Mississippi Alternate Academic Achievement Standards for English Language Arts

Mississippi Administrative Code

Section: 7-197

Jurisdiction: MS

Bluebook Citation: 7 Miss. Admin. Code Pt. 197

7 Miss. Admin. Code, Part 197

2019 Mississippi Alternate Academic Achievement Standards for the Social English Language the Social Studies Studies Arts

Effective Date: 2019-2020 School Year

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts Carey M. Wright, Ed.D., State Superintendent of Education Nathan Oakley, Ph.D., Chief Academic Officer Robin Lemonis, State Director of Special Education

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Mississippi Department of Education Post Office Box 771 Jackson, Mississippi 39205-0771 Office of Special Education 601-359-3498 www.mdek12.org/OSE

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the abovementioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Jackson, Mississippi 39201 (601) 359 - 3511

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Introduction .......................................................................................................................................................6 Organization of the 2019 Mississippi Alternate Academic Achievement Standards.......................................8 Implementation .................................................................................................................................................9 Mississippi Alternate Academic Achievement Standards (MS AAAS) for English Language Arts Overview 10 MS AAAS for English Language Arts Grades K-2 ...............................................................................................14 Kindergarten .................................................................................................................................................15 Grade 1 .........................................................................................................................................................22 Grade 2 .........................................................................................................................................................30 MS AAAS for English Language Arts Grades 3-5 ...............................................................................................38 Grade 3 .........................................................................................................................................................39 Grade 4 .........................................................................................................................................................49 Grade 5 .........................................................................................................................................................59 MS AAAS for English Language Arts Grades 6-8 ...............................................................................................69 Grade 6 .........................................................................................................................................................70 Grade 7 .........................................................................................................................................................80 Grade 8 .........................................................................................................................................................90 MS AAAS for English Language Arts Grades 9-12 ...........................................................................................100 Alternate English Elements 9 ......................................................................................................................101 Alternate English Elements 10 ....................................................................................................................112 Alternate English Elements 11 ....................................................................................................................124 Alternate English Elements 12 ....................................................................................................................136

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

COMMITTEE MEMBERS (2019) The Mississippi Department of Education gratefully acknowledges the following individuals who provided feedback in developing the 2019 Mississippi Alternate Academic Achievement Standards. Suzanne Bean Judy Cayson Dayna Clark Millie Drewa Alicia Dunigan Doris Flettrich Kellie Fondren Pasteia Garth Denise Harrison Jordan Helton Jan Houston Kelly Huber Karen John Lauren Johnson Rhonda Jones Ashley Kazery Cyndi Keene LaNell Kellum Wanda Kirkwood Teresa Laney Lydia Lankford Gidget Hill Mansell Misty McMahon Judy Middleton Bonnie Owen Myra Pannell Ashley Privett Keri Rankin Brittany Raybon Bobby L. Richardson Amye Rowan Denise Sibley Connie Smith Taye Smith Gwen Stallworth Susan Stampley Eric Sumrall Elizabeth Testa Stacey Todd Tiffany Withers

Mississippi State University RCU Itawamba School District Pass Christian School District Starkville Oktibbeha County School District Senatobia School District Pass Christian School District Mississippi State University RCU Nettleton School District University of Mississippi Madison School District Starkville Oktibbeha School District George County Petal School District Forest Municipal School District Alcorn County School District Mississippi Department of Education Louisville School District Mississippi State University RCU Starkville Oktibbeha County School District Mississippi Department of Education Madison School District South Tippah School District Ocean Springs School District Mississippi State University RCU Mississippi State University RCU Mississippi State University RCU Desoto County School District Grenada School District North Pike School District Mississippi Department of Education Pearl School District Mississippi State University RCU Laurel School District Clinton School District Pascagoula Gautier School District Senatobia School District Hazlehurst School District Vicksburg-Warren School District Ocean Springs School District Rankin County School District

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Introduction The Mississippi Department of Education (MDE) is dedicated to student success, which includes improving student achievement in English and Language Arts and establishing communication skills within a technological environment. The 2019 Mississippi Alternate Academic Achievement Standards (MS AAAS) provides a consistent, clear understanding of what students are expected to know and be able to do by the end of each grade level or course. The purpose of alternate standards is to build a bridge from the content in the general education science framework to academic expectations for students with the most significant cognitive disabilities. The standards are designed to be rigorous and relevant to the real world, reflecting the knowledge and skills that students need for success in postsecondary settings. In special education, prompting is often used to mean a system of structured cues to elicit desired behaviors that otherwise would not occur. In order to clearly communicate that teacher assistance is permitted during instruction of the MS AAAS and is not limited to structured prompting procedures. Guidance and support during instruction should be interpreted as teacher encouragement, general assistance, and informative feedback to support the student. In an effort to closely align instruction for students with significant cognitive disabilities who are progressing toward individualized postsecondary settings, the 2019 Mississippi Alternate Academic Achievement Standards for English Language Arts includes grade- and course-specific standards for K-12 English Language Arts. These standards are intended solely for students who have met the criteria for a significant cognitive disability as documented in each student’s individualized education program (IEP). This document is designed to provide special education teachers with a basis for curriculum development. As such, this set of alternate standards addresses a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. In order to prepare students for postsecondary settings, it outlines what knowledge students should obtain and the types of skills students should demonstrate upon completion of each grade level. The 2019 Mississippi Alternate Academic Achievement Standards document is aligned to the Mississippi College- and Career-Readiness Standards (MS CCRS). The MS CCRS reflects national expectations while focusing on postsecondary success, but it is unique to Mississippi in addressing the needs of our students and teachers. The following resources served as a foundation for the development of the 2019 MS AAAS for English Language Arts:  Mississippi’s College and Career Readiness Standards (MS CCRS) for ELA  Dynamic Learning Maps Consortium. (2013). Dynamic Learning Maps Essential Elements for English language arts. Lawrence, KS: University of Kansas

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

The Mississippi Alternate Academic Achievement Standards are based on the Dynamic Learning Maps Essential Elements (DLM EE), with additional edits and clarifications to better support the needs of Mississippi teachers and students. Standards language in italicized font indicates Mississippi-specific standards or adjustments to the DLM EE.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Organization of the 2019 Mississippi Alternate Academic Achievement Standards The 2019 Mississippi Alternate Academic Achievement Standards (MS AAAS) are aligned to the MS CCRS Standards. The MS AAAS are divided into five sections. The first section includes an introduction to the document and an overview of the Mississippi Alternate Academic Achievement Standards for English Language Arts. The second section includes the MS AAAS for ELA for kindergarten through second grade. The third section includes the MS AAAS for ELA for grades 3 through 5. The fourth section includes MS AAAS for grades 6 through 8. The final section includes MS AAAS for English Language Arts Grades 9 through 12.

Structure of the Standards Document Content strand: Domains into which ELA fields can be divided based on relative content. The four strands identified in the MS AAAS to English Language Arts include reading, writing, speaking and listening, and language. Disciplinary core ideas: The core ideas are the key organizing principles for the development of emphasis on each of the content strands in each grade level. All content strands will be found in each grade level, but all disciplinary core ideas will not be found in every grade level. Mississippi College and Career Readiness content standard: Each MS AAAS for English Language Arts is aligned to a specific MS CCRS for English Language Arts. The alignment is displayed in this document as pictured in the image below. Mississippi Alternate Academic Achievement content standard: The MS AAAS for English Language Arts is a general statement of what students with significant cognitive disabilities should know and be able to do as a result of instruction.

Kindergarten Mississippi College- and CareerReadiness Standards (MCCRS)

Grade-level Content Strand

Disciplinary Core Idea

Mississippi Alternate Academic Achievement Standard (MS AAAS)

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Implementation The 2019 MS AAAS for English Language Arts will be implemented during the 2019-2020 school year.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Mississippi Alternate Academic Achievement Standards (MS AAAS) for English Language Arts Overview

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Strategies for Content Area Reading Though strategies utilized in reading and language arts classes provide the framework that students need to comprehend content-specific texts, students must also be equipped with transferable skills and strategies that can be used across grade levels and curricula. The following are suggestions for content area reading that can be incorporated in all classrooms. Suggestions for Teaching Content-Specific Vocabulary and Facilitating Comprehension  Establish goals and purposes for reading.  Plan pre-reading activities that allow students to develop prerequisite knowledge and vocabulary about content-specific topics. Activities may include reading materials, videos, websites, and field trips.  Plan post-reading activities that allow students to demonstrate mastery of skills and concepts through visual, kinesthetic, oral, and/or written products. Comprehension is often aided when linked to the creation of a product.  Create mental or visual images associated with technical vocabulary words.  Link new vocabulary with background knowledge.  Focus on the semantic relationships of new and familiar words.  Use synonyms, antonyms, and dictionary definitions to understand the meaning of specialized and technical vocabulary.  Analyze the structure of new words (e.g., affixes, compound words, etc.) to determine word meaning.  Maintain word banks and word walls for new words (Note: Word banks and word walls should be interactive; students must regularly interact with words banks and word walls to fully expand their vocabulary and analyze how words and concepts aid in reading comprehension).  Use semantic gradients (vocabulary continuums) to illustrate a continuum of words by degree. Semantic gradients often feature antonyms or opposites on each end of the continuum. This strategy broadens students’ knowledge of related and opposite words.  Develop activities that allow students to work collaboratively to figure out the meaning of new words.  Encourage students to generate and ask questions of texts.  Design activities that allow students to make inferences, predict, summarize, and visualize concepts.  Examine physical features of texts. Many of the suggested strategies (e.g., prediction, summarizing, analyzing text features) must be directly taught (explicit instruction) and practiced, while other strategies (e.g., creating visual or mental images) can be components of incidental (implicit) instruction. Additionally, students must engage in reading, writing, speaking, and listening activities that are authentic and content-specific. Textbooks and discipline-specific texts, such as primary and secondary source documents, articles, tables, and graphs, must be cornerstones in social 11

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

studies, science, and technical subjects to aid students in using reading strategies that are discipline specific. (Adapted from Research-Based Content Area Reading Instruction, Texas Reading Initiative, Guidance for Literacy in the Content Areas, Engage NY, and Vocabulary Filters: A Framework for Choosing Which Words to Teach)

Key Features of the Standards Reading: Text Complexity and the Growth of Comprehension The reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of texts, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. The following link provides a rubric for determining text complexity of informational and literary texts: https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/qualitative-rubricsfor-measuring-text-complexity-informational-and-literary.pdf Writing: Text types, Responding to Reading, and Research The standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. Speaking and Listening: Flexible Communication and Collaboration Including but not limited to skills necessary for formal presentations, the speaking and listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together; express and listen carefully to ideas; integrate information from oral, visual, quantitative, and media sources; evaluate what they hear; use media and visual displays strategically to help achieve communicative purposes; and adapt speech to context and task.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Language: Conventions, Effective Use, and Vocabulary The language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, their nuances, and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

MS AAAS for English Language Arts Grades K-2

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Kindergarten The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Craft and Structure RL.K.4 Ask and answer questions about unknown words in a text.

