West Virginia Standards Alignment 2011 Next Generation ...

West Virginia Standards Alignment 2011 Next Generation Content Standards and Objectives, produced by the State Department of

Education

Kindergarten through Grade 12

P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 • Fax: (715) 424-4242

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Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending

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© 2012 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the

express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.

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West Virginia Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document

showing the entire list of standards for the subject, discipline, and grade and the product skills

aligned to those standards. This alignment report shows the breadth of standards coverage for

the purpose and focus of this product.

Note to Educator ................................................................................................... iii

Kindergarten ....................................................................................................... 1

Grade 1 ............................................................................................................ 9

Grade 2 ............................................................................................................ 17

Grade 3 ............................................................................................................ 25

Grade 4 ............................................................................................................ 32

Grade 5 ............................................................................................................ 39

Grade 6 ............................................................................................................ 46

Grade 7 ........... ................................................................................................. 52

Grade 8 ............................................................................................................ 58

Grade 9 ................. ........................................................................................... 64

Grade 10 ........................................................................................................... 72

Grade 11 ...................... ..................................................................................... 80

Grade 12 ........................................................................................................... 88

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Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance

Learning, we recognize the impact that standards and assessment reform have on schools.

We share the concerns of educators and administrators that students perform well and

that teachers have the resources they need to support their efforts to address standards and

assessments.

Renaissance Learning provides alignment reports to customers to show how the skills

within each product align to the skills within academic standards. The alignment report

presents all of the academic reading standards for a specific state/agency with the aligned

Renaissance Learning product skills indented below each standard.

Academic standards encompass the entire set of learning and expectations that teachers

are responsible for. Renaissance Learning recognizes that teachers are the key to using

P.O. Box 8036

Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204

Fax: (715) 424-4242

www.renlearn.com

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products to address the entire set of standards. Renaissance Learning products are ideally

suited to support teachers and academic standards. The Renaissance Learning alignment

report supports teachers in this role by clearly identifying specific product skills that are

aligned to the multiple skills within the standards.

On the alignment report you will see the word “Focus” next to some of the skills. Focus

skills are the most critical reading skills for a student to learn at a grade level. They are

key building blocks in a student’s reading education. Students need to have proficiency

with focus skills to be successful in reading at their grade levels and to progress in the

grades that follow. Focus skills are indicated on Renaissance Learning’s researched based

and empirically validated Core Progress Reading learning progression. The Core

Progress Reading identifies the continuum of reading concepts and skills needed for

success in reading. The continuum begins with early literacy and progresses to the level

of reading ability required for college and careers. All of the skills in the Core Progress

Reading contribute to STAR Reading Enterprise Assessment.

In the alignment report, you will notice that most skills have a grade-level indicator at the

end of the text. In addition to these grade-level skills, the report includes skills that are

not grade specific and do not have a grade-level indicator. These skills are designated

Overall Product Skills. They are skills that all students gain through use of the product.

We hope this report answers your questions regarding the alignment of Renaissance

Learning technology and materials to standards. The complete alignment strategy

document is available. The English Language Arts document is number R41078.

If you have any questions about the alignment report, please feel free to call us at

(800) 338-4204.

Sincerely,

Renaissance Learning

STAR Reading Enterprise

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Understand that details support the main idea in an informational passage [Grade 1]

Answer who, what, where, when, why, and how questions [Grade 1] Focus Skill

Comprehension Strategies and Constructing Meaning

Identify the topic of a text [Kindergarten]

Overall Product Skills Apply comprehension strategies

WV ELA.K.R.C1.5 - Students will: with prompting and support, identify the main topic and retell key details of an informational text.





WV ELA.K.R.C1.4 - Students will: with prompting and support, ask and answer questions about key details in an informational text.

Identify the characters in a story [Kindergarten]

Analyzing Literary Text Identify where a story takes place [Kindergarten]

Identify the beginning, middle, and end of a story, and retell events from a story [Kindergarten]

Focus Skill

WV ELA.K.R.C1.3 - Students will: with prompting and support, identify characters, settings and major events in a story in literary text.

Ask and answer questions about a text's key details (e.g., what is the cow doing in "Good Night Moon"?) [Kindergarten]


Identify the topic of a text [Kindergarten]

Analyzing Literary Text Identify the beginning, middle, and end of a story, and retell events from a story [Kindergarten]

Focus Skill


WV ELA.K.R.C1.2 - Students will: with prompting and support, retell familiar stories, including key details in literary texts.


Ask and answer questions about a text's key details (e.g., what is the cow doing in "Good Night Moon"?) [Kindergarten]


WV ELA.K.R.C1.1 - Students will: with prompting and support, ask and answer questions about key details in a literary text.

WV ELA.K.R.C1 - Key Ideas and Details

WV ELA.K.R - Reading

Kindergarten

West VirginiaNext Generation Content Standards and Objectives

Kindergarten


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Identify a book's front and back covers; recognize where to find the names of the author and illustrator [Kindergarten]

WV ELA.K.R.C2.5 - Students will: Identify the front cover, back cover, and title page of a book.


Understand vocabulary in context (reading level 0.0-1.3) [Kindergarten]

Overall Product Skills Build vocabulary knowledge

Word Knowledge and Skills Use context clues (e.g., illustrations, word placement) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 0.0-1.3) [Kindergarten]

Focus Skill

WV ELA.K.R.C2.4 - Students will: with prompting and support, ask and answer questions about unknown words in an informational text.



Understand how illustrations help tell a story [Kindergarten]

WV ELA.K.R.C2.3 - Students will: with prompting and support, name the author and illustrator of a story and define the role of each in telling the story in a literary text.

Understand that some stories are about make-believe things and others are about real life [Kindergarten]

Analyzing Literary Text Identify familiar print material such as newspapers and familiar forms of literature such as fairy tales and nursery rhymes, and recognize common phrases and devices of these forms (e.g., once upon a time, happily ever after) [Kindergarten]

WV ELA.K.R.C2.2 - Students will: Recognize common types of texts (e.g., storybooks, poems).

Word Knowledge and Skills Use context clues (e.g., illustrations, word placement) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 0.0-1.3) [Kindergarten]

Focus Skill


WV ELA.K.R.C2.1 - Students will: ask and answer questions about unknown words in a literary text.

WV ELA.K.R.C2 - Craft and Structure



Determine how things are alike and different in texts (e.g., illustrations, objects, characters) [Grade 1]


WV ELA.K.R.C1.6 - Students will: with prompting and support, describe the connection between two individuals, events, ideas or pieces of information in an informational text.


Kindergarten


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Read complex text

Develop and build literacy

Overall Product Skills Develop and build fluency

Read for enjoyment

Read literature-based text

Read a variety of genres

WV ELA.K.R.C4.1 - Students will: actively engage in group reading activities of literary texts with purpose and understanding.

WV ELA.K.R.C4 - Range of Reading and Level of Text Complexity



WV ELA.K.R.C3.5 - Students will: with prompting and support, identify basic similarities in and differences between two literary or informational texts on the same topic (e.g., in illustrations, descriptions or procedures).

WV ELA.K.R.C3.4 - Students will: with prompting and support, identify the reasons an author gives to support points in a literary or informational text.


Identify the parts of a book (e.g., covers, title page, table of contents, chapters, illustrations) and the information they provide [Grade 1]


WV ELA.K.R.C3.3 - Students will: with prompting and support, describe the relationship between illustrations and the informational text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).



WV ELA.K.R.C3.2 - Students will: with prompting and support, compare and contrast the adventures and experiences of characters in familiar literary stories.

Understand how illustrations help tell a story [Kindergarten]


Confirm or correct understanding of text by using illustrations [Kindergarten]

WV ELA.K.R.C3.1 - Students will: with prompting and support, describe the relationship between illustrations and the literary story in which they appear (e.g., what moment in a story an illustration depicts).

WV ELA.K.R.C3 - Integration of Knowledge and Ideas



WV ELA.K.R.C2.6 - Students will: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.


Kindergarten


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WV ELA.K.R.C6.1 - Students will: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

WV ELA.K.R.C6 - Phonological Awareness

Distinguish between the shapes of different letters (e.g., pick the letter that is different in S, S, C; pick the letter that is different in E, f, f ) [Pre-Kindergarten]

Word Knowledge and Skills Recognize the letters of the alphabet (e.g., Which of these is the letter a? Pick the letter a from s, a, o.) [Pre-Kindergarten]

Focus Skill

Know all the letters of the alphabet and recognize their lower- and uppercase forms (e.g., Pick another way to write the letter G from q, g, j.) [Kindergarten]

Overall Product Skills Develop concepts of print

WV ELA.K.R.C5.1.d - Recognize and name all upper- and lowercase letters of the alphabet.

Word Knowledge and Skills Know that spaces separate words (e.g., recognize the difference between Thecatsleeps. and The cat sleeps.) [Kindergarten]


WV ELA.K.R.C5.1.c - Understand that words are separated by spaces in print.


Word Knowledge and Skills Understand that words are specific sequences of letters that carry meaning (e.g., identify which is a word, not a letter from choices d, n, and; identify which is a letter, not a word from choices this, b, fox) [Kindergarten]

Focus Skill

WV ELA.K.R.C5.1.b - Recognize that spoken words are represented in written language by specific sequences of letters.


Word Knowledge and Skills Understand that words are read from left to right and top to bottom [Pre-Kindergarten]

WV ELA.K.R.C5.1.a - Follow words from left to right, top to bottom, and page by page.

WV ELA.K.R.C5.1 - Students will: Demonstrate understanding of the organization and basic features of print.

WV ELA.K.R.C5 - Print Concepts

Read complex text



Read informational text

Read for enjoyment

WV ELA.K.R.C4.2 - Students will: actively engage in group reading activities of informational texts with purpose and understanding.


Kindergarten


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Add or substitute initial, final, or medial vowel phonemes in order to produce new words in spoken language (e.g., change /a/ in pan to /e/ to make pen; change /a/ in race to /i/ to make rice) [Grade 1]

Focus Skill

Word Knowledge and Skills Add or substitute initial or final phonemes in order to produce new words in spoken language (e.g., change the /k/ in cat to /h/ to make hat; change the /g/ in bug to /s/ to make bus) [Kindergarten]

Focus Skill

WV ELA.K.R.C6.1.e - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Word Knowledge and Skills Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]

Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill

WV ELA.K.R.C6.1.d - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]

Word Knowledge and Skills Understand that blending phonemes produces words (e.g., blend the sounds sh- and -ip and choose the word's picture from a ship, a shower, and a lip) and that the sounds in words can be segmented [Kindergarten]

Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

WV ELA.K.R.C6.1.c - Blend and segment onsets and rimes of single-syllable spoken words.

Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten]

Focus Skill


WV ELA.K.R.C6.1.b - Count, pronounce, blend, and segment syllables in spoken words.

Word Knowledge and Skills Understand and identify rhyming sounds (e.g., The sound is /arn/. Look at pictures of a heart, a card, and a barn. Pick the picture that has the /arn/ sound.) [Pre-Kindergarten]

Focus Skill

Use knowledge of rhyme to distinguish between rhyming and nonrhyming words in spoken language (e.g., The sound is /en/. Pick the picture of the word that has the /en/ sound from pictures of a fan, a pen, and a bun.) [Kindergarten]

Focus Skill

WV ELA.K.R.C6.1.a - Recognize and produce rhyming words.


Kindergarten


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WV ELA.K.R.C8.1 - Students will: Read emergent-reader texts with purpose and understanding.

WV ELA.K.R.C8 - Fluency

Word Knowledge and Skills Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

WV ELA.K.R.C7.1.d - Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Word Knowledge and Skills Read grade-appropriate high-frequency (e.g., Dolch, Fry) words by sight [Kindergarten]

Focus Skill

WV ELA.K.R.C7.1.c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., Read the words bakee, baike, and bake and recognize that bake is the correct spelling in the following: I like to bake bread.) [Grade 1]

Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]

Word Knowledge and Skills Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

WV ELA.K.R.C7.1.b - Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

Word Knowledge and Skills Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill


WV ELA.K.R.C7.1.a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

WV ELA.K.R.C7.1 - Students will: Know and apply grade-level phonics and word analysis skills in decoding words.

WV ELA.K.R.C7 - Phonics and Word Recognition

Understand that changing or adding a letter changes a word (e.g., pick which word is made from -at when reading the words rat, rap, and run; pick which word is made when adding r to band when reading the words brand, bread, and bring; pick which word is made when adding t to the end of star when reading the words spark, start, and tears) [Grade 1]


Kindergarten


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Understand that words have categorical relationships (e.g., opposites, cold/hot; superordinate/subordinate, living things: cow, dog; classroom objects: desk, pen) [Grade 1]


Word Knowledge and Skills Identify and understand antonyms for grade-appropriate words (e.g., before/after) [Grade 1]

Focus Skill

WV ELA.K.L.C17.1.b - Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Understand that words have categorical relationships (e.g., opposites, cold/hot; superordinate/subordinate, living things: cow, dog; classroom objects: desk, pen) [Grade 1]

Word Knowledge and Skills Understand that high-frequency words and oral vocabulary have categorical relationships (e.g., color, shape, texture, size) [Kindergarten]

Focus Skill

WV ELA.K.L.C17.1.a - Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

WV ELA.K.L.C17.1 - Students will: With guidance and support from adults, explore word relationships and nuances in word meanings.

