi

s top

ic?”

).Ex

. Use

a c

ompa

re/c

ontr

ast t

empl

ate

in g

raph

ic o

rgan

izing

softw

are

to g

ener

ate

idea

s ab

out t

wo

text

s, c

onve

rt th

e gr

aphi

c to

text

form

at, a

nd e

xpan

d th

e id

eas i

nto

narr

ative

fo

rm.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.9.a

. With

gui

danc

e an

d su

ppor

t, ap

ply

Gra

des

11-1

2 Es

senti

al E

lem

ents

for

Read

ing

Stan

dard

s to

liter

atur

e (e

.g.,

“Com

pare

and

con

tras

t ele

men

ts o

f Am

eric

an

liter

atur

e to

oth

er li

tera

ry w

orks

, sel

f, or

one

’s w

orld

. [C

ompa

re th

emes

, top

ics,

loca

tions

, co

ntex

t, an

d po

int o

f vie

w].”

).Ex

. Giv

en a

var

iety

of w

riting

tool

s, w

rite

to c

ompa

re re

latio

nshi

ps o

f cha

ract

ers i

n th

e st

ory

and

thei

r rel

ation

ship

s with

oth

ers.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.9.a

. With

gui

danc

e an

d su

ppor

t fro

m a

dults

and

pee

rs, p

artic

ipat

e in

shar

ed

writi

ng a

ctivi

ties t

hat a

pply

Gra

des

11-1

2 Es

senti

al E

lem

ents

for R

eadi

ng S

tand

ards

to

liter

atur

e (e

.g.,

“Com

pare

and

con

tras

t ele

men

ts o

f Am

eric

an li

tera

ture

to o

ther

lite

rary

w

orks

, sel

f, or

one

’s w

orld

. [C

ompa

re th

emes

, top

ics,

loca

tions

, con

text

, and

poi

nt o

f vi

ew].”

).Ex

. Use

ada

ptive

writi

ng to

ols t

o w

rite

a ca

ption

for a

n ill

ustr

ation

from

a p

iece

of

Amer

ican

lite

ratu

re th

at is

sim

ilar t

o so

met

hing

fam

iliar

in o

ne’s

own

wor

ld.

Ex. A

fter r

eadi

ng tw

o ve

ry b

asic

text

s on

simila

r top

ics,

indi

cate

“sam

e” o

r “di

ffere

nt”

as

the

teac

her d

ispla

ys tw

o pa

ges,

focu

sing

first

on

the

illus

trati

ons a

nd la

ter o

n th

e te

xt

cont

ent,

and

the

teac

her a

dds t

he re

spon

ses t

o a

char

t.Ex

. Afte

r list

enin

g to

an

e-bu

ddy

read

alo

ud a

sim

ple

text

ove

r Int

erne

t vid

eoco

nfer

enci

ng,

exch

ange

e-m

ails

in w

hich

the

e-bu

ddy

incl

udes

refe

renc

es to

them

es, t

opic

s, e

tc. i

n ea

ch

mes

sage

. Th

en, i

denti

fy it

with

teac

her g

uida

nce

and

supp

ort,

and

usin

g w

ord

pred

ictio

n so

ftwar

e an

d a

talk

ing

wor

d pr

oces

sor,

type

a m

essa

ge in

dica

ting

the

text

line

and

pag

e of

th

e re

fere

nce

or q

uote

and

a c

omm

ent a

bout

it.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

a.

Appl

y gr

ades

11–

12

Read

ing

stan

dard

s to

liter

ary

nonfi

ction

(e.g

., “D

elin

eate

an

d ev

alua

te th

e re

ason

ing

in

sem

inal

U.S

. tex

ts, i

nclu

ding

the

appl

icati

on o

f con

stitu

tiona

l pr

inci

ples

and

use

of l

egal

re

ason

ing

[e.g

., in

U.S

. Sup

rem

e Co

urt C

ase

maj

ority

opi

nion

s an

d di

ssen

ts] a

nd th

e pr

emise

s,

purp

oses

, and

arg

umen

ts in

w

orks

of p

ublic

adv

ocac

y [e

.g.,

The

Fede

ralis

t, pr

esid

entia

l ad

dres

ses]

”).

EEW

.11-

12.9

.b. A

pply

Es

senti

al E

lem

ents

of G

rade

11

-12

Read

ing

Stan

dard

s to

no

nficti

onal

or i

nfor

mati

onal

te

xts (

e.g.

, “Ex

plai

n ho

w U

.S.

text

s inf

orm

citi

zens

’ rig

hts.

”).

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.9

.b. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.9

.b. A

pply

Ess

entia

l Ele

men

ts o

f Gra

de 1

1-12

Rea

ding

Sta

ndar

ds to

no

nficti

onal

or i

nfor

mati

onal

text

s (e.

g., “

Expl

ain

how

U.S

. tex

ts in

form

citi

zens

’ rig

hts.

”).

Ex. G

iven

a ri

ght,

writ

e a

stat

emen

t abo

ut w

hat i

t mea

ns to

the

stud

ent.

Ex. I

llust

rate

or s

elec

t pho

tos f

rom

a p

ublic

dom

ain

web

site

to il

lust

rate

a ri

ght p

rovi

ded

by th

e go

vern

men

t and

writ

e a

capti

on fo

r the

illu

stra

tion.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.9.b

. With

gui

danc

e an

d su

ppor

t, ap

ply

Esse

ntial

Ele

men

ts o

f Gra

de 1

1-12

Re

adin

g St

anda

rds

to n

onfic

tiona

l or i

nfor

mati

onal

text

s (e.

g., “

Expl

ain

how

U.S

. tex

ts

info

rm c

itize

ns’ r

ight

s.”)

.Ex

. Giv

en c

hoic

es a

nd e

xam

ples

, sel

ect t

heir

right

s and

writ

e a

phra

se a

bout

one

that

is

impo

rtan

t to

them

usin

g an

y te

chno

logi

es re

quire

d fo

r ind

epen

denc

e.Ex

. Giv

en e

xam

ples

of a

ction

s, id

entif

y th

ose

that

a p

erso

n ha

s the

righ

t to

do a

nd

writ

e an

exa

mpl

e of

it u

sing

the

choi

ces p

rovi

ded

and

any

tech

nolo

gies

requ

ired

for

inde

pend

ence

.

Leve

l I A

A S

tude

nts

will

:EE

W.9

-10.

9.b.

With

gui

danc

e an

d su

ppor

t fro

m a

dults

and

pee

rs, p

artic

ipat

e in

shar

ed

writi

ng a

ctivi

ties t

hat a

pply

Ess

entia

l Ele

men

ts o

f Gra

de 1

1-12

Rea

ding

Sta

ndar

ds to

no

nficti

onal

or i

nfor

mati

onal

text

s (e.

g., “

Expl

ain

how

U.S

. tex

ts in

form

citi

zens

’ rig

hts.

”).

Ex. U

se v

oice

out

put c

omm

unic

ation

dev

ices

to in

tera

ct w

ith p

eers

dur

ing

colla

bora

tive

writi

ng p

roje

cts a

skin

g th

em to

read

alo

ud a

nd p

oint

to te

xt a

s the

y do

so, a

nd in

dica

ting

“yes

” or

“no

” to

kee

p th

e in

form

ation

in th

e te

xt.

For “

no”

resp

onse

s, p

eers

will

def

end

evid

ence

with

text

refe

renc

es o

r elim

inat

e as

dire

cted

.Ex

. Use

a p

repr

ogra

mm

ed a

ltern

ative

key

boar

d to

con

trib

ute

to a

smal

l gro

up w

riting

pr

ojec

t.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Rang

e of

Writi

ng.

W.1

1-12

.10.

Writ

e ro

utine

ly

over

ext

ende

d tim

e fr

ames

(ti

me

for r

esea

rch,

refle

ction

, an

d re

visio

n) a

nd sh

orte

r tim

e fr

ames

(a si

ngle

sitti

ng o

r a d

ay

or tw

o) fo

r a ra

nge

of ta

sks,

pu

rpos

es, a

nd a

udie

nces

.

EEW

.11-

12.1

0. W

rite

routi

nely

ov

er e

xten

ded

time

fram

es (ti

me

for r

esea

rch,

refle

ction

, and

re

visio

n) fo

r a ra

nge

of ta

sks,

pu

rpos

es, a

nd a

udie

nces

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEW

.11-

12.1

0. W

rite

routi

nely

ove

r ext

ende

d tim

e fr

ames

(tim

e fo

r res

earc

h, re

flecti

on,

and

revi

sion)

for a

rang

e of

task

s, p

urpo

ses,

and

aud

ienc

es.

Ex. C

ompl

ete

docu

men

ts im

port

ant f

or c

aree

r (e.

g., j

ob a

pplic

ation

s, le

tter o

f in

trod

uctio

n, re

sum

e).

Ex. U

se o

nlin

e, in

tera

ctive

writi

ng e

nviro

nmen

ts to

writ

e en

trie

s, c

omm

ents

, and

qu

estio

ns a

bout

shar

ed in

tere

sts.

Leve

l III

AA

Stu

dent

s w

ill:

EEW

.11-

12.1

0. W

rite

routi

nely

ove

r ext

ende

d tim

e fr

ames

(tim

e fo

r res

earc

h, re

flecti

on,

and

revi

sion)

for a

rang

e of

task

s, p

urpo

ses,

and

aud

ienc

es.

Ex. K

eep

a jo

urna

l.Ex

. Cor

resp

ond

regu

larly

with

a p

en p

al o

r e-p

al.

Ex. C

ompl

ete

in-c

lass

ass

ignm

ents

.

Leve

l II A

A S

tude

nts

will

:EE

W.1

1-12

.10.

Writ

e ro

utine

ly fo

r a ra

nge

of ta

sks,

pur

pose

s, a

nd a

udie

nces

.Ex

. Usin

g w

ord

pred

ictio

n so

ftwar

e, a

topi

c-sp

ecifi

c di

ction

ary,

and

a ta

lkin

g w

ord

proc

esso

r, w

rite

note

s to

the

scho

ol p

rinci

pal a

nd th

e te

ache

r abo

ut a

n up

com

ing

even

t.Ex

. Usin

g w

ord

pred

ictio

n so

ftwar

e, a

topi

c-sp

ecifi

c di

ction

ary,

and

a ta

lkin

g w

ord

proc

esso

r, co

mpl

ete

a sh

ort r

esea

rch

repo

rt a

nd th

en re

view

and

revi

se it

.Ex

. With

wor

d pr

edic

tion

softw

are,

writ

e la

bels

to g

o w

ith a

disp

lay

for a

gro

up re

sear

ch

proj

ect.

Leve

l I A

A S

tude

nts

will

:EE

W.1

1-12

.10.

With

gui

danc

e an

d su

ppor

t, w

rite

for a

var

iety

of p

urpo

ses a

nd a

udie

nces

.Ex

. Giv

en a

var

iety

of a

dapti

ve w

riting

tool

s, p

artic

ipat

e in

gro

up w

riting

pro

ject

s.Ex

. Afte

r sha

red

read

ing

of a

n in

form

ation

al p

assa

ge a

nd n

oddi

ng to

agr

ee w

hen

the

teac

her r

epea

ts a

stat

emen

t fro

m th

e pa

ssag

e, u

se a

mul

tiple

mes

sage

voi

ce o

utpu

t de

vice

with

a p

eer w

ho h

elps

nav

igat

e to

the

appr

opria

te p

age

to g

ive

feed

back

to p

eers

w

ho a

re sh

arin

g th

eir w

riting

. Th

is fe

edba

ck is

writt

en b

y pe

ers o

n th

eir d

rafts

and

read

al

oud

via

a ta

lkin

g w

ord

proc

esso

r, sc

reen

read

er, o

r a p

eer t

o th

e st

uden

t.Ex

. Giv

en p

hoto

s of e

xper

ienc

e, w

ith te

ache

r gui

danc

e an

d su

ppor

t, ch

oose

an

e-m

ail

head

er (e

.g.,

Trip

to th

e M

useu

m, M

akin

g Sa

lsa),

use

wor

d pr

edic

tion

softw

are

and

a ta

lkin

g w

ord

proc

esso

r to

writ

e ab

out t

he p

ictu

res a

nd th

e ex

perie

nce,

and

send

the

pict

ures

and

writi

ng a

s e-m

ail a

ttach

men

ts to

the

e-pa

l.


Ele

ven

th-T

wel

fth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Sp

eaki

ng

an

d L

iste

nin

g

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Com

preh

ensi

on a

nd

Colla

bora

tion

.

SL.1

1-12

.1. I

nitia

te a

nd

parti

cipa

te e

ffecti

vely

in a

rang

e of

col

labo

rativ

e di

scus

sions

(one

-on

-one

, in

grou

ps, a

nd te

ache

r-le

d) w

ith d

iver

se p

artn

ers o

n gr

ades

11–

12 to

pics

, tex

ts, a

nd

issue

s, b

uild

ing

on o

ther

s’ id

eas

and

expr

essin

g th

eir o

wn

clea

rly

and

pers

uasiv

ely.

a.

Com

e to

disc

ussio

ns

prep

ared

, hav

ing

read

and

re

sear

ched

mat

eria

l und

er

stud

y; e

xplic

itly

draw

on

that

pr

epar

ation

by

refe

rrin

g to

ev

iden

ce fr

om te

xts a

nd o

ther

re

sear

ch o

n th

e to

pic

or is

sue

to

stim

ulat

e a

thou

ghtfu

l, w

ell-

reas

oned

exc

hang

e of

idea

s.

EESL

.11-

12.1

. Ini

tiate

and

pa

rtici

pate

in c

olla

bora

tive

disc

ussio

ns.

a.

Prep

are

for d

iscus

sions

by

col

lecti

ng in

form

ation

on

the

topi

c.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.a. P

repa

re fo

r disc

ussio

ns b

y co

llecti

ng in

form

ation

on

the

topi

c an

d re

ferr

ing

to it

in th

e di

scus

sion.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, re

ad o

r list

en to

a te

xt o

r oth

er m

ultip

le m

edia

sour

ce

to c

reat

e a

list o

f fac

ts a

bout

an

assig

ned

topi

c, a

nd th

en re

fer t

o th

at li

st d

urin

g a

disc

ussio

n on

the

topi

c.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

read

or l

isten

to a

text

on

a to

pic

and

high

light

im

port

ant i

nfor

mati

on, a

nd th

en re

fer t

o th

at h

ighl

ight

ed in

form

ation

dur

ing

a di

scus

sion

on th

e to

pic.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, p

repr

ogra

m in

form

ation

abo

ut a

topi

c on

a m

ultip

le

mes

sage

voi

ce o

utpu

t dev

ice

and

then

use

the

prep

rogr

amm

ed m

essa

ges d

urin

g a

disc

ussio

n.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.a. P

repa

re fo

r disc

ussio

ns b

y co

llecti

ng in

form

ation

on

the

topi

c.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

read

or l

isten

to a

text

or o

ther

mul

tiple

med

ia so

urce

to

cre

ate

a lis

t of f

acts

abo

ut a

n as

signe

d to

pic.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, re

ad o

r list

en to

a te

xt o

n a

topi

c an

d hi

ghlig

ht

impo

rtan

t inf

orm

ation

.

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.1.a

. Pre

pare

for d

iscus

sions

by

colle

cting

info

rmati

on o

n th

e to

pic

with

a

grou

p.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

wor

k w

ith a

pee

r or g

roup

of p

eers

read

ing

and/

or

liste

ning

to te

xt o

r oth

er m

ultip

le m

edia

sour

ces t

o cr

eate

a li

st o

f fac

ts a

bout

an

assig

ned

topi

c.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

wor

k w

ith a

pee

r or g

roup

of p

eers

to re

ad w

ith te

xt

disp

laye

d on

an

inte

racti

ve w

hite

boar

d an

d hi

ghlig

ht im

port

ant i

nfor

mati

on.