A.RL.K.1 With guidance and support, identify details in familiar stories. A.RL.K.2 With guidance and support, identify major events in familiar stories. A.RL.K.3 With guidance and support, identify characters and settings in a familiar story. A.RL.K.4.1 Indicate when an unknown word is used in a text. A.RL.K.4.2 Ask and answer questions about unknown words in a text.

RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of both in telling the story. Integration of Knowledge and Ideas RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.8 Not applicable RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

A.RL.K.5 Recognize familiar texts (e.g., storybooks and poems). A.RL.K.6 With guidance and support, distinguish between words and illustrations in a story. A.RL.K.7 With guidance and support, identify illustrations or object information found within a familiar story. A.RL.K.8 Not applicable A.RL.K.9 With guidance and support, identify the adventures or experiences of a character in a familiar story.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Range of Reading and Level of Text Complexity RL.K.10 Actively engage in group reading A.RL.K.10 Actively engage in shared reading. activities with purpose and understanding. Reading Informational Text Key Ideas and Details RI.K.1 With prompting and support, ask A.RI.K.1 With guidance and support, identify and answer questions about key details in a detail in a familiar text. a text. RI.K.2 With prompting and support, identify A.RI.K.2 With guidance and support, the main topic and retell key details of a identify the topic of a familiar text. text. RI.K.3 With prompting and support, describe A.RI.K.3 With guidance and support, the connection between two individuals, identify individuals, events, or details in a events, ideas, or pieces of information in a familiar informational text. text. Craft and Structure RI.K.4 With prompting and support, ask and A.RI.K.4 With guidance and support, ask answer questions about unknown words in and answer questions about unknown a text. words in a text. RI.K.5 Identify the front cover, back cover, A.RI.K.5 Identify the front cover of a book. and title page of a book. RI.K.6 Name the author and illustrator of a A.RI.K.6 Distinguish between words and text and define the role of both in illustrations in an informational text. presenting the ideas or information in a text. Integration of Knowledge and Ideas RI.K.7 With prompting and support, describe A.RI.K.7 With guidance and support, the relationship between illustrations and identify illustrations or object information the text in which they appear (e.g., what found within a familiar text. person, place, thing, or idea in the text an illustration depicts). RI.K.8 With prompting and support, identify A.RI.K.8 With guidance and support, the reasons an author gives to support identify the author’s purpose in an points in a text. informational text. RI.K.9 With prompting and support, identify A.RI.K.9 With guidance and support, match basic similarities in and differences between similar parts of two familiar texts on the two texts on the same topic (e.g., in same topic (e.g., in illustrations, illustrations, descriptions, or procedures). descriptions, procedures). Range of Reading and Level of Text Complexity RI.K.10 Actively engage in group reading A.RI.K.10 Actively engage in shared reading activities with purpose and understanding. of informational text. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop 16

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: Good readers will need much less practice with these concepts than will struggling readers. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. Reading Foundational Skills Print Concepts RF.K.1 Demonstrate understanding of the A.RF.K.1 Demonstrate emerging organization and basic features of print. understanding of the organization of print. a. Follow words from left to right, top to a. During shared reading, bottom, and page by page. demonstrate understanding that b. Recognize that spoken words are books are read one page at a time represented in written language by from beginning to end. specific sequences of letters. b. Not applicable c. Understand that words are separated c. Demonstrate appropriate finger by spaces in print. spacing between words. d. Recognize and name all upper- and d. Demonstrate knowledge of letters lowercase letters of the alphabet. of the alphabet (e.g., letter of their name). Phonological Awareness RF.K.2 Demonstrate understanding of spoken A.RF.K.2 Demonstrate emerging words, syllables, and sounds (phonemes). understanding of spoken words, syllables, a. Recognize and produce rhyming words. and sounds (phonemes). b. Count, pronounce, blend, and segment a. Recognize rhyming words. syllables in spoken words. b. Recognize the number of words in a c. Blend and segment onsets and rhymes spoken message. of single-syllable spoken words. c. Identify single-syllable spoken d. Isolate and pronounce the initial, words with the same onset medial vowel, and final sounds (beginning sound) as a familiar (phonemes) in three-phoneme word. (consonant-vowel-consonant, or CVC) d. Not applicable words. (This does not include CVCs e. Not applicable ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition RF.K.3 Know and apply grade-level phonics A.RF.K.3 Demonstrate emerging awareness of print. and word analysis skills in decoding words. a. Demonstrate basic knowledge of onea. Recognize first letter of own to-one letter-sound correspondences name in print. by producing the primary or many of b. Not applicable the most frequent sound for each c. Recognize environmental print. consonant. d. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency RF.K.4 Read emergent-reader texts with purpose and understanding.

A.RF.K.4 Engage in purposeful shared reading of familiar text.

The following standards for kindergarten offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected in the standards themselves. Writing Text Types and Purposes W.K.1 Use a combination of drawing, A.W.K.1 With guidance and support, select dictating, and writing to compose opinion a familiar book and use drawing, dictation, pieces in which they tell a reader the topic or or writing to state an opinion about it. the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., “My favorite book is . . .”). A.W.K.2 With guidance and support, select W.K.2 Use a combination of drawing, a familiar topic and use drawing, dictation, dictating, and writing to compose or writing to share information about the informative/explanatory texts in which they name what they are writing about and supply topic. some information about the topic. W.K.3 Use a combination of drawing, A.W.K.3 With guidance and support, select dictating, and writing to narrate a single an event and use drawing, dictation, or event or several loosely linked events, tell writing to share information about the about the events in the order in which they selected event. occurred, and provide a reaction to what happened. Production and Distribution of Writing W.K.4 (Begins in Grade 3) A.W.K.4 (Begins in Grade 3) W.K.5 With guidance and support from A.W.K.5 (Begins in grade 1) adults, respond to questions and suggestions 18

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

from peers and add details to strengthen writing as needed. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.9 (Begins in grade 4) Range of Writing W.K.10 (Begins in Grade 3)

A.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. A.W.K.7 Participate in shared research and writing projects. A.W.K.8 With guidance and support from adults, identify information, objects, or events that relate to personal experiences. A.W.K.9 (Begins in grade 4) A.W.K.10 (Begins in Grade 3)

The following standards for kindergarten offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas

A.SL.K.1 Participate in conversations with others. a. Communicate directly with supportive adults or peers. b. Participate in multiple-turn communication exchanges with support from adults.

A.SL.K.2 Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions. A.SL.K.3 Ask for help when needed.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

A.SL.K.4 Identify familiar people, places, things, and events. A.SL.K.5 Add or select drawings or other visual or tactual displays that relate to familiar people, places, things, and events. A.SL.K.6 Communicate thoughts, feelings, and ideas.

The following standards for grades kindergarten offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Language Conventions of Standard English L.K.1 Demonstrate command of the A.L.K.1 Demonstrate emerging conventions of standard English grammar and understanding of letter and word use (e.g. usage when writing (printing or keyboarding) draw, dictate, write, trace or identify) or speaking. a. Distinguish between letters and a. Print many upper- and lowercase other symbols or shapes. letters. b. Use frequently occurring nouns in b. Use frequently occurring nouns and communication. verbs. c. Use frequently occurring plural c. Form regular plural nouns orally by nouns. adding /s/ or /es/ (e.g., dog, dogs; d. Identify answers to simple questions wish, wishes). (e.g., who, what) from an array of d. Understand and use question words choices. (interrogatives) (e.g., who, what, e. Demonstrate understanding of where, when, why, how). common prepositions such as on, e. Use the most frequently occurring off, in, out. prepositions (e.g., to, from, in, out, on, f. Link two or more words together in off, for, of, by, with). communication. f. Produce and expand complete sentences in shared language activities. L.K.2 Demonstrate command of the A.L.K.2 Not applicable conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 20

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Knowledge and Language L.K.3 (Begins in grade 2) Vocabulary Acquisition and Use L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing that “duck” is a bird and learning the verb “to duck”). 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. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are “colorful”). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

A.L.K.3 (Begins in grade 2) A.L.K.4 Demonstrate emerging knowledge of word meanings. a. Demonstrate understanding of words used in every day routines. b. Not applicable

A.L.K.5 With guidance and support, demonstrate emerging understanding of word relationships. a. Sort common objects into familiar categories. b. Demonstrate understanding of frequently occurring opposites. c. Use words to communicate in reallife situations. d. Demonstrate an understanding of common verbs.

A.L.K.6 Use words acquired through conversations, being read to, and during shared reading activities.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Grade 1 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details

RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story using key details.

A.RL.1.1 Identify details in familiar stories. A.RL.1.2 Recount major events in familiar stories. A.RL.1.3 Identify characters and settings in a familiar story.

Craft and Structure

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.6 Identify who is telling the story at various points in a text.

A.RL.1.4 Identify sensory or feeling words in a familiar story. A.RL.1.5 Identify a text telling a story or text giving information.

A.RL.1.6 Identify a speaker within a familiar story.

Integration of Knowledge and Ideas

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.8 Not applicable

A.RL.1.7 Use illustrations, details, or objects in a story to describe its characters, setting, or events. A.RL.1.8 Not applicable

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

A.RL.1.9 Identify adventures or experiences of characters in a story as same or different.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Range of Reading and Level of Text Complexity

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

A.RL.1.10 With guidance and support, actively engage in shared reading for a clearly stated purpose.

Reading Informational Text Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure

A.RI.1.1 Identify details in familiar text.

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas

A.RI.1.4 Ask a reader to determine the meaning of a word in a text.

RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.8 Identify the reasons an author gives to support points in a text.

A.RI.1.7 Identify illustrations, objects or details information that go with a text A.RI.1.8 Identify points the author makes in a familiar informational text. A.RI.1.9 Match similar parts of two texts on the same topic.

A.RI.1.2 Identify the topic of a text. A.RI.1.3 Identify individuals, events, or details in a familiar informational text.

A.RI.1.5 Locate the front cover, back cover, and title page of a book.

A.RI.1.6 Distinguish between words and illustrations in a text.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity RI.1.10 With prompting and support read informational texts appropriately complex for grade 1.

A.RI.1.10 Actively engage in shared reading of informational text.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

A.RF.1.1 Demonstrate emerging understanding of the organization of print. a. Demonstrate understanding of the organization and basic features of print (e.g., left-to-right, top-to-bottom orientation of print, one-to-one correspondence between written and spoken word).

Phonological Awareness RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition

A.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize rhyming words. b. Match orally presented segmented phonemes (e.g., C-A-T) to pictures or words illustrating the corresponding word. c. Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word. d. Substitute individual sounds (phonemes) in simple, onesyllable words to make new words.

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs.