Word Knowledge and Skills Identify and use frequently occurring inflections (e.g., -ing, -ed, -s) to predict the meanings of unfamiliar words in grade-appropriate text (reading level 0.0-1.3) [Kindergarten]


WV ELA.K.L.C17.1.b - Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.


Word Knowledge and Skills Identify the meaning of a homophone or multi-meaning word (e.g., blue, orange, play) using its context [Kindergarten]

WV ELA.K.L.C17.1.a - Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

WV ELA.K.L.C17.1 - Students will: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

WV ELA.K.L.C17 - Vocabulary Acquisition and Use

WV ELA.K.L - Language


Read complex text




Kindergarten


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WV ELA.K.L.C17.3 - Students will: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Identify and understand synonyms for grade-appropriate high-frequency words (e.g., Dolch: road/street; Fry: look/see) [Grade 1]

Word Knowledge and Skills Understand that different words can describe the same general action (e.g., go, walk) [Kindergarten]


WV ELA.K.L.C17.1.d - Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.


WV ELA.K.L.C17.1.c - Identify real-life connections between words and their use (e.g., note places at school that are colorful).


Kindergarten


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WV ELA.1.R.C1.6 - Students will: describe the connection between two individuals, events, ideas or pieces of information in an informational text.



Identify directly stated main ideas and important details [Grade 1]


WV ELA.1.R.C1.5 - Students will: identify the main topic and retell key details of an informational text.





WV ELA.1.R.C1.4 - Students will: ask and answer questions about key details in an informational text.

Analyzing Literary Text Identify where and when a story takes place [Grade 1]

Identify and describe main characters [Grade 1]

Identify the basic elements of a story's plot (e.g., problem, important events) [Grade 1]

Focus Skill



WV ELA.1.R.C1.3 - Students will: describe characters, settings and major events in a story, using key details in literary texts.


Connect themes to personal experiences or prior knowledge (e.g., compare a character's experience to one's own) [Grade 1]

Analyzing Literary Text Determine the message, or moral lesson, of a story or poem, and connect themes to life experiences [Grade 2]


WV ELA.1.R.C1.2 - Students will: retell stories, including key details and demonstrate understanding of their central message or lesson in literary texts.





WV ELA.1.R.C1.1 - Students will: ask and answer questions about key details in a literary text.

WV ELA.1.R.C1 - Key Ideas and Details

WV ELA.1.R - Reading

Grade 1


Grade 1


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WV ELA.1.R.C3 - Integration of Knowledge and Ideas



Identify and understand the purpose of simple text features (e.g., illustrations, diagrams, table of contents, menus, icons) [Grade 2]

WV ELA.1.R.C2.6 - Students will: distinguish between information provided by pictures or other illustrations and information provided by the words in an informational text.

Understand the function of common signs and symbols (e.g., computer icons, map features) [Grade 1]




WV ELA.1.R.C2.5 - Students will: know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in an informational text.


Understand vocabulary in context (reading level 0.5-2.5) [Grade 1]

Word Knowledge and Skills Use context clues (e.g., illustrations, rhyming words in poetry) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 0.5-2.5) [Grade 1]

Focus Skill


WV ELA.1.R.C2.4 - Students will: ask and answer questions to help determine or clarify the meaning of words and phrases in an informational text.

Analyzing Literary Text Understand that a story is told by a narrator [Grade 2]

WV ELA.1.R.C2.3 - Students will: identify who is telling the story at various points in a literary text.

Analyzing Literary Text Understand the general differences among various print materials (e.g., storybooks, fairy tales, informational books, newspapers) [Grade 1]

Identify whether a story is realistic fiction or a fantasy [Grade 1] Focus Skill

WV ELA.1.R.C2.2 - Students will: explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of literary text types.


Understanding Author's Craft Identify how words or phrases in literary text appeal to the senses [Grade 1]

Focus Skill

WV ELA.1.R.C2.1 - Students will: in literary texts, identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

WV ELA.1.R.C2 - Craft and Structure




Grade 1


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Read for enjoyment

Read complex text





WV ELA.1.R.C4.1 - Students will: with prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.

WV ELA.1.R.C4 - Range of Reading and Level of Text Complexity



WV ELA.1.R.C3.5 - Students will: identify basic similarities in and differences between two informational texts on the same topic (e.g., in illustrations, descriptions or procedures).

WV ELA.1.R.C3.4 - Students will: identify the reasons an author gives to support points in an informational text.



Understand the function of common signs and symbols (e.g., computer icons, map features) [Grade 1]



WV ELA.1.R.C3.3 - Students will: use the illustrations and details in a text to describe its key ideas in informational texts.



WV ELA.1.R.C3.2 - Students will: compare and contrast the adventures and experiences of characters in stories in literary texts.

Analyzing Literary Text Identify where and when a story takes place [Grade 1]



Identify and describe main characters [Grade 1]

Identify the basic elements of a story's plot (e.g., problem, important events) [Grade 1]

Focus Skill

WV ELA.1.R.C3.1 - Students will: use illustrations and details in a story to describe its characters, setting or events in literary texts.


Grade 1


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Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

Distinguish short vowel sounds from long vowel sounds in order to discriminate between those sounds in single-syllable words (e.g., reading the words egg, we, and key, egg has the short vowel sound) [Grade 1]

Focus Skill

Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1]

Word Knowledge and Skills Identify short vowel sounds in spoken words (e.g., the middle vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten]

Focus Skill

WV ELA.1.R.C6.1.a - Distinguish long from short vowel sounds in spoken single-syllable words.

WV ELA.1.R.C6.1 - Students will: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

WV ELA.1.R.C6 - Phonological Awareness

Understand the features of sentences and paragraphs (e.g., capitalization, indentation, punctuation) [Grade 2]


Understand that sentences can end with a question mark or an exclamation point, and recognize that quotation marks indicate dialogue [Grade 1]


WV ELA.1.R.C5.1.a - Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

WV ELA.1.R.C5.1 - Students will: Demonstrate understanding of the organization and basic features of print.

WV ELA.1.R.C5 - Print Concepts

Read complex text




Read for enjoyment

WV ELA.1.R.C4.2 - Students will: With prompting and support, read informational texts appropriately complex for grade 1.


Grade 1


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Recognize and distinguish individual phonemes in single-syllable spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Focus Skill


WV ELA.1.R.C6.1.d - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Recognize and distinguish individual phonemes in single-syllable spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Focus Skill

Identify short vowel sounds in spoken words (e.g., the middle vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten]

Focus Skill

Word Knowledge and Skills Identify initial and final phonemes in spoken words (e.g., heart has the same beginning sound as head; boot has a different ending sound than bean) [Kindergarten]

Focus Skill

Identify short vowel sounds in order to distinguish among single-syllable words (e.g., pick the letter that makes the middle sound you hear in had) [Kindergarten]

Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1]

WV ELA.1.R.C6.1.c - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.


Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]


Isolate and identify initial consonant blends in spoken and written words (e.g., pick the word that starts with /bl/ from choices block, brew, book) [Grade 1]

Focus Skill

WV ELA.1.R.C6.1.b - Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.


Grade 1


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Use knowledge of syllable patterns to decode words (e.g., read a word such as animal and pick how many syllables the word has) [Grade 2]

Focus Skill

Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

WV ELA.1.R.C7.1.e - Decode two-syllable words following basic patterns by breaking the words into syllables.

Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten]

Focus Skill


Focus Skill

WV ELA.1.R.C7.1.d - Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.


Use knowledge of long vowel sounds to distinguish among single-syllable words (e.g., Read the words tail, way, and seed. Determine the word with a different middle vowel sound than stage.) [Grade 1]


Focus Skill

Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]

WV ELA.1.R.C7.1.c - Know final -e and common vowel team conventions for representing long vowel sounds.

Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

Word Knowledge and Skills Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill

WV ELA.1.R.C7.1.b - Decode regularly spelled one-syllable words.

Word Knowledge and Skills Recognize and identify consonant digraphs in words (e.g., pick the word that has -sh from choices saw, wash, have) [Grade 1]

Focus Skill

WV ELA.1.R.C7.1.a - Know the spelling-sound correspondences for common consonant digraphs.

WV ELA.1.R.C7.1 - Students will: Know and apply grade-level phonics and word analysis skills in decoding words.

WV ELA.1.R.C7 - Phonics and Word Recognition


Grade 1


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Word Knowledge and Skills Use context clues (e.g., illustrations, rhyming words in poetry) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 0.5-2.5) [Grade 1]

Focus Skill


WV ELA.1.L.C17.1.a - Use sentence-level context as a clue to the meaning of a word or phrase.

WV ELA.1.L.C17.1 - Students will: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

WV ELA.1.L.C17 - Vocabulary Acquisition and Use

WV ELA.1.L - Language



Confirm or correct understanding of text by adjusting reading speed, and rereading text portions aloud [Grade 2]

WV ELA.1.R.C8.1.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




Overall Product Skills Read literature-based text

WV ELA.1.R.C8.1.b - Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.






WV ELA.1.R.C8.1.a - Read on-level text with purpose and understanding.

WV ELA.1.R.C8.1 - Students will: Read with sufficient accuracy and fluency to support comprehension.

WV ELA.1.R.C8 - Fluency



Focus Skill

WV ELA.1.R.C7.1.g - Recognize and read grade-appropriate irregularly spelled words.


WV ELA.1.R.C7.1.f - Read words with inflectional endings.


Grade 1


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WV ELA.1.L.C17.3 - Students will: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


Word Knowledge and Skills Identify and understand synonyms for grade-appropriate high-frequency words (e.g., Dolch: road/street; Fry: look/see) [Grade 1]

WV ELA.1.L.C17.2.d - Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


WV ELA.1.L.C17.2.c - Identify real-life connections between words and their use (e.g., note places at home that are cozy).


WV ELA.1.L.C17.2.b - Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Word Knowledge and Skills Understand that words have categorical relationships (e.g., opposites, cold/hot; superordinate/subordinate, living things: cow, dog; classroom objects: desk, pen) [Grade 1]

WV ELA.1.L.C17.2.a - Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

WV ELA.1.L.C17.2 - Students will: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Identify and understand familiar base words with common inflectional forms (e.g., -ed, -ing, -s, -es) [Grade 1]

Word Knowledge and Skills Identify and use frequently occurring inflections (e.g., -ing, -ed, -s) to predict the meanings of unfamiliar words in grade-appropriate text (reading level 0.0-1.3) [Kindergarten]


WV ELA.1.L.C17.1.c - Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).


Word Knowledge and Skills Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to predict the meanings of unfamiliar words [Grade 2]

Focus Skill

WV ELA.1.L.C17.1.b - Use frequently occurring affixes as a clue to the meaning of a word.


Grade 1


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Identify and explain the order of events or ideas from a text (e.g., story events, steps in a two- or three-step process) [Grade 2]

WV ELA.2.R.C1.6 - Students will: describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in an informational text.

Distinguish main idea from topic [Grade 2]



Identify main ideas that are directly stated or strongly implied [Grade 2]

Focus Skill

WV ELA.2.R.C1.5 - Students will: identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within informational text.


Focus Skill


Identify supporting details in informational text [Grade 2]


WV ELA.2.R.C1.4 - Students will: ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in informational text.


Analyzing Literary Text Identify and describe major and minor characters and their traits [Grade 2]

Focus Skill

WV ELA.2.R.C1.3 - Students will: describe how characters in a story respond to major events and challenges in literary text.

Analyzing Literary Text Determine the message, or moral lesson, of a story or poem, and connect themes to life experiences [Grade 2]


Distinguish main idea from topic [Grade 2]


WV ELA.2.R.C1.2 - Students will: recount stories, including fables and folktales from diverse cultures and determine their central message, lesson or moral in literary text.


Focus Skill


Locate key details in text and determine what they describe or explain [Grade 2]


WV ELA.2.R.C1.1 - Students will: ask and answer key ideas such questions as who, what, where, when, why and how to demonstrate understanding of key details in literary text.



Grade 2


Grade 2


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Make predictions about text by using story repetition, transition words, and text features such as tables of contents, and explain whether the predictions were correct [Grade 2]



WV ELA.2.R.C2.5 - Students will: know and use various informational text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Word Knowledge and Skills Use context clues (e.g., word placement, how the word starts and ends) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 2.2-3.7) [Grade 2]




WV ELA.2.R.C2.4 - Students will: determine the meaning of words and phrases in informational text relevant to a grade 2 topic or subject area.

Understand that a story is told by a narrator [Grade 2]

Analyzing Literary Text Identify and describe major and minor characters and their traits [Grade 2]

Focus Skill

WV ELA.2.R.C2.3 - Students will: acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud from literary text.

Identify and explain the order of events or ideas from a text (e.g., story events, steps in a two- or three-step process) [Grade 2]


Recognize chronological or sequential order in a text [Grade 2]

Analyzing Literary Text Identify elements of plot including problem and solution and the relationships (e.g., order, causes) between events in a story [Grade 2]

WV ELA.2.R.C2.2 - Students will: describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action in literary text.

Understanding Author's Craft Recognize patterns of rhythm, rhyme, and alliteration, and describe its effect on the reader [Grade 2]


WV ELA.2.R.C2.1 - Students will: describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) in literary text supply rhythm and meaning in a story, poem or song.