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.1.a

. With

gui

danc

e an

d su

ppor

t, pr

epar

e fo

r a d

iscus

sion

by p

revi

ewin

g pr

e-st

ored

mes

sage

s and

then

shar

e th

ose

mes

sage

s dur

ing

the

disc

ussio

n.Ex

. In

prep

arati

on fo

r a d

iscus

sion,

pra

ctice

sele

cting

four

diff

eren

t mes

sage

s fro

m a

m

ultip

le m

essa

ge v

oice

out

put d

evic

e pr

ogra

mm

ed b

y th

e te

ache

r, an

d th

en sh

are

the

mes

sage

s dur

ing

a di

scus

sion.

Ex. I

n pr

epar

ation

for a

disc

ussio

n, p

revi

ew a

mes

sage

on

a sin

gle

mes

sage

voi

ce o

utpu

t de

vice

pro

gram

med

by

a pe

er b

y ac

tivati

ng th

e m

essa

ge a

nd a

ttend

ing

to th

e pe

er’s

expl

anati

on, a

nd th

en a

ctiva

te th

e m

essa

ge d

urin

g th

e en

suin

g gr

oup

disc

ussio

n.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

b.

Wor

k w

ith p

eers

to

prom

ote

civi

l, de

moc

ratic

di

scus

sions

and

dec

ision

-mak

ing,

se

t cle

ar g

oals

and

dead

lines

, an

d es

tabl

ish in

divi

dual

role

s as

need

ed.

EESL

.11-

12.1

.b. W

ork

with

pee

rs

to se

t rul

es, g

oals,

and

dea

dlin

es

to p

rom

ote

dem

ocra

tic

disc

ussio

ns.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.b. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.b. W

ork

with

pee

rs to

set r

ules

, goa

ls, a

nd d

eadl

ines

to p

rom

ote

dem

ocra

tic

disc

ussio

ns.

Ex. A

t the

beg

inni

ng o

f a d

iscus

sion

with

pee

rs, s

elec

t fro

m a

list

the

rule

s tha

t the

gro

up

will

follo

w a

nd a

gree

upo

n go

als a

nd d

eadl

ines

bas

ed u

pon

the

teac

her’s

ass

ignm

ent.

Ex. D

urin

g th

e in

itial

stag

es o

f a d

iscus

sion

with

pee

rs, s

ugge

st a

rule

(e.g

., ta

ke tu

rns)

and

a

goal

(e.g

., se

lect

pic

ture

s).

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.1.b

. Wor

k w

ith p

eers

to se

t rul

es fo

r disc

ussio

ns.

Ex. C

ontr

ibut

e ow

n id

eas (

e.g.

, tak

e tu

rns)

dur

ing

a di

scus

sion

of g

roup

rule

s, a

gree

upo

n th

e ru

les t

he g

roup

dec

ides

.Ex

. Wor

k w

ith p

eers

to se

lect

rule

s the

y w

ill fo

llow

from

a li

st o

f pos

sibili

ties.

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.1.b

. Fol

low

rule

s dur

ing

disc

ussio

ns w

ith p

eers

.Ex

. Tak

e tu

rns d

urin

g th

e di

scus

sion

by b

oth

liste

ning

to o

ther

s and

add

ing

own

com

men

ts.

Ex. A

sk q

uesti

ons w

hen

he o

r she

nee

ds c

larifi

catio

n us

ing

prep

rogr

amm

ed q

uesti

ons o

n a

mul

tiple

mes

sage

com

mun

icati

on d

evic

e.Ex

. Res

pond

“ye

s” o

r “no

” (v

ocal

izatio

n, g

estu

re, e

ye g

aze,

voi

ce o

utpu

t dev

ice)

whe

n as

ked

to v

ote

as to

whe

ther

or n

ot to

incl

ude

a ru

le fo

r gro

up d

iscus

sions

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Prop

el c

onve

rsati

ons

by p

osin

g an

d re

spon

ding

to

ques

tions

that

pro

be re

ason

ing

and

evid

ence

; ens

ure

a he

arin

g fo

r a fu

ll ra

nge

of p

ositi

ons o

n a

topi

c or

issu

e; c

larif

y, ve

rify,

or

chal

leng

e id

eas a

nd c

oncl

usio

ns;

and

prom

ote

dive

rgen

t and

cr

eativ

e pe

rspe

ctive

s.

EESL

.11-

12.1

.c. A

sk a

nd a

nsw

er

ques

tions

to v

erify

or c

larif

y ow

n id

eas a

nd u

nder

stan

ding

s dur

ing

a di

scus

sion.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.c. A

sk a

nd a

nsw

er q

uesti

ons t

o ve

rify

or c

larif

y id

eas a

nd u

nder

stan

ding

s ga

ined

from

con

tent

read

ing

durin

g di

scus

sions

.Ex

. Par

ticip

ate

in a

disc

ussio

n on

an

assig

ned

topi

c an

d as

k qu

estio

ns to

cla

rify

or v

erify

co

mm

ents

by

peer

s (e.

g., “

Wha

t did

you

mea

n?”

“W

here

did

you

find

out

?”) a

nd

resp

ondi

ng to

que

stion

s to

clar

ify o

wn

com

men

ts (e

.g.,

“I d

on’t

know

.” “

I rea

d ab

out i

t in

the

new

spap

er.”)

.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.c. A

sk a

nd a

nsw

er q

uesti

ons t

o ve

rify

or c

larif

y ow

n id

eas a

nd

unde

rsta

ndin

gs d

urin

g a

disc

ussio

n.Ex

. Par

ticip

ate

in a

disc

ussio

n on

an

assig

ned

topi

c an

d as

k qu

estio

ns to

cla

rify

or v

erify

un

ders

tand

ing

of c

omm

ents

by

peer

s (e.

g., “

Wha

t did

you

mea

n?”

“W

here

did

you

find

ou

t?”)

and

resp

ond

to q

uesti

ons t

o cl

arify

ow

n co

mm

ents

(e.g

., “I

don

’t kn

ow.”

“I s

aw it

in

this

mov

ie.”)

.Ex

. Whi

le p

artic

ipati

ng in

a d

iscus

sion,

ask

que

stion

s whi

le p

eers

are

spea

king

to c

larif

y th

eir c

omm

ents

(e.g

., “W

hat d

oes t

hat m

ean?

”) a

nd a

nsw

er q

uesti

ons p

osed

by

peer

s to

verif

y ow

n in

form

ation

(e.g

., “L

et m

e sh

ow y

ou.”)

.

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.1.c

. Ask

and

ans

wer

que

stion

s dur

ing

a di

scus

sion.

Ex. D

urin

g a

disc

ussio

n, u

se p

repr

ogra

mm

ed q

uesti

ons o

n a

mul

tiple

mes

sage

voi

ce

outp

ut d

evic

e to

ask

que

stion

s or p

eers

(e.g

., “W

hy?”

“W

hen

did

that

hap

pen?

” “

How

do

you

kno

w?”

) and

resp

ond

to q

uesti

ons b

y po

intin

g to

pre

pare

d re

spon

ses o

r usin

g th

e de

vice

to c

onst

ruct

resp

onse

s.Ex

. Dur

ing

a di

scus

sion,

ans

wer

que

stion

s abo

ut o

wn

cont

ributi

ons (

e.g.

, Pee

r ask

s “W

hat

else

do

you

know

?” T

he st

uden

t res

pond

s with

ano

ther

pie

ce o

f inf

orm

ation

.) an

d as

k qu

estio

ns o

f oth

ers (

e.g.

, “Th

en w

hat h

appe

ned?

”).

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.1.c

. With

gui

danc

e an

d su

ppor

t, as

k or

ans

wer

que

stion

s dur

ing

a di

scus

sion.

Ex. A

nsw

er q

uesti

ons p

osed

by

peer

s dur

ing

a di

scus

sion

(e.g

., “y

es”

or “

no,”

singl

e w

ords

, ac

tivat

e a

voic

e ou

tput

dev

ice

with

pre

prog

ram

med

mes

sage

s, p

oint

to a

pic

ture

).Ex

. Ask

pee

rs q

uesti

ons d

urin

g a

disc

ussio

n (e

.g.,

singl

e w

ords

such

as w

ho, w

hat,

whe

re;

singl

e w

ord

with

a ri

sing

into

natio

n; a

ctiva

ting

a vo

ice

outp

ut d

evic

e w

ith p

repr

ogra

mm

ed

mes

sage

s, “

Can

you

tell

me

mor

e?”)

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

d.

Resp

ond

thou

ghtfu

lly to

di

vers

e pe

rspe

ctive

s; sy

nthe

size

com

men

ts, c

laim

s, a

nd e

vide

nce

mad

e on

all

sides

of a

n iss

ue;

reso

lve

cont

radi

ction

s whe

n po

ssib

le; a

nd d

eter

min

e w

hat

addi

tiona

l inf

orm

ation

or

rese

arch

is re

quire

d to

dee

pen

the

inve

stiga

tion

or c

ompl

ete

the

task

.

EESL

.11-

12.1

.d. R

esta

te

com

men

ts o

r cla

ims m

ade

by

othe

rs d

urin

g a

disc

ussio

n.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.d. S

umm

arize

com

men

ts o

r cla

ims m

ade

by o

ther

s dur

ing

a di

scus

sion.

Ex. B

riefly

sum

mar

ize c

omm

ents

and

cla

ims m

ade

by o

ther

s whe

n a

new

pee

r joi

ns th

e di

scus

sion.

Ex. S

umm

arize

com

men

ts a

nd c

laim

s mad

e by

pee

rs fo

r a te

ache

r at t

he e

nd o

f the

di

scus

sion

(e.g

., “W

e w

ant t

o go

bow

ling

on F

riday

. W

e th

ink

we

have

eno

ugh

mon

ey.

We

can

take

the

bus.

It w

ill b

e fu

n.”)

.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.1

.d. R

esta

te c

omm

ents

or c

laim

s mad

e by

oth

ers d

urin

g a

disc

ussio

n.Ex

. Brie

fly re

stat

e w

hat o

ther

s hav

e sa

id in

the

disc

ussio

n on

the

topi

c w

hen

refe

rrin

g to

th

eir s

tate

men

ts (e

.g.,

“Bow

ling

is fu

n. W

e ne

ed a

ride

ther

e.”)

.Ex

. Brie

fly re

stat

e so

me

com

men

ts o

r cla

ims m

ade

by o

ther

s whe

n a

new

pee

r joi

ns th

e di

scus

sion

(e.g

., “B

rad

likes

the

book

. Ka

yla

says

it is

bor

ing.

”).

Ex. R

esta

te so

me

com

men

ts a

nd c

laim

s mad

e by

pee

rs fo

r a te

ache

r at t

he e

nd o

f the

di

scus

sion

(“N

eesh

a w

ants

bow

ling.

We

need

$14

to g

o”).

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.1.d

. Res

tate

a c

omm

ent o

r cla

im m

ade

by a

noth

er.

Ex. B

riefly

rest

ate

a co

mm

ent m

ade

by a

pee

r to

seek

cla

rifica

tion

(e.g

., “Y

ou w

ent

ther

e?”)

.Ex

. Res

tate

a c

omm

ent o

r cla

im m

ade

by a

pee

r whe

n as

ked,

“W

hat d

id sh

e sa

y?”

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.1.d

. Mak

e a

com

men

t or c

laim

dur

ing

a di

scus

sion.

Ex. A

gree

with

som

ethi

ng a

pee

r say

s by

indi

catin

g, “

yes!

”Ex

. Use

a p

repr

ogra

mm

ed c

omm

unic

ation

dev

ice

to m

ake

a co

mm

ent d

urin

g a

disc

ussio

n.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.1

1-12

.2. I

nteg

rate

mul

tiple

so

urce

s of i

nfor

mati

on p

rese

nted

in

div

erse

form

ats a

nd m

edia

(e

.g.,

visu

ally,

qua

ntita

tivel

y, or

ally

) in

orde

r to

mak

e in

form

ed

deci

sions

and

solv

e pr

oble

ms,

ev

alua

ting

the

cred

ibili

ty a

nd

accu

racy

of e

ach

sour

ce a

nd

notin

g an

y di

scre

panc

ies a

mon

g th

e da

ta.

EESL

.11-

12.2

. Det

erm

ine

the

cred

ibili

ty a

nd a

ccur

acy

of

info

rmati

on p

rese

nted

acr

oss

dive

rse

med

ia o

r for

mat

s.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.2

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.2

. Det

erm

ine

the

cred

ibili

ty a

nd a

ccur

acy

of in

form

ation

pre

sent

ed a

cros

s di

vers

e m

edia

or f

orm

ats.

Ex. C

ompa

re in

form

ation

on

one

topi

c fr

om tw

o or

mor

e In

tern

et so

urce

s to

dete

rmin

e th

e ac

cura

cy a

nd c

redi

bilit

y of

bot

h.Ex

. Com

pare

info

rmati

on o

n a

topi

c in

a b

ook

with

the

sam

e to

pic

desc

ribed

on

the

Inte

rnet

.Ex

. Giv

en in

form

ation

from

two

sour

ces,

use

stra

tegi

es to

dec

ide

whi

ch in

form

ation

is

mos

t acc

urat

e (e

.g.,

Chec

k w

ith a

kno

wn

auth

ority

to v

erify

info

rmati

on fo

und

on th

e In

tern

et su

ch a

s ask

ing

the

scho

ol n

urse

abo

ut h

ealth

info

rmati

on o

r a p

aren

t or a

dult

abou

t saf

ety

info

rmati

on.).

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.2. D

eter

min

e th

e cr

edib

ility

of i

nfor

mati

on p

rese

nted

in d

iver

se m

edia

or

form

ats.

Ex. U

se st

rate

gies

to c

onfir

m th

e cr

edib

ility

of i

nfor

mati

on g

athe

red

(e.g

., Ch

eck

with

a

know

n au

thor

ity to

ver

ify in

form

ation

foun

d on

the

Inte

rnet

such

as a

skin

g th

e sc

hool

nu

rse

abou

t hea

lth in

form

ation

or a

par

ent o

r adu

lt ab

out s

afet

y in

form

ation

.).Ex

. Che

ck in

form

ation

gat

here

d fr

om o

ne so

urce

with

the

info

rmati

on p

rese

nted

on

the

sam

e to

pic

in a

noth

er so

urce

in o

rder

to d

eter

min

e its

cre

dibi

lity.

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.2. W

ith g

uida

nce

and

supp

ort,

iden

tify

info

rmati

on p

rese

nted

in d

iver

se m

edia

or

form

ats.

Ex. W

ork

with

a p

eer t

o se

arch

the

web

ent

erin

g te

rms i

denti

fied

by th

e pe

er a

nd

scan

ning

site

s for

info

rmati

on o

n a

pred

eter

min

ed to

pic.

Ex. A

fter a

pee

r exp

lain

s inf

orm

ation

rela

ted

to a

topi

c, id

entif

y a

rela

ted

phot

o fr

om a

n ar

ray

disp

laye

d on

an

inte

racti

ve w

hite

boar

d.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.1

1-12

.3. E

valu

ate

a sp

eake

r’s

poin

t of v

iew,

reas

onin

g, a

nd

use

of e

vide

nce

and

rhet

oric

, as

sess

ing

the

stan

ce, p

rem

ises,

lin

ks a

mon

g id

eas,

wor

d ch

oice

, po

ints

of e

mph

asis,

and

tone

us

ed.

EESL

.11-

12.3

. Det

erm

ine

whe

ther

the

clai

ms m

ade

by

a sp

eake

r are

cre

dibl

e (e

.g.,

fact

or o

pini

on; s

uppo

rted

or

unsu

ppor

ted)

.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.3

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.3

. Det

erm

ine

whe

ther

the

clai

ms m

ade

by a

spea

ker a

re c

redi

ble

(e.g

., fa

ct o

r op

inio

n; su

ppor

ted

or u

nsup

port

ed).

Ex. G

iven

a v

ideo

reco

rdin

g of

a sp

eake

r, st

op th

e vi

deo

after

eac

h cl

aim

and

det

erm

ine

whe

n it

is fa

ct o

r opi

nion

.Ex

. Giv

en a

writt

en re

cord

(not

es) o

f the

cla

ims a

spea

ker m

ade,

hig

hlig

ht e

ach

of th

e cl

aim

s tha

t are

fact

in o

ne c

olor

and

thos

e th

at a

re o

pini

on in

a se

cond

col

or.