A.RF.1.3 Demonstrate emerging letter and word identification skills. a. Identify upper- and lowercase letters of the alphabet.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

b. Recognize familiar words that are used in every day routines. c. Not applicable d. Not applicable e. Not applicable f. Not applicable g. Not applicable

b. Decode regularly spelled onesyllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

A.RF.1.4 Begin to attend to words in print. a. Engage in sustained, independent study of books. b. Participate in shared reading of a variety of reading materials reflecting a variety of text genre. c. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Writing Text Types and Purposes W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, reason for the opinion, and provide some sense of closure. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Production and Distribution of Writing

A.W.1.1 With guidance and support, select a familiar book and use drawing, dictating, or writing to state an opinion about it.

W.1.4 (Begins in Grade 3)

A.W.1.4 (Begins in Grade 3)

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge

A.W.1.5 With guidance and support from adults, add more information to personal drawing, dictation, or writing to strengthen it.

W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.9 (Begins in grade 4)

A.W.1.7 Participate in shared research and writing projects.

A.W.1.2 With guidance and support, select a familiar topic and use drawing, dictating, or writing to share information about it. A.W.1.3 With guidance and support, select an event and use drawing, dictating, or writing to share information about it.

A.W.1.6 With guidance and support from adults, explore a variety of digital tools to produce individual or group writing.

A.W.1.8 With guidance and support from adults, identify information related to personal experiences and answer simple questions about those experiences. A.W.1.9 (Begins in grade 4)

Range of Writing W.1.10 (Begins in Grade 3)

A.W.1.10 (Begins in Grade 3)

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

The following standards for Grade 1 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care and speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas

A.SL.1.1 Participate in conversations with adults. a. Engage in multiple-turn exchanges with supportive adults. b. Build on comments or topics initiated by an adult. c. Uses one or two words to ask questions related to personally relevant topics.

SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

A.SL.1.4 Identify familiar people, places, things, and events.

SL.1.6 Produce complete sentences when appropriate to task and situation.

A.SL.1.2 During shared reading activities, answer questions about details presented orally or through other media. A.SL.1.3 Communicate confusion or lack of understanding (e.g., by saying "I don't know").

A.SL.1.5 Add or select drawings or other visual or tactual displays that relate to familiar people, places, things, and events. A.SL.1.6 Provide more information to clarify ideas, thoughts, and feelings.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Language Conventions of Standard English A.L.1.1 Demonstrate emerging understanding of L.1.1 Demonstrate command of the conventions of standard English grammar and letter and word use. a. Write letters from their own name. usage when writing (printing or keyboarding) b. Use frequently occurring nouns in or speaking. communication. a. Print all upper- and lowercase letters. c. Use frequently occurring plural nouns in b. Use common, proper, and possessive communication. nouns. d. Use familiar personal pronouns (e.g., I, me, c. Use singular and plural nouns with and you). e. Use familiar present tense verbs. matching verbs in basic sentences f. Use familiar frequently occurring (e.g., he hops and we hop). adjectives (e.g., big and hot). d. Use personal, possessive, and g. Not applicable indefinite pronouns (e.g., I, me, my; h. Not applicable they, them, their; anyone, i. Use common prepositions (e.g., on, off, in, everything). and out). e. Use verbs to convey a sense of past, j. Use simple question words (interrogatives) present, and future (e.g., “yesterday I (e.g., who and what). walked home, today I walk home, and tomorrow I will walk home”). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles and demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, and toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Knowledge of Language L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and

A.L.1.2 Demonstrate emerging understanding of conventions of standard English. a. During shared writing, capitalize the first letter of familiar names. b. During shared writing, put a period at the end of a sentence. c. Not applicable d. Use letters to create words. e. During shared writing, identify the letters that represent sounds needed to spell words. 28

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Knowledge of Language L.1.3 (Begins in grade 2)

A.L.1.3 (Begins in grade 2)

Vocabulary Acquisition and Use

L.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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. L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including

A.L.1.4 Demonstrate emerging knowledge of word meanings. a. Demonstrate understanding of words used in every day routines. b. Not applicable c. Not applicable

A.L.1.5 With guidance and support from adults, demonstrate emerging understanding of word relationships. a. Sort common objects into familiar categories. b. Identify attributes of familiar words. c. Demonstrate understanding of words by identifying real-life connections between words and their use. d. Not applicable

A.L.1.6 Use words acquired through conversations, being read to, and during shared reading activities. 29

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

using frequently occurring conjunctions to signal simple relationships (e.g., because).

Grade 2 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 Describe how characters in a story respond to major events and challenges. Craft and Structure

A.RL.2.1 Answer who and where questions to demonstrate understanding of details in a familiar text. A.RL.2.2 Using details from the text, recount events from familiar stories from diverse cultures. A.RL.2.3 Identify the actions of the characters in a story.

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Integration of Knowledge and Ideas

A.RL.2.4 Identify rhyming or repetition words that meaningfully complete a familiar story, poem, or song.

RL.2.7 Use information gained from the illustrations and words in a print or digital

A.RL.2.7 Identify illustrations or objects information in print or digital text that depict characters.

A.RL.2.5 Determine the beginning and ending of a familiar story with a logical order. A.RL.2.6 Identify the speakers in a dialogue.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

text to demonstrate understanding of its characters, setting, or plot. RL.2.8 Not applicable

A.RL.2.8 Not applicable

RL.2.9 Compare and contrast two or more A.RL.2.9 Identify similarities between two versions of a story. versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Range of Reading and Level of Text Complexity RL.2.10 By the end of the year, read and A.RL.2.10 By the end of the year, actively comprehend literature, including stories and engage in shared reading for a clearly stated poetry, in the grades 2–3 text complexity band purpose. proficiently, with scaffolding as needed at the high end of the range.

Reading Informational Text Key Ideas and Details RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Craft and Structure

A.RI.2.1 Answer who and what questions to demonstrate understanding of details in a familiar text.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of Knowledge and Ideas

A.RI.2.4 Identify words related to a topic of a text.

A.RI.2.2 Identify the topic of the text.

A.RI.2.3 Identify individuals, events, or details in an informational text.

A.RI.2.5 Identify details in informational text or its graphic representations.

A.RI.2.6 Identify the author’s purpose of a text (e.g., to answer, to explain, or to describe).

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

RI.2.7 Explain how specific images (e.g., a A.RI.2.7 Identify illustrations or objects/tactual diagram showing how a machine works) information found within a text. contribute to and clarify a text. RI.2.8 Describe how reasons support A.RI.2.8 Identify points the author makes in specific points the author makes in a an informational text. text. RI.2.9 Compare and contrast the most A.RI.2.9 Identify a common point between two important points presented by two texts on the same topic. texts on the same topic. Range of Reading and Level of Text Complexity RI.2.10 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.

A.RI.2.10 Actively engage in shared reading of informational text including history/SS, science, and technical texts.

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: Good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. Reading Foundational Skills Print Concepts Not applicable to Grade 2 Phonological Awareness Not applicable to Grade 2 Phonics and Word Recognition RF.2.3 Know and apply grade-level phonics A.RF.2.3 Demonstrate emerging use of letterand word analysis skills in decoding words. sound knowledge to read words. a. Distinguish long and short vowels a. Identify the vowels of the when reading regularly spelled onealphabet and introduce syllable words. short and long vowels. b. Know spelling-sound correspondences b. Identify and demonstrate for additional common vowel teams. letter sound c. Decode regularly spelled two-syllable correspondence for single words with long vowels. consonants. 32

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.

c.1. Decode 10 or more CVC words (e.g., mom, dad, cat, dog). c.2. Introduce multisyllabic words d. Not applicable e. Not applicable f. Recognize 10 or more written words.

Fluency A.RF.2.4 Attend to words in print. a. Read familiar text comprised of known words. b. Not applicable c. Not applicable

RF.2.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

The following standards for Grade 1 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected in the standards themselves. Writing Text Types and Purposes W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

A.W.2.1 With guidance and support, select a book and write, draw, or dictate to state an opinion about the topic or book.

A.W.2.2 With guidance and support, select a topic and use drawing, dictation, or writing to compose a message with one fact about the topic. 33

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

W.2.3 Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Production and Distribution of Writing

A.W.2.3 With guidance and support, select an event or personal experience and use drawing, writing, or dictating to compose a message about the experience.

W.2.4 (Begins in Grade 3)

A.W.2.4 (Begins in Grade 3)

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

A.W.2.5 With guidance and support from adults and peers, add more information to personal drawing, dictation, or writing to strengthen the message. A.W.2.6 With guidance and support from adults and peers, use technology (including assistive technologies) to produce and publish writing.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. W.2.9 (Begins in grade 4)

A.W.2.7 Participate in shared research and writing projects.

A.W.2.8 Identify information related to personal experiences and answer simple questions about those experiences. A.W.2.9 (Begins in grade 4)

Range of Writing W.2.10 (Begins in Grade 3)

A.W.2.10 (Begins in Grade 3)

The following standards for Grade 2 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time

A.SL.2.1 Participate in conversations with adults and peers. a. Engage in multiple-turn exchanges with peers with support from an adult. b. Build on others’ talk in conversations by linking their 34

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

A.SL.2.2 During shared reading activities, ask and answer questions about details presented orally or through other media. A.SL.2.3 Answer questions about the details provided by the speaker.

A.SL.2.4 Identify a photograph or object that reflects a personal experience and tell one detail about it. A.SL.2.5 Select visual, audio, or tactual representations to depict a personal experience.

A.SL.2.6 Combine words when communicating to provide clarification.

The following standards for Grade 2 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Language Conventions of Standard English L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking a. Use collective nouns (e.g., group).

A.L.2.1 Demonstrate understanding of letter and word use. a. Identify all uppercase letters. b. Use common nouns (e.g., mom, dad, boy, girl) in communication.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language

c. Use frequently occurring pronouns to refer to self and others (e.g., we, they, her, them). d. Use frequently occurring verbs. e. Use frequently occurring adjectives. f. Combine two or more words together in communication.

A.L.2.2 Demonstrate emerging understanding of conventions of standard English. a. Capitalize the first letter of familiar names. b. Use commas in dates. c. Not applicable d. Identify printed rhyming words with the same spelling pattern. e. Consult print in the environment to support reading and spelling.

L.2.3. Use knowledge of language and its A.L.2.3 Use language to achieve desired outcomes conventions when writing, speaking, reading, when communicating. or listening. a. Non applicable a. Compare formal and informal uses of English. Vocabulary Acquisition and Use L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and

A.L.2.4 Demonstrate knowledge of word meanings. a. Identify new vocabulary from reading and content areas. 36

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. 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). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). L.2.6 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).

b. Not applicable c. Not applicable d. Identify the words comprising compound words. (e.g., cupcake, notebook, bookshelf) e. Not applicable

A.L.2.5 Demonstrate understanding of word relationships and use. a. Identify real-life connections between words and their use (e.g., happy: “I am happy.”). b. Demonstrate understanding of the meaning of common verbs.