Grade 2


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Analyze the most important points and key details presented in texts on the same topic to determine similarities or differences [Grade 3]


Compare and contrast two versions of the same story or between two works by the same author [Grade 2]

WV ELA.2.R.C3.5 - Students will: compare and contrast the most important points presented by two informational texts on the same topic.

Analyzing Argument and Evaluating Text

Identify the author's main claim and identify reasons used to support the claim [Grade 3]

WV ELA.2.R.C3.4 - Students will: describe how reasons support specific points the author makes in an informational text.




WV ELA.2.R.C3.3 - Students will: explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text.



WV ELA.2.R.C3.2 - Students will: compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text.

Identify and describe major and minor characters and their traits [Grade 2]

Focus Skill

Analyzing Literary Text Describe the setting of a story by finding and using story details and illustrations [Grade 2]

Identify elements of plot including problem and solution and the relationships (e.g., order, causes) between events in a story [Grade 2]

WV ELA.2.R.C3.1 - Students will: use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting or plot.


Identify the author's purpose (e.g., to inform, describe, entertain, explain, share feelings) [Grade 3]


Understand that authors write texts for different purposes [Grade 2]


WV ELA.2.R.C2.6 - Students will: identify the main purpose of informational text, including what the author wants to answer, explain or describe


Grade 2


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Distinguish short vowel sounds from long vowel sounds in order to discriminate between those sounds in single-syllable words (e.g., reading the words egg, we, and key, egg has the short vowel sound) [Grade 1]

Focus Skill

Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1]

Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

Word Knowledge and Skills Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

WV ELA.2.R.C7.1.a - Distinguish long and short vowels when reading regularly spelled one-syllable words.



Read complex text




Read for enjoyment

WV ELA.2.R.C4.2 - Students will: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read complex text



Read for enjoyment



WV ELA.2.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Grade 2


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Recognize spelling patterns for variant vowel sounds and decode words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.) [Grade 2]

Focus Skill

Word Knowledge and Skills Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]

WV ELA.2.R.C7.1.e - Identify words with inconsistent but common spelling-sound correspondences.

Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to predict the meanings of unfamiliar words [Grade 2]

Focus Skill


WV ELA.2.R.C7.1.d - Decode words with common prefixes and suffixes.


Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

Word Knowledge and Skills Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1]

WV ELA.2.R.C7.1.c - Decode regularly spelled two-syllable words with long vowels.

Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]


Focus Skill


Focus Skill

Decode words by identifying the correctly spelled diphthong in a word from a spoken sentence (e.g., Read the words brown, broun, and brawn, and understand that brown is the correct spelling in the following: She has brown hair.) [Grade 2]

Focus Skill

WV ELA.2.R.C7.1.b - Know spelling-sound correspondences for additional common vowel teams.


Grade 2


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WV ELA.2.L.C17.1 - Students will: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.










Overall Product Skills Read literature-based text

WV ELA.2.R.C8.1.b - read on-level text orally with accuracy, appropriate rate and expression.










Focus Skill



Focus Skill

WV ELA.2.R.C7.1.f - Recognize and read grade-appropriate irregularly spelled words.

Recognize spelling patterns in words with initial consonant blends of 2 or 3 letters (e.g., The word is strap. Pick the letters that make the sound at the beginning of strap. Pick from spl, spr, str.) [Grade 2]


Grade 2


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Word Knowledge and Skills Understand that words have categorical relationships (e.g., opposites, cold/hot; superordinate/subordinate, living things: cow, dog; classroom objects: desk, pen) [Grade 1]

WV ELA.2.L.C17.2.a - Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

WV ELA.2.L.C17.2 - Students will: demonstrate understanding of figurative language, word relationships and nuances in word meanings.



WV ELA.2.L.C17.1.e - Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.


Word Knowledge and Skills Use knowledge of familiar grade-appropriate words (grade level 0-2) to form compounds (e.g., paintbrush, backyard) and contractions (e.g., weren't, couldn't) and predict their meanings [Grade 2]

WV ELA.2.L.C17.1.d - Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).



Focus Skill

WV ELA.2.L.C17.1.c - Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).



Focus Skill

WV ELA.2.L.C17.1.b - Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).



Word Knowledge and Skills Use context clues (e.g., word placement, how the word starts and ends) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 2.2-3.7) [Grade 2]




Grade 2


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WV ELA.2.L.C17.3 - Students will: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


Word Knowledge and Skills Identify and understand synonyms for grade-appropriate high-frequency words (e.g., Dolch: big/large, yell/shout, start/begin; Fry: love/like) [Grade 2]

WV ELA.2.L.C17.2.b - Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).


Grade 2


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Explain how details support the main idea [Grade 3]


Identify and explain the main idea and distinguish it from supporting details in informational text [Grade 3]


WV ELA.3.R.C1.5 - Students will: determine the main idea of an informational text; recount the key details and explain how they support the main idea.



Identify and explain the main idea and distinguish it from supporting details in informational text [Grade 3]

Use prior knowledge and textual details to draw conclusions about information or events in text [Grade 3]

Focus Skill

WV ELA.3.R.C1.4 - Students will: ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers.


Identify how a story's plot is influenced by characters' actions [Grade 4]

Analyzing Literary Text Identify and describe main characters' traits, motives, and feelings, and recognize how characters change [Grade 3]

WV ELA.3.R.C1.3 - Students will: describe characters in a literary story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events.

Analyzing Literary Text Identify the lesson/moral of a story and recognize details that help communicate it [Grade 3]

Focus Skill


Determine author's message [Grade 3]


WV ELA.3.R.C1.2 - Students will: recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the literary text.




WV ELA.3.R.C1.1 - Students will: ask and answer questions to demonstrate understanding of a literary text, referring explicitly to the text as the basis for the answers.



Grade 3


Grade 3


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Use text features to help determine the order of steps in a procedure (e.g., arrows, numbered steps) [Grade 3]


Use simple text features (e.g., headings, captions, table of contents, glossaries, index) to locate information [Grade 3]

WV ELA.3.R.C2.5 - Students will: use informational text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

Word Knowledge and Skills Use context clues (e.g., embedded word definitions, restatement) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 3.0-4.7) [Grade 3]




WV ELA.3.R.C2.4 - Students will: determine the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 3 topic or subject area.

Analyzing Literary Text Identify the narrator in a story or poem told from the first person point of view [Grade 3]

WV ELA.3.R.C2.3 - Students will: distinguish their own point of view from that of the narrator or those of the characters in a literary text.


Recognize the parts of books, plays, and poems (e.g., chapters, scenes, stanzas) to aid understanding of the organization of the text [Grade 3]

WV ELA.3.R.C2.2 - Students will: refer to parts of stories, dramas and poems when writing or speaking about a literary text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections.

Understanding Author's Craft Understand simple similes, metaphors, and uses of exaggeration (e.g., quiet as a mouse) [Grade 3]

Word Knowledge and Skills Understand the difference between the literal and nonliteral meanings of words and phrases (e.g., take steps, raining cats and dogs) [Grade 3]


WV ELA.3.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral language.


Understand simple processes described in informational text (e.g., craft project) [Grade 3]



Determine order of events in a text and recognize words that show sequence (e.g., first, next, then) [Grade 3]

Focus Skill

WV ELA.3.R.C1.6 - Students will: describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in an informational text, using language that pertains to time, sequence and cause/effect.


Grade 3


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WV ELA.3.R.C3.5 - Students will: compare and contrast the most important points and key details presented in two informational texts on the same topic.


Determine order of events in a text and recognize words that show sequence (e.g., first, next, then) [Grade 3]

Focus Skill

Recognize words and phrases that suggest the organizational structure (e.g., first, more, because) and the relationships they reveal (e.g., sequence, comparison, cause and effect) [Grade 3]

WV ELA.3.R.C3.4 - Students will: describe the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, first/second/third in a sequence).


Draw simple conclusions about a text using evidence and details from text and illustrations [Grade 2]

Use headings, table of contents, and illustrations to gain an overview of text content (e.g., as a skimming and scanning strategy) [Grade 4]


WV ELA.3.R.C3.3 - Students will: use information gained from illustrations (e.g., maps, photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why and how key events occur).



Analyzing Literary Text Compare and contrast traditional tales (e.g., trickster tales from different cultures) [Grade 3]

WV ELA.3.R.C3.2 - Students will: compare and contrast the themes, settings and plots of literary stories written by the same author about the same or similar characters (e.g., in books from a series).



Analyzing Literary Text Describe the setting of a story by finding and using story details and illustrations [Grade 2]

WV ELA.3.R.C3.1 - Students will: explain how specific aspects of a literary text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).


Analyzing Literary Text Identify the narrator in a story or poem told from the first person point of view [Grade 3]


WV ELA.3.R.C2.6 - Students will: distinguish their own point of view from that of the author of an informational text.



Grade 3


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Word Knowledge and Skills Use knowledge of syllable patterns to decode increasingly difficult multisyllable words (e.g., transportation) [Grade 3]

Focus Skill

WV ELA.3.R.C7.1.c - Decode multisyllable words.

Use knowledge of grade-level appropriate affixes (e.g., un-, re-, -ful, -ly, -ness) and familiar base words to predict the meanings of unfamiliar words (e.g., unfairly, cheerful) [Grade 3]


Focus Skill

WV ELA.3.R.C7.1.b - Decode words with common Latin suffixes.

Word Knowledge and Skills Use knowledge of grade-level appropriate affixes (e.g., un-, re-, -ful, -ly, -ness) and familiar base words to predict the meanings of unfamiliar words (e.g., unfairly, cheerful) [Grade 3]

WV ELA.3.R.C7.1.a - Identify and know the meaning of the most common prefixes and derivational suffixes.



Read independently

Read complex text

Overall Product Skills Develop and build literacy


Read for enjoyment

WV ELA.3.R.C4.2 - Students will: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Read independently

Read complex text


Read for enjoyment



WV ELA.3.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.


Analyze the most important points and key details presented in texts on the same topic to determine similarities or differences [Grade 3]


Grade 3


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Identify and understand homophones (e.g., hole/whole, weak/week) and homographs/multi-meaning words (e.g., sentence, hard, chest) in grade-appropriate text (reading level 3.0-4.7) [Grade 3]




WV ELA.3.L.C17.1 - Students will: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.






Monitor own performance





WV ELA.3.R.C8.1.b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.










Focus Skill

WV ELA.3.R.C7.1.d - Read grade-appropriate irregularly spelled words.


Grade 3


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Identify and understand synonyms for grade-appropriate (grade level 0-3) and high-frequency words (e.g., ask/question, ill/sick) [Grade 3]

Focus Skill

Word Knowledge and Skills Use knowledge of synonyms to help understand the meanings of unfamiliar words in grade-appropriate text (reading level 3.0-4.7) [Grade 3]


WV ELA.3.L.C17.2.c - Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


WV ELA.3.L.C17.2.b - Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Understanding Author's Craft Understand simple similes, metaphors, and uses of exaggeration (e.g., quiet as a mouse) [Grade 3]

Word Knowledge and Skills Understand the difference between the literal and nonliteral meanings of words and phrases (e.g., take steps, raining cats and dogs) [Grade 3]


WV ELA.3.L.C17.2.a - Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

WV ELA.3.L.C17.2 - Students will: Demonstrate understanding of word relationships and nuances in word meanings.


Use simple text features (e.g., headings, captions, table of contents, glossaries, index) to locate information [Grade 3]


WV ELA.3.L.C17.1.d - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.



WV ELA.3.L.C17.1.c - Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).



WV ELA.3.L.C17.1.b - Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).


Grade 3


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WV ELA.3.L.C17.3 - Students will: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


Grade 3


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Identify and explain the main idea and explain how details support it [Grade 4]


Use main and supporting ideas and details to understand text [Grade 4]

WV ELA.4.R.C1.5 - Students will: determine the main idea of an informational text and explain how it is supported by key details; summarize the text.

Draw multiple conclusions about information, events, or characters in text, and cite textual details that support the conclusions [Grade 4]




WV ELA.4.R.C1.4 - Students will: refer to details and examples in an informational text when explaining what the text says explicitly and when drawing inferences from the text.

Understand the relationship between a character's actions, traits, and motives, and describe the main character's interactions with other characters [Grade 4]

Analyzing Literary Text Describe the setting and analyze how it contributes to the story [Grade 4]

Focus Skill

Identify how a story's plot is influenced by characters' actions [Grade 4]

WV ELA.4.R.C1.3 - Students will: describe in depth a character, setting or event in a story or drama, drawing on specific details in the literary text (e.g., a character's thoughts, words or actions).


Understand that a summary contains lexical changes but preserves the meaning of the original text [Grade 4]

Analyzing Literary Text Use details from a story to determine its theme [Grade 4]

WV ELA.4.R.C1.2 - Students will: determine a theme of a story, drama or poem from details in the literary text; summarize the text.





WV ELA.4.R.C1.1 - Students will: refer to details and examples in a literary text when explaining what the text says explicitly and when drawing inferences from the text.



Grade 4


Grade 4


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Word Knowledge and Skills Use context clues (e.g., synonyms, antonyms, examples, situation) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 4.0-5.6) [Grade 4]

WV ELA.4.R.C2.4 - Students will: determine the meaning of general academic and domain-specific words or phrases in an informational text relevant to a grade 4 topic or subject area.