Ex. D

eter

min

e w

heth

er c

laim

s mad

e by

a sp

eake

r are

fact

or o

pini

on b

y as

king

adv

ice

of a

pa

rent

or t

each

er.

Ex. C

ateg

orize

stat

emen

ts m

ade

by p

eers

as f

act o

r opi

nion

.Ex

. Cho

ose

stat

emen

ts m

ade

by a

pee

r tha

t are

fact

(e.g

., “D

id th

e te

ache

r tel

l you

it w

as

true

in th

e pa

st?”

).

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.3. D

eter

min

e w

heth

er a

cla

im m

ade

by a

spea

ker i

s cre

dibl

e (e

.g.,

fact

or

opin

ion;

supp

orte

d or

uns

uppo

rted

).Ex

. Giv

en a

writt

en v

ersio

n of

a si

ngle

cla

im p

rese

nted

by

a sp

eake

r, ev

alua

te th

e cl

aim

to

dete

rmin

e w

heth

er it

is fa

ct o

r opi

nion

.Ex

. Afte

r a p

eer m

akes

a c

laim

abo

ut a

text

bei

ng d

iscus

sed,

det

erm

ine

whe

ther

it is

su

ppor

ted

by th

e te

xt.

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.3. I

denti

fy fa

cts a

bout

self

and

stat

e op

inio

ns.

Ex. G

iven

a li

st o

f fac

ts a

bout

stud

ents

in th

e cl

ass,

iden

tify

thos

e th

at a

re fa

cts a

bout

self

(e.g

., I a

m a

boy

. I h

ave

brow

n ha

ir. I

hav

e gr

een

eyes

.), st

ate

an o

pini

on (e

.g.,

“Bro

wn

hair

is ni

ce.”)

.Ex

. Cla

ssify

exa

mpl

es o

f fac

t or o

pini

on a

bout

self

whe

n gi

ven

choi

ces.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Pres

enta

tion

of K

now

ledg

e an

d Id

eas.

SL.1

1-12

.4. P

rese

nt in

form

ation

, fin

ding

s, a

nd su

ppor

ting

evid

ence

, con

veyi

ng a

cle

ar

and

disti

nct p

ersp

ectiv

e, su

ch

that

list

ener

s can

follo

w th

e lin

e of

reas

onin

g, a

ltern

ative

or

opp

osin

g pe

rspe

ctive

s are

ad

dres

sed,

and

the

orga

niza

tion,

de

velo

pmen

t, su

bsta

nce,

and

st

yle

are

appr

opria

te to

pur

pose

, au

dien

ce, a

nd a

rang

e of

form

al

and

info

rmal

task

s.

EESL

.11-

12.4

. Pre

sent

in

form

ation

and

find

ings

as

wel

l as a

ltern

ative

or

oppo

sing

info

rmati

on, w

ith a

n or

gani

zatio

n th

at is

app

ropr

iate

to

the

purp

ose,

aud

ienc

e, a

nd

task

.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.4

. Org

anize

and

pre

sent

info

rmati

on a

nd fi

ndin

gs a

s wel

l as a

ltern

ative

or

oppo

sing

info

rmati

on, w

ith a

n or

gani

zatio

n th

at is

app

ropr

iate

to th

e pu

rpos

e, a

udie

nce,

an

d ta

sk.

Ex. O

rgan

ize in

form

ation

gat

here

d th

roug

h re

sear

ch in

clud

ing

info

rmati

on th

at sp

ecifi

cally

sh

ows b

oth

sides

of a

n ar

gum

ent a

nd p

rese

nt it

dur

ing

a di

scus

sion.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.4

. Pre

sent

info

rmati

on a

nd fi

ndin

gs a

s wel

l as a

ltern

ative

or o

ppos

ing

info

rmati

on, w

ith a

n or

gani

zatio

n th

at is

app

ropr

iate

to th

e pu

rpos

e, a

udie

nce,

and

task

.Ex

. Whe

n as

ked

to p

rese

nt o

n a

com

mun

ity is

sue

with

two

sides

(e.g

., bu

ildin

g a

new

sc

hool

), ga

ther

info

rmati

on, o

rgan

ize it

, and

pre

sent

it.

Ex. O

rgan

ize in

form

ation

gat

here

d th

roug

h re

sear

ch in

clud

ing

info

rmati

on th

at sp

ecifi

cally

sh

ows b

oth

sides

of a

n ar

gum

ent a

nd p

rese

nt it

dur

ing

a di

scus

sion.

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.4. P

rese

nt in

form

ation

logi

cally

with

an

orga

niza

tion

that

is a

ppro

pria

te to

pu

rpos

e, a

udie

nce,

and

task

.Ex

. Cre

ate

a pr

esen

tatio

n ab

out a

cla

ss p

roje

ct b

egin

ning

with

a p

ictu

re o

f the

fina

l pr

oduc

t and

exp

lain

ing

each

step

; the

n, p

rese

nt it

at a

n op

en h

ouse

for p

aren

ts.

Ex. P

rese

nt in

form

ation

abo

ut a

boo

k be

ing

read

in c

lass

star

ting

with

a st

atem

ent o

f th

e to

pic

and

mai

n id

ea o

f the

boo

k an

d fo

llow

ing

with

impo

rtan

t det

ails

that

app

ear

thro

ugho

ut.

Ex. G

iven

the

step

s req

uire

d to

pre

pare

a re

cipe

, seq

uenc

e th

e in

form

ation

and

stat

e th

e di

recti

ons a

s a p

eer p

repa

res i

t for

the

clas

s.

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.4. W

ith g

uida

nce

and

supp

ort,

pres

ent p

repa

red

info

rmati

on.

Ex. U

se a

sing

le m

essa

ge v

oice

out

put d

evic

e to

pre

sent

info

rmati

on p

rere

cord

ed w

ith th

e he

lp o

f a p

eer o

r adu

lt.Ex

. Use

a si

ngle

switc

h to

adv

ance

the

slide

s in

a m

ultim

edia

pre

sent

ation

of i

nfor

mati

on

prep

ared

with

pee

rs o

r a te

ache

r.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.1

1-12

.5. M

ake

stra

tegi

c us

e of

dig

ital m

edia

(e.g

., te

xtua

l, gr

aphi

cal,

audi

o, v

isual

, an

d in

tera

ctive

ele

men

ts)

in p

rese

ntati

ons t

o en

hanc

e un

ders

tand

ing

of fi

ndin

gs,

reas

onin

g, a

nd e

vide

nce

and

to

add

inte

rest

.

EESL

.11-

12.5

. Use

dig

ital m

edia

(e

.g.,

text

ual,

grap

hica

l, au

dio,

vi

sual

, and

inte

racti

ve e

lem

ents

) in

pre

sent

ation

s to

supp

ort

unde

rsta

ndin

g.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.5

. Use

dig

ital m

edia

stra

tegi

cally

(e.g

., te

xtua

l, gr

aphi

cal,

audi

o, v

isual

, and

in

tera

ctive

ele

men

ts) i

n pr

esen

tatio

ns to

supp

ort u

nder

stan

ding

and

add

inte

rest

.Ex

. Use

vid

eo to

supp

ort s

tate

men

t(s)

mad

e in

an

oral

pre

sent

ation

.Ex

. Use

a c

ombi

natio

n of

text

, gra

phic

s, a

nd v

ideo

clip

s in

a pr

esen

tatio

n ab

out t

heir

own

resp

onsib

ilitie

s as p

art o

f a u

nit o

n pe

rson

al re

spon

sibili

ty.

Ex. S

trat

egic

ally

pla

ce a

text

and

gra

phic

imag

es o

n a

tri-f

old

scie

nce

disp

lay

to a

dd

inte

rest

to a

pre

sent

ation

on

an a

ssig

ned

topi

c.

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.5

. Use

dig

ital m

edia

(e.g

., te

xtua

l, gr

aphi

cal,

audi

o, v

isual

, and

inte

racti

ve

elem

ents

) in

pres

enta

tions

to su

ppor

t und

erst

andi

ng.

Ex. P

ut te

xt a

nd g

raph

ics t

oget

her i

n a

mul

timed

ia p

rese

ntati

on a

bout

ow

n re

spon

sibili

ties

as p

art o

f a u

nit o

n pe

rson

al re

spon

sibili

ty.

Ex. P

lace

a te

xt a

nd g

raph

ic im

ages

on

a tr

i-fol

d sc

ienc

e di

spla

y an

d us

e it

to su

ppor

t an

oral

pre

sent

ation

.

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.5. S

elec

t an

imag

e or

oth

er d

igita

l med

ia to

add

to a

pre

sent

ation

.Ex

. Giv

en a

n ar

ray

of im

ages

sele

cted

by

peer

s or a

n ad

ult,

sele

ct a

n im

age

to a

dd to

a

pred

eter

min

ed se

ction

of a

pre

sent

ation

.Ex

. Giv

en a

sele

ction

of s

hort

vid

eo c

lips e

dite

d by

pee

rs o

r an

adul

t, se

lect

an

imag

e to

in

clud

e in

a p

rese

ntati

on.

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.5. A

ssist

with

med

ia p

rese

ntati

on.

Ex. I

ndic

ate

appr

oval

of i

mag

es a

pee

r has

sele

cted

to in

clud

e in

a m

edia

pre

sent

ation

.Ex

. Use

a sw

itch

to m

ake

a pr

esen

tatio

n pr

epar

ed w

ith a

gro

up o

f pee

rs.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

SL.1

1-12

.6. A

dapt

spee

ch to

a

varie

ty o

f con

text

s and

task

s,

dem

onst

ratin

g a

com

man

d of

fo

rmal

Eng

lish

whe

n in

dica

ted

or

appr

opria

te.

(See

gra

des 1

1-12

La

ngua

ge S

tand

ards

1 a

nd 3

for

spec

ific

expe

ctati

ons.

)

EESL

.11-

12.6

. Ada

pt

com

mun

icati

on to

a v

arie

ty

of c

onte

xts a

nd ta

sks u

sing

com

plet

e se

nten

ces w

hen

indi

cate

d or

app

ropr

iate

.

Leve

l IV

AA

Stu

dent

s w

ill:

EESL

.11-

12.6

. N/A

Leve

l III

AA

Stu

dent

s w

ill:

EESL

.11-

12.6

. Ada

pt c

omm

unic

ation

to a

var

iety

of c

onte

xts a

nd ta

sks u

sing

com

plet

e se

nten

ces w

hen

indi

cate

d or

app

ropr

iate

.Ex

. Shi

ft fr

om in

form

al c

omm

unic

ation

with

pee

rs d

urin

g a

disc

ussio

n to

spea

king

in

com

plet

e se

nten

ces w

hen

the

teac

her a

sks f

or a

sum

mar

y of

the

disc

ussio

n.Ex

. Dur

ing

lunc

h, a

dapt

from

info

rmal

, tel

egra

phic

spee

ch w

hen

com

mun

icati

ng w

ith

peer

s (e.

g., h

olds

up

milk

car

ton

and

says

, “he

lp”)

to c

ompl

ete

sent

ence

s whe

n an

adu

lt st

ops t

o as

k a

ques

tion

(e.g

., “W

e ca

n go

now

.”).

Ex. D

urin

g a

disc

ussio

n, sp

eak

in c

ompl

ete

sent

ence

s to

shar

e pr

epar

ed in

form

ation

and

sh

ift to

info

rmal

lang

uage

to re

spon

d to

follo

w-u

p qu

estio

ns fr

om p

eers

.

Leve

l II A

A S

tude

nts

will

:EE

SL.1

1-12

.6. C

omm

unic

ate

in a

var

iety

of c

onte

xts a

nd ta

sks u

sing

com

plet

e se

nten

ces

whe

n as

ked.

Ex. E

xpan

d on

e-w

ord

resp

onse

to a

com

plet

e se

nten

ce w

hen

aske

d (e

.g.,

The

stud

ent

says

, “m

ore”

and

exp

ands

it to

say,

“I w

ant m

ore.

” w

hen

aske

d.).

Ex. U

sing

a m

ultip

le m

essa

ge v

oice

out

put d

evic

e to

exp

and

a on

e-w

ord

resp

onse

to a

co

mpl

ete

sent

ence

whe

n as

ked

(e.g

., Th

e st

uden

t say

s, “

bad

clas

s,” a

nd e

xpan

ds it

to sa

y, “T

he c

lass

was

bad

.” w

hen

aske

d to

say

it in

a c

ompl

ete

sent

ence

.).

Leve

l I A

A S

tude

nts

will

:EE

SL.1

1-12

.6. C

omm

unic

ate

in a

var

iety

of c

onte

xts.

Ex. W

hen

wor

king

with

pee

rs, e

ye g

aze

to c

hoic

es o

ffere

d by

pee

rs to

mak

e ch

oice

s and

co

ntrib

ute.

Ex. W

hen

wor

king

with

a re

late

d se

rvic

es p

rovi

der,

sele

ct a

sym

bol f

rom

an

arra

y of

op

tions

to c

omm

unic

ate

a ch

oice

of a

ctivi

ties.

Ex. U

se c

omm

unic

ation

dev

ices

to c

omm

unic

ate

usin

g la

ngua

ge.


Ele

ven

th-T

wel

fth

Gra

de

En

gli

sh L

ang

uag

e A

rts

Stan

dar

ds:

Lan

gu

age

CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Conv

enti

ons

of S

tand

ard

Engl

ish.

L.11

-12.

1. D

emon

stra

te

com

man

d of

the

conv

entio

ns o

f st

anda

rd E

nglis

h gr

amm

ar a

nd

usag

e w

hen

writi

ng o

r spe

akin

g.a.

Ap

ply

the

unde

rsta

ndin

g th

at u

sage

is

a m

atter

of c

onve

ntion

, ca

n ch

ange

ove

r tim

e, a

nd is

so

meti

mes

con

test

ed.

EEL.

11-1

2.1.

Dem

onst

rate

co

mm

and

of th

e co

nven

tions

of

stan

dard

Eng

lish

gram

mar

and

us

age

whe

n w

riting

or s

peak

ing.

a.

Appl

y un

ders

tand

ings

th

at c

onve

ntion

s of E

nglis

h ar

e re

quire

d in

som

e fo

rms o

f co

mm

unic

ation

(e.g

., w

riting

a

lette

r to

advo

cate

for s

omet

hing

) bu

t not

in o

ther

s (e.

g., w

riting

an

e-m

ail o

r a te

xt m

essa

ge to

a

frie

nd).

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.1.

a. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.1.

a. A

pply

und

erst

andi

ngs t

hat c

onve

ntion

s of E

nglis

h ar

e re

quire

d in

som

e fo

rms o

f com

mun

icati

on (e

.g.,

writi

ng a

lette

r to

advo

cate

for s

omet

hing

) but

not

in

othe

rs (e

.g.,

writi

ng a

n e-

mai

l or a

text

mes

sage

to a

frie

nd).

Ex. U

se d

iffer

ent s

ente

nce

stru

ctur

es a

nd w

ord

choi

ces f

or d

iffer

ent f

orm

s of w

riting

.Ex

. Writ

e a

text

or i

nsta

nt m

essa

ge e

ffecti

vely

sele

cting

the

few

wor

ds th

at b

est

com

mun

icat

e th

e m

essa

ge.

Ex. U

se A

AC d

evic

e to

com

pose

shor

t, te

legr

aphi

c m

essa

ges i

n in

form

al, f

ace-

to-fa

ce

com

mun

icati

on b

ut c

ompo

ses c

ompl

ete

mes

sage

s whe

n w

riting

(e.g

., As

ks fr

iend

, “Ga

me

toda

y?”

whe

n sp

eaki

ng, b

ut w

rites

an

e-m

ail t

o an

othe

r frie

nd, “

Wan

na g

o to

the

gam

e to

nigh

t?”)

.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

1.a.

Writ

e a

varie

ty o

f for

ms o

f com

mun

icati

on to

acc

ompl

ish d

iffer

ent

purp

oses

.Ex

. Writ

e an

e-m

ail,

lette

r, or

text

mes

sage

to c

omm

unic

ate

with

som

eone

else

.Ex

. Writ

e an

info

rmal

not

e to

the

teac

her a

skin

g a

ques

tion.