A.L.2.6 Use words acquired through conversations, being read to, and during shared reading activities.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

MS AAAS for English Language Arts Grades 3-5

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Grade 3 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 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 text. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Craft and Structure

A.RL.3.1 Answer who and what questions to demonstrate understanding of details in a text.

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

A.RL.3.4 Determine words and phrases that complete sentences in a text.

A.RL.3.2 Associate details with events in stories from diverse cultures.

A.RL.3.3 Identify the feelings of characters in a story.

A.RL.3.5 Determine the beginning, middle, and end of a familiar story with a logical order.

A.RL.3.6 Identify personal point of view about a text.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Integration of Knowledge and Ideas RL.3.7 Explain how specific aspects of a 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). RL.3.8 Not applicable

A.RL.3.7 Identify parts of illustrations or information that depict a particular setting or event. A.RL.3.8 Not applicable

RL.3.9 Compare and contrast the themes, A.RL.3.9 Identify common points in two stories in a series. settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Range of Reading and Level of Text Complexity RL.3.10 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.

A.RL.3.10 Demonstrate understanding while actively engaged in shared reading of stories, dramas, and poetry.

Reading Informational Text Key Ideas and Details RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Craft and Structure

A.RI.3.1 Answer who and what questions to demonstrate understanding of details in a text.

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topics or subject area. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6 Distinguish their own point of view from that of the author of a text.

A.RI.3.4 Determine words and phrases that complete sentences in a text.

A.RI.3.2 Identify details in a text.

A.RI.3.3 Order two events from a text as “first” and “next.”

A.RI.3.5 Identify text features including headings and key words.

A.RI.3.6 Identify personal point of view about a text. 40

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Integration of Knowledge and Ideas RI.3.7 Use information gained from A.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and illustrations (e.g., maps, photographs, the words in a text to demonstrate drawings) and words in the text to answer who understanding of the text (e.g., where, when, and what questions. why, and how key events occur). RI.3.8 Describe the logical connection A.RI.3.8 Identify two related points the author between particular sentences and makes in an informational text. paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.9 Compare and contrast the most A.RI.3.9 Identify similarities between two texts important points and key details presented on the same topic. in two texts on the same topic. Range of Reading and Level of Text Complexity RI.3.10 By the end of the year, read and comprehends 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.

A.RI.3.10 Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

A.RF.3.3 Use letter-sound knowledge to read words.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words.

a. In context, demonstrate basic knowledge of letter-sound correspondences. b. Sort long and short vowel words. c. With models and supports, decode single-syllable words with common spelling patterns (consonant-vowelconsonant [CVC] or high-frequency rhymes). d. Decode two-syllable words. e. Recognize 40 or more written words.

Fluency RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

A.RF.3.4 Read words in text. a. Read familiar text comprised of known words. b. Not applicable c. Use context to determine missing words in familiar texts.

The following standards for Grade 3 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected in the standards themselves. Writing Text Types and Purposes W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion.

A.W.3.1 With guidance and support, write opinions about topics or text. a. Select a text and write an opinion about it. b. Provide one reason to support an opinion about a text. c. Not applicable d. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Production and Distribution of Writing W.3.4 With guidance and support from adults, produce writing in which the development and appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

A.W.3.2 With guidance and support, write to share information supported by details. a. Select a topic and provide one fact or detail. b. Not applicable c. Not applicable d. Not applicable

A.W.3.3 With guidance and support, write about events or personal experiences. a. Select an event or personal experience and provide information about it including the names of people involved. b. Not applicable c. Not applicable d. Not applicable

A.W.3.4 With guidance and support, produce writing that expresses more than one idea.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including Grade 3.) W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Research to Build and Present Knowledge

A.W.3.5 With guidance and support, revise their own writing.

W.3.7 Conduct short research projects that build knowledge about a topic. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.9 (Begins in Grade 4)

A.W.3.7 With guidance and support, identify information about a topic for a research project. A.W.3.8 Sort information on a topic or personal experience into two provided categories about each one.

A.W.3.6 With guidance and support from adults, use technology to produce writing while interacting and collaborating with others.

A.W.3.9 (Begins in Grade 4)

Range of Writing W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

A.W.3.10 With guidance and support, write routinely for a variety of tasks, purposes, and audiences.

The following standards for Grade 3 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.3.1 Engage effectively in a range of A.SL.3.1 Engage in collaborative discussions. a. Engage in collaborative interactions collaborative discussions (one-on-one, in about texts. groups, and teacher-led) with diverse partners b. Listen to others’ ideas before on Grade 3 topics and texts, building on responding. others’ ideas and expressing their own clearly. c. Indicate confusion or lack of a. Come to discussions prepared, having understanding about information read or studied required material; presented. explicitly draw on that preparation and d. Express ideas. other information known about the topic to explore ideas under discussion. 44

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

A.SL.3.2 Identify details in a text read aloud or information presented orally or through other media.

A.SL.3.3 Ask or answer questions about the details provided by the speaker.

A.SL.3.4 Recount a personal experience, story, or topic including details.

A.SL.3.5 Create a multimedia presentation of a story or poem.

A.SL.3.6 Combine words for effective communication to clarify thoughts, feelings, and ideas in various contexts.

A.L.3.1 Demonstrate standard English grammar and usage when communicating. 45

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

and usage when writing (printing, cursive, or keyboarding) or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronounantecedent agreement. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. Knowledge of Language

a. Uses noun + verb, noun + adjective, and subject + verb + object combinations in communication. b. Use regular plural nouns in communication. c. Not applicable d. Use present and past tense verbs. e. Not applicable f. Not applicable g. Use common adjectives. h. Not applicable (see A.L.3.1.a) i. Ask simple questions.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for highfrequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

A.L.3.2 Demonstrate an understanding of conventions of standard English. a. Capitalize the first letter of appropriate words and titles (e.g., Dr., Mrs., Ms., Mr.) b. During shared writing, indicate the need to add a punctuation at the end of a sentence. c. Use commas in a series of words. d. Introduce possessive nouns and pronouns. e. Use resources as needed to spell common high-frequency words accurately. f. Use spelling patterns in familiar words with common spelling patterns to spell words with the same spelling pattern. g. Consult print in the environment to support reading and spelling.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Knowledge of Language L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use

A.L.3.3 Use language to achieve desired outcomes when communicating. a. Use language to make simple requests, comment, or share information. b. Not applicable

L.3.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. 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). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or

A.L.3.4 Demonstrate knowledge of word meanings. a. Use sentence level context to determine what word is missing from a sentence read aloud. b. Identify the temporal meaning of words when common affixes (e.g., -ing, -ed) are added to common verbs. c. Introduce root words d. Demonstrate resources to find meaning of unknown words.

A.L.3.5 Demonstrate understanding of word relationships and use. a. Determine the meaning of words and phrases in context. b. Identify real-life connections between words and their use (e.g., happy: “I am happy.”). c. Identify words that describe personal emotional states.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.3.6 Acquire and use accurately gradeappropriate 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).

A.L.3.6 Demonstrate understanding of words that signal spatial and temporal relationships (e.g., behind, under, after, soon, next, later).

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Grade 4 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific detail in the text (e.g., a character’s thoughts, words, or actions). Craft and Structure

A.RL.4.1 Use details from the text to recount what the text says.

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

A.RL.4.4 Determine the meaning of words in a text.

RL.4.5 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 text.

A.RL.4.5 Identify elements in a story (e.g., characters, settings, plot, etc.)

A.RL.4.2 Identify the central idea of a familiar story, drama or poem. A.RL.4.3 Use details from the text to describe characters in the story.

RL.4.6 Compare and contrast the point of view A.RL.4.6 Identify the narrator of a story. from which different stories are narrated, including the difference between first- and third-person narrations.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Integration of Knowledge and Ideas RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.8 Not applicable

A.RL.4.7 Make connections between the text representation of a story and a visual, or oral version of a story.

A.RL.4.8 Not applicable

RL.4.9 Compare and contrast the treatment of A.RL.4.9 Compare characters, settings, or similar themes and topics (e.g., opposition of events in stories, myths, or texts from good and evil) and patterns of events (e.g., different cultures. the quest) in stories, myths, and traditional literature from different cultures. Range of Reading and Level of Text Complexity RL.4.10 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.

A.RL.4.10 Demonstrate an understanding of text while actively engaging in shared reading of stories, dramas, and poetry.

Reading Informational Text Key Ideas and Details RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and Structure

A.RI.4.1 Identify details in an informational text. A.RI.4.2 Identify the main idea of a text when it is explicitly stated. A.RI.4.3 Identify a detail that is related to an individual, event, or idea in a historical, scientific, or technical text.

RI.4.4 Determine the meaning of general A.RI.4.4 Determine meaning of words in text. academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., A.RI.4.5 Identify elements that are chronology, comparison, cause/effect, characteristic of informational texts. problem/solution) of events, ideas, concepts, or information in a text or part of a text.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of Knowledge and Ideas

A.RI.4.6 Compare one’s own experience with a written account of the experience.

RI.4.7 Interpret information presented A.RI.4.7 Answer questions about information visually, orally, or quantitatively (e.g., in presented visually or orally. charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.8 Explain how an author uses reasons A.RI.4.8 Identify one or more reasons and evidence to support particular points in supporting a specific point in an informational a text. text. RI.4.9 Integrate information from two texts A.RI.4.9 Compare details presented in two on the same topic in order to write or speak texts on the same topic. about the subject knowledgeably. Range of Reading and Level of Text Complexity RI.4.10 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.

A.RI.4.10 Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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. Fluency

A.RF.4.3 Use letter-sound knowledge to read words. a. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words. b. Decode single-syllable words with common spelling patterns (consonantvowel-consonant [CVC] or highfrequency rhymes).

RF.4.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

A.RF.4.4 Read words in text. a. Read text comprised of familiar words with accuracy and understanding. b. Not applicable c. Use letter knowledge and context to support word recognition when reading.

The following standards for Grade 4 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected in the standards themselves. Writing Text Types and Purposes W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

A.W.4.1 With guidance and support, write opinions about topics or text. a. Select a topic or text and w an opinion about it. b. List reasons to support the opinion. c. Not applicable d. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

d. Provide a concluding statement or section related to the opinion presented. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also because). d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

A.W.4.2 With guidance and support, write to share information supported by details. a. Select a topic and present about it including related visual, or multimedia information as appropriate. b. List words, facts, or details related to the topic. c. Not applicable d. Not applicable e. Not applicable

A.W.4.3 With guidance and support, write about events or personal experiences. a. Write about a personal experience including two events in sequence. b. List words that describe an event or personal experience to use when writing about it. c. Not applicable d. Not applicable e. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Production and Distribution of Writing W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills. Research to Build and Present Knowledge

A.W.4.4 With guidance and support, produce writing that expresses more than one idea.

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply Grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Range of Writing

A.W.4.7 With guidance and support, gather information about a topic from two or more sources for a research project. A.W.4.8 Recall and sort information from personal experiences or a topic into given categories.