Analyzing Literary Text Understand both first- and third-person narration (e.g., recognize whether or not the narrator is a character in the story) [Grade 4]

WV ELA.4.R.C2.3 - Students will: compare and contrast the point of view from which different literary texts are narrated, including the difference between first- and third-person narrations.

Analyzing Literary Text Describe characteristics of poetry (e.g., rhyme patterns, line breaks), plays (e.g., dialogue, number of acts), fiction (e.g., three wishes in fairy tales, moral in fables), and nonfiction (e.g., point of view in autobiography vs. biography) [Grade 4]

Identify and analyze characteristics of different genres (e.g., short stories, nonfiction, poetry, drama) including the narrative structure of biographies and autobiographies, and structural elements of imaginative fiction (e.g., phenomena explained in origin myths), and plays (e.g., cast of characters, acts/scenes) [Grade 5]

Focus Skill

WV ELA.4.R.C2.2 - Students will: explain major differences between poems, drama and prose and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a literary text.




WV ELA.4.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., herculean).


Understand basic multiple-step processes described in informational or functional text (e.g., how to play a computer game) [Grade 4]


Describe sequential relationships in a text (e.g., ideas, procedures, historical events) using time and sequence words (e.g., first/last, earlier/later) [Grade 4]

WV ELA.4.R.C1.6 - Students will: explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the informational text.

Identify main ideas and implied messages [Grade 4]

Understand that information can be summarized in different ways (e.g., grouping, charting, mapping, paraphrasing) to show understanding of main ideas and key details [Grade 4]


Grade 4


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Compare and contrast information and conclusions in texts on the same topic [Grade 4]

Analyzing Literary Text Identify the phenomena explained by origin myths, and continue to broaden knowledge of mythology and traditional literature [Grade 4]

WV ELA.4.R.C3.2 - Students will: compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different cultures.

WV ELA.4.R.C3.1 - Students will: make connections between the text of a story or drama and a visual or oral presentation of the literary text, identifying where each version reflects specific descriptions and directions in the text.




Analyzing Literary Text Understand both first- and third-person narration (e.g., recognize whether or not the narrator is a character in the story) [Grade 4]

WV ELA.4.R.C2.6 - Students will: compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided in informational text.

Recognize cause-and-effect relationships by comprehending the meaning of a whole passage rather than by identifying individual cue words [Grade 4]


Expand recognition of words and phrases (e.g., likewise, although) that indicate a comparison [Grade 4]


Determine the organizational structure (e.g., comparison/contrast, cause/effect, sequence) of a nonfiction text or passage [Grade 4]

WV ELA.4.R.C2.5 - Students will: describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in an informational text or part of an informational text.



Use context clues (e.g., use knowledge of word relationships to determine how the word is used as well as the overall meaning of the text) to determine or clarify the meanings of unfamiliar words and specialized content-area language in grade-appropriate text (reading level 5.1-6.4) [Grade 5]

Focus Skill


Grade 4


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Read for enjoyment

Read independently

Read complex text


WV ELA.4.R.C4.2 - Students will: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read for enjoyment



Read independently


Read complex text

WV ELA.4.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.




WV ELA.4.R.C3.5 - Students will: integrate information from two informational texts on the same topic in order to write or speak about the subject knowledgeably.


Determine whether information is relevant to a topic [Grade 4]

Explain how an author uses reasons and evidence to support a claim [Grade 4]

Focus Skill

WV ELA.4.R.C3.4 - Students will: explain how an author uses reasons and evidence to support particular points in an informational text.

Use text features of functional text (e.g., memos, menus, schedules, pamphlets, instructions, forms) to locate specific information [Grade 4]


Locate information in simple graphical text features (e.g., illustrations, maps, timelines, tables, charts) [Grade 4]

Use headings, table of contents, and illustrations to gain an overview of text content (e.g., as a skimming and scanning strategy) [Grade 4]

Make and check predictions by using prior knowledge, ideas from the text, text features, and obvious foreshadowing clues [Grade 4]

WV ELA.4.R.C3.3 - Students will: interpret information presented visually orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations or interactive elements on web pages) and explain how the information contributes to an understanding of the informational text in which it appears.


Grade 4


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Monitor and adjust understanding of text by previewing, applying knowledge of words and sentence structure, and looking for clues to confirm inferences [Grade 4]






WV ELA.4.R.C8.1.b - read on-level prose and poetry orally with accuracy, appropriate rate and expression.









Identify grade-appropriate affixes (e.g., dis-, in-, mis-, -ion, -less, -ment), base words (e.g., arm, fear), and root words (e.g., act, graph) in order to predict the meanings of unfamiliar or complex words (e.g., fearless, biography) [Grade 4]

Focus Skill


Focus Skill


WV ELA.4.R.C7.1.a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.






Grade 4


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Word Knowledge and Skills Recognize and explain the meanings of common idioms (e.g., once in a blue moon) in grade-appropriate text (reading level 4.0-5.6) [Grade 4]

WV ELA.4.L.C17.2.b - Recognize and explain the meaning of common idioms, adages, and proverbs.

Understanding Author's Craft Understand the meaning of words and phrases used figuratively [Grade 4]

Focus Skill

WV ELA.4.L.C17.2.a - Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

WV ELA.4.L.C17.2 - Students will: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



Locate information in simple graphical text features (e.g., illustrations, maps, timelines, tables, charts) [Grade 4]

WV ELA.4.L.C17.1.c - Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.


Word Knowledge and Skills Identify grade-appropriate affixes (e.g., dis-, in-, mis-, -ion, -less, -ment), base words (e.g., arm, fear), and root words (e.g., act, graph) in order to predict the meanings of unfamiliar or complex words (e.g., fearless, biography) [Grade 4]

Focus Skill

WV ELA.4.L.C17.1.b - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Use context clues (e.g., synonyms, antonyms, examples, situation) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 4.0-5.6) [Grade 4]




WV ELA.4.L.C17.1.a - Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

WV ELA.4.L.C17.1 - Students will: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.





Grade 4


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WV ELA.4.L.C17.3 - Students will: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Use context clues (e.g., synonyms, antonyms, examples, situation) to determine or clarify the meanings of unfamiliar words in grade-appropriate text (reading level 4.0-5.6) [Grade 4]

Word Knowledge and Skills Identify and understand synonyms for grade-appropriate words (grade level 3-4: tale/story, fearful/afraid) [Grade 4]

WV ELA.4.L.C17.2.c - Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).


Grade 4


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Determine the main ideas of a text and whether the details add support for the main idea [Grade 5]



Recognize and distinguish between valid and invalid conclusions drawn in and from texts [Grade 5]

WV ELA.5.R.C1.4 - Students will: quote accurately from an informational text when explaining what the text says explicitly and when drawing inferences from the text.

Describe character relationships and understand their importance to the plot of a story [Grade 5]

Analyzing Literary Text Understand the influence of the setting and the characters on the plot [Grade 5]

Analyze the setting to determine the degree to which it influences the plot or the characters [Grade 5]

WV ELA.5.R.C1.3 - Students will: compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the literary text (e.g., how characters interact).

Analyze how and why characters change and respond as the plot develops [Grade 5]

Describe character relationships and understand their importance to the plot of a story [Grade 5]


Understand that an accurate summary, while containing the main idea and important details, does not contain personal opinions or judgments [Grade 5]

Focus Skill

Analyzing Literary Text Recognize themes in a story that are stated directly or indirectly [Grade 5]

WV ELA.5.R.C1.2 - Students will: determine a theme of a story, drama or poem from details in a literary text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.



Identify and recognize the arrangement of main ideas, supporting ideas, and details in text [Grade 5]

Recognize and distinguish between valid and invalid conclusions drawn in and from texts [Grade 5]

WV ELA.5.R.C1.1 - Students will: quote accurately from a literary text when explaining what the text says explicitly and when drawing inferences from the text.



Grade 5


Grade 5


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Word Knowledge and Skills Use context clues (e.g., use knowledge of word relationships to determine how the word is used as well as the overall meaning of the text) to determine or clarify the meanings of unfamiliar words and specialized content-area language in grade-appropriate text (reading level 5.1-6.4) [Grade 5]

Focus Skill

Understanding Author's Craft Understand figurative language (e.g., metaphor, simile, exaggeration) used in text [Grade 5]

WV ELA.5.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a literary text, including figurative language such as metaphors and similes.


Analyze a text with a chronological or sequential order to determine relationships between events and ideas [Grade 5]



Understand sequence of multiple-step processes from informational or functional text (e.g., science experiment; description of the steps in the water cycle) [Grade 5]

Identify cause-and-effect relationships with multiple causes and/or effects and recognize chain reactions of events [Grade 6]

WV ELA.5.R.C1.6 - Students will: using an informational text, explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or technical text based on specific information in the text.


Focus Skill


Identify and recognize the arrangement of main ideas, supporting ideas, and details in text [Grade 5]


Summarize ideas from a text, preserving the overall meaning, in order to help understand and recall important information from the text [Grade 6]

WV ELA.5.R.C1.5 - Students will: determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text.


Grade 5


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Analyzing Literary Text Compare how stories from the same genre deal with similar themes [Grade 5]

WV ELA.5.R.C3.2 - Students will: compare and contrast stories in literary texts in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

WV ELA.5.R.C3.1 - Students will: analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a literary text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


Analyzing Literary Text Identify first- and third-person point of view, and understand that the point of view of a story affects the information revealed about characters and events [Grade 5]

WV ELA.5.R.C2.6 - Students will: analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent in an informational text.


Compare and contrast the organization structures of texts to determine differences [Grade 5]

Identify and analyze common organizational structures to determine the connections between ideas (e.g., cause/effect, main idea/support) [Grade 5]

WV ELA.5.R.C2.5 - Students will: compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more informational texts.


Focus Skill



WV ELA.5.R.C2.4 - Students will: determine the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 5 topic or subject area.

Analyzing Literary Text Identify first- and third-person point of view, and understand that the point of view of a story affects the information revealed about characters and events [Grade 5]

WV ELA.5.R.C2.3 - Students will: describe how a narrator's or speaker's point of view influences how events are described in a literary text.

Analyzing Literary Text Identify and analyze characteristics of different genres (e.g., short stories, nonfiction, poetry, drama) including the narrative structure of biographies and autobiographies, and structural elements of imaginative fiction (e.g., phenomena explained in origin myths), and plays (e.g., cast of characters, acts/scenes) [Grade 5]

Focus Skill

WV ELA.5.R.C2.2 - Students will: explain how a series of chapters, scenes or stanzas fits together in a literary text to provide the overall structure of a particular story, drama or poem.


Grade 5


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Read complex text



Read for enjoyment

Read independently

WV ELA.5.R.C4.2 - Students will: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Read complex text




Read for enjoyment

Read independently

WV ELA.5.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.


Categorize information on a topic to understand similarities and differences [Grade 5]



WV ELA.5.R.C3.5 - Students will: integrate information from several informational texts on the same topic in order to write or speak about the subject knowledgeably.


Explain how an author supports an argument, and evaluate reasons and evidence given to support particular points and the main claim [Grade 5]

Focus Skill

WV ELA.5.R.C3.4 - Students will: explain how an author uses reasons and evidence to support particular points in an informational text, identifying which reasons and evidence support which point(s).

Explain how different forms of media present information in different ways (e.g., web, newspapers, documentaries) [Grade 5]


Use common text features (e.g., subheadings, glossary, index, appendix) to preview or locate information [Grade 5]

Interpret the meaning of information in common graphical text features (e.g., illustrations, maps, timelines, tables, charts) [Grade 5]

WV ELA.5.R.C3.3 - Students will: draw on information from multiple print or digital informational sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


Grade 5


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Focus Skill





WV ELA.5.R.C8.1.b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.









Use knowledge of grade-appropriate affixes (e.g., mid-, pre-, -able, -ible, -ant, -ent, -ous, -ation) and Latin and Greek roots to predict the meanings of unfamiliar words and content-area language with the same root (e.g., agri-/agriculture, agrarian; phon-/microphone, symphony) [Grade 5]


Focus Skill


WV ELA.5.R.C7.1.a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.





Grade 5


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Word Knowledge and Skills Identify and understand synonyms for grade-appropriate words (grade level 3-5: aid/help, describe/explain) [Grade 5]

WV ELA.5.L.C17.2.c - Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Word Knowledge and Skills Recognize and explain the meanings of idioms (e.g., everything but the kitchen sink) in grade-appropriate text (reading level 5.1-6.4) [Grade 5]

WV ELA.5.L.C17.2.b - Recognize and explain the meaning of common idioms, adages, and proverbs.

Understanding Author's Craft Understand figurative language (e.g., metaphor, simile, exaggeration) used in text [Grade 5]

WV ELA.5.L.C17.2.a - Interpret figurative language, including similes and metaphors, in context.




Use common text features (e.g., subheadings, glossary, index, appendix) to preview or locate information [Grade 5]

WV ELA.5.L.C17.1.c - Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Word Knowledge and Skills Use knowledge of grade-appropriate affixes (e.g., mid-, pre-, -able, -ible, -ant, -ent, -ous, -ation) and Latin and Greek roots to predict the meanings of unfamiliar words and content-area language with the same root (e.g., agri-/agriculture, agrarian; phon-/microphone, symphony) [Grade 5]

WV ELA.5.L.C17.1.b - Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


Focus Skill



WV ELA.5.L.C17.1.a - Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.