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

1.a.

Use

lang

uage

to m

eet a

var

iety

of c

omm

unic

ation

pur

pose

s.Ex

. Com

bine

two

sym

bols

to m

ake

a re

ques

t.

Ex. U

se th

ree

wor

ds to

than

k so

meo

ne.

Ex. C

ombi

ne tw

o or

mor

e sy

mbo

ls to

com

mun

icat

e.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

b.

Reso

lve

issue

s of

com

plex

or c

onte

sted

usa

ge,

cons

ultin

g re

fere

nces

(e.g

., M

erria

m-W

ebst

er’s

Dic

tiona

ry o

f En

glis

h U

sage

, Gar

ner’

s M

oder

n A

mer

ican

Usa

ge) a

s nee

ded.

EEL.

11-1

2.1.

b. U

se a

ppro

pria

te

reso

urce

s to

reso

lve

issue

s in

volv

ing

gram

mar

usa

ge,

punc

tuati

on, a

nd sp

ellin

g (e

.g.,

end

of se

nten

ce p

unct

uatio

n,

com

mas

, que

stion

mar

ks,

excl

amati

on p

oint

s, h

yphe

natio

n,

pare

nthe

ses,

and

col

ons)

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.1.

b. S

elec

t the

app

ropr

iate

reso

urce

from

a c

olle

ction

to re

solv

e iss

ues

invo

lvin

g gr

amm

ar u

sage

, pun

ctua

tion,

and

spel

ling.

Ex. P

eer e

dit a

noth

er st

uden

t’s w

riting

sam

ple

to re

solv

e iss

ues i

n gr

amm

ar, p

unct

uatio

n,

and

spel

ling.

Ex. R

ecor

d a

read

ing

of w

riting

sam

ple

and

play

back

aud

io to

che

ck fo

r gra

mm

ar u

sage

.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.1.

b. U

se a

ppro

pria

te re

sour

ces t

o re

solv

e iss

ues i

nvol

ving

gra

mm

ar u

sage

, pu

nctu

ation

, and

spel

ling

(e.g

., en

d of

sent

ence

pun

ctua

tion,

com

mas

, que

stion

mar

ks,

excl

amati

on p

oint

s, h

yphe

natio

n, p

aren

thes

es, a

nd c

olon

s).

Ex. U

se a

dic

tiona

ry o

r the

saur

us w

hen

prov

ided

by

the

teac

her t

o fin

d al

tern

ate

wor

ds

with

sim

ilar m

eani

ngs.

Ex. R

espo

nd to

ele

ctro

nic

prom

pts f

or e

ditin

g (e

.g.,

spel

l che

ck, g

ram

mar

che

ck, a

uto

corr

ects

, wor

d pr

edic

tion

softw

are)

.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

1.b.

Use

reso

urce

s to

reso

lve

issue

s inv

olvi

ng sp

ellin

g an

d w

ord

choi

ce.

Ex. A

sk a

teac

her h

ow to

cor

rect

a m

isspe

lled

wor

d.Ex

. Use

spel

l che

ck to

find

cor

rect

spel

lings

.

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

1.b.

Iden

tify

wor

ds.

Ex. W

hen

give

n a

choi

ce o

f wor

ds o

r pic

ture

s, se

lect

wor

ds fr

om st

ory.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

L.11

-12.

2. D

emon

stra

te

com

man

d of

the

conv

entio

ns o

f st

anda

rd E

nglis

h ca

pita

lizati

on,

punc

tuati

on, a

nd sp

ellin

g w

hen

writi

ng.

a.

Obs

erve

hyp

hena

tion

conv

entio

ns.

EEL.

11-1

2.2.

App

ly k

now

ledg

e of

co

nven

tions

of E

nglis

h gr

amm

ar

to c

onve

y de

sired

mea

ning

in

writi

ng a

nd c

omm

unic

ation

.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.2.

App

ly k

now

ledg

e of

con

venti

ons o

f Eng

lish

gram

mar

to c

onve

y de

sired

m

eani

ng in

writi

ng a

nd c

omm

unic

ation

.Ex

. Gen

erat

e le

ngth

y te

xts t

hat c

onfo

rm to

con

venti

ons o

f Eng

lish

gram

mar

and

cle

arly

co

nvey

s mea

ning

.Ex

. Writ

e (le

tters

, e-m

ails,

not

es) t

o ot

hers

follo

win

g co

nven

tions

of E

nglis

h gr

amm

ar a

nd

clea

rly c

onve

ying

inte

nded

mea

ning

.Ex

. Eng

age

in m

ultip

le-t

urn

exch

ange

s or e

xten

ded

disc

ussio

ns a

pply

ing

conv

entio

ns o

f En

glish

gra

mm

ar a

nd c

omm

unic

ating

inte

nded

mea

ning

succ

essf

ully.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.2.

App

ly k

now

ledg

e of

con

venti

ons o

f Eng

lish

gram

mar

to c

onve

y de

sired

m

eani

ng in

writi

ng a

nd c

omm

unic

ation

.Ex

. Writ

e se

nten

ce-le

vel t

exts

that

con

form

to c

onve

ntion

s of E

nglis

h gr

amm

ar a

nd c

lear

ly

conv

eys m

eani

ng.

Ex. R

ead

text

obs

ervi

ng ru

les o

f spe

ech,

pau

sing

at e

nds o

f sen

tenc

es, e

tc.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

2. U

se la

ngua

ge to

app

ly k

now

ledg

e of

con

venti

ons o

f Eng

lish

gram

mar

to

conv

ey d

esire

d m

eani

ng in

writi

ng a

nd c

omm

unic

ate

desir

ed m

eani

ng.

Ex. I

denti

fy w

ords

that

app

ropr

iate

ly re

late

to a

con

veye

d m

eani

ng.

Ex. C

ombi

ne 2

-3 sy

mbo

ls ac

cord

ing

to g

ram

mati

cal r

ules

to su

cces

sful

ly c

omm

unic

ate

inte

nded

mea

ning

.Le

vel I

AA

Stu

dent

s w

ill:

EEL.

11-1

2.2.

Use

lang

uage

to c

omm

unic

ate.

Ex. U

se 1

-2 sy

mbo

ls to

mee

t a v

arie

ty o

f com

mun

icati

on p

urpo

ses.

b.

Spel

l cor

rect

ly.EE

L.11

-12.

2.b.

N/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

Know

ledg

e of

Lan

guag

e.

L.11

-12.

3. A

pply

kno

wle

dge

of

lang

uage

to u

nder

stan

d ho

w

lang

uage

func

tions

in d

iffer

ent

cont

exts

, to

mak

e eff

ectiv

e ch

oice

s for

mea

ning

or s

tyle

, and

to

com

preh

end

mor

e fu

lly w

hen

read

ing

or li

sten

ing.

a.

Vary

synt

ax fo

r effe

ct,

cons

ultin

g re

fere

nces

(e.g

., Tu

fte’s

Artf

ul S

ente

nces

) for

gu

idan

ce a

s nee

ded;

app

ly a

n un

ders

tand

ing

of sy

ntax

to th

e st

udy

of c

ompl

ex te

xts w

hen

read

ing.

EEL.

11-1

2.3.

Use

kno

wle

dge

of la

ngua

ge to

ach

ieve

des

ired

mea

ning

whe

n w

riting

or

com

mun

icati

ng.

a.

Vary

sent

ence

stru

ctur

e us

ing

a va

riety

of s

impl

e an

d co

mpo

und

sent

ence

stru

ctur

es.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.3.

a. U

se v

arie

d se

nten

ce st

ruct

ure

in a

sing

le w

ritten

pro

duct

or c

omm

unic

ation

ex

chan

ge.

Ex. U

se si

mpl

e, re

petiti

ve se

nten

ces t

o sh

are

info

rmati

on a

bout

a to

pic

but v

ary

sent

ence

st

ruct

ures

whe

n w

riting

a p

erso

nal n

arra

tive.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.3.

a. V

ary

sent

ence

stru

ctur

e us

ing

a va

riety

of s

impl

e an

d co

mpo

und

sent

ence

st

ruct

ures

.Ex

. Writ

e a

brie

f sum

mar

y of

a st

ory

read

usin

g a

com

bina

tion

of si

mpl

e an

d co

mpo

und

sent

ence

s.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

3.a.

Use

s gra

mm

atica

lly c

orre

ct si

mpl

e se

nten

ce st

ruct

ures

in w

riting

and

co

mm

unic

ation

.

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

3.a.

Com

bine

s 2-3

wor

ds a

ccor

ding

to g

ram

mati

cal r

ules

to w

rite

or

com

mun

icat

e.Ex

. Com

bine

2-3

sym

bols

acco

rdin

g to

gra

mm

atica

l rul

es to

succ

essf

ully

com

mun

icat

e in

tend

ed m

eani

ng.

Ex. S

elec

t 2-3

wor

ds fr

om a

wor

d ba

nk a

nd c

ombi

ne th

em a

ccor

ding

to g

ram

mati

cal r

ules

to

succ

essf

ully

com

mun

icat

e in

tend

ed m

eani

ng.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

L.11

-12.

4. D

eter

min

e or

cla

rify

the

mea

ning

of u

nkno

wn

and

mul

tiple

-mea

ning

wor

ds

and

phra

ses b

ased

on

grad

es

11–1

2 re

adin

g an

d co

nten

t, ch

oosin

g fle

xibl

y fr

om a

rang

e of

st

rate

gies

.a.

U

se c

onte

xt (e

.g.,

the

over

all m

eani

ng o

f a

sent

ence

, par

agra

ph, o

r tex

t; a

wor

d’s p

ositi

on o

r fun

ction

in

a se

nten

ce) a

s a c

lue

to th

e m

eani

ng o

f a w

ord

or p

hras

e.

EEL.

11-1

2.4.

Dem

onst

rate

kn

owle

dge

of th

e m

eani

ng

of w

ords

and

phr

ases

dra

wn

read

ing

and

acad

emic

con

tent

.a.

U

se c

onte

xt to

de

term

ine

the

mea

ning

of

unkn

own

wor

ds.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.4.

a. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.4.

a. U

se c

onte

xt to

det

erm

ine

the

mea

ning

of u

nkno

wn

wor

ds.

Ex. D

eter

min

e th

e m

eani

ng o

f unk

now

n w

ords

usin

g kn

owle

dge

of th

e to

pic

of th

e pa

ssag

e an

d th

e co

ntex

t sur

roun

ding

the

wor

d.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

4.a.

Det

erm

ine

the

mea

ning

of a

wor

d in

a se

nten

ce.

Ex. G

iven

cho

ices

of o

ld a

nd n

ew w

ords

, cor

rect

ly fi

lls in

a w

ord

to c

ompl

ete

a se

nten

ce.

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

4.a.

Rec

ogni

ze th

e m

eani

ng o

f wor

d fr

om a

pic

ture

.Ex

. Poi

nt to

obj

ect (

com

pute

r) in

resp

onse

to a

wor

d to

indi

cate

mea

ning

.Ex

. Cho

ose

sym

bol f

or sm

all i

n re

spon

se to

teac

her q

uesti

ons (

e.g.

, Whe

n sh

own

a pi

ctur

e of

a m

ouse

stan

ding

nex

t to

an e

leph

ant a

nd th

e te

ache

r say

s, “

This

mou

se is

tiny

. Do

es

tiny

mea

n bi

g or

smal

l?”

The

stud

ent c

hoos

es sy

mbo

l for

smal

l.).

b.

Iden

tify

and

corr

ectly

us

e pa

ttern

s of w

ord

chan

ges

that

indi

cate

diff

eren

t m

eani

ngs o

r par

ts o

f spe

ech

(e.g

., co

ncei

ve, c

once

ption

, co

ncei

vabl

e).

EEL.

11-1

2.4.

b. N

/A


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

c.

Cons

ult g

ener

al a

nd

spec

ializ

ed re

fere

nce

mat

eria

ls (e

.g.,

dicti

onar

ies,

glo

ssar

ies,

th

esau

ruse

s), b

oth

prin

t and

di

gita

l, to

find

the

pron

unci

ation

of

a w

ord

or d

eter

min

e or

cla

rify

its p

reci

se m

eani

ng, i

ts p

art o

f sp

eech

, its

ety

mol

ogy,

or it

s st

anda

rd u

sage

.

EEL.

11-1

2.4.

c. N

/A

d.

Verif

y th

e pr

elim

inar

y de

term

inati

on o

f the

mea

ning

of

a w

ord

or p

hras

e (e

.g.,

by

chec

king

the

infe

rred

mea

ning

in

cont

ext o

r in

a di

ction

ary)

.

EEL.

11-1

2.4.

d. C

onsu

lt re

fere

nce

mat

eria

ls (d

ictio

narie

s, o

nlin

e vo

cabu

lary

supp

orts

) to

clar

ify

the

mea

ning

of u

nfam

iliar

wor

ds

enco

unte

red

whe

n re

adin

g.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.4.

d. C

onsu

lt re

fere

nce

mat

eria

ls (d

ictio

narie

s, o

nlin

e vo

cabu

lary

supp

orts

) to

clar

ify th

e m

eani

ng o

f unf

amili

ar w

ords

enc

ount

ered

whe

n re

adin

g.Ex

. Use

the

voca

bula

ry lo

ok-u

p fe

atur

e in

a sc

reen

read

er to

che

ck th

e m

eani

ng o

f an

unkn

own

wor

d.Ex

. Use

an

elec

tron

ic d

ictio

nary

to e

nter

an

unfa

mili

ar w

ord

enco

unte

red

in te

xt a

nd c

heck

th

e m

eani

ng.

Ex. L

ook

up a

n un

fam

iliar

wor

d in

a p

rimar

y di

ction

ary

to c

heck

the

mea

ning

.

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.4.

d. C

onsu

lt re

fere

nce

mat

eria

ls (d

ictio

narie

s, o

nlin

e vo

cabu

lary

supp

orts

) to

clar

ify th

e m

eani

ng o

f unf

amili

ar w

ords

enc

ount

ered

whe

n re

adin

g.Ex

. Use

the

voca

bula

ry lo

ok-u

p fe

atur

e in

a sc

reen

read

er to

che

ck th

e m

eani

ng o

f an

unkn

own

wor

d.Ex

. Use

an

elec

tron

ic d

ictio

nary

to e

nter

an

unfa

mili

ar w

ord

enco

unte

red

in te

xt a

nd c

heck

th

e m

eani

ng.

Ex. L

ook

up a

n un

fam

iliar

wor

d in

a p

rimar

y di

ction

ary

to c

heck

the

mea

ning

.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

4.d.

With

gui

danc

e an

d su

ppor

t, co

nsul

t ref

eren

ce m

ater

ials

(dic

tiona

ries,

on

line

voca

bula

ry su

ppor

ts) t

o cl

arify

the

mea

ning

of u

nfam

iliar

wor

ds e

ncou

nter

ed w

hen

read

ing.

Ex. D

oubl

e-cl

ick

on a

wor

d to

reve

al th

e de

finiti

on in

mul

timed

ia re

adin

g so

ftwar

e.Ex

. With

supp

ort g

etting

to th

e co

rrec

t pag

e, lo

ok u

p an

unf

amili

ar w

ord

in a

prim

ary

dicti

onar

y to

che

ck th

e m

eani

ng.

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

4.d.

Ask

for c

larifi

catio

n w

hen

need

ed.

Ex. I

ndic

ate

conf

usio

n or

lack

of u

nder

stan

ding

sayi

ng, “

I don

’t kn

ow.”

Ex. I

ndic

ate

“yes

” or

“no

” w

hen

aske

d, “

Do y

ou u

nder

stan

d?”

or “

Do y

ou h

ave

any

ques

tions

?”Ex

. Ind

icat

e a

need

for a

ssist

ance

thro

ugh

gest

ures

, eye

con

tact

or g

aze,

voc

aliza

tions

, etc

.


CCSS

Gra

de-L

evel

Sta

ndar

dsCo

mm

on C

ore

Esse

ntial

Ele

men

tsIn

stru

ction

al A

chie

vem

ent L

evel

Des

crip

tors

L.11

-12.