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

A.W.4.10 With guidance and support, write routinely for a variety of tasks, purposes, and audiences.

A.W.4.5 With guidance and support, plan before writing and revise own writing.

A.W.4.6 With guidance and support, use technology, including the internet, to produce writing while interacting and collaborating with others.

A.W.4.9 With guidance and support, recall information from literary and informational text to support writing. a. Apply MS AAAS of Grade 4 Reading Standards to literature (e.g., “Use details from text to describe a character in a story”). b. Apply MS AAAS of Grade 4 Reading Standards to informational texts (e.g., “Use reasons and evidence supporting point in an informational text”).

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. The following standards for Grade 4 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. Presentation of Knowledge and Ideas

A.SL.4.1 Engage in collaborative discussions. a. Contribute ideas from prior knowledge of a text during discussions about the same text. b. Carry out an assigned role in a discussion. c. Answer specific questions related to information in a discussion. d. Identify the key ideas in a discussion.

SL.4.4 Report on a topic or text, tell a story, or recount an experience with appropriate

A.SL.4.4 Retell a story or personal experience or recount a topic with supporting details.

A.SL.4.2 Ask and answer questions about details from a text read aloud or information presented orally or through other media. A.SL.4.3 Identify a point that the speaker makes.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.4.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.4.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

A.SL.4.5 Add audio recordings or visuals to a presentation about a personally relevant topic.

A.SL.4.6 Differentiate between communication partners and contexts that call for formal and informal communication.

The following standards for Grade 4 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language Conventions of Standard English L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

A.L.4.1 Demonstrate standard English grammar and usage when communicating. a. Use pronouns. b. Combine common nouns with verbs, nouns, or pronouns in communication. c. Not applicable d. Use adjectives to describe people or objects. e. Use common prepositions (e.g., to, from, in, out, on, off, by, with) f. With support, produce simple sentence. g. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language

A.L.4.2 Demonstrate understanding of conventions of standard English. a. Capitalize the first word in a sentence. b. Not applicable c. Not applicable d. Spell words phonetically, drawing on knowledge of lettersound relationships, and/or common spelling patterns.

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Knowledge of Language

A.L.4.3 Use language to achieve desired outcomes when communicating. a. Use language to express emotion. b. Not applicable c. Communicate effectively with peers and adults.

L.4.4 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. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or

A.L.4.4 Demonstrate knowledge of word meanings. a. Use context as a clue to guide selection of a word that completes a sentence read aloud by an adult. b. Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks). c. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

clarify the precise meaning of key words and phrases. Vocabulary Acquisition and Use L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately gradeappropriate general academic and domainspecific 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).

A.L.4.5 Demonstrate understanding of word relationships and use. a. Not applicable b. Identify common idioms (e.g., no way, not a chance, you bet). c. Demonstrate understanding of opposites.

A.L.4.6 Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Grade 5 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the 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. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Craft and Structure

A.RL.5.1 Identify words in the text to answer a question about explicit information.

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. Integration of Knowledge and Ideas

A.RL.5.4 Determine the intended meaning of multi-meaning words in a text (e.g. bare, bear, their, there, to, two).

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel,

A.RL.5.7 Identify illustrations, or multimedia elements that add to understanding of a text.

A.RL.5.2 Identify the central idea or theme of a story, drama or poem.

A.RL.5.3 Compare two characters in a familiar story.

A.RL.5.5 Identify a story element that undergoes change from beginning to end.

A.RL.5.6 Determine the point of view of the narrator.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

multimedia presentation of fiction, folktale, myth, poem). RL.5.8 Not applicable

A.RL.5.8 Not applicable

RL.5.9 Compare and contrast stories in the A.RL.5.9 Compare stories in the same genre. same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Range of Reading and Level of Text Complexity RL.5.10 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.

A.RL.5.10 Demonstrate understanding of text while engaged in individual or group reading of stories, dramas, and poems.

Reading Informational Text Key Ideas and Details RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3 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. Craft and Structure

A.RI.5.1 Identify words in the text to answer a question about explicit information.

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

A.RI.5.4 Determine the meanings of domainspecific words and phrases.

A.RI.5.2 Identify the main idea of a text when it is not explicitly stated. A.RI.5.3 Compare two individuals, events, or ideas in a text.

A.RI.5.5 Determine if a text tells about events, gives directions, or provides information on a topic.

A.RI.5.6 Compare two books on the same topic.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Integration of Knowledge and Ideas RI.5.7 Draw on information from multiple A.RI.5.7 Locate information in print or digital sources. print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8 Explain how an author uses reasons A.RI.5.8 Identify the relationship between a and evidence to support particular points in specific point and supporting reasons in an a text, identifying which reasons and informational text. evidence support which point(s). RI.5.9 Integrate information from several A.RI.5.9 Compare and contrast details gained texts on the same topic in order to write or from two texts on the same topic. speak about the subject knowledgeably. Range of Reading and Level of Text Complexity RI.5.10 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.

A.RI.5.10 Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: Good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. Reading Foundational Skills Print Concepts Not applicable in Grade 3. Phonological Awareness Not applicable in Grade 3. Phonics and Word Recognition RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes)

A.RF.5.3 Use letter-sound knowledge to read words. a. Read common sight words, decode single syllable words and introduce multisyllabic words. 61

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

A.RF.5.4 Read words in text. a. Read text comprised of familiar words with accuracy and understanding. b. Not applicable c. Use context to confirm or self-correct word recognition when reading.

The following standards for Grade 5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected in the standards themselves. Writing Text Types and Purposes W.5.1 Write opinion pieces on topics or A.W.5.1 With guidance and support, write texts, supporting a point of view with reasons opinions about topics or text. a. Introduce a topic or text and state an and information. opinion about it. a. Introduce a topic or text clearly, state b. Provide reasons to support the opinion. an opinion, and create an c. Not applicable organizational structure in which d. Not applicable ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and (e.g., in contrast, especially). d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

A.W.5.2 With guidance and support, write to share information supported by details. a. Introduce a topic and write to convey information about it including visual, or multimedia information as appropriate. b. Provide facts, details, or other information related to the topic. c. Not applicable d. Not applicable e. Not applicable

A.W.5.3 With guidance and support, write about events or personal experiences. a. Write about an experience or event including three or more events in sequence. b. Not applicable c. Not applicable d. Not applicable e. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards1–3 above.) W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills. Research to Build and Present Knowledge

A.W.5.4 With guidance and support, produce writing that is appropriate for a stated task or purpose.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply Grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points]”).

A.W.5.7 With guidance and support, conduct short research projects using two or more sources.

A.W.5.5 With guidance and support, plan before writing and revise own writing.

A.W.5.6 With guidance and support, use technology, including the internet, to produce writing while interacting and collaborating with others.

A.W.5.8 Gather and sort relevant information on a topic from print or digital sources into given categories.

A.W.5.9 With guidance and support, use information from literary and informational text to support writing. a. Apply MS AAAS of Grade 5 Reading Standards to literature (e.g., “Compare and contrast two characters in the story”). b. Apply MS AAAS of Grade 5 Reading Standards to informational texts (e.g., “Identify specific reasons and evidence for supporting specific points in an informational text.”).

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

A.W.5.10 With guidance and support, write routinely for a variety of tasks, purposes, and audiences.

The following standards for Grade 5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on Grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

A.SL.5.1 Engage in collaborative discussions. a. Come to discussion prepared to share information. b. Carry out assigned role in a discussion. c. Ask questions related to information in a discussion. d. Make comments that contribute to the discussion and link to the remarks of others.

A.SL.5.2 Identify the explicitly stated main idea of a text presented orally or through other media.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas

A.SL.5.3 Identify the reasons and evidence supporting a specific point.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

A.SL.5.4 Report on a familiar topic or text or present an opinion including related facts.

A.SL.5.5 Select or create audio recordings and visual displays to enhance a presentation.

A.SL.5.6 Differentiate between contexts that require formal and informal communication.

The following standards for Grade 5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language Conventions of Standard English L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.*

A.L.5.1 Demonstrate standard English grammar and usage when communicating. a. Explain the function of a conjunction and interjections. b. Form and use the past tense of frequently occurring words. c. Not applicable d. Not applicable e. Use frequently occurring conjunctions, such as and, but, or, for, and because.

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

e. Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language

A.L.5.2 Demonstrate understanding of conventions of standard English. a. Use ending punctuation in sentences (i.e., question marks, period, exclamation points). b. Not applicable c. Not applicable d. Identify quotation marks to mark direct speech and quotations in a text. e. Spell unfamiliar words phonetically, drawing on letter-sound relationships and common spelling patterns.

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use

A.L.5.3 Use language to achieve desired meaning when communicating. a. Communicate using complete sentences. b. Not applicable

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

A.L.5.4 Demonstrate knowledge of word meanings. a. Use sentence level context to determine which word is missing from a content area text. b. Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks). c. Not applicable

2019 Mississippi Alternate Academic Achievement Standards for English Language Arts

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. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

A.L.5.5 Demonstrate understanding of word relationship and use. a. Use simple, common idioms (e.g., you bet, it’s a deal, we’re cool). b. Not applicable c. Demonstrate understanding of words that have similar meanings.

A.L.5.6 Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.

MS AAAS for English Language Arts Grades 6-8

Grade 6 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text based upon this determination. RL.6.3 Describe how the plot of a literary text unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Craft and Structure

A.RL.6.1 Determine what a text says explicitly as well as what simple inferences can be drawn. A.RL.6.2 Identify details in a text that are related to the theme or central idea.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. Integration of Knowledge and Ideas

A.RL.6.4 Determine how word choice changes the meaning in a text.

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to

A.RL.6.7 Compare the experience of reading or listening to a written story, drama, or poem

A.RL.6.3 Identify how a character responds to a challenge in a story.

A.RL.6.5 Determine the structure of a text (e.g., story, poem, or drama).

A.RL.6.6 Identify words or phrases in the text that describe or show what the narrator or speaker is thinking or feeling.

listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. RL.6.8 Not applicable

with the experience of watching video or live performance of the same text.

A.RL.6.8 Not applicable

RL.6.9 Compare and contrast texts in A.RL.6.9 Compare and contrast stories, myths, different forms or genres (e.g., stories and or texts with similar topics or themes. poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Range of Reading and Level of Text Complexity RL.6.10 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.

A.RL.6.10 Demonstrate understanding of text while actively reading or listening to stories, dramas, or poetry.

Reading Informational Text Key Ideas and Details RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Craft and Structure

A.RI.6.1 Analyze a text to determine what it says explicitly as well as what inferences should be drawn. A.RI.6.2 Determine the main idea of a passage and details or facts related to it.

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

A.RI.6.4 Determine how word choice changes the meaning of a text.

A.RI.6.3 Identify a detail that elaborates upon individuals, events, or ideas introduced in a text.