Grade 5


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WV ELA.5.L.C17.3 - Students will: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Identify and understand homophones (e.g., toed/toad/towed) and use context to determine the meanings of homographs (e.g., separate, bore) and multi-meaning words (e.g., agent) in grade-appropriate text (reading level 5.1-6.4) [Grade 5]


Grade 5


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Explain the basis for conclusions drawn about texts and revise conclusions based on new information [Grade 6]


Infer the main idea when it is not explicitly stated and explain how it is conveyed with details [Grade 6]

Overall Product Skills Build comprehension

WV ELA.6.R.C1.4 - Students will: cite textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text.

Analyze how setting and characters' actions influence the plot and how events advance the plot [Grade 6]

Evaluate the credibility of the characters and plot in a work of fiction by comparing them to prior experience [Grade 6]

Identify and analyze plot elements and structure (e.g., exposition and character development, rising action and falling action, turning point and climax, conflict and resolution) to better comprehend plot [Grade 6]

Analyzing Literary Text Analyze characters and their interactions with other characters and with other literary elements (e.g., how character relationships advance the plot or reveal the theme) [Grade 6]

WV ELA.6.R.C1.3 - Students will: describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.



Analyzing Literary Text Infer the theme of a work and explain how it is conveyed [Grade 6] Focus Skill

WV ELA.6.R.C1.2 - Students will: determine a theme or central idea of a literary text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.





WV ELA.6.R.C1.1 - Students will: cite textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text.



Grade 6


Grade 6


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Analyzing Literary Text Compare and contrast the narrator's point of view (including first- and third-person), recognizing how the point of view influences the description of events, and what the descriptions reveal about the narrator [Grade 6]

WV ELA.6.R.C2.3 - Students will: explain how an author develops the point of view of the narrator or speaker in a literary text.


Analyze paragraph structure (e.g., purpose of a specific sentence, organization of supporting details) [Grade 6]

Analyzing Literary Text Analyze characteristics of different forms of fiction and literary nonfiction (e.g., short stories, novels, novellas, traditional tales, essays, speeches, autobiographies, biographies) recognizing structural differences [Grade 6]

WV ELA.6.R.C2.2 - Students will: analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a literary text and contributes to the development of the theme, setting or plot.

Understanding Author's Craft Interpret figurative language (e.g., metaphor, simile, hyperbole, personification) in context in order to understand its impact on text meaning [Grade 6]

Focus Skill

Identify how authors use language (e.g., figurative and literal, word choice, text structures) to achieve particular effects (e.g., to establish mood or tone, to create imagery) [Grade 6]

Word Knowledge and Skills Understand that words with similar meanings (e.g., smile/smirk) can carry different connotations often based on context [Grade 6]

Focus Skill

WV ELA.6.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.



Analyze a text with a chronological or sequential order to determine relationships between events and ideas [Grade 5]

WV ELA.6.R.C1.6 - Students will: analyze in detail how a key individual, event or idea is introduced, illustrated and elaborated in an informational text (e.g., through examples or anecdotes).

Distinguish more important from less important details [Grade 6] Focus Skill



Focus Skill



WV ELA.6.R.C1.5 - Students will: determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Grade 6


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Use common text features (e.g., headlines, hyperlinks, illustrations, captions, sidebars) to navigate, search, and preview information in magazines, in newspapers, and on websites [Grade 6]

WV ELA.6.R.C3.3 - Students will: integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Analyzing Literary Text Compare how texts in different genres deal with similar themes [Grade 6]

WV ELA.6.R.C3.2 - Students will: compare and contrast literary texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

WV ELA.6.R.C3.1 - Students will: compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the literary text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.



Identify the author's purpose and explain how the purpose is conveyed [Grade 6]

Determine author's purpose and how the author fulfills that purpose (e.g., language use, evidence) [Grade 7]

WV ELA.6.R.C2.6 - Students will: determine an author's point of view or purpose in an informational text and explain how it is conveyed in the text.

Analyze how the text is organized and explain how important sections of the text contribute to the development of its larger message [Grade 7]


Analyze paragraph structure (e.g., purpose of a specific sentence, organization of supporting details) [Grade 6]

WV ELA.6.R.C2.5 - Students will: analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of an informational text and contributes to the development of the ideas.



Word Knowledge and Skills Use context clues (e.g., context and common sense, examples, word relationships, translations) to determine or clarify the meanings of unfamiliar words (e.g., foreign words, technical and scientific words) in grade-appropriate text (reading level 5.8-7.2) [Grade 6]

Understand that words with similar meanings (e.g., smile/smirk) can carry different connotations often based on context [Grade 6]

Focus Skill


Focus Skill

WV ELA.6.R.C2.4 - Students will: determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings.


Grade 6


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Read independently

Read complex text


Read for enjoyment

WV ELA.6.R.C4.2 - Students will: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read independently



Read for enjoyment

Read complex text


WV ELA.6.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Explain similarities and differences (e.g., purpose, organization, main ideas) between texts on the same topic [Grade 6]

WV ELA.6.R.C3.5 - Students will: compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person) in informational text.

Analyze the evidence given to support an argument, recognizing when claims or inferences are not supported by evidence, and identifying false or misleading information presented as evidence [Grade 6]

Recognize possible flaws in an author's argument, and determine counterarguments to the claim by using prior knowledge [Grade 6]


Evaluate whether an argument is convincing based on its use of sound reasoning and credible evidence [Grade 6]

WV ELA.6.R.C3.4 - Students will: trace and evaluate the argument and specific claims in an informational text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Interpret and apply information from graphical text features of nonfiction and functional text (e.g., illustrations, maps, timelines, tables, charts, cartoons), and understand how those text features support the text [Grade 6]


Grade 6


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Focus Skill

WV ELA.6.L.C17.2.a - Interpret figures of speech (e.g., personification) in context.





Use a variety of text features (e.g., glossaries, indexes, headings, bold type, sidebars, captions) to preview and locate information [Grade 6]

WV ELA.6.L.C17.1.d - Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



Use a variety of text features (e.g., glossaries, indexes, headings, bold type, sidebars, captions) to preview and locate information [Grade 6]

WV ELA.6.L.C17.1.c - Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Word Knowledge and Skills Use knowledge of grade-appropriate affixes (e.g., post-, over-, under-, ex-, il-, im-, ir-, -ate, -ive, -ship, -ance, -ence, -ant, -ent) and Latin and Greek roots (e.g., gram, polis) to predict the meanings of unfamiliar words with the same roots (e.g., monogram, metropolis) [Grade 6]

WV ELA.6.L.C17.1.b - Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).




WV ELA.6.L.C17.1.a - Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.




Grade 6


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WV ELA.6.L.C17.3 - Students will: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Word Knowledge and Skills Understand that words with similar meanings (e.g., smile/smirk) can carry different connotations often based on context [Grade 6]

Focus Skill

WV ELA.6.L.C17.2.c - Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Use knowledge of word relationships, including analogies (e.g., item/category), to comprehend text [Grade 6]


WV ELA.6.L.C17.2.b - Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.


Grade 6


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Analyze a summary for main ideas, supporting details, and overall meaning [Grade 7]


Understand that a summary may be of an entire text (e.g., to be used to determine whether a text might be useful) or just a portion of that text (e.g., to be used by a reader to check understanding) and distinguish between these [Grade 7]

Infer and analyze the main idea or essential message [Grade 7]

WV ELA.7.R.C1.5 - Students will: determine two or more central ideas in an informational text and analyze their development over the course of the text; provide an objective summary of the text.


Overall Product Skills Build comprehension



WV ELA.7.R.C1.4 - Students will: cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text.

Evaluate the credibility of the characters and plot in a work of fiction by providing specific details from the text as evidence [Grade 7]

Analyze different aspects of setting including time of day, historical period, place/culture, and situation to determine each aspect's contribution to the text [Grade 7]

Analyzing Literary Text Analyze how setting influences the plot and how character actions, thoughts, and motivations advance the plot [Grade 7]

WV ELA.7.R.C1.3 - Students will: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).


Analyze a summary for main ideas, supporting details, and overall meaning [Grade 7]

Analyzing Literary Text Infer the theme or themes in a text and analyze how theme is developed [Grade 7]

WV ELA.7.R.C1.2 - Students will: determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text.



Draw conclusions based on analysis of textual details (e.g., draw conclusions about character traits based on actions) [Grade 7]

Focus Skill


WV ELA.7.R.C1.1 - Students will: cite several pieces of textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text.



Grade 7


Grade 7


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Analyze how the author develops and contrasts different narrators within the text [Grade 7]

Analyzing Literary Text Identify the point of view (e.g., first/third person, limited/omniscient, subjective/objective) [Grade 7]

WV ELA.7.R.C2.3 - Students will: analyze how an author develops and contrasts the points of view of different characters or narrators in a literary text.



Analyzing Literary Text Identify and analyze the characteristics of genres of fiction (e.g., historical fiction, mystery, science fiction, fantasy, myth), nonfiction (e.g., essay, biography), and different forms of poetry (e.g., sonnet, haiku, free verse) and drama [Grade 7]

WV ELA.7.R.C2.2 - Students will: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Understanding Author's Craft Analyze how figurative language (e.g., analogies, idioms, metaphors, similes, personification, puns, hyperbole) affects the meaning and mood of a text [Grade 7]



Word Knowledge and Skills Identify and analyze the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in grade-appropriate text (reading level 6.5-8.1) [Grade 7]

Analyze the effects of structure, figurative language, and sound devices (e.g., meter, onomatopoeia, internal rhyme, rhyme scheme, alliteration) on poetry [Grade 8]

WV ELA.7.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.




WV ELA.7.R.C1.6 - Students will: analyze the interactions between individuals, events and ideas in an informational text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).


Grade 7


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Overall Product Skills Make knowledge connections between audio and visual

WV ELA.7.R.C3.1 - Students will: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).


Determine author's purpose and how the author fulfills that purpose (e.g., language use, evidence) [Grade 7]


Analyze how the author's purpose or opinion is conveyed [Grade 7]

WV ELA.7.R.C2.6 - Students will: determine an author's point of view or purpose in an informational text and analyze how the author distinguishes his or her position from that of others.


Describe an author's use of transitional devices (e.g., conjunctive adverbs -- in addition, however, secondly) and other organizational language (e.g., connectives if-then, and, not) [Grade 7]


WV ELA.7.R.C2.5 - Students will: analyze the structure an author uses to organize an informational text, including how the major sections contribute to the whole and to the development of the ideas.



Identify and analyze the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in grade-appropriate text (reading level 6.5-8.1) [Grade 7]

Understanding Author's Craft Interpret the tone and mood of a text, and analyze how the author's word choice creates tone and mood [Grade 7]

Focus Skill

Word Knowledge and Skills Use context clues (e.g., examples, word relationships, organizational structure, overall meaning) to determine or clarify the meanings of unfamiliar words and technical or scientific terminology in grade-appropriate text (reading level 6.5-8.1) [Grade 7]

Analyze how figurative language (e.g., analogies, idioms, metaphors, similes, personification, puns, hyperbole) affects the meaning and mood of a text [Grade 7]

WV ELA.7.R.C2.4 - Students will: determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze the impact of a specific word choice on meaning and tone.


Grade 7


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Read independently

Read complex text


WV ELA.7.R.C4.2 - Students will: by the end of the year, read and comprehend literary nonfiction and other informational texts in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read for enjoyment

Read independently




Read complex text

WV ELA.7.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Explain similarities and differences (e.g., purpose, organization, main ideas) between texts on the same topic [Grade 6]

WV ELA.7.R.C3.5 - Students will: analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Identify instances in which an author's opinions, beliefs, or attitude bias the argument [Grade 7]

Focus Skill


Trace the development of an author's argument, and identify and evaluate supporting evidence for adequacy, accuracy, and appropriateness [Grade 7]

Identify how an author acknowledges and responds to counterarguments [Grade 7]

WV ELA.7.R.C3.4 - Students will: trace and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

WV ELA.7.R.C3.3 - Students will: compare and contrast a text to an audio, video or multimedia version of the informational text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Analyzing Literary Text Analyze different aspects of setting including time of day, historical period, place/culture, and situation to determine each aspect's contribution to the text [Grade 7]

WV ELA.7.R.C3.2 - Students will: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.


Grade 7


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Identify and use a wide range of text features (e.g., glossaries and indices, footnotes and bibliographies) to locate information and to aid in skimming and scanning text for specific information [Grade 7]


WV ELA.7.L.C17.1.c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Word Knowledge and Skills Use knowledge of grade-appropriate affixes (e.g., be-, circu-) and Latin and Greek roots in familiar words (e.g., urbs, phone) to predict the meanings of unfamiliar words with the same root (e.g., urban, cacophonous) [Grade 7]

WV ELA.7.L.C17.1.b - Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).