5. D

emon

stra

te

unde

rsta

ndin

g of

figu

rativ

e la

ngua

ge, w

ord

rela

tions

hips

, an

d nu

ance

s in

wor

d m

eani

ngs.

a.

Inte

rpre

t figu

res

of sp

eech

(e.g

., hy

perb

ole,

pa

rado

x) in

con

text

and

ana

lyze

th

eir r

ole

in th

e te

xt.

EEL.

11-1

2.5.

Dem

onst

rate

un

ders

tand

ing

of fi

gura

tive

lang

uage

and

wor

ds

rela

tions

hips

.a.

In

terp

ret s

impl

e fig

ures

of

spee

ch e

ncou

nter

ed w

hile

re

adin

g or

list

enin

g.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.5.

a. N

/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.5.

a. In

terp

ret s

impl

e fig

ures

of s

peec

h en

coun

tere

d w

hile

read

ing

or li

sten

ing.

Ex. U

nder

stan

d sim

ile (e

.g.,

My

dog

has a

mem

ory

like

an e

leph

ant.)

whe

n it

is en

coun

tere

d w

hen

read

ing.

Ex. D

eter

min

e th

e di

ffere

nce

betw

een

the

liter

al m

eani

ng o

f met

apho

rs (e

.g.,

My

cat i

s ge

tting

a b

ig a

s a h

ouse

.) an

d th

e ac

tual

mea

ning

whe

n re

adin

g or

list

enin

g (e

.g.,

My

cat i

s fa

t.).

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

5.a.

Und

erst

and

com

mon

idio

ms a

nd fi

gure

s of s

peec

h.Ex

. Giv

en a

repr

esen

tatio

n of

figu

rativ

e la

ngua

ge (e

.g.,

pict

ure

for “

It’s r

aini

ng c

ats a

nd

dogs

”), a

nsw

ers “

yes”

or “

no”

to “

Does

this

real

ly h

appe

n?”

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

5.a.

Und

erst

and

com

mon

phr

ases

.Ex

. Res

pond

s app

ropr

iate

ly w

hen

som

eone

says

phr

ases

such

as:

you

r tur

n, ta

ke o

ne, l

ook

at th

at.

b.

Anal

yze

nuan

ces i

n th

e m

eani

ng o

f wor

ds w

ith si

mila

r de

nota

tions

.

EEL.

11-1

2.5.

b. N

/A

L.11

-12.

6. A

cqui

re a

nd u

se

accu

rate

ly g

ener

al a

cade

mic

an

d do

mai

n-sp

ecifi

c w

ords

and

ph

rase

s, su

ffici

ent f

or re

adin

g,

writi

ng, s

peak

ing,

and

list

enin

g at

the

colle

ge a

nd c

aree

r re

adin

ess l

evel

; dem

onst

rate

in

depe

nden

ce in

gat

herin

g vo

cabu

lary

kno

wle

dge

whe

n co

nsid

erin

g a

wor

d or

phr

ase

impo

rtan

t to

com

preh

ensio

n or

ex

pres

sion.

EEL.

11-1

2.6.

Use

aca

dem

ic a

nd

dom

ain-

spec

ific

wor

ds a

nd

phra

ses f

or c

omm

unic

ation

ap

prop

riate

for t

he st

uden

t’s

educ

ation

al p

lans

and

car

eer

goal

s.

Leve

l IV

AA

Stu

dent

s w

ill:

EEL.

11-1

2.6.

N/A

Leve

l III

AA

Stu

dent

s w

ill:

EEL.

11-1

2.6.

Use

aca

dem

ic a

nd d

omai

n-sp

ecifi

c w

ords

and

phr

ases

for c

omm

unic

ation

ap

prop

riate

ly fo

r one

’s ow

n ed

ucati

onal

pla

ns a

nd c

aree

r goa

ls.Ex

. Res

pond

to a

moc

k in

terv

iew

que

stion

spec

ific

to o

ne’s

own

educ

ation

al p

lan.

Leve

l II A

A S

tude

nts

will

:EE

L.11

-12.

6. U

se a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es w

hen

writi

ng a

nd fo

r co

mm

unic

ation

.Ex

. Com

plet

e a

job

appl

icati

on sp

ecifi

c to

one

’s ow

n ed

ucati

onal

pla

n.

Leve

l I A

A S

tude

nts

will

:EE

L.11

-12.

6. D

emon

stra

te u

nder

stan

ding

of g

ener

al a

cade

mic

lang

uage

.Ex

. Poi

nt to

, und

erlin

e, o

r oth

erw

ise in

dica

te n

ew a

cade

mic

lang

uage

.


Adapted text (simplified). Substitutes linguistically frequently occurring vocabulary for infrequently occurring nontechnical vocabulary, shortens sentence length, lowers reading level, and restructures sentences to reduce their complexity. See http://www.coursecrafters.com/ELL-Outlook/2006/mar_apr/ELLOutlookITIArticle1.htm

Adapted text (elaborated). Clarifies, elaborates, and explains implicit information and makes connections explicit with words sometimes added to increase comprehension. See http://www.coursecrafters.com/ELL-Outlook/2006/mar_apr/ELLOutlookITIArticle1.htm

Assistive technology. Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. See http://standards.gov/assistivetechnology.cfm

Context clues. Bits of information from the text that, when combined with the reader’s own knowledge, help the reader determine the meaning of the text, or unknown words in the text.

Decoding. Understanding that a printed word represents the spoken word, and that this printed word is made of a sequence of phonemes.

Digital literacy. Ability to use digital technology, communication tools, or networks to locate, evaluate, use and create information; ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers; person’s ability to perform tasks effectively in a digital environment. Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. See http://www.library.illinois.edu/diglit/definition.html

Digital tools. Tools that involve or relate to the use of a computer/technology.

Distracters. An incorrect choice among multiple-choice answers on a question or test. See http://dictionary.reference.com/browse/distractor

Encode. To represent complicated information in a simple or short way.

Episode. A brief unit of action in a literary work; a situation that is part of a narrative.

Figurative language. Uses “figures of speech” as a way of saying something other than the literal meaning of the words (e.g., All the world’s a stage.); hyperbole, metaphor, onomatopoeia.

Figurative meaning. Exaggerated or altered meaning of words used as a figure of speech (e.g., She swims like a dolphin (simile); figurative meaning is that she swims very well.).

Formal language. Adheres to stricter grammar rules, does not follow informal, spontaneous language (language between friends).

Graphic organizer. A diagram or pictorial device used to record and show relationships among ideas or information. An example could be a Venn diagram or a T-chart.

Guided writing activities/lessons. Temporary, small group lessons teaching strategies that students most need to practice with guidance from a teacher. See http://www.readwritethink.org/professional-development/strategy-guides/guided-writing-30685.html

GLOSSARY OF ENGLISH LANGUAGE ARTS TERMS


High-frequency words. Words that appear frequently in writing, reading, and language.

Hyperbole. Way of speaking or writing (emphatic exaggeration) that makes someone or something sound bigger, better, more, etc. than they are (e.g., You’ve grown like a bean sprout!).

Idiom. Words in a fixed order that have a particular meaning that is different from the meaning of each word separately (e.g., “Bitten off more than you can chew.”; “It’s raining cats and dogs.”; and “A little under the weather.”

Independent writing. Children write their own pieces, such as stories and informational narratives, retellings, labeling, speech balloons, lists, etc. See http://www.oe.k12.mi.us/balanced_literacy/independent_writing.htm

Inference. Assuming that something is true or forming an opinion based on information.

Informational (natural) language. Refers to spontaneous language (language between friends) that has less strict grammar rules and/or shorter sentences.

Informational text. Text that intends to provide information on a particular topic (e.g., an essay written about the Battle of Gettysburg).

Informational essay/text/writing. Writing that intends to provide information on a particular topic (e.g., Students write informational pieces about the effects of global warming, the impact of women in politics, and the salaries and endorsements in professional sports.).

Intonation. The sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said.

Literary elements. Characterizations, setting(s), plot(s) (including exposition, rising action, climax, and falling action), and theme(s) developed by an author over the course of a story.

Metaphor. An expression (figure of speech) which describes a person or object in a literary way by referring to something that is considered to have similar characteristics to the person or object being described, such as “The mind is an ocean,” and “The city is a jungle.”

Multimedia book. Combines media of communication (e.g., text, graphics, and sound).

Multimodal. Having or involving several or a combination of learning styles, modes, or modalities (e.g., auditory, kinesthetic, visual, or a combination).

Onomatopoeia. The creation and use of words which include sounds that are similar to the noises (imitates) that the words refer to (e.g., hiss, buzz, bang, or the word “zip” imitates the sound of zipping up one’s coat).

Open-ended questions. A question beginning with such words as what, why, how, describe that are designed to encourage a full, meaningful answer using the subject’s own knowledge and/or feelings. See http://www.mediacollege.com/journalism/interviews/open-ended-questions.html and http://changingminds.org/techniques/questioning/open_closed_questions.htm


Phonemes. Abstract units of the phonetic system of a language that corresponds to a set of similar speech sounds (as the velar \k\ of cool and the palatal \k\ of keel) which are perceived to be a single distinctive sound in the language. See http://www.merriam-webster.com/dictionary/phoneme

Phonetic spelling. The representation of vocal sounds which express pronunciations of words and a system of spelling in which each letter represents invariably the same spoken sound. See http://dictionary.reference.com/help/faq/language/s08.html

Picture exchange cards (PECS). Originally created by Pyramid Products as a tool for communicating with non-verbal people on the spectrum. Since its invention, though, “PECS” has become shorthand for any kind of image-based communication.

Prompt levels/prompt hierarchy. To make something happen.• Verbal prompts - Statements that help learners acquire target skills (e.g., “You might need

to try it a different way,” “Write your name.”).• Gestural prompts - Movements that cue learners to use a particular behavior or skill (e.g.,

pointing to the top of the paper where the learner needs to write his name).• Model prompts - Models the target skill or behavior. Full model prompts can be verbal

if the skill being taught is verbal, or they can be motor responses if the skill being taught involves moving a body part.

• Physical prompts - Touches to help a student use the target behavior or skill (e.g., tapping a learner’s hand to cue writing, putting hand over learner’s to help writing).

• Visual prompts - Pictures of events that provide learners with information about how to use the target skill or behavior (e.g., task analysis checklist, transition picture card). See http://autismpdc.fpg.unc.edu/content/prompting

Roots (morphemes). The most basic form of a word that is still able to convey a particular thought or meaning.

Segmental phonemes. One of the phonemes (as \ k, a, t \ in cat, tack, act) of a language that can be assigned to a relative sequential order of minimal segments. See http://www.merriam-webster.com/dictionary/segmental%20phoneme

Sensory language/sensory words. Words that refer to the senses of sight, touch, hearing, smell, and taste that can help add realism to writing.

Shared reading. An interactive reading experience where children interact with the reading of a big book or other enlarged text as guided by a teacher or other experienced reader, generally accomplished using an enlarged text that all children can see. See http://www.oe.k12.mi.us/balanced_literacy/shared_reading.htm

Shared writing activity/modeled writing. An approach to writing where the teacher and children work together to compose messages and stories where children provide the ideas and the teacher supports the process as a scribe. The message is usually related to some individual or group experience. The teacher provides full support, modeling and demonstrating the process of putting children’s ideas into written language. See http://www.oe.k12.mi.us/balanced_literacy/modeled_writing.htm


Short essay. Literary composition on a single subject, usually presenting the personal view of the author. See http://www.thefreedictionary.com/essay

Simile. The use of an expression (figure of speech) comparing one thing with another, always including the words “as” or “like” (e.g., She swims like a dolphin.).

Social story. Describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses and shares accurate social information that is easily understood by its audience. See http://www.thegraycenter.org/social-stories/what-are-social-stories

Speech/voice-to-text technology. A type of speech recognition program that converts spoken to written language. See http://searchunifiedcommunications.techtarget.com/definition/voice-to-text

Spatial and temporal relationships/meaning words. Signal event order (e.g., behind, under, after, soon, next, and later).

Story elements. Plot, setting, genre, point of view, characters, and order of events.

Textual evidence. Evidence from one or more texts used to support an argument/position, and is derived from reading and drawing from other text(s). It is provided in the form of quotation, paraphrase, descriptions of theory, and also description. See http://wiki.answers.com/Q/What_is_a_textual_evidence

Theme or central idea. Main thought or topic in a work of literature

Vivid verbs. Words that express an action with an implied emphasis (e.g., “He sprinted down the street,” or “He dashed down the street,” rather than “He ran down the street.”).

Word family. Groups of words that have a common feature or pattern (also known as phonograms, rhymes, or chunks). At, cat, hat, and fat are a family of words with the “at” sound and letter combination in common. Common word families include: ack, ain, ake, ale, all, ame, an, ank, ap, ash, at, ate, aw, ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck ,ug, ump, unk. See http://www.enchantedlearning.com/rhymes/wordfamilies/


Accommodations. Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others, including any combination of these that does not change the construct intended to be measured by the assessment or the meaning of the resulting scores. Accommodations are used for equity, not advantage, and serve to level the playing field. To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Plan (IEP) or Section 504 plan and used regularly during instruction and classroom assessment.

Achievement descriptors. Narrative descriptions of performance levels that convey student performance at each achievement level and further defines content standards by connecting them to information that describes how well students are doing in learning the knowledge and skills contained in the content standards. See also “performance descriptors.”

Achievement levels. A measurement that distinguishes an adequate performance from a novice or expert performance. Achievement levels provide a determination of the extent to which a student has met the content standards. See also “performance levels.”

Achievement standard. A system that includes performance levels (e.g., unsatisfactory, proficient, or advanced), descriptions of student performance for each level, examples of student work representing the entire range of performance for each level, and cut scores. A system of performance standards operationalizes and further defines content standards by connecting them to information that describes how well students are doing in learning the knowledge and skills contained in the content standards. See also “performance standards.”

Achievement test. An instrument designed to measure efficiently the amount of academic knowledge and/or skill a student has acquired from instruction. Such tests provide information that can be compared to either a norm group or a measure of performance, such as a standard.

Age appropriate. The characteristics of the skills taught, the activities and materials selected, and the language level employed that reflect the chronological age of the student.

Alignment. The similarity or match between or among content standards, achievement (performance) standards, curriculum, instruction, and assessments in terms of equal breadth, depth, and complexity of knowledge and skill expectations.

Alternate assessment. An instrument used in gathering information on the standards-based performance and progress of students whose disabilities preclude their valid and reliable participation in general assessments. Alternate assessments measure the performance of a relatively small population of students who are unable to participate in the general assessment system, even with accommodations, as determined by the IEP team.

Assessment. The process of collecting information about individuals, groups, or systems that relies upon a number of instruments, one of which may be a test, making assessment a more comprehensive term than test.

Assessment literacy. The knowledge of the basic principles of sound assessment practice including terminology, development, administration, analysis, and standards of quality.

GLOSSARY OF SPECIAL EDUCATION TERMS


Assistance. (versus support) The degree to which the teacher provides aid to the student’s performance that provides direct assistance in the content or skill being demonstrated by the student. That is, the assistance involves the teacher performing the cognitive work required. Assistance results in an invalidation of the item or score. See also “support.”

Assistive technology. A device, piece of equipment, product system or service that is used to increase, maintain, or improve the functional capabilities of a student with a disability. (See 34 CFR §300.5 and 300.6.)

Cues. Assistance, words, or actions provided to a student to increase the likelihood that the student will give the desired response.

Curriculum. A document that describes what teachers do in order to convey grade-level knowledge and skills to a student.

Depth. The level of cognitive processing (e.g., recognition, recall, problem solving, analysis, synthesis, and evaluation) required for success relative to the performance standards.

Disaggregation. The collection and reporting of student achievement results by particular subgroups (e.g., students with disabilities, limited English proficient students), to ascertain the subgroup’s academic progress. Disaggregation makes it possible to compare subgroups or cohorts.

Essence of the Standard. Is that which conveys the same ideas, skills, and content of the standard, expressed in simpler terms.