A.RI.6.5 Determine how the title fits the structure of the text.

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Integration of Knowledge and Ideas

A.RI.6.6 Identify words or phrases in the text that describe or show the author’s point of view.

RI.6.7 Integrate information presented in A.RI.6.7 Find similarities in information different media or formats (e.g., visually, presented in different media or formats as quantitatively) as well as in words to well as in text. develop a coherent understanding of a topic or issue. A.RI.6.8 Identify claims in a text supported by RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims reason. that are supported by reasons and evidence from claims that are not. RI.6.9 Compare and contrast one author’s A.RI.6.9 Compare and contrast how two presentation of events with that of another texts describe the same event. (e.g., a memoir written by and a biography on the same person). Range of Reading and Level of Text Complexity RI.6.10 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.

A.RI.6.10 Demonstrate understanding of literary nonfiction that has been read aloud.

The following standards for Grade 6 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Writing Text Types and Purposes W.6.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

A.W.6.1 With guidance and support, write claims about topics or text. a. Write a claim about a topic or text. b. Write one or more reasons to support a claim about a topic or text. c. Not applicable d. Not applicable e. Not applicable 72

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to

A.W.6.2 With guidance and support, write to share information supported by details. a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate. b. Provide facts, details, or other information related to the topic. c. Not applicable d. Not applicable e. Not applicable f. Not applicable

A.W.6.3 With guidance and support, write about events or personal experiences. a. Write a narrative about a real or imagined experience introducing the experience and including two or more events. b. Not applicable c. Use words that establish the time frame. d. Use words that convey specific details about the experience or event. e. Not applicable 73

develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including Grade 6.) W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills. Research to Build and Present Knowledge

A.W.6.4 With guidance and support, produce writing that is appropriate for the task, purpose, or audience.

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

EE W.6.7 With guidance and support, conduct short research projects to answer a question.

A.W.6.5 With guidance and support from adults and peers, plan before writing and revise own writing.

A.W.6.6 With guidance and support, use technology, including the internet, to produce writing while interacting and collaborating with others.

A.W.6.8 Gather information from multiple print and digital sources that relates to a given topic.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 6 Reading standards to literary texts (e.g., “Compare and contrast 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”). b. Apply Grade 6 Reading standards to literary nonfiction and/or informational texts (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). Range of Writing

A.W.6.9 With guidance and support, use information from literary and informational text to support writing. a. Apply MS AAAS of Grade 6 Reading Standards to literature (e.g., “Compare a text version of a story, drama, or poem with an audio, video, or live version of the text”). b. Apply MS AAAS of Grade 6 Reading Standards to informational texts (e.g., “Can produce an argument by logically organizing the claims and the supporting reasons and evidence”).

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

A.W.6.10 With guidance and support, write routinely for a variety of tasks, purposes, and audiences.

The following standards for Grade 6 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

A.SL.6.1 Engage in collaborative discussions. a. Come to discussions prepared to share information. b. Follow simple, agreed-upon rules for discussions and contribute information. c. Ask and answer questions specific to the topic, text, or issue under discussion. d. Restate key ideas expressed in the discussion. 75

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 6 Language standards 1 and 3 for specific expectations.)

A.SL.6.2 Identify information presented in diverse media and formats (e.g., visually, quantitatively, orally) that relates to a topic, text, or issue under study. A.SL.6.3 Identify the reasons and evidence supporting the claims made by the speaker.

A.SL.6.4 Present findings on a topic including descriptions, facts, or details.

A.SL.6.5 Select an auditory, visual, or tactual display to clarify the information in presentations. A.SL.6.6 Use formal and informal language as appropriate to the communication partner.

The following standards for Grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language Conventions of Standard English L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly. Knowledge of Language

A.L.6.1 Demonstrate standard English grammar and usage when communicating. a. Use personal pronouns (e.g., he, she, they) correctly. b. Use indefinite pronouns. c. Not applicable d. Not applicable e. Not applicable

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A.L.6.3 Use language to achieve desired outcomes when communicating.

A.L.6.2 Demonstrate understanding of conventions of standard English. a. Use question marks at the end of written questions. b. Spell unknown words phonetically, drawing on letter sound relationships and common spelling patterns.

a. Vary sentence patterns for meaning, reader/ listener interest, and style.* b. Maintain consistency in style and tone.* Vocabulary Acquisition and Use

a. Vary use of language when the listener or reader does not understand the initial attempt. b. Not applicable

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 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. d. Verify the preliminary determination of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6 Acquire and use accurately gradeappropriate general academic and domain-

A.L.6.4 Demonstrate knowledge of word meanings. a. Use context to determine which word is missing from a content area text. b. Not applicable c. Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating. d. Not applicable

A.L.6.5 Demonstrate understanding of word relationships and use. a. Identify the meaning of simple similes (e.g., the man was as big as a tree). b. Demonstrate understanding of words by identifying other words with similar and different meanings. c. Not applicable

A.L.6.6 Use general academic and domainspecific words and phrases across contexts. 78

specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Grade 7 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). Reading Literature Key Ideas and Details RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis RL.7.3 Analyze how particular elements of a literary text interact (e.g., how setting shapes the characters or plot). Craft and Structure

A.RL.7.1 Analyze text to identify where information is explicitly stated and where inferences must be drawn.

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choice (e.g., alliteration) on meaning and tone. RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

A.RL.7.4 Determine the meaning of simple idioms and figures of speech as they are used in a text.

A.RL.7.2 With support from adults, identify the theme.

A.RL.7.3 Determine how two or more story elements are related.

A.RL.7.5 Compare the structure of two or more texts (e.g., stories, poems, or dramas). A.RL.7.6 Compare the points of view of two or more characters or narrators in a text.

Integration of Knowledge and Ideas RL.7.7 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). RL.7.8 Not applicable

A.RL.7.7 Compare a text version of a story, drama, or poem with an audio, video, or live version of the same text.

A.RL.7.8 Not applicable

RL.7.9 Compare and contrast a fictional A.RL.7.9 Compare a fictional time, place, or portrayal of a time, place, or character and character in one text with the same time, a historical account of the same period as a place, or character portrayed in a historical means of understanding how authors of account. fiction use or alter history. Range of Reading and Level of Text Complexity RL.7.10 By the end of the year, read and A.RL.7.10 Demonstrate understanding of text comprehend literature, including stories, while actively engaged in reading or listening to dramas, and poems, in the Grades 6–8 text stories, dramas, and poetry. complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Informational Text Key Ideas and Details RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis. RI.7.3 Analyze how particular elements of a literary text interact (e.g., how setting shapes the characters or plot). Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choice (e.g., alliteration) on meaning and tone.

A.RI.7.1 Identify where information is explicitly stated and where inferences must be drawn in text. A.RI.7.2 Determine two or more central ideas in a text.

A.RI.7.3 Determine how two individuals, events, or ideas in a text are related.

A.RI.7.4 Determine how words or phrases are used to persuade or inform a text.

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9 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. Range of Reading and Text Complexity RI.7.10 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.

A.RI.7.5 Determine how a fact, step, or event fits into the overall structure of the text.

A.RI.7.6 Determine an author’s purpose or point of view.

A.RI.7.7 Compare a text to an audio, video, or multimedia version of the same text.

A.RI.7.8 Determine how a claim or reason fits into the overall structure of an informational text. A.RI.7.9 Compare and contrast how different texts on the same topic present the details.

A.RI.7.10 Demonstrate understanding while actively reading or listening to literary nonfiction.

The following standards for Grade 7 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Writing Text Types and Purposes W.7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the

A.W.7.1 With guidance and support, write claims about topics or texts. a. Given a topic or text, write one claim about it. b. Write one or more reasons to support a claim about a topic or text. c. Use temporal words (e.g., first, next, also) to create cohesion. d. Not applicable e. Not applicable

A.W.7.2 With guidance and support, write to share information supported by details. a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate. b. Provide facts, details, or other information related to the topic. c. Not applicable d. Select domain-specific vocabulary to use in writing about the topic. e. Not applicable f. Not applicable

relationships among ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. A.W.7.3 With guidance and support, write about W.7.3 Write narratives to develop real or events or personal experiences. imagined experiences or events using a. Write a narrative about a real or imagined effective technique, relevant descriptive experience introducing the experience, at details, and well-structured event least one character, and two or more sequences. events. a. Engage and orient the reader by b. Not applicable establishing a context and point of c. Use temporal words (e.g., first, then, next) view and introducing a narrator to signal order. and/or characters; organize an d. Use words that describe feelings of people event sequence that unfolds or characters in the narrative. naturally and logically. e. Not applicable b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

A.W.7.4 With guidance and support, produce writing that is appropriate for the task, purpose, or audience.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite source to interact and collaborate with others, including linking to and citing sources. Research to Build and Present Knowledge

A.W.7.5 With guidance and support from adults and peers, plan before writing and revise own writing.

W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 7 Reading standards to literary texts (e.g., “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 b. Apply Grade 7 Reading standards to literary nonfiction and/or informational texts (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

A.W.7.7 With guidance and support, conduct research to answer a question based on multiple sources of information.

A.W.7.6 With guidance and support, use technology, including the Internet, to produce writing to interact and collaborate with others.

A.W.7.8 With guidance and support, identify quotes providing relevant information about a topic from multiple print or digital sources.

A.W.7.9 With guidance and support, use information from literary and informational text to support writing. a. Apply MS AAAS of Grade 7 Reading Standards to literature (e.g., “Recognize the difference between fictional characters and nonfictional characters”). b. Apply MS AAAS of Grade 7 Reading Standards to informational texts (e.g., “Use relevant and sufficient evidence for supporting the claims and argument”).

Range of Reading and Level of Text Complexity W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

A.W.7.10 With guidance and support, write routinely for a variety of tasks, purposes, and audiences.

The following standards for Grade 7 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

A.SL.7.1 Engage in collaborative discussions. a. Come to discussions prepared to share information. b. Follow simple, agreed-upon rules for discussions and carry out assigned roles. c. Remain on the topic of the discussion when answering questions or making other contributions to a discussion. d. Acknowledge new information expressed by others in a discussion.

A.SL.7.2 Identify details related to the main idea of a text presented orally or through other media.

SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas

A.SL.7.3 Determine whether the claims made by a speaker are fact or opinion.

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

A.SL.7.4 Present findings on a topic including relevant descriptions, facts, or details.

A.SL.7.5 Select or create audio recordings and visual/tactile displays to emphasize specific points in a presentation. A.SL.7.6 Communicate precisely (i.e., provide complete information) or efficiently (i.e., provide concise information) as required by the context, task, and communication partner.