Read for enjoyment




Grade 7


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Word Knowledge and Skills Identify and analyze the differences between words and phrases with similar denotative meanings that carry different connotations (e.g., sulk/brood; ally/comrade/best friend) in grade-appropriate text (reading level 6.5-8.1) [Grade 7]

WV ELA.7.L.C17.2.c - Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Identify and understand synonyms for grade-appropriate words (grade level 7 and below: initiate/start) and determine the subtle differences in meaning between synonyms [Grade 7]

Focus Skill


Use knowledge of word relationships, including analogies (e.g., part/whole petal/flower), to comprehend text [Grade 7]

WV ELA.7.L.C17.2.b - Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Word Knowledge and Skills Recognize and explain the meanings of common idioms (e.g., sold like hotcakes) in grade-appropriate prose and poetry (reading level 6.5-8.1) and recognize how these expressions are used to describe people, feelings, and objects [Grade 7]

Understanding Author's Craft Explain the purpose of common allusions (e.g., Trojan Horse, labyrinth, a Scrooge), common archetypal patterns, symbols, and stylistic elements [Grade 7]

WV ELA.7.L.C17.2.a - Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.


Grade 7


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Evaluate how well a summary captures the meaning of the original text [Grade 8]


Synthesize information to determine the main idea [Grade 8]

WV ELA.8.R.C1.5 - Students will: determine a central idea of an informational text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.



Draw conclusions based on analysis of textual details and patterns (e.g., draw a conclusion about an author's purpose by analyzing tone, word choice, and connotation) [Grade 8]

WV ELA.8.R.C1.4 - Students will: cite the textual evidence that most strongly supports an analysis of what the informational text says explicitly as well as inferences drawn from the text.

Evaluate plot structure and development and how conflicts are resolved (e.g., how dialogue, events, and narrative description advance or influence the plot) [Grade 8]

Analyzing Literary Text Analyze how authors reveal character (e.g., thoughts, dialogue, dialect) [Grade 8]

WV ELA.8.R.C1.3 - Students will: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Analyzing Literary Text Analyze the development of the theme in a work and understand how theme relates to other literary elements (e.g., how theme is revealed through the plot) [Grade 8]


Evaluate how well a summary captures the meaning of the original text [Grade 8]

WV ELA.8.R.C1.2 - Students will: determine a theme or central idea of a literary text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text.

Draw conclusions based on analysis of textual details and patterns (e.g., draw a conclusion about an author's purpose by analyzing tone, word choice, and connotation) [Grade 8]




WV ELA.8.R.C1.1 - Students will: cite the textual evidence that most strongly supports an analysis of what the literary text says explicitly as well as inferences drawn from the text.



Grade 8


Grade 8


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Analyze how the author develops and contrasts different narrators within the text [Grade 7]

Analyzing Literary Text Identify the point of view (e.g., first/third person, limited/omniscient, subjective/objective) [Grade 7]

WV ELA.8.R.C2.3 - Students will: analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in a literary text.


Analyze subtle similarities and differences in information, ideas, wording, and other elements of texts in order to support conclusions [Grade 8]

WV ELA.8.R.C2.2 - Students will: compare and contrast the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning and style.

Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., descriptive qualities), to comprehend text [Grade 8]

Identify and analyze the connotations of words or phrases that have similar denotative meanings (e.g., fancy/gaudy/intricate/elaborate/overly complicated) [Grade 8]

Focus Skill

Word Knowledge and Skills Use context clues (e.g., modifying phrases, overall meaning) to determine or clarify the precise meanings of unfamiliar words in grade-appropriate text (reading level 7.3-8.8) [Grade 8]

Recognize what items or ideas are being compared in analogies found in grade-appropriate text (reading level 7.3-8.8) [Grade 8]

Understanding Author's Craft Analyze an author's use of figurative language, including analogies, idioms, metaphors, similes, personification, verbal irony, puns, and hyperbole in text, and recognize its contribution to the text [Grade 8]



WV ELA.8.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.



Word Knowledge and Skills Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., descriptive qualities), to comprehend text [Grade 8]

WV ELA.8.R.C1.6 - Students will: analyze how an informational text makes connections among and distinctions between individuals, ideas or events (e.g., through comparisons, analogies or categories).

Analyze the development of the main idea or thesis and how it relates to supporting ideas and details [Grade 9]


Grade 8


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Evaluate how the author's purpose is conveyed [Grade 8]

Analyzing Literary Text Discern and compare the effects of different points of view (e.g., first/third person, limited/omniscient, subjective/objective) on the plot or on the reader's perception [Grade 8]

Analyze how the narrator's characterization affects the telling of the narrative (e.g., a biased, unreliable, or impaired first-person narrator) [Grade 8]


Explain how word choice, syntax, and organization are used to further the author's purpose [Grade 8]

WV ELA.8.R.C2.6 - Students will: determine an author's point of view or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


Explain the relationships between parts of a text (e.g., sentence, paragraph, selection) to determine how the parts are arranged to contribute to the text's purpose [Grade 9]

WV ELA.8.R.C2.5 - Students will: analyze in detail the structure of a specific paragraph in an informational text, including the role of particular sentences in developing and refining a key concept.




Identify and analyze the connotations of words or phrases that have similar denotative meanings (e.g., fancy/gaudy/intricate/elaborate/overly complicated) [Grade 8]

Focus Skill

Analyze an author's use of figurative language, including analogies, idioms, metaphors, similes, personification, verbal irony, puns, and hyperbole in text, and recognize its contribution to the text [Grade 8]

Understanding Author's Craft Analyze an author's choice of words and use of language to determine how these choices appeal to the senses, create imagery, and establish mood and tone [Grade 8]



WV ELA.8.R.C2.4 - Students will: determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Analyze how the use of multiple narrators affects a text [Grade 8]


Grade 8


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Read for enjoyment

Read independently

Read complex text



WV ELA.8.R.C4.1 - Students will: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.


Understand how authors of persuasive texts can reach different conclusions about the same topic [Grade 8]


Analyze how an author acknowledges or responds to opposing evidence or opinions [Grade 8]

WV ELA.8.R.C3.5 - Students will: analyze a case in which two or more informational texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.


Evaluate the consistency and logic of an argument and the strength and quality of the evidence [Grade 8]

Focus Skill

Understand that all authors bring biases to their arguments, but that bias may or may not affect the credibility or viability of the argument [Grade 8]

WV ELA.8.R.C3.4 - Students will: delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


Compare how different media (magazine, documentary, Internet, TV news) handle the same story [Grade 9]

WV ELA.8.R.C3.3 - Students will: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Analyze an author's use of themes from classical and traditional works [Grade 9]

Analyzing Literary Text Identify and analyze recurring and universal themes in different works [Grade 8]

WV ELA.8.R.C3.2 - Students will: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.



WV ELA.8.R.C3.1 - Students will: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.


Grade 8


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WV ELA.8.L.C17.1.c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Word Knowledge and Skills Use knowledge of grade-appropriate affixes (e.g., bene-, bi-, de-) and Latin and Greek roots (e.g., mater-/matr-; ped-) to predict the meanings of unfamiliar words with the same root (e.g., maternal, biped) [Grade 8]

WV ELA.8.L.C17.1.b - Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).





WV ELA.8.L.C17.1 - Students will: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.



Read independently

Read complex text


Read for enjoyment



WV ELA.8.R.C4.2 - Students will: by the end of the year, read and comprehend literary nonfiction and other informational text at the high end of the grades 6-8 text complexity band independently and proficiently.



Grade 8


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Word Knowledge and Skills Identify and analyze the connotations of words or phrases that have similar denotative meanings (e.g., fancy/gaudy/intricate/elaborate/overly complicated) [Grade 8]

Focus Skill

WV ELA.8.L.C17.2.c - Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).


Word Knowledge and Skills Identify and understand synonyms for grade-appropriate words (grade level 6-8: reaction/response) [Grade 8]

Determine subtle differences in the meanings of synonyms [Grade 8]


WV ELA.8.L.C17.2.b - Use the relationship between particular words to better understand each of the words.

Understanding Author's Craft Analyze an author's use of figurative language, including analogies, idioms, metaphors, similes, personification, verbal irony, puns, and hyperbole in text, and recognize its contribution to the text [Grade 8]

WV ELA.8.L.C17.2.a - Interpret figures of speech (e.g. verbal irony, puns) in context.







Grade 8


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Analyze how complex characters and character relationships develop and change in a text and how this advances the plot or theme of the work [Grade 9]

Analyzing Literary Text Analyze how character relationships and interactions influence the plot [Grade 9]

WV ELA.9.R.C1.3 - Students will: analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters and advance the plot or develop the theme.

Analyzing Literary Text Analyze the controlling idea of a poem and how it is elaborated [Grade 9]

Evaluate how the controlling idea of a poem is elaborated [Grade 10]

Infer the theme of a work and analyze how it is revealed, including how characters and word choice affect its development [Grade 10]

Analyze how details contribute to the text (e.g., strengthen ideas, add interest) [Grade 10]


Recognize the differences between an accurate summary and a critique [Grade 9]

Evaluate whether a summary is missing critical details or misrepresents the meaning of a text [Grade 10]

Evaluate a complex summary (e.g., include multiple ideas/themes, supporting details) for accuracy [Grade 10]

WV ELA.9.R.C1.2 - Students will: determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.

Analyze the development of the thesis or main idea, how it is revealed, and how it is shaped by supporting details [Grade 10]

Analyze significant ideas and supporting details in a text to draw larger conclusions about the text meaning and/or significance [Grade 9]




Evaluate and weigh complex and/or conflicting information and textual details in order to arrive at conclusions about the meaning and/or significance of text(s) [Grade 10]

WV ELA.9.R.C1.1 - Students will: cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the literary text.



Grade 9


Grade 9


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Analyze sequential structure and determine its impact on text meaning [Grade 9]

Understand complex technical or scientific processes described in informational or functional text (e.g., software; mitosis and meiosis) [Grade 9]

Evaluate sequential structure and its contribution to the text [Grade 10]

Understand increasingly complex processes described in informational or functional text [Grade 10]

WV ELA.9.R.C1.6 - Students will: analyze how the author unfolds an analysis or series of ideas or events in informational texts, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.







WV ELA.9.R.C1.5 - Students will: determine a central idea of an informational text and analyze its development over the course of the informational text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the informational text.






WV ELA.9.R.C1.4 - Students will: cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text.


Analyze how subtle themes are revealed (e.g., how characters affect its development) [Grade 9]

Focus Skill


Grade 9


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Evaluate how first- or third-person narration and/or multiple narrators affect text meaning [Grade 9]

Explain how the author develops the narrator's point of view, and evaluate the effect of point of view on text meaning (e.g., first- vs. third-person narration, multiple narrators) [Grade 10]

Evaluate how a work of fiction is affected by voice, persona, and narrator [Grade 10]

Analyzing Literary Text Explain how a narrator's voice and persona affect characterization, plot, and tone [Grade 9]

WV ELA.9.R.C2.3 - Students will: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Evaluate the author's use of nonlinear devices such as foreshadowing, flashback, and parallel plots, and analyze their effects on the plot [Grade 10]

Analyzing Literary Text Understand nonchronological narration (e.g., a novel or play in which the outcome is told at the beginning) and analyze how it affects the plot [Grade 9]

Understanding Author's Craft Analyze how authors create and enhance effects such as suspense and irony [Grade 10]

WV ELA.9.R.C2.2 - Students will: analyze how an author's choices concerning how to structure a literary text order events within it (e.g., parallel plots) and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise.

Analyze the cumulative impact of connotative meaning on a passage's meaning and tone [Grade 10]

Understand and distinguish between the denotative and connotative meanings of words in grade-appropriate text (reading level 8.4-10.5) [Grade 10]

Understanding Author's Craft Analyze the cumulative impact of figurative language on the text as a whole [Grade 9]

Focus Skill

Word Knowledge and Skills Understand and distinguish between the denotative and connotative meanings of words and phrases (e.g., difference between homeless, without a fixed address, vagabond) in grade-appropriate text (reading level 7.8-9.4) [Grade 9]

Analyze the cumulative impact of figurative language on wider themes and meanings of the text [Grade 10]

Focus Skill

WV ELA.9.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).


Grade 9


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Analyze how an author's choices (e.g., text organization, style, use of language, literary devices, rhetorical devices) further the purpose [Grade 10]

Analyzing Literary Text Evaluate how a work of fiction is affected by voice, persona, and narrator [Grade 10]


Understand and evaluate how the author's purpose is reflected in tone and word choice [Grade 9]

Focus Skill

WV ELA.9.R.C2.6 - Students will: determine an author's point of view or purpose in an informational text and analyze how an author uses rhetoric to advance that point of view or purpose.

Evaluate the clarity and logic of the organizational structure of functional text (e.g., directions that will cause misunderstanding) [Grade 10]

Evaluate how effectively ideas are organized [Grade 9]




WV ELA.9.R.C2.5 - Students will: analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).




Focus Skill



Focus Skill

WV ELA.9.R.C2.4 - Students will: determine the meaning of words and phrases as they are used in a informational text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).