Essential Elements (EEs or CCEEs). The Common Core Essential Elements are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities.

Grade Band Essential Element. A statement of essential precursor content and skills linked to the Common Core State Standards (CCSS) grade-level standards and indicators that maintain the essence of that standard, thereby identifying the grade-level expectations for students with significant cognitive disabilities to access and make progress in the general curriculum.

Grade level. The grade in which a student is enrolled.

Individualized Education Program (IEP). An IEP is a written plan, developed by a team of regular and special educators, parents, related service personnel and the student, as appropriate, describing the specially designed instruction needed for an eligible exceptional student to progress in the content standards and objectives and to meet other educational needs.

Linked. A relationship between a grade-level indicator for Common Core State Standards (CCSS) and Common Core Essential Elements (EEs or CCEEs) that reflects similar content and skills but does not match the breadth, depth, and complexity of the standards.


Multiple measures. Measurement of student or school performance through more than one form or test• For students, these might include teacher observations, performance assessments, or

portfolios.• For schools, these might include dropout rates, absenteeism, college attendance, or

documented behavior problems.

Natural cue. Assistance given to a student that provides a flow among the expectations presented by the educator, opportunities to learn, and the desired outcome exhibited by the student.

Opportunity to learn. The provision of learning conditions, including suitable adjustments, to maximize a student’s chances of attaining the desired learning outcomes, such as the mastery of content standards.

Readability. The formatting of presented material that considers the organization of text; syntactic complexity of sentences; use of abstractions; density of concepts; sequence and organization of ideas; page format; sentence length; paragraph length; variety of punctuation; student background knowledge or interest; and use of illustrations or graphics in determining the appropriate level of difficulty of instructional or assessment materials.

Real-world application. The opportunity for a student to exhibit a behavior or complete a task that he or she would normally be expected to perform outside of the school environment.

Response requirements. The type, kind, or method of action required of a student to answer a question or testing item. The response may include, but is not limited to, reading, writing, speaking, creating, and drawing.

Stakeholders. A group of individuals perceived to be vested in a particular decision (e.g., a policy decision).

Standardized. An established procedure that assures that a test is administered with the same directions, under the same conditions, and is scored in the same manner for all students to ensure the comparability of scores. Standardization allows reliable and valid comparison to be made among students taking the test. The two major types of standardized tests are norm-referenced and criterion-referenced.

Standards. There are two types of standards, content, and achievement (performance).• Content standards. Statements of the subject-specific knowledge and skills that schools are

expected to teach students, indicating what students should know and be able to do.• Achievement (Performance) standards. Indices of qualities that specify how adept

or competent a student demonstration must be and that consist of the following four components:

• levels that provide descriptive labels or narratives for student performance (i.e., advanced, Level III, etc.);

• descriptions of what students at each particular level must demonstrate relative to the task;• examples of student work at each level illustrating the range of performance within each

level; and• cut scores clearly separating each performance level.


Standards-based assessments. Assessments constructed to measure how well students have mastered specific content standards or skills.

Test. A measuring device or procedure. Educational tests are typically composed of questions or tasks designed to elicit predetermined behavioral responses or to measure specific academic content standards.

Test presentation. The method, manner, or structure in which test items or assessments are administered to the student.

Universal design of assessment. A method for developing an assessment to ensure accessibility by all students regardless of ability or disability. Universal design of assessment is based on principles used in the field of architecture in which user diversity is considered during the conceptual stage of development.

*Adapted from the Glossary of Assessment Terms and Acronyms Used in Assessing Special Education Students: A Report from the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS.)


Bradford, S., Shippen, M., Alberto, P., Houchins, D., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41(4), 333-343. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=EJ754222&ERICExtSearch_SearchType_0=no&accno=EJ754222

Browder, D., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408. Retrieved from http://findarticles.com/p/articles/mi_hb3130/is_4_72/ai_n29277754/

Conners, F., Rosenquist, C., Sligh, A., Atwell, J., & Kiser, T. (2006). Phonological reading skills acquisition by children with mental retardation. Research in Developmental Disabilities, 27(2), 121-137. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/15967636.

Council of Chief State School Officers (CCSSO). (2003). Glossary of assessment terms and acronyms used in assessing special education students: A report from the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS). Washington, DC: Author. Retrieved from http://www.ccsso.org/Documents/2006/Assessing_Students_with_Disabilities_Glossary_2006.pdf

Education Commission of the States. (1998). Designing and implementing standards-based accountability systems. Denver, CO: Author. Retrieved from http://www.eric.ed.gov/PDFS/ED419275.pdf

Erickson, K., & Clendon, S. (2009). Addressing literacy demands of the curriculum for beginning readers and writers. In G. Soto and C. Zangari (Eds.), Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs (pp. 195-215). Baltimore, MD: Brookes. Retrieved from http://www.brookespublishing.com/store/books/soto-69513/index.htm

Erickson, K., Musselwhite, C., & Ziolkowski, R. (2002). The beginning literacy framework. Volo, IL: Don Johnston, Inc. Retrieved from http://www.donjohnston.com/research/beg_lit_framework.pdf

Hansche, L. (1998). Handbook for the development of performance standards: Meeting the requirements of Title I. Washington, DC: U.S. Department of Education (ED) and CCSSO. Retrieved from http://www.eric.ed.gov/PDFS/ED427027.pdf

Institute of Community Inclusion. (2012). Think college!, College options for people with intellectual disabilities [website]. Boston, MA: University of Massachusetts Boston. Retrieved from http://www.thinkcollege.net/

Jaeger, R. M., & Tucker, C. G. (1998). Analyzing, disaggregating, reporting, and interpreting students’ achievement test results: A guide to practice for Title I and beyond. Washington, DC: CCSSO.

BIBLIOGRAPHY OF DEVELOPMENT PROCESS


Johnstone, C. J. (2003). Improving validity of large-scale tests: Universal design and student performance (Technical Report 37). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes (NCEO). Retrieved from http://www.cehd.umn.edu/nceo/onlinepubs/technical37.htm

Lehr, C.,& Thurlow, M. (2003). Putting it all together: Including students with disabilities in assessment and accountability systems (Policy Directions No. 16). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/NCEO/onlinepubs/Policy16.htm

Linn, R. L., & Herman, J. L. (1997). A policymaker’s guide to standards-led assessment. Denver, CO: National Center for Research on Evaluation, Standards, and Student Testing (CRESST) & Education Commission of the States (ECS) Distribution Center. Retrieved from http://www.eric.ed.gov/PDFS/ED408680.pdf

Quenemoen, R., Thompson, S., & Thurlow, M. (2003). Measuring academic achievement of students with significant cognitive disabilities: Building understanding of alternate assessment scoring criteria (Synthesis Report 50). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis50.html

Rabinowitz, S., Roeber, E., Schroeder, C., & Sheinker, J. (2006). Creating aligned standards and assessment systems. Washington, DC: CCSSO. Retrieved from http://www.ccsso.org/Documents/2006/Creating_Aligned_Standards_2006.pdf

Rehfeldt, R., Kinney, E., Root, S., & Stromer, R. (2009). Creating activity schedules using Microsoft Powerpoint. Journal of Applied Behavior Analysis, 37(1), 115-128. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284488/

Roeber, E. (2002). Setting standards on alternate assessments (Synthesis Report 42). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/nceo/OnlinePubs/Synthesis42.html

Sheinker, J. M. (2004, April 26). Achievement standards for alternate assessments: What is standard setting? Teleconference presentation for the National Center for Educational Outcomes to 38 State Departments of Education, Minneapolis, MN. Retrieved from http://www.cehd.umn.edu/nceo/teleconferences/tele08/default.html

Sheinker, J. M., & Redfield, D. L. (2001). Handbook for professional development on assessment literacy. Washington, DC: CCSSO.

TASH. (n.d.) TASH advocates for full membership, relationships, participation and learning for all students with disabilities within inclusive general education classes. Washington, DC: Author. Retrieved from http://tash.org/advocacy-issues/inclusive-education/

Thompson, S. J., Johnstone, C. J., & Thurlow, M. L. (2002). Universal design applied to large scale assessments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/nceo/onlinepubs/Synthesis44.html


University of Washington. (2010). It’s Your Career: Work-Based Learning Opportunities for College Students With Disabilities. Seattle, WA: Author. Retrieved from http://www.washington.edu/doit/Brochures/Careers/worklearn.html

Ysseldyke, J., Krentz, J., Elliott, J., Thurlow, M. L., Erickson, R., & Moore, M. L. (1998). NCEO framework For educational accountability. Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/NCEO/onlinepubs/archive/Framework/FrameworkText.html


APPENDIX A

SEA/STAKEHOLDER DEMOGRAPHICS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Pegg

y Ak

ins

IAM

aste

r Edu

cato

r Li

cens

e:K-

8 M

enta

l Di

sabi

lities

Mild

/M

oder

ate;

5-12

M

enta

l Disa

biliti

es

Mild

/Mod

erat

e

Spec

ial E

duca

tor

on S

peci

al

Assig

nmen

t

K-12

Mild

/Mod

erat

e,

Beha

vior

, Auti

sm,

Seve

re/P

rofo

und,

LD

Cauc

asia

n16

-20

MS

Emili

e Am

unds

onW

IEn

glish

Lan

guag

e Ar

tsGe

nera

l Edu

catio

n St

ate

Cons

ulta

ntGe

nera

l Edu

catio

n 6-

12Di

vers

e, S

peci

al

Educ

ation

, and

Eng

lish

Lang

uage

Lea

rner

st

uden

ts

Cauc

asia

n6-

10M

A

Debr

a As

ano

MI

K-8:

Eng

lish

Lang

uage

Art

s,

Spee

ch, a

nd

Mat

hem

atics

Gene

ral E

duca

tion,

RE

SA C

urric

ulum

Co

nsul

tant

, Re

gion

al L

itera

cy

Trai

ner f

or M

LPP,

DI

BELS

, REW

ARDS

, M

ichi

gan

Foun

datio

ns in

Re

adin

g

Gene

ral E

duca

tion

Clas

sroo

m K

, 1,

3, 7

, 8; T

itle

I In

stru

ction

K-5

Title

I In

stru

ctor

K-5

, El

emen

tary

Bui

ldin

g Ad

min

istra

tor,

Di

stric

t/RE

SA

Asse

ssm

ent

Coor

dina

tor

Cauc

asia

n26

-30

MA

Robe

rt B

artle

ttW

VM

aste

r’s D

egre

e in

Sev

ere

Mul

tiple

Di

sabi

lities

, Ce

rtific

ation

in

Autis

m, M

ulti-

Cate

goric

al

Certi

ficati

on,

incl

udin

g Le

arni

ng

Disa

biliti

es,

Beha

vior

al

Disa

biliti

es,

and

Men

tal

Impa

irmen

ts

Dire

ctor

of

Spec

ial E

duca

tion

and

Scho

ol

Impr

ovem

ent,

RESA

6 (R

egio

nal

Educ

ation

Ser

vice

Ag

enci

es),

Whe

elin

g, W

V

K-6

Autis

m a

nd

MI (

All S

peci

al

Educ

ation

)

15 y

ears

in h

igh

scho

ol

clas

sroo

m fo

r stu

dent

s w

ith S

ever

e/Pr

ofou

nd

Disa

biliti

es a

nd 9

+ ye

ars i

n K-

6 cl

assr

oom

fo

r stu

dent

s with

Au

tism

and

Men

tal

Impa

irmen

ts, 2

3 ye

ars

wor

king

sum

mer

pr

ogra

m w

ith a

ll gr

ade

leve

ls, in

clud

ing

Pre-

K th

roug

h Hi

gh S

choo

l.

Cauc

asia

n21

-25

MA


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Mar

ia B

eck

VASp

ecia

l Edu

catio

nSp

ecia

l Edu

catio

n In

stru

ction

al

Spec

ialis

t for

St

uden

ts w

ith

Seve

re D

isabi

lities

Spec

ial E

duca

tion

K-12

20 y

ears

teac

hing

th

is po

pula

tion

and

7 ye

ars a

dmin

istra

tive

expe

rienc

e w

ith

alte

rnat

e as

sess

men

t

Cauc

asia

n26

-60

MS

Bren

da B

errio

sN

JTe

ache

r of t

he

Hand

icap

ped,

El

emen

tary

Ed

ucati

on

Spec

ial E

duca

tion

N/A

Cogn

itive

ly Im

paire

d (M

ild -

Seve

re),

Au

tism

Spe

ctru

m

Diso

rder

s

Puer

to

Rica

n

30+

MA

Dani

el B

iegu

nVA

No

Resp

onse

Inte

llect

ual

Disa

bilit

y Sp

ecia

list (

Trai

ning

an

d Te

chni

cal

Assis

tanc

e Ce

nter

, O

ld D

omin

ion

Uni

vers

ity)

High

Sch

ool

3 ye

ars e

duca

tiona

l sp

ecia

list,

12 y

ears

te

ache

r of s

tude

nts

with

mul

tiple

and

in

telle

ctua

l disa

biliti

es

(hig

h sc

hool

)

Cauc

asia

n11

-15

MS

Anna

lisa

Brew

ster

WA

K-12

Spe

cial

Ed

ucati

on, K

-8

Gene

ral E

duca

tion

4-5

Self-

Cont

aine

d Sp

ecia

l Edu

catio

nPr

evio

usly

taug

ht

K-5

Spec

ial

Educ

ation

Seve

re to

pro

foun

d de

lays

, mul

tiple

di

sabi

lities

, dua

l-se

nsor

y lo

ss (d

eaf-

blin

d)

Cauc

asia

n6-

10M

ED


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Jam

es B

rey

UT

Bach

elor

of S

cien

ce

in E

lem

enta

ry

Educ

ation

Gra

des

1-8

and

Spec

ial

Educ

ation

Mild

to

Mod

erat

e K-

12,

Mas

ter i

n Ed

ucati

on w

ith a

n En

dors

emen

t in

Seve

re D

isabi

lities

K-

12

Tem

pora

ry

Assig

nmen

t (T

each

er o

n Sp

ecia

l As

signm

ent)

- El

emen

tary

Spe

cial

Ed

ucati

on S

ever

e Te

ache

r

Seco

ndar

y Se

vere

Sp

ecia

l Edu

catio

n Gr

ades

7-9

, Se

cond

ary

Mild

to

Mod

erat

e Sp

ecia

l Edu

catio

n 7-

9, E

lem

enta

ry

Spec

ial E

duca

tion

Seve

re K

-5 (2

di

ffere

nt sc

hool

s)

Adul

t Bas

ic

Educ

ation

(ABE

) Co

ntinu

ing

ED a

t Di

xie

Stat

e Co

llege

(P

ost-P

ost h

igh

22

year

s to

very

old

.)

Mild

to M

oder

ate

Spec

ial E

duca

tion

Seve

re to

Pro

foun

d Sp

ecia

l Edu

catio

n

Cauc

asia

n16

-20

MED

Jenn

ifer B

urne

sO

KSp

ecia

l Edu

catio

n;

All C

onte

nt A

reas

Asse

ssm

ent

Coor

dina

tor,

Spec

ial E

duca

tion

Serv

ices

, Sta

te

Depa

rtm

ent o

f Ed

ucati

on

6-8;

Ear

ly

Child

hood

Spe

cial

Ed

ucati

on

Seve

re/P

rofo

und;

M

ild-M

oder

ate

Cauc

asia

n6-

10M

ED &

MS

Krist

en B

urto

nW

IN

/ADP

I-Ass

essm

ent

N/A

EBD,

Alte

rnat

e As

sess

men

t de

velo

pmen

t

Cauc

asia

n1-

5BS

Debb

y By

rne

KSEn

glish

7-9

; Soc

ial

Stud

ies 7

-9;

Elem

enta

ry K

-9;

Educ

able

Men

tally

Re

tard

ed; T

rain

able

M

enta

lly R

etar

ded

Life

skill

s Co

ordi

nato

r for

O

lath

e Di

stric

t Sc

hool

s K-2

1

Spec

ial E

duca

tion

thro

ugho

ut m

y w

hole

car

eer.

Coor

dina

tor f

or

the

Ola

the

Scho

ol

Dist

rict.