The following standards for Grade 7 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language Conventions of Standard English L.7.1 Demonstrate command of the A.L.7.1 Demonstrate standard English grammar conventions of standard English grammar and and usage when communicating. usage when writing (printing, cursive, or a. Not applicable keyboarding) or speaking. b. Produce complete simple sentences when a. Explain the function of phrases and writing or communicating. clauses in general and their function c. Not applicable in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. 87

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly. Knowledge of Language

A.L.7.2 Demonstrate understanding of conventions of standard English. a. Use end punctuation when writing a sentence or question. b. Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* Vocabulary Acquisition and Use

A.L.7.3 Use language to achieve desired outcomes when communicating. a. Use precise language as required to achieve desired meaning.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). 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. d. Verify the preliminary determination of a word or phrase (e.g., by checking

A.L.7.4 Demonstrate knowledge of word meanings. a. Use context to determine which word is missing from a text. b. Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking). c. Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating. d. Not applicable

the inferred meaning in context or in a dictionary). L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). L.7.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

A.L.7.5 Demonstrate understanding of word relationships and use. a. Identify the literal and nonliteral meanings of words in context. b. Demonstrate understanding of synonyms and antonyms. c. Not applicable

A.L.7.6 Use general academic and domainspecific words and phrases across contexts.

Grade 8 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). Reading Literature Key Ideas and Details RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis. RL.8.3 Analyze how particular lines of dialogue or incidents in a literary text propel the action, reveal aspects of a character, or provoke a decision Craft and Structure

A.RL.8.1 Cite text to support inferences from stories and poems.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

A.RL.8.4 Determine connotative meanings of words and phrases in a text.

A.RL.8.2 Recount an event related to the theme or central idea, including details about character and setting.

A.RL.8.3 Identify which incidents in a story or drama lead to subsequent action.

A.RL.8.5 Compare and contrast the structure of two or more texts.

RL.8.6 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. Integration of Knowledge and Ideas

A.RL.8.6 Determine the difference in the points of view of a character and the audience or reader in a text with suspense or humor.

RL.8.7 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. RL.8.8 Not applicable

A.RL.8.7 Compare and contrast a text version of a story, drama, or poem with an audio, video, or live version of the same text.

A.RL.8.8 Not applicable

RL.8.9 Analyze how myths, traditional A.RL.8.9 Compare and contrast themes, stories, or religious works such as the Bible patterns of events, or characters across two or influence themes, patterns of events, or more stories or dramas. character types in a modern work, including how the material is rendered new. Range of Reading and Level of Text Complexity A.RL.8.10 Demonstrate understanding of text RL.8.10 By the end of the year, read and while actively engaged in reading or listening comprehend literature, including stories, to stories, dramas, and poetry. dramas, and poems, at the high end of Grades 6–8 text complexity band independently and proficiently. Reading Informational Text Key Ideas and Details RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2 Determine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

A.RI.8.1 Cite text to support inferences from informational text.

A.RI.8.2 Provide a summary of a familiar informational text.

A.RI.8.3 Recount events in the order they were presented in the text.

Craft and Structure RI.8.4 Determine the meaning of words and phrases as they are used in a 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. RI.8.5 Analyze the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas

A.RI.8.4 Determine connotative meanings of words and phrases in a text.

A.RI.8.5 Locate the topic sentence and supporting details in a paragraph.

A.RI.8.6 Determine an author’s purpose or point of view and identify examples from text that describe or support it.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Range of Reading and Text Complexity

A.RI.8.7 Determine whether a topic is best presented as audio, video, multimedia, or text.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6–8 text complexity band independently and proficiently.

A.RI.8.10 Demonstrate understanding while actively reading or listening to literary nonfiction.

A.RI.8.8 Determine the argument made by an author in an informational text.

A.RI.8.9 Identify where two different texts on the same topic differ in their interpretation of the details.

The following standards for Grade 8 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. 92

Writing Text Types and Purposes W.8.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

A.W.8.1 With guidance and support, write claims about topics or texts. a. Introduce the claim and provide reasons or pieces of evidence to support it. b. Write reasons to support a claim about a topic or text. c. Not applicable d. Not applicable e. Not applicable

A.W.8.2 With guidance and support, write to share information supported by details. a. Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate. b. Write one or more facts or details related to the topic. c. Write complete thoughts as appropriate. d. Use domain-specific vocabulary related to the topic. e. Not applicable f. Provide a closing.

d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. A.W.8.3 With guidance and support, write about W.8.3 Write narratives to develop real or events or personal experiences. imagined experiences or events using a. Write a narrative about a real or effective technique, relevant descriptive imagined experience introducing the details, and well-structured event experience, at least one character, and sequences. two or more events. a. Engage and orient the reader by b. Not applicable establishing a context and point of c. Use temporal words (e.g., first, then, view and introducing a narrator next) to signal order. and/or characters; organize an event d. Use words that describe the feelings of sequence that unfolds naturally and characters or provide other sensory logically. information about the setting, b. Use narrative techniques, such as experiences, or events. dialogue, pacing, description, and e. Provide a closing. reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

A.W.8.4 With guidance and support, produce writing that is appropriate for the task, purpose, or audience.

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Research to Build and Present Knowledge

A.W.8.5 With guidance and support from adults and peers, plan before writing and revise own writing.

W.8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 8 Reading standards to literature (e.g., “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.”). b. Apply Grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the

A.W.8.7 With guidance and support, conduct short research projects to answer and pose questions based on one source of information.

A.W.8.6 With guidance and support, use technology, including the internet, to produce writing to interact and collaborate with others.

A.W.8.8 Select quotes providing relevant information about a topic from multiple print or digital sources.

A.W.8.9 With guidance and support, use information from literary and informational text to support writing. a. Apply MS AAAS of Grade 8 Reading Standards to literature (e.g., “Compare and contrast themes, patterns of events, or characters across two or more stories or dramas”). b. Apply MS AAAS of Grade 8 Reading Standards to informational texts (e.g., “Use relevant and sufficient evidence for supporting the claims and argument”).

evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.”). Range of Reading and Level of Text Complexity W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

A.W.8.10 With guidance and support, write routinely for a variety of tasks, purposes, and audiences.

The following standards for Grade 8 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision- making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

A.SL.8.1 Engage in collaborative discussions. a. Come to discussions prepared to share information previously studied. b. Follow simple rules and carry out assigned roles during discussions. c. Remain on the topic of the discussion when asking or answering questions or making other contributions to a discussion. d. Acknowledge new information expressed by others in a discussion and relate it to own ideas.

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.\ Presentation of Knowledge and Ideas

A.SL.8.2 Determine the purpose of information presented in graphic, oral, visual, or multimodal formats.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

A.SL.8.4 Present descriptions, facts, or details supporting specific points made on a topic.

A.SL.8.3 Determine the argument made by a speaker on a topic.

A.SL.8.5 Include multimedia and visual information into presentations.

A.SL.8.6 Adapt communication to a variety of contexts and tasks.

The following standards for Grade 8 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Language Conventions of Standard English L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood. L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. Knowledge of Language

A.L.8.1 Demonstrate standard English grammar and usage when communicating. a. Not applicable b. Form and use the simple verb tenses (e.g., I walked, I walk, I will walk). c. Use appropriate verbs to match nouns. d. Not applicable

L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Vocabulary Acquisition and Use

A.L.8.3 Use language to achieve desired outcomes when communicating. a. Use to-be verbs (e.g., am, are, is, was, were, be, become, became) accurately when writing and communicating.

L.8.4 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.

A.L.8.4 Demonstrate knowledge of word meanings. a. Use context to determine which word is missing from a content area text.

A.L.8.2 Demonstrate understanding of conventions of standard English. a. Use end punctuation and capitalization when writing a sentence or question. b. Not applicable c. Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.

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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). 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. 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). L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

b. Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking). c. Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating. d. Not applicable

A.L.8.5 Demonstrate understanding of word relationships and use. a. Demonstrate understanding of the use of multiple meaning words. b. Use knowledge of common words to understand the meaning of compound and complex words in which they appear (e.g., birdhouse and household). c. Use descriptive words to add meaning when writing and communicating.

A.L.8.6 Use general academic and domainspecific words and phrases across contexts.

MS AAAS for English Language Arts Grades 9-12

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Alternate English Elements 9 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9.2 Determine the theme(s) or central idea(s) of a text and analyze in detail the development over the course of the text, including how details of a text interact and build on one another to shape and refine the theme(s) or central idea(s); provide an accurate summary of the text based upon this analysis. RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure

A.RL.9.1 Determine which citations (or quotes) demonstrate what the text says explicitly as well as inferences drawn from the text.

RL.9.4 Determine the meaning of words and phrases as they are used in the 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). RL.9.5 Analyze how an author’s choices concerning how to structure a text, order

A.RL.9.4 Determine the meaning of words and phrases as they are used in a text, including idioms, analogies, and figures of speech.

A.RL.9.2 Recount events related to the theme or central idea, including details about character and setting.

A.RL.9.3 Determine how characters change or develop over the course of a text.

A.RL.9.5 Identify where a text deviates from a chronological presentation of events. 101

events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9.6 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. Integration of Knowledge and Ideas RL.9.7 Analyze the representation of 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). RL.9.8 Not applicable

A.RL.9.6 Determine a point of view or cultural experience in a work of literature from outside the United States and compare it with own point of view or experience.

A.RL.9.7 Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration).

A.RL.9.8 Not applicable

RL.9.9 Analyze how an author draws on and A.RL.9.9 Identify when an author draws upon transforms source material in a specific or references a different text. 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). Range of Reading and Level of Text Complexity RL.9.10 By the end of Grade 9, read and A.RL.9.10 Demonstrate understanding of a comprehend literature, including stories, text while actively engaged in reading or dramas, and poems, in the Grades 9 text listening to stories, dramas, or poems. complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Informational Text Key Ideas and Details RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9.2 Determine central idea(s) of a text and analyze in detail the development over the course of the text, including how details of a text interact and build on one another to

A.RI.9.1 Determine which citations demonstrate what the text says explicitly as well as inferentially. A.RI.9.2 Determine the central idea of the text and select details to support it.

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shape and refine the central idea(s); provide an accurate summary of the text based upon this analysis. RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure RI.9.4 Determine the meaning of words and phrases as they are used in a 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). RI.9.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas RI.9.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.9.9 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.

A.RI.9.3 Determine logical connections between individuals, ideas, or events in a text.

A.RI.9.4 Determine the meaning of words and phrases as they are used in text, including common idioms, analogies, and figures of speech.

A.RI.9.5 Locate sentences that support an author’s central idea or claim.

A.RI.9.6 Determine author’s point of view and compare with own point of view.

A.RI.9.7 Analyze two accounts of a subject told in different mediums to determine how they are the same and different.

A.RI.9.8 Determine how the specific claims support the argument made in an informational text.

A.RI.9.9 Make connections between texts with related themes and concepts.

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Range of Reading and Text Complexity RI.9.10 By the end of Grade 10, 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.

A.RI.9.10 Demonstrate understanding while actively engaged in reading or listening to literary nonfiction.