Grade 9


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Evaluate the adequacy of support for an argument's inferences and conclusions, and understand how these factors relate to credibility [Grade 10]

Analyze the logic and reasoning in an argument, identifying its strengths, weaknesses, and acknowledgement of counterarguments; evaluate evidence for relevance, quality, credibility, and completeness [Grade 10]

Analyze the method of argument used in a text (e.g., argument by causation, analogy, authority, emotion, logic) and evaluate the appropriateness of the choice [Grade 10]

Focus Skill

Evaluate the credibility of an author's argument and of sources cited [Grade 10]


Analyze the logic and reasoning in an argument, and evaluate evidence given for or against a claim for relevance, quality, credibility, and appropriateness for audience [Grade 9]

Evaluate credibility of a text based on analysis of bias and quality of information, reasoning, and support [Grade 9]

Distinguish supported and unsupported inferences to discover assumptions or missing evidence [Grade 9]

WV ELA.9.R.C3.4 - Students will: delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



WV ELA.9.R.C3.3 - Students will: analyze various accounts of a subject told in different mediums of informational texts (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Recognize how the theme of a work may reflect those of its historical period [Grade 10]

Analyze archetypes and motifs in stories and plays and how authors may draw on themes from classical works [Grade 10]

Analyzing Literary Text Analyze an author's use of themes from classical and traditional works [Grade 9]

WV ELA.9.R.C3.2 - Students will: analyze how an author draws on and transforms source material in a specific literary work (e.g., how Shakespeare treats a theme or topic from Ovid or the bible or how a later author draws on a play by Shakespeare).


Compare and contrast the treatment of similar themes or topics across genres or media in order to explain how the medium shapes the theme or topic [Grade 10]

WV ELA.9.R.C3.1 - Students will: analyze the representation in a literary text in a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).


Grade 9


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WV ELA.9.L.C17.1 - Students will: determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content, choosing flexibly from a range of strategies.



Read for enjoyment



Read independently


Read complex text

WV ELA.9.R.C4.2 - Students will: by the end of the year, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read independently

Read complex text


Read for enjoyment



WV ELA.9.R.C4.1 - Students will: by the end of the year, read and comprehend literature, including stories, drama and poems, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.






Focus Skill


WV ELA.9.R.C3.5 - Students will: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.


Grade 9


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WV ELA.9.L.C17.2.b - Analyze nuances in the meaning of words with similar denotations.

Understand the meanings of idioms (e.g., come out in the wash) in grade-appropriate prose and poetry (reading level 8.4-10.5), and analyze an author's use of idiomatic expressions [Grade 10]

Word Knowledge and Skills Analyze the meanings of idioms (e.g., lose a train of thought) in grade-appropriate prose and poetry (reading level 7.8-9.4) [Grade 9]

WV ELA.9.L.C17.2.a - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.




Word Knowledge and Skills Use a wide range of contextual clues, including understanding word relationships and connectives, to determine or clarify the precise meanings of unfamiliar words in grade-appropriate text (reading level 8.4-10.5) [Grade 10]





WV ELA.9.L.C17.1.c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

WV ELA.9.L.C17.1.b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).




WV ELA.9.L.C17.1.a - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.


Grade 9


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WV ELA.9.L.C17.3 - Students will: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.




Grade 9


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Analyze how complex characters and character relationships develop and change in a text and how this advances the plot or theme of the work [Grade 9]

Analyzing Literary Text Analyze how character relationships and interactions influence the plot [Grade 9]

WV ELA.10.R.C1.3 - Students will: analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters and impact the plot or develop the theme.



Analyze how details contribute to the text (e.g., strengthen ideas, add interest) [Grade 10]


Evaluate how the controlling idea of a poem is elaborated [Grade 10]

Analyzing Literary Text Analyze the controlling idea of a poem and how it is elaborated [Grade 9]



WV ELA.10.R.C1.2 - Students will: determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text.







WV ELA.10.R.C1.1 - Students will: cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, recognizing when the text leaves matters uncertain.



Grade 10


Grade 10


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Evaluate sequential structure and its contribution to the text [Grade 10]


Understand complex technical or scientific processes described in informational or functional text (e.g., software; mitosis and meiosis) [Grade 9]


Analyze sequential structure and determine its impact on text meaning [Grade 9]

WV ELA.10.R.C1.6 - Students will: analyze how the author unfolds an analysis or series of complex ideas or events in informational texts, including the order in which the points are made, how they are developed and interact.







WV ELA.10.R.C1.5 - Students will: determine two central ideas of an informational text and analyze their development over the course of the informational text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the informational text.






WV ELA.10.R.C1.4 - Students will: cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text recognizing when the text leaves matters uncertain.

Analyze how subtle themes are revealed (e.g., how characters affect its development) [Grade 9]

Focus Skill



Grade 10


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Explain how the author develops the narrator's point of view, and evaluate the effect of point of view on text meaning (e.g., first- vs. third-person narration, multiple narrators) [Grade 10]

Analyzing Literary Text Explain how a narrator's voice and persona affect characterization, plot, and tone [Grade 9]

Evaluate how first- or third-person narration and/or multiple narrators affect text meaning [Grade 9]

Evaluate how a work of fiction is affected by voice, persona, and narrator [Grade 10]

WV ELA.10.R.C2.3 - Students will: analyze and defend a particular point of view or cultural experience reflected in a work of literature from outside the united states, drawing on a wide reading of world literature.

Understanding Author's Craft Analyze how authors create and enhance effects such as suspense and irony [Grade 10]

Analyzing Literary Text Understand nonchronological narration (e.g., a novel or play in which the outcome is told at the beginning) and analyze how it affects the plot [Grade 9]

Evaluate the author's use of nonlinear devices such as foreshadowing, flashback, and parallel plots, and analyze their effects on the plot [Grade 10]

WV ELA.10.R.C2.2 - Students will: analyze how an author's choices concerning how to structure a literary text order events within it (e.g., parallel plots) and manipulate time (e.g., pacing, flashbacks) contribute to its overall structure and create such effects as mystery, tension or surprise.





Focus Skill


Focus Skill

WV ELA.10.R.C2.1 - Students will: determine the meaning of multiple-meaning words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).



Grade 10


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Focus Skill

Analyzing Literary Text Evaluate how a work of fiction is affected by voice, persona, and narrator [Grade 10]

WV ELA.10.R.C2.6 - Students will: determine an author's point of view or purpose in an informational text and evaluate how an author uses rhetoric to advance that point of view or purpose.

Evaluate how effectively ideas are organized [Grade 9]



Evaluate the clarity and logic of the organizational structure of functional text (e.g., directions that will cause misunderstanding) [Grade 10]


WV ELA.10.R.C2.5 - Students will: analyze and defend in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).




Focus Skill



Focus Skill

WV ELA.10.R.C2.4 - Students will: determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze and defend the cumulative impact of specific word choices on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper).


Grade 10


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Analyze the logic and reasoning in an argument, identifying its strengths, weaknesses, and acknowledgement of counterarguments; evaluate evidence for relevance, quality, credibility, and completeness [Grade 10]

Distinguish supported and unsupported inferences to discover assumptions or missing evidence [Grade 9]

Evaluate credibility of a text based on analysis of bias and quality of information, reasoning, and support [Grade 9]

Evaluate the adequacy of support for an argument's inferences and conclusions, and understand how these factors relate to credibility [Grade 10]


Analyze the logic and reasoning in an argument, and evaluate evidence given for or against a claim for relevance, quality, credibility, and appropriateness for audience [Grade 9]

Analyze the method of argument used in a text (e.g., argument by causation, analogy, authority, emotion, logic) and evaluate the appropriateness of the choice [Grade 10]

Focus Skill

Evaluate the credibility of an author's argument and of sources cited [Grade 10]

WV ELA.10.R.C3.4 - Students will: delineate and evaluate the argument and specific claims and counterclaims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



WV ELA.10.R.C3.3 - Students will: analyze and defend various accounts of a subject told in different mediums of informational texts (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.



Analyze archetypes and motifs in stories and plays and how authors may draw on themes from classical works [Grade 10]

WV ELA.10.R.C3.2 - Students will: analyze and defend how an author draws on and transforms source material in a specific literary work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).



WV ELA.10.R.C3.1 - Students will: analyze the representation of a literary text of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment and why (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).


Grade 10


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Read for enjoyment



Read independently


Read complex text

WV ELA.10.R.C4.2 - Students will: by the end of the year, read and comprehend literary nonfiction, independently and proficiently, at the high end of the grade 9-10 text complexity band.

Read independently

Read complex text


Read for enjoyment



WV ELA.10.R.C4.1 - Students will: by the end of the year, read and comprehend literature, including stories, dramas and poetry, independently and proficiently, at the high end of the grade 9-10 text complexity band.






Focus Skill


WV ELA.10.R.C3.5 - Students will: analyze and defend seminal U.S. documents of historical and literary significance (e.g. Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.


Grade 10


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Word Knowledge and Skills Analyze the meanings of idioms (e.g., lose a train of thought) in grade-appropriate prose and poetry (reading level 7.8-9.4) [Grade 9]

Understand the meanings of idioms (e.g., come out in the wash) in grade-appropriate prose and poetry (reading level 8.4-10.5), and analyze an author's use of idiomatic expressions [Grade 10]

WV ELA.10.L.C17.2.a - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.









WV ELA.10.L.C17.1.c - consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech or etymology.

WV ELA.10.L.C17.1.b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).






Grade 10


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Grade 10


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Analyze how particular plot choices compare to unrealized possibilities (i.e., if the author had made a different choice, how would that choice have affected the plot?) and how the author's plot choices give insight to the meaning of the text [Grade 11]

Evaluate the author's choices about setting (e.g., how does the setting enable, focus, enhance, or restrict the possibilities of the narrative?) [Grade 11]

Analyzing Literary Text Analyze development of characters as revealed through different means such as the use of narration, dialogue, archetypes, and character foils [Grade 11]

Critique literary works; analyze and evaluate how structural choices and plot devices advance the plot and affect the meaning and impact of a work of fiction [Grade 12]

Analyze and evaluate how shifts in setting influence a literary work [Grade 12]

WV ELA.11.R.C1.3 - Students will understand that: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Analyzing Literary Text Analyze how themes develop and how multiple themes develop and interact [Grade 11]


Analyze summaries of grade-level or higher texts to determine the main ideas and identify relevant details (e.g., analyze an abstract to determine if an article will be useful) [Grade 11]

Accurately and objectively summarize how two or more central ideas of a text interact, and build on one another in order to arrive at a complex analysis of text [Grade 12]

Analyze how complex works develop multiple levels of themes [Grade 12]

WV ELA.11.R.C1.2 - Students will understand that: determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.


Analyze the development of multiple central ideas in a text [Grade 11]

Evaluate and critique how multiple central ideas or themes develop in a text and how these ideas or themes work together [Grade 12]

WV ELA.11.R.C1.1 - Students will understand that: cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.



Grade 11


Grade 11


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Analyze subtle or implied sequences (e.g., sequence revealed by outcome) [Grade 11]

WV ELA.11.R.C1.6 - Students will understand that: analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the informational text.


Explain and interpret the thesis or main idea of complex informational or technical text and how it is supported and developed [Grade 11]




Evaluate and critique how the thesis of complex informational text is supported [Grade 12]


WV ELA.11.R.C1.5 - Students will understand that: determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Understand and use a critical lens (e.g., philosophical, biographical) or secondary sources to interpret text and draw conclusions about text meaning and/or significance [Grade 11]




Synthesize ideas from close reading of texts and secondary sources to draw complex conclusions about text meaning and/or significance [Grade 12]

Focus Skill

WV ELA.11.R.C1.4 - Students will understand that: cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Analyze and evaluate the author's development of characters in light of genre and the author's intent (e.g., does the character's psychological depth and complexity reflect the level of realism in a novel? Is a relatively simple characterization appropriate in a comedy?) [Grade 12]


Grade 11


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Analyzing Literary Text Analyze how structural choices made for parts of the text (e.g., in medias res, cliffhanger ending) affect the work as a whole [Grade 11]



WV ELA.11.R.C2.2 - Students will understand that: analyze how an author's choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Determine the correct definitions of homophones (e.g., elicit/illicit; hale/hail), homographs (e.g., garnish), and multi-meaning words (e.g., infectious) based on context (reading level 9.8-12.1) [Grade 12]

Word Knowledge and Skills Determine the correct definitions of homophones (e.g., fisher/fissure), homographs (e.g., converse, drone, epic), and multi-meaning words (e.g., fabricate) based on context (reading level 9.3-11.2) [Grade 11]

Evaluate the cumulative connotative impact of a word or phrase on the meaning and tone of a passage [Grade 11]

Evaluate the cumulative connotative impact of a word or phrase on the meaning and tone of a passage, and evaluate an author's use and refinement of a key term's connotative meaning over the course of a text (e.g., use of "honest" in Othello) [Grade 12]

Evaluate and critique an author's use of figurative language [Grade 12]

Understanding Author's Craft Evaluate the impact of specific words and phrases on the meaning and tone of a work [Grade 11]

WV ELA.11.R.C2.1 - Students will understand that: determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful.


Evaluate descriptions of complex technical or scientific processes in informational or functional text for clarity and completeness [Grade 12]

Analyze a complex sequence of events or ideas in order to explain how they interact and develop and to determine the impact on the meaning of the text [Grade 12]


Grade 11


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Analyze how the author's style, tone, and diction and rhetorical devices further or detract from the author's purpose [Grade 11]

WV ELA.11.R.C2.6 - Students will understand that: determine an author's point of view or purpose in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Evaluate the logic, focus, consistency, coherence, potential appeal for the audience, and effectiveness of organizational structure [Grade 12]

Analyze complex text with an unconventional organizational structure (e.g., reverse chronology) [Grade 11]

Recognize traditional and classical organization in documents such as treatises, essays, and speeches (e.g., introduction, first and second transitions, body, and conclusion) to better comprehend and critique content [Grade 12]


Evaluate how text organization affects clarity [Grade 11]

WV ELA.11.R.C2.5 - Students will understand that: in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing and engaging.