Spe

cial

Pop

s an

d Sp

ecia

l Oly

mpi

cs

liaiso

n fo

r the

city

of

Ola

the

and

the

scho

ol

dist

rict

Cauc

asia

n26

-30

MS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Wen

dy C

arve

rU

TCo

mm

unic

ation

Di

sord

ers (

K-12

+) a

nd S

peci

al

Educ

ation

(K-1

2+);

Endo

rsem

ents

: Sp

eech

-Lan

guag

e Pa

thol

ogy,

Ps

ycho

logy

, M

ild/M

oder

ate

Disa

biliti

es, E

nglis

h

Spec

ial E

duca

tion

Asse

ssm

ent

Spec

ialis

t

Spec

ial E

duca

tion

ever

y gr

ade:

K–

post

hig

h sc

hool

Mild

/mod

erat

e an

d se

vere

Cauc

asia

n30

+M

S

Beth

Cip

oletti

WV

Mat

h 7-

12SE

A As

sista

nt

Dire

ctor

, Offi

ce o

f As

sess

men

t and

Ac

coun

tabi

lity

Mat

h 7-

12 a

nd

Colle

geIn

clus

ion

Clas

ses

Cauc

asia

n30

+Ed

D

Kim

Coo

kW

AK-

12 S

peci

al

Educ

ation

; K-1

2 En

glish

as a

Sec

ond

Lang

uage

; K-1

2 Bi

lingu

al E

duca

tion;

K-

8 El

emen

tary

Ed

ucati

on

K-5

Lite

racy

Coa

chGe

nera

l Edu

catio

n Ki

nder

gart

en;

Spec

ial E

duca

tion

Kind

erga

rten

; Sp

ecia

l Edu

catio

n Pr

esch

ool;

Dual

Lan

guag

e Ki

nder

gart

en

ELL;

Low

SES

; Bi

lingu

al; M

igra

ntCa

ucas

ian

11-1

5M

ED

Pam

Cox

OK

Read

ing,

Mat

h,

Elem

enta

ry

Educ

ation

, Spe

cial

Ed

ucati

on

Inst

ructi

onal

Coa

chPr

esch

ool-1

2,

Spec

ial E

duca

tion

Teac

her o

f ID,

AU,

TBI

, O

HI, S

LDCa

ucas

ian

21-2

5BS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Dian

na

Daub

ensp

eck

OK

Mul

tiple

Ha

ndic

appe

d PK

- 12

, Oth

er H

ealth

Im

paire

d, L

earn

ing

Disa

biliti

es, r

eadi

ng

Spec

ial S

ervi

ces

Curr

icul

um

Spec

ialis

t PK

- 12t

h gr

ades

PK- 1

2M

ultip

le D

isabi

lities

, Le

arni

ng D

isabi

lities

, Tr

aum

atic

Brai

n In

jury

, O

HI

Cauc

asia

n30

+M

ED

Amy

Daug

hert

yO

KSe

vere

/Pro

foun

d Sp

ecia

l Edu

catio

n,

All C

onte

nt A

reas

Asso

ciat

e St

ate

Dire

ctor

, Sp

ecia

l Ed

ucati

on S

ervi

ces,

St

ate

Dept

. of

Educ

ation

K-12

S/P;

Em

otion

al

Dist

urba

nce

Cauc

asia

n6-

10BS

Thom

as D

eete

rIA

N/A

Lead

Con

sulta

nt

(Gen

eral

Ed

ucati

on)

Asse

ssm

ent,

Acco

unta

bilit

y,

Prog

ram

Ev

alua

tion

Gene

ral E

duca

tion

Asia

n-

Cauc

asia

n20

-25

PhD

Holly

Dra

per

KSFu

nctio

nal S

peci

al

Educ

ation

and

Ad

aptiv

e Sp

ecia

l Ed

ucati

on

Grad

es 6

-10

Func

tiona

l Spe

cial

Ed

ucati

on

Age

5-21

Fu

nctio

nal S

peci

al

Educ

ation

(in

Miss

ouri)

Teac

hing

SPE

D fo

r 6

year

s, p

arae

duca

tor

1 ye

ar, g

roup

hom

e w

orke

r 2 y

ears

Cauc

asia

n6-

10BS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Jeffr

ey D

unn

WA

Engl

ish,

Com

mun

icati

ons,

So

cial

Stu

dies

Seco

ndar

y Le

arni

ng

Assis

tanc

e Pr

ogra

m (L

AP,

WA

com

pani

on

prog

ram

to T

itle

1) C

oord

inat

or;

Engl

ish te

ache

r 9-

12 (B

lend

ed

gene

ral/s

peci

al

educ

ation

cla

ss);

one

conc

urre

nt

enro

llmen

t Eas

tern

W

ashi

ngto

n U

nive

rsity

Eng

lish

101

clas

s.

Gene

ral E

duca

tion

Engl

ish g

rade

s 9-

12

Deve

lope

d an

d im

plem

ente

d di

stric

t se

cond

ary

read

ing,

w

riting

, and

mat

h RT

I scr

eeni

ng a

nd

diag

nosti

c as

sess

men

t pr

oces

s; c

oord

inat

e aft

er sc

hool

and

su

mm

er sc

hool

pr

ogra

ms o

pen

to

targ

eted

spec

ial

educ

ation

stud

ents

; ta

ught

and

supp

orte

d re

adin

g an

d w

riting

sp

ecia

l edu

catio

n st

uden

ts in

thei

r eff

ort t

o m

eet s

tate

st

anda

rds.

Cauc

asia

n30

+Ph

D

John

Eise

nber

gVA

Spec

ial E

duca

tion

Dire

ctor

of

Inst

ructi

onal

Su

ppor

t an

d Re

late

d Se

rvic

es, V

irgin

ia

Depa

rtm

ent o

f Ed

ucati

on

Spec

ial E

duca

tion

ASD;

SD;

IDCa

ucas

ian

11-1

5M

S

Lin

Ever

ettM

OK-

8 Te

achi

ng:

Life

time

Certi

ficat

e;

K-5

Educ

ation

al

ADM

IN/P

rinci

pal;

4-8

Mid

dle

scho

ol

ADM

IN/P

rinci

pal,

4-8

Soci

al S

tudi

es;

Supe

rinte

nden

t’s

Certi

ficati

on K

-12

Assis

tant

Dire

ctor

of

Ass

essm

ent/

Offi

ce o

f CCR

, MO

De

part

men

t of

Educ

ation

Self-

cont

aine

d 1-

4;

ELA

Mid

dle

(2/3

se

lf-co

ntai

ned)

; Pr

inci

pal K

-8;

Met

hods

for p

re-

serv

ice

teac

hers

/un

iver

sity

Spec

ial E

duca

tion

Coor

dina

tor

Cauc

asia

n30

+Ed

S


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Kurt

Far

nsw

orth

UT

Elem

enta

ry K

-6El

emen

tary

En

glish

Lan

guag

e Ar

ts A

sses

smen

t Sp

ecia

list

Grad

es 4

th, 5

th,

Prin

cipa

lPr

inci

pal,

4th

grad

e in

clus

ion

clas

sroo

mCa

ucas

ian

11-1

5M

ED

Mel

ia F

rank

linM

OEn

glish

-7-1

2Ge

nera

l Edu

catio

n-En

glish

1, A

pplie

d Co

mm

unic

ation

s I a

nd II

, 7th

gra

de

Read

ing,

Col

lege

Pr

ep E

nglis

h

All g

rade

s 6-1

2 (E

nglis

h an

d Ge

rman

) at s

ome

poin

t in

my

care

er

Clas

s with

in a

Cla

ss

dual

inst

ruct

or,

Freq

uent

ly te

ach

mai

n st

ream

ed st

uden

ts

Cauc

asia

n16

-20

EdD

Thom

ai G

ersh

MI

MI T

each

er

Certi

ficati

on K

-8

Nat

ural

and

Soc

ial

Scie

nces

; Lic

ense

d Ps

ycho

logi

st;

Adm

inist

rativ

e Ap

prov

al

Adm

inist

rato

r: Su

perv

isor o

f Sp

ecia

l Edu

catio

n

N/A

Early

On

(Eva

luat

or

and

Coor

dina

tor)

; Se

vere

ly M

ultip

ly

Impa

ired;

Sev

erel

y Co

gniti

vely

Impa

ired

Cauc

asia

n30

+Ed

S

Mel

issa

Ghol

son

WV

Mul

ti-Su

bjec

ts

K-8;

Men

tal

Impa

irmen

ts,

Spec

ific

LD a

nd

Autis

m K

-21;

Be

havi

or D

isord

ers

K-21

Prin

cipa

l and

Su

perin

tend

ent;

Curr

icul

um

Supe

rviso

r

Wes

t Virg

inia

De

part

men

t of

Educ

ation

, Offi

ce

of A

sses

smen

t and

Ac

coun

tabi

lity,

Al

tern

ate

Asse

ssm

ent a

nd

Acco

mm

odati

ons

Elem

enta

ry

(gen

eral

and

sp

ecia

l edu

catio

n),

Mid

dle

Scho

ol

(spe

cial

ed

ucati

on);

High

Sc

hool

(gen

eral

an

d sp

ecia

l ed

ucati

on),

, Co

llege

(tea

cher

pr

epar

ation

co

urse

s)

Supe

rviso

r of

Spec

ial E

duca

tion;

Sp

ecia

l edu

catio

n te

achi

ng e

xper

ienc

e w

ith a

utism

, mild

, m

oder

ate,

seve

re

and

prof

ound

, men

tal

impa

irmen

ts, b

ehav

ior

diso

rder

s, g

ifted

and

le

arni

ng d

isabi

lities

Cauc

asia

n16

-20

MA

Clai

re G

reer

NC

K-12

Spe

cial

Ed

ucati

on, 1

-8

Gene

ral E

duca

tion

Stat

e Co

nsul

tant

Elem

enta

ry,

Mid

dle,

and

Hig

h Sc

hool

Mild

, mod

erat

e an

d se

vere

disa

biliti

esCa

ucas

ian

21-2

5M

S

Daw

n Gr

esha

mKS

Mus

ic K

-12,

Ed

ucab

le M

enta

l Re

tard

ed K

-12,

Fu

nctio

nal S

peci

al

Educ

ation

Pre

K-12

Spec

ial E

duca

tion

High

Sch

ool,

grad

es 9

to a

ge

21.

Seve

re e

moti

onal

di

stur

banc

es, s

tude

nts

with

Auti

sm S

pect

rum

di

sord

ers a

nd st

uden

ts

with

Sev

ere

Mul

tiple

Di

sabi

lities

.

Cauc

asia

n11

-15

MS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Judy

Ham

erIA

K-6

Elem

enta

ry

Teac

her,

K-8

Read

ing,

5-8

Re

adin

g, K

-12

Read

ing

Spec

ialis

t

8th

Grad

e La

ngua

ge

Arts

(Gen

eral

Ed

ucati

on) a

nd

Dist

rict K

-12

Lang

uage

Art

s He

ad Te

ache

r

Co-te

ache

s with

sp

ecia

l edu

cato

r in

thes

e la

ngua

ge

arts

cla

sses

Stud

ents

with

di

sabi

lities

inte

grat

ed

into

gen

eral

edu

catio

n cl

assr

oom

; co-

teac

hing

an

d co

nsul

tatio

n w

ith

spec

ial e

duca

tion

teac

hers

Cauc

asia

n21

-25

MS

Ange

la H

arris

WV

K - 8

: Mul

ti-Su

bjec

ts;

K - 1

2:

Men

tally

Impa

ired

- Mild

- M

oder

ate,

Sp

ecifi

c Le

arni

ng

Disa

biliti

es,

Beha

vior

Diso

rder

s,

Autis

m; P

K-Ad

ult:

Supe

rinte

nden

t, Su

perv

isor o

f In

stru

ction

, Pr

inci

pal,

and

Scho

ol L

ibra

ry /

Med

ia

Spec

ial E

duca

tion

Eval

uato

r (Pl

aced

20

10 -

2011

Sch

ool

Year

)

High

Sch

ool:

Spec

ial

Educ

ation

9 -

12;

Elem

enta

ry:

Gene

ral a

nd

Spec

ial E

duca

tion

K - 6

; an

d M

iddl

e Sc

hool

: Spe

cial

Ed

ucati

on 7

- 9

Autis

m T

rain

ing,

Po

sitive

Beh

avio

r Su

ppor

t Tra

inin

g,

Boar

d M

aker

Tra

inin

g,

and

Data

Ana

lysis

for

Spec

ial E

duca

tion

Cauc

asia

n16

-20

MA

Gera

ld H

artle

yW

VEl

emen

tary

Ed

ucati

on 1

-9 ,

Art

K-10

, Eng

lish

5-8,

M

iddl

e Ch

ildho

od

Certi

ficati

on

Read

ing/

Lang

uage

Ar

ts 8

th G

rade

Grad

es 4

-12

Spec

ial E

duca

tion

Cauc

asia

n30

+M

A

Emm

a Ha

tfiel

d-Si

dden

NC

No

resp

onse

Spec

ial E

duca

tion

ID-M

od3

year

s in

ID-M

od

Clas

sroo

mCa

ucas

ian

1-5

BA

Lind

a Hi

ckey

KSSp

ecia

l Edu

catio

n (5

end

orse

men

ts),

Elem

enta

ry

Educ

ation

Spec

ial E

duca

tion-

-Stu

dent

Ser

vice

s Co

nsul

tant

Elem

enta

ry

thro

ugh

High

Sc

hool

30+

year

s of

expe

rienc

eCa

ucas

ian

30+

MS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Jani

ce H

illU

TGe

nera

l Spe

cial

Ed

ucati

on K

-12

with

Sev

ere

Endo

rsem

ent

Spec

ial E

duca

tion

K-6

Self

Cont

aine

d Cl

assr

oom

Spec

ial E

duca

tion

7-9

Stud

ents

with

Sev

ere

Mul

tiple

Cog

nitiv

e Im

pairm

ents

, Auti

sm

Cauc

asia

n16

-20

BS

Lori

Hilly

erW

ISe

cond

ary

Educ

ation

: La

ngua

ge A

rts;

Se

cond

ary

Educ

ation

: Fre

nch;

Re

adin

g Sp

ecia

list:

K-12

Lear

ning

Co

ordi

nato

r6-

8 Ge

nera

l Ed

ucati

onDi

vers

e po

pula

tion

(App

rox.