The following standards for Grade 9 and 10 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Writing Text Types and Purposes W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending

A.W.9.1 Write claims about topics or texts. a. Introduce a topic or text and write one claim and one counterclaim about it. b. Not applicable c. Not applicable d. Not applicable e. Not applicable

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to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.

A.W.9.2 With guidance and support, write to share information supported by details. a. Introduce a topic clearly and use a clear organization to write about it including visual, tactual, or multimedia information as appropriate. b. Develop the topic with facts or details. c. Use complete, simple sentences as appropriate. d. Use domain-specific vocabulary when writing claims related to a topic of study or text. e. Not applicable f. Providing a closing or concluding statement.

A.W.9.3 With guidance and support, write about events or personal experiences. a. Write a narrative about a problem, situation, or observation including at least 105

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to

b. c. d. e.

one character, details, and clearly sequenced events. Not applicable Organize the events in the narrative using temporal words to signal order as appropriate. Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters. Provide a closing.

A.W.9.4 With guidance and support, produce writing that is appropriate for the task, purpose, and audience.

A.W.9.5 With guidance and support, develop writing by planning and revising own writing.

A.W.9.6 With guidance and support, use technology, including the internet, to produce, publish, and update individual or shared writing products.

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display information flexibly and dynamically. Research to Build and Present Knowledge W.9.7 Conduct short as well as more A.W.9.7 With guidance and support, conduct sustained research projects to answer a research projects to answer questions posed by question (including a self- generated self and others using multiple sources of question) or solve a problem; narrow or information. broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9.8 Gather relevant information from A.W.9.8 With guidance and support, write multiple authoritative print and digital answers to research questions by selecting sources, using advanced searches relevant information from multiple resources. effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9.9 Draw evidence from literary or A.W.9.9 With guidance and support, use informational texts to support analysis, information from literary and informational text reflection, and research. to support writing. a. Apply Grades 9–10 Reading a. Apply MS AAAS Grade 9 Reading standards to literature (e.g., Standards to literature (e.g., “Identify “Analyze how an author draws on when an author has drawn upon or and transforms source material in a included references to another text”). specific work [e.g., how Shakespeare b. Apply MS AAAS of Grade 9 Reading treats a theme or topic from Ovid or Standards to informational texts (e.g., the Bible or how a later author “Use sound reasons for supporting the draws on a play by Shakespeare.]”). claims and argument”). b. Apply Grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.”). Range of Reading and Level of Text Complexity W.9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

A.W.9.10 With guidance and support, write routinely over time for a range of tasks, purposes, and audiences. 107

sitting or a day or two) for a range of tasks, purposes, and audiences. The following standards for Grade 9 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.9.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on Grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light

A.SL.9.1 Engage in collaborative discussions. a. Prepare for discussions by collecting information on the topic. b. Work with adults and peers to set rules for discussions. c. Relate the topic of discussion to broader themes or ideas. d. Indicate agreement or disagreement with others during discussions.

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of the evidence and reasoning presented. SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas

A.SL.9.2 Determine the accuracy of information presented in diverse media or formats.

A.SL.9.3 Determine the speaker's point of view on a topic.

SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

A.SL.9.4 Present an argument on a topic with logically organized claims, reasons, and evidence.

A.SL.9.5 Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding. A.SL.9.6 Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.

The following standards for Grade 9 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Language Conventions of Standard English L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

A.L.9.1 Demonstrate standard English grammar and usage when communicating. a. Not applicable b. Use a variety of parts of speech (nouns, verbs, pronouns, adjectives, and 109

prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. Knowledge of Language

prepositions) in writing or communication to convey information.

A.L.9.2 Demonstrate understanding of conventions of standard English. a. Use a comma and conjunction to combine two simple sentences. b. Not applicable c. Spell most high-frequency words correctly and apply knowledge of word chunks in spelling longer words.

L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Vocabulary Acquisition and Use

A.L.9.3 Use language to achieve desired outcomes when communicating. a. Vary syntax when writing and communicating.

L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 9–10 reading and content, choosing flexibly from a range of strategies. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,

A.L.9.4 Demonstrate knowledge of word meanings. a. Use context to determine the meaning of unknown. b. Not applicable c. Consult reference materials (e.g., dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading. d. Not applicable (See A.L.9- 10.4.c. above.)

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analyze, analysis, analytical; advocate, advocacy). 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. 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). L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. L.9.6 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.

A.L.9.5 Demonstrate understanding of word relationships and use. a. Interpret common figures of speech. b. Determine the intended meaning of multiple meaning words.

A.L.9.6 Use general academic and domainspecific words and phrases across contexts.

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Alternate English Elements 10 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.10.2 Determine the theme(s) or central idea(s) of a text and analyze in detail the development over the course of the text, including how details of a text interact and build on one another to shape and refine the theme(s) or central idea(s); provide an accurate summary of the text based upon this analysis. RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Craft and Structure

A.RL.10.1 Determine which citations (or quotes) demonstrate what the text says explicitly as well as inferences drawn from the text. A.RL.10.2 Recount events related to the theme or central idea, including details about character and setting.

RL.10.4 Determine the meaning of words and phrases as they are used in the 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). RL.10.5 Analyze how an author’s choices concerning how to structure a text, order

A.RL.10.4 Determine the meaning of words and phrases as they are used in a text, including idioms, analogies, and figures of speech.

A.RL.10.3 Determine how characters change or develop over the course of a text.

A.RL.10.5 Identify where a text deviates from a chronological presentation of events. 112

events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.10.6 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. Integration of Knowledge and Ideas RL.10.7 Analyze the representation of 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). RL.10.8 Not applicable

A.RL.10.6 When given a point of view or cultural experience in a work of literature from outside the United States. Compare it with own point of view or experience.

A.RL.10.7 Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration).

A.RL.10.8 Not applicable

RL.10.9 Analyze how an author draws on A.RL.10.9 Identify when an author draws upon and transforms source material in a specific or references a different text. 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). Range of Reading and Level of Text Complexity RL.10.10 By the end of Grade 10, read and A.RL.10.10 Demonstrate understanding of a comprehend literature, including stories, text while actively engaged in reading or dramas, and poems, in the Grades 10 text listening to stories, dramas, or poems. complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Informational Text Key Ideas and Details RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.2 Determine central idea(s) of a text and analyze in detail the development over the course of the text, including how details of a text interact and build on one another to

A.RI.10.1 Determine which citations demonstrate what the text says explicitly as well as inferentially. A.RI.10.2 Determine the central idea of the text and select details to support it.

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shape and refine the central idea(s); provide an accurate summary of the text based upon this analysis. RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure RI.10.4 Determine the meaning of words and phrases as they are used in a 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). RI.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas RI.10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI.10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.10.9 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.

A.RI.10.3 Determine logical connections between individuals, ideas, or events in a text.

A.RI.10.4 Determine the meaning of words and phrases as they are used in text, including common idioms, analogies, and figures of speech.

A.RI.10.5 Locate sentences that support an author’s central idea or claim.

A.RI.10.6 Determine author’s point of view and compare with own point of view.

A.RI.10.7 Analyze two accounts of a subject told in different mediums to determine how they are the same and different.

A.RI.10.8 Determine how the specific claims support the argument made in an informational text.

A.RI.10.9 Make connections between texts with related themes and concepts.

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Range of Reading and Text Complexity RI.10.10 By the end of Grade 10, read and comprehend literary nonfiction in the Grade 10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

A.RI.10.10 Demonstrate understanding while actively engaged in reading or listening to literary nonfiction.

The following standards for Grade 10 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Writing Text Types and Purposes W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending

A.W.10.1 With guidance and support, write claims about topics or texts. a. Introduce a topic or text and write one claim and one counterclaim about it. b. Not applicable c. Not applicable d. Not applicable e. Not applicable

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to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.

A.W.10.2 With guidance and support, write to share information supported by details. a. Introduce a topic clearly and use a clear organization to write about it including visual, tactual, or multimedia information as appropriate. b. Develop the topic with facts or details. c. Use complete, simple sentences as appropriate. d. Use domain-specific vocabulary when writing claims related to a topic of study or text. e. Not applicable f. Providing a closing or concluding statement.

A.W.10.3 With guidance and support, write about events or personal experiences. a. Write a narrative about a problem, situation, or observation including at 116

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to

b. c. d. e.

least one character, details, and clearly sequenced events. Not applicable Organize the events in the narrative using temporal words to signal order as appropriate. Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters. Provide a closing.

A.W.10.4 With guidance and support, produce writing that is appropriate for the task, purpose, and audience.

A.W.10.5 With guidance and support, develop writing by planning and revising own writing.

A.W.10.6 With guidance and support, use technology, including the internet, to produce, publish, and update individual or shared writing products.

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display information flexibly and dynamically.

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Research to Build and Present Knowledge W.10.7 Conduct short as well as more A.W.10.7 With guidance and support, conduct sustained research projects to answer a research projects to answer questions posed by question (including a self- generated self and others using multiple sources of question) or solve a problem; narrow or information. broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.10.8 Gather relevant information from A.W.10.8 With guidance and support, write multiple authoritative print and digital answers to research questions by selecting sources, using advanced searches relevant information from multiple resources. effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.10.9 Draw evidence from literary or A.W.10.9 With guidance and support, use informational texts to support analysis, information from literary and informational text reflection, and research. to support writing. a. Apply Grades 9–10 Reading a. Apply MS AAAS Grade 10 Reading standards to literature (e.g., Standards to literature (e.g., “Identify “Analyze how an author draws on when an author has drawn upon or and transforms source material in a included references to another text”). specific work [e.g., how Shakespeare b. Apply MS AAAS of Grade 10 Reading treats a theme or topic from Ovid or Standards to informational texts (e.g., the Bible or how a later author “Use sound reasons for supporting the draws on a play by Shakespeare.]”). claims and argument”). b. Apply Grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.”). Range of Reading and Level of Text Complexity W.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

A.W.10.10 With guidance and support, write routinely over time for a range of tasks, purposes, and audiences.

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The following standards for Grade 10 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.10.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on Grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

A.SL.10.1 Engage in collaborative discussions. a. Prepare for discussions by collecting information on the topic. b. Work with adults and peers to set rules for discussions. c. Relate the topic of discussion to broader themes or ideas. d. Indicate agreement or disagreement with others during discussions.

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SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas

A.SL.10.2 Determine the credibility of information presented in diverse media or formats.

SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

A.SL.10.4 Present an argument on a topic with logically organized claims, reasons, and evidence.

A.SL.10.3 Determine the speaker's point of view on a topic.

A.SL.10.5 Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding. A.SL.10.6 Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.

The following standards for Grade 10 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Language Conventions of Standard English L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,

A.L.10.1 Demonstrate standard English grammar and usage when communicating. a. Not applicable b. Use a variety of parts of speech (e.g., nouns, verbs, pronouns, adjectives, and prepositions) in writing or communication to convey information.

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relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. Knowledge of Language

A.L.10.2 Demonstrate understanding of