Word Knowledge and Skills Evaluate the cumulative connotative impact of a word or phrase on the meaning and tone of a passage [Grade 11]



WV ELA.11.R.C2.4 - Students will understand that: determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how madison defines faction in federalist no. 10).

Analyzing Literary Text Evaluate how the author develops the narrator's point of view, and explain the difference between the author's and the narrator's points of view (e.g., unreliable narrator) [Grade 11]

Analyze the difference between the narrator's point of view and the author's implied point of view (e.g., in a novel where there is ironic distance between the author and narrator) [Grade 12]

WV ELA.11.R.C2.3 - Students will understand that: analyze a case in which grasping a point of view requires distinguishing what is directly stated in a literary text from what is really meant (e.g., satire, sarcasm, irony or understatement).


Grade 11


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Discern different kinds of supporting evidence such as empirical or anecdotal evidence, and distinguish and analyze different forms of argument such as argument by analogy, causation, authority, emotion, and logic [Grade 11]


Evaluate an argument's validity, impact, logic, evidence, response to counterarguments, completeness, and general appeal citing evidence from the text [Grade 11]

WV ELA.11.R.C3.4 - Students will understand that: delineate and evaluate the reasoning in seminal U.S. informational texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Synthesize information from multiple informational or functional texts about complex technical or scientific processes to draw broader conclusions or solve problems [Grade 11]

Analyze and evaluate text features for effectiveness, organization, clarity, and coherence (e.g., evaluate a magazine for effective use of multiple techniques such as layout, typeface, and graphics) [Grade 12]




Interpret and analyze complex or subtle information from text features (e.g., scientific diagrams, political cartoons) [Grade 11]

WV ELA.11.R.C3.3 - Students will understand that: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


Evaluate a work's commentary and contribution to issues and ideas by comparing its theme(s) to others from the same historical period [Grade 12]

WV ELA.11.R.C3.2 - Students will understand that: demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more literary texts from the same period treat similar themes or topics.



WV ELA.11.R.C3.1 - Students will understand that: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.


Analyze and critique how the author's use of language, organizational structures, techniques, and rhetorical devices further or detract from the author's purpose [Grade 12]


Grade 11


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Read independently

Read complex text


Read for enjoyment



WV ELA.11.R.C4.2 - Students will understand that: by the end of the year, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


Read independently

Read complex text

Read for enjoyment



WV ELA.11.R.C4.1 - Students will understand that: by the end of the year, read and comprehend literature, including stories, dramas and poetry, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.



Analyzing Literary Text Evaluate a work's commentary and contribution to issues and ideas by comparing its theme(s) to others from the same historical period [Grade 12]



WV ELA.11.R.C3.5 - Students will understand that: analyze seventeenth-, eighteenth- and nineteenth-century foundational U.S. informational documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights and Lincoln's Second Inaugural Address) for their themes, purposes and rhetorical features.

Understand and follow the logic of arguments that employ analogies and syllogisms [Grade 12]

Critique arguments and persuasive text and defend interpretations; evaluate the argument's validity, impact, logic, evidence, response to counterarguments, completeness, and general appeal, providing solid reasoning [Grade 12]


Grade 11


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Word Knowledge and Skills Understand the meanings of idioms (e.g., breaking new ground, of two minds, raise eyebrows) in grade-appropriate prose and poetry (reading level 9.3-11.2) and analyze an author's use of idiomatic expressions [Grade 11]

Understand the meanings of idioms (e.g., clear sailing, dark horse) used in grade-appropriate prose and poetry (reading level 9.8-12.1) and evaluate an author's use of idiomatic expressions [Grade 12]

WV ELA.11.L.C17.2.a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

WV ELA.11.L.C17.2 - Students will understand that: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Word Knowledge and Skills Use context clues (e.g., conjunctive and subordinate clauses) to determine or clarify nuances in word meanings in grade-appropriate text (reading level 9.3-11.2) [Grade 11]



Synthesize information from context to determine or clarify nuances in word meanings in grade-appropriate text (reading level 9.8-12.1) [Grade 12]



WV ELA.11.L.C17.1.c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

WV ELA.11.L.C17.1.b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Word Knowledge and Skills Synthesize information from context to determine or clarify nuances in word meanings in grade-appropriate text (reading level 9.8-12.1) [Grade 12]




WV ELA.11.L.C17.1 - Students will understand that: determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content, choosing flexibly from a range of strategies.


Grade 11


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WV ELA.11.L.C17.3 - Students will understand that: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Differentiate between the denotative and connotative meanings (anarchy: lawless disorder versus absence of government) of words in grade-appropriate text (reading level 9.8-12.1) [Grade 12]

Word Knowledge and Skills Differentiate between the denotative and connotative meanings (e.g., brusque, gruff, bluff, curt, crusty, blunt) of words in grade-appropriate text (reading level 9.3-11.2) [Grade 11]





Grade 11


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Evaluate the author's choices about setting (e.g., how does the setting enable, focus, enhance, or restrict the possibilities of the narrative?) [Grade 11]

Analyzing Literary Text Analyze development of characters as revealed through different means such as the use of narration, dialogue, archetypes, and character foils [Grade 11]


Analyze and evaluate how shifts in setting influence a literary work [Grade 12]

WV ELA.12.R.C1.3 - Students will: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


Analyze how complex works develop multiple levels of themes [Grade 12]




WV ELA.12.R.C1.2 - Students will: determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective and critical analysis of the literary text.




WV ELA.12.R.C1.1 - Students will: cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text and a variety of other sources, including determining where the literary text leaves matters uncertain.



Grade 12


Grade 12


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Analyze subtle or implied sequences (e.g., sequence revealed by outcome) [Grade 11]

WV ELA.12.R.C1.6 - Students will: analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the informational text and media.








WV ELA.12.R.C1.5 - Students will: determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex and critical analysis; provide an objective summary of the informational text.


Understand and use a critical lens (e.g., philosophical, biographical) or secondary sources to interpret text and draw conclusions about text meaning and/or significance [Grade 11]



Synthesize ideas from close reading of texts and secondary sources to draw complex conclusions about text meaning and/or significance [Grade 12]

Focus Skill

WV ELA.12.R.C1.4 - Students will: cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text, including determining where and why the informational text leaves matters uncertain.

Analyze and evaluate the author's development of characters in light of genre and the author's intent (e.g., does the character's psychological depth and complexity reflect the level of realism in a novel? Is a relatively simple characterization appropriate in a comedy?) [Grade 12]


Grade 12


- 90 of 95 -9/10/2012


Analyzing Literary Text Analyze how structural choices made for parts of the text (e.g., in medias res, cliffhanger ending) affect the work as a whole [Grade 11]


WV ELA.12.R.C2.2 - Students will: analyze how an author's choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.




Word Knowledge and Skills Determine the correct definitions of homophones (e.g., fisher/fissure), homographs (e.g., converse, drone, epic), and multi-meaning words (e.g., fabricate) based on context (reading level 9.3-11.2) [Grade 11]


Determine the correct definitions of homophones (e.g., elicit/illicit; hale/hail), homographs (e.g., garnish), and multi-meaning words (e.g., infectious) based on context (reading level 9.8-12.1) [Grade 12]

WV ELA.12.R.C2.1 - Students will: determine the meaning of words and phrases as they are used in a variety of literary texts, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful.


Analyze a complex sequence of events or ideas in order to explain how they interact and develop and to determine the impact on the meaning of the text [Grade 12]

Evaluate descriptions of complex technical or scientific processes in informational or functional text for clarity and completeness [Grade 12]


Grade 12


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WV ELA.12.R.C2.6 - Students will: determine an author's point of view, purpose and tone in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Analyze complex text with an unconventional organizational structure (e.g., reverse chronology) [Grade 11]


Evaluate how text organization affects clarity [Grade 11]

Recognize traditional and classical organization in documents such as treatises, essays, and speeches (e.g., introduction, first and second transitions, body, and conclusion) to better comprehend and critique content [Grade 12]

Evaluate the logic, focus, consistency, coherence, potential appeal for the audience, and effectiveness of organizational structure [Grade 12]

WV ELA.12.R.C2.5 - Students will: in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including how the author uses structure to make points clear, convincing and engaging.



Word Knowledge and Skills Evaluate the cumulative connotative impact of a word or phrase on the meaning and tone of a passage [Grade 11]


WV ELA.12.R.C2.4 - Students will: determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze how and why an author uses and refines the meaning of a key term or terms over the course of an informational text (e.g., how Madison defines faction in Federalist No. 10).

Analyzing Literary Text Evaluate how the author develops the narrator's point of view, and explain the difference between the author's and the narrator's points of view (e.g., unreliable narrator) [Grade 11]

Analyze the difference between the narrator's point of view and the author's implied point of view (e.g., in a novel where there is ironic distance between the author and narrator) [Grade 12]

WV ELA.12.R.C2.3 - Students will: analyze and defend a case in which grasping a point of view requires distinguishing what is directly stated in a literary text from what is really meant (e.g., satire, sarcasm, irony or understatement).


Grade 12


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Evaluate an argument's validity, impact, logic, evidence, response to counterarguments, completeness, and general appeal citing evidence from the text [Grade 11]

WV ELA.12.R.C3.4 - Students will: delineate and evaluate the reasoning in seminal U.S. informational texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Analyze and evaluate text features for effectiveness, organization, clarity, and coherence (e.g., evaluate a magazine for effective use of multiple techniques such as layout, typeface, and graphics) [Grade 12]

Synthesize information from multiple informational or functional texts about complex technical or scientific processes to draw broader conclusions or solve problems [Grade 11]


Interpret and analyze complex or subtle information from text features (e.g., scientific diagrams, political cartoons) [Grade 11]



WV ELA.12.R.C3.3 - Students will: integrate, evaluate and synthesize multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


Evaluate a work's commentary and contribution to issues and ideas by comparing its theme(s) to others from the same historical period [Grade 12]

WV ELA.12.R.C3.2 - Students will: demonstrate a deep knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how multiple literary texts from the same period treat similar themes or topics.



WV ELA.12.R.C3.1 - Students will: analyze multiple interpretations of a story, drama or poem (e.g., recorded or live production of a play or recorded novel or poetry), critically evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)




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Read for enjoyment


Read complex text

Read independently



WV ELA.12.R.C4.2 - Students will: by the end of the year, read and comprehend literary nonfiction independently and proficiently at the high end of the grades 11-CCR text complexity band.


Read independently

Read complex text



Read for enjoyment

WV ELA.12.R.C4.1 - Students will: by the end of the year, read and comprehend literature, including stories, dramas and poetry, independently and proficiently at the high end of the grades 11-CCR text complexity band.



Analyzing Literary Text Evaluate a work's commentary and contribution to issues and ideas by comparing its theme(s) to others from the same historical period [Grade 12]



WV ELA.12.R.C3.5 - Students will: analyze seventeenth-, eighteenth- and nineteenth-century foundational U.S. informational documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights and Lincoln's Second Inaugural Address) for their themes, purposes and rhetorical features and current relevancy.

Understand and follow the logic of arguments that employ analogies and syllogisms [Grade 12]

Discern different kinds of supporting evidence such as empirical or anecdotal evidence, and distinguish and analyze different forms of argument such as argument by analogy, causation, authority, emotion, and logic [Grade 11]

Critique arguments and persuasive text and defend interpretations; evaluate the argument's validity, impact, logic, evidence, response to counterarguments, completeness, and general appeal, providing solid reasoning [Grade 12]


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Understand the meanings of idioms (e.g., clear sailing, dark horse) used in grade-appropriate prose and poetry (reading level 9.8-12.1) and evaluate an author's use of idiomatic expressions [Grade 12]

Word Knowledge and Skills Understand the meanings of idioms (e.g., breaking new ground, of two minds, raise eyebrows) in grade-appropriate prose and poetry (reading level 9.3-11.2) and analyze an author's use of idiomatic expressions [Grade 11]

WV ELA.12.L.C17.2.a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.


Synthesize information from context to determine or clarify nuances in word meanings in grade-appropriate text (reading level 9.8-12.1) [Grade 12]



Word Knowledge and Skills Use context clues (e.g., conjunctive and subordinate clauses) to determine or clarify nuances in word meanings in grade-appropriate text (reading level 9.3-11.2) [Grade 11]



WV ELA.12.L.C17.1.c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

WV ELA.12.L.C17.1.b - Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Word Knowledge and Skills Synthesize information from context to determine or clarify nuances in word meanings in grade-appropriate text (reading level 9.8-12.1) [Grade 12]








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Differentiate between the denotative and connotative meanings (anarchy: lawless disorder versus absence of government) of words in grade-appropriate text (reading level 9.8-12.1) [Grade 12]


Word Knowledge and Skills Differentiate between the denotative and connotative meanings (e.g., brusque, gruff, bluff, curt, crusty, blunt) of words in grade-appropriate text (reading level 9.3-11.2) [Grade 11]




Grade 12

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