60%

min

ority

, pr

edom

inan

tly A

A an

d EL

L); 5

5% p

over

ty

Cauc

asia

n26

-30

MS

Loua

nn H

oove

rM

ON

o re

spon

seSp

ecia

l Edu

catio

n fo

r Stu

dent

s with

Se

vere

Disa

biliti

es

K-6

Spec

ial

Educ

ation

Seve

rely

Disa

bled

Cauc

asia

n30

+BS

Debb

ie Ja

mes

onM

OEl

emen

tary

Ed

ucati

on

1-5

Life

time

Certi

ficati

on;

Mid

dle

Scho

ol

Certi

ficati

on 5

-8

Lite

racy

; Rea

ding

Ce

rtific

ation

Lite

racy

Coa

ch/

Title

1 Te

ache

r for

gr

ades

1, 3

, 4

Clas

sroo

m Te

ache

r fo

r gra

des 1

,2,

3, 5

; Rea

ding

Re

cove

ry/T

itle

1 Te

ache

r for

gra

des

K-5

STAR

R Te

ache

r, M

AP S

enio

r Lea

der,

Lite

racy

Coa

ch, T

itle

1 Di

stric

t Cha

ir fo

r Ha

nnib

al P

ublic

Sc

hool

s, R

eadi

ng

Reco

very

Tra

ined

, M

AP S

core

r/Ite

m

Writ

er/T

able

Lea

der,

Mod

el C

urric

ulum

W

riter

, Sta

te L

itera

cy

Team

, GLE

/MAP

Al

ignm

ent S

tudy

, Gr

adua

te P

rofe

ssor

Pa

rt T

ime,

Dep

th o

f Kn

owle

dge

(DO

K)

Alig

nmen

t Stu

dy to

M

AP Q

uesti

ons/

GLE

Cauc

asia

n26

-30

MED


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Judy

Jenn

ings

NC

LD, M

R, B

EH-K

-6,

MR

Exte

nded

Cu

rric

ulum

K-1

2

Spec

ial E

duca

tion

Teac

her-

Self-

Cont

aine

d Ce

ntra

lized

Cla

ss

for 6

-8th

Gra

de

Stud

ents

with

M

oder

ate

to

Seve

re A

utism

and

EC

Cha

irper

son

Have

taug

ht

3rd-

5th

grad

e in

clus

ion

spec

ial

educ

ation

and

se

lf-co

ntai

ned

spec

ial e

duca

tion

Have

taug

ht

incl

usio

n 7t

h gr

ade

ELA

and

Mat

h-Sp

ecia

l Ed

ucati

on

BED

Self-

Cont

aine

d 6t

h-8t

h gr

ade

-Spe

cial

Ed

ucati

on

Volu

ntee

red

pre-

k de

velo

pmen

tally

de

laye

d cl

ass 1

yea

r TA

dev

elop

men

tally

de

laye

d cl

assr

oom

2

sum

mer

s, N

anny

for

fam

ily w

ith 1

6 ye

ar

old

daug

hter

who

w

as se

vere

ly m

ultip

ly

disa

bled

for 1

yea

r, Te

ache

r Ass

istan

t in

a se

lf-co

ntai

ned

AU 9

-14

year

old

s,

Wor

ked

at a

cam

p fo

r 5-2

1 ye

ar o

lds

with

cog

nitiv

e de

lays

, Sp

ecia

l Oly

mpi

cs

coac

h fo

r Cyc

ling

and

Alpi

ne S

kiin

g ov

er

10 y

ears

, mot

her o

f Li

z-12

yea

r dau

ghte

r w

ith A

utism

dia

gnos

is an

d co

gniti

ve d

elay

s,

Volu

ntee

red

sum

mer

to

wor

k w

ith 3

rd-5

th

grad

e st

uden

ts o

n AA

C ne

eds.

Cauc

asia

n16

-20

MED

Al K

lugh

VAN

o re

spon

seSp

ecia

l Edu

catio

n Ad

min

istra

tion

Spec

ial E

duca

tion

Teac

her/

Build

ing

Prin

cipa

l

Autis

m, I

D, P

opul

ation

Pr

evio

usly

kno

wn

as

Seve

re D

isabi

lity,

ED

Cauc

asia

n26

-30

MED

Judy

Kra

ftW

AN

o re

spon

seAl

tern

ate

Asse

ssm

ent

Spec

ialis

t for

WA

Stat

e

Cauc

asia

nM

S


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Kath

leen

Kv

amm

e-Pr

omes

IAM

aste

r Edu

cato

r Li

cens

e K-

12

Men

tal D

isabi

lities

M

oder

ate/

Seve

re/

Prof

ound

. K-

12

Inst

ructi

onal

St

rate

gist

Men

tal

Disa

biliti

es

Spec

ial E

duca

tion

Seve

re/P

rofo

und

(Sig

nific

ant

Disa

biliti

es) 5

-12

Spec

ial E

duca

tion

year

13-

14Au

tism

, Phy

sical

Di

sabi

lities

, Beh

avio

r, Se

vere

/Pro

foun

d,

Med

ical

ly F

ragi

le

Cauc

asia

n21

-25

EdS

Sond

ra L

eGra

nde

OK

Spec

ial E

duca

tion

Teac

her -

Mild

and

M

oder

ate/

Seve

re,

Engl

ish, S

ocia

l St

udie

s

Spec

ial E

duca

tion

teac

her a

t Edm

ond

Sant

a Fe

Hig

h Sc

hool

Spec

ial e

duca

tion

6-12

ID, A

utism

, Mul

tiple

di

sabi

lities

, oth

er

heal

th im

paire

d,

hear

ing

impa

ired,

vi

sual

impa

irmen

t

Cauc

asia

n16

-20

BS

Debo

rah

Matt

hew

sKS

Stud

ents

w/

Seve

re C

ogni

tive

Disa

biliti

es

(func

tiona

l) an

d Ea

rly C

hild

hood

Kans

as S

tate

De

part

men

t of

Educ

ation

Early

Chi

ldho

od-

High

Sch

ool

Spec

ial E

duca

tion

Mild

, mod

erat

e an

d se

vere

stud

ents

with

di

sabi

lities

Cauc

asia

n21

-25

MS

Tam

ara

Max

wel

lW

IRe

adin

g Sp

ecia

list,

Engl

ish, a

nd

Politi

cal S

cien

ce

Inst

ructi

onal

Coa

ch

for S

econ

dary

Ed

ucati

on C

onte

nt

Area

Teac

hers

and

En

glish

Teac

her

(gen

eral

)

N/A

Wor

king

with

spec

ial

educ

ation

, at-r

isk, a

nd

regu

lar s

econ

dary

ed

ucati

on st

uden

ts

who

stru

ggle

with

re

adin

g, w

riting

, and

m

otiva

tion

Cauc

asia

n6-

10M

S

Jenn

ifer

Mic

hale

nok

NC

Mild

-Mod

erat

e Di

sabi

lities

, K-1

2;

Mod

erat

e-Se

vere

Di

sabi

lities

, K-

12; R

eadi

ng

Certi

ficati

on

Elem

enta

ry

Spec

ial E

duca

tion,

M

ultip

le

Disa

biliti

es

clas

sroo

m

Elem

enta

ry: K

-5

grad

e le

vels

Spec

ializ

ation

in L

ow-

Inci

denc

e Di

sabi

lities

Euro

pean

Am

eric

an1-

5M

ED


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Mar

cia

O’B

rien

MI

Elem

enta

ry

K- 8

, Cog

nitiv

e Im

pairm

ents

, Le

arni

ng

Disa

biliti

es.

Spec

ial E

duca

tion,

Pr

inci

pal (

build

ing

ages

2-2

6 ye

ars

old)

Spec

ial E

duca

tion

– Hi

gh S

choo

l, Ge

nera

l Edu

catio

n K-

1

Cogn

itive

Im

pairm

ents

, Em

otion

al

Impa

irmen

ts, L

earn

ing

Disa

biliti

es, S

ever

e M

ultip

le Im

pairm

ents

, Au

tism

, Tra

umati

c Br

ain

Inju

ry

Cauc

asia

n26

-30

EdS

Mel

anie

O’D

eaN

JSp

ecia

l Edu

catio

nN

J Dep

artm

ent o

f Ed

ucati

on/O

ffice

of

Spec

ial E

duca

tion

Prog

ram

s

N/A

Stu

dent

s with

sig

nific

ant i

ntel

lect

ual

disa

biliti

es

Cauc

asia

n26

-30

MS

Kim

berle

y Pe

risho

WA

Elem

enta

ry

Curr

icul

um/

Alte

rnati

ve

Asse

ssm

ent

Spec

ial E

duca

tion,

M

arin

er H

igh

Scho

ol L

ife S

kills

, gr

ades

9-1

2

Occ

asio

nal

stud

ent a

ges

18-2

1(Sp

ecia

l Ed

ucati

on),

4 yr

s.; M

usic

K-1

2,

10 y

rs.;

Nur

sery

sc

hool

(Gen

eral

Ed

ucati

on)

3 yr

s. P

arae

duca

tor (

1

year

1-o

n-1

and

2 ye

ars l

ife sk

ills)

; 5

yrs.

Life

Ski

lls

teac

her

Cauc

asia

n16

-20

MA

Conn

ie P

ersik

eW

ISp

eech

Pat

holo

gist

–Stu

dent

Ser

vice

s Co

ordi

nato

rEa

rly C

hild

hood

an

d El

emen

tary

Sp

ecia

l Edu

catio

n

Autis

m, s

peci

al

educ

ation

Cauc

asia

n11

-15

MS


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Terr

i Por

tice

MI

Lear

ning

Disa

biliti

es

K-12

(SM

) K-1

2;

Emoti

onal

Im

pairm

ent (

SE)

K-12

; Cog

nitiv

e Im

pairm

ent (

SA)

K-12

; Ele

men

tary

K-

5 al

l sub

ject

s;

K-8

All s

ubje

cts

Self

Cont

aine

d Cl

assr

oom

; Ce

ntra

l Offi

ce

Adm

inist

ratio

n;

Spec

ial E

duca

tion

Supe

rviso

r Ap

prov

al, t

each

er

cons

ulta

nt a

ppro

val

Dire

ctor

of

Teac

hing

and

Le

arni

ng a

t Ken

t In

term

edia

te

Scho

ol D

istric

t (E

duca

tiona

l Se

rvic

e Ce

nter

Ag

ency

) -

Prof

essio

nal

Deve

lopm

ent

and

Curr

icul

um

Deve

lopm

ent

K-12

Gen

eral

and

Sp

ecia

l Edu

catio

n Co

llabo

ratio

n

Team

Tau

ght K

-5

SPED

in g

en e

d cl

assr

oom

; K-5

se

lf-co

ntai

ned

SPED

pul

l out

se

rvic

es. F

or th

e la

st 4

yrs

, I’v

e be

en le

adin

g cu

rric

ulum

&

prof

essio

nal

deve

lopm

ent

rela

ted

to th

e 4

core

con

tent

ar

eas f

or a

ll le

vels

K-12

. Du

ring

this

time

I’ve

spen

t a

grea

t dea

l of ti

me

in d

irect

supp

ort

with

seco

ndar

y EL

A te

ache

rs.

Rece

nt w

ork

has b

een

with

K-

12 st

aff in

the

area

s of E

LA a

nd

Mat

h as

it re

late

s to

mak

ing

the

tran

sition

from

st

ate

cont

ent

expe

ctati

ons t

o th

e CC

SS.

Lear

ning

Disa

biliti

es;

Emoti

onal

Im

pairm

ent,

and

Cogn

itive

Impa

irmen

t Cl

assr

oom

Cauc

asia

n16

-20

year

sM

A

2 m

aste

rs


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Cher

yl A

nn

Prev

atte

VAM

ath/

Read

ing/

Sc

ienc

e/So

cial

St

udie

s

Spec

ial E

duca

tion

Teac

her

K-5

(Inte

llect

ually

Di

sabl

ed/S

elf-

Cont

aine

d)

K-5

Spec

ial E

duca

tion

Teac

her R

ocki

ngha

m

Coun

ty, V

irgin

ia -

29

year

s

Prev

ious

exp

erie

nce

w/T

ARC

Cauc

asia

n26

-30

BS

Sara

h Re

ives

NC

Mat

h 9-

12 a

nd

Scie

nce

9-12

Nor

th C

arol

ina

Depa

rtm

ent o

f In

stru

ction

Gene

ral E

duca

tion

9-12

Asse

ssm

ent

Afric

an

Amer

ican

6-10

MED

Katie

Sad

ler

MO

ECSE

, BD/

MR

K-12

K-5/

Self-

cont

aine

d AU

ECSE

MU,

ECS

E, A

UCa

ucas

ian

6-10

BS

Ange

la S

eeW

VEl

emen

tary

Ed

ucati

on,

Cont

ent f

or S

peci

al

Educ

ation

, Eng

lish,

an

d Hi

stor

y, M

ulti-

Cate

goric

al -

CBD,

LD

, MI,

K-6,

OS

AD

Spec

ial E

duca

tion

9-12

Oth

er e

xper

ienc

e - w

orke

d on

the

deve

lopm

ent o

f th

e W

V al

tern

ate

asse

ssm

ent,

deve

lopm

ent o

f th

e W

V Ex

tend

ed

Acad

emic

Con

tent

St

anda

rds a

nd

Perf

orm

ance

De

scrip

tors

, Ac

uity

item

s fo

r Ext

ende

d St

anda

rds,

Sc

ored

Alte

rnat

e As

sess

men

t

BD, L

D, M

I, Au

tism

Cauc

asia

n6-

10M

A


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Donn

a Sh

awIA

K-12

Spe

cial

Ed

ucati

on; G

ener

al/

Spec

ial E

duca

tion

Adm

inist

rato

r

Spec

ial E

duca

tion

No

Resp

onse

32 y

ears

exp

erie

nce

Cauc

asia

n30

+M

ED

Kris

Shaw

KSRe

adin

g Sp

ecia

list,

Mas

ter’s

Deg

ree

KSDE

Lan

guag

e Ar

ts a

nd L

itera

cy

Cons

ulta

nt

N/A

N/A

Cauc

asia

n26

-30

MS

Lind

a St

alliv

iere

UT

Elem

enta

ry

Educ

ation

1-8

LEA

Men

tor

Coor

dina

tor (

New

Te

ache

r Men

tor f

or

K-12

Gen

eral

and

Sp

ecia

l Edu

catio

n

2nd,

4th

Gen

eral

Ed

ucati

onSp

ecia

l edu

catio

n st

uden

ts w

ithin

my

clas

sroo

m

USE

AP (U

tah

Spec

ial

Educ

ation

Adv

isory

Pa

nel)

com

mitt

ee,

gene

ral e

duca

tion

repr

esen

tativ

e

Cauc

asia

n30

+BA

Chris

tie

Step

hens

onO

KM

ild/M

oder

ate

Disa

biliti

es,

Seve

re/P

rofo

und

Disa

biliti

es

Spec

ial E

duca

tion

Supe

rviso

rK-

12I h

ave

taug

ht in

cl

assr

oom

s with

st

uden

t pop

ulati

ons

cons

isting

of L

D,

ID, M

ulti-

disa

bled

, Au

tistic

and

OHI

st

uden

ts.

Cauc

asia

n6-

10BS

Emily

Tha

tche

rIA

K-12

Str

at I

MD;

K-1

2 St

rat

II M

D. M

ulti-

cate

goric

al 6

-12;

BD

K-6

; Sev

ere

and

Prof

ound

K-1

2;

Spec

ial E

duca

tion

Cons

ulta

nt

Iow

a De

part

men

t of

Edu

catio

n,

Bure

au o

f Stu

dent

an

d Fa

mily

Sup

port

Se

rvic

es (S

PED)

In

stru

ction

al

Cont

ent R

esou

rce

Cons

ulta

nt

and

Alte

rnat

e As

sess

men

t Co

nsul

tant

Spec

ial E

duca

tion

and

Art K

-12

22 y

ears

var

ied

expe

rienc

eCa

ucas

ian

21-2

5M

ED


Nam

eSt

ate

Are

a of

Ce

rtific

ation

Curr

ent

Ass

ignm

ent

Oth

er G

rade

s Ta

ught

Spec

ial P

opul

ation

Ex

peri

ence

Ethn

icit

yYe

ars

of

Expe

rien

ceH

ighe

st

Deg

ree

Jani

ce To

rnow

WA

All a

reas

incl

udin

g sp

ecia

l edu

catio

nO

ffice

of

Supe

rinte

nden

t of

Publ

ic In

stru

ction

Spec

ial E

duca

tion

K-12

5 ye

ar S

peci

al E

d Te

ache

r and

26

year

s Sp

ecia

l Edu

catio

n Ad

min

istra

tor

Cauc

asia

n30

+M

ED

Jane

Van

DeZa

nde

MO

ELA

and

Spec

ial

Educ

ation

(h

andi

capp

ed

lear

ner)

Dire

ctor

of

Asse

ssm

ent

5-8

(Spe

ech

and

Lang

uage

, ha

ndic

appe

d le

arne

r-LD)

; 9-

12EL

A an

d So

cial

Stu

dies

9-1

2

Chap

ter I

Dire

ctor

m

ath

and

read

ing

Irish

Am

eric

an16

-20

Oth

er

Degr

ee

Sara

Vol

dW

IN

o re

spon

seSp

ecia

l Edu

catio

n Co

gniti

ve

Disa

biliti

es Te

ache

r K-

5

Spec

ial E

duca

tion

Cogn

itive

Di

sabi

lities

Te

ache

r K-6

Autis

m, C

D (m

ild a

nd

seve

re),

EBD

Cauc

asia

n1-

5BS

Ryan

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Jorea M. Marple, Ed.D.State Superintendent of Schools

Common Core Essential Elements Alternate Achievement...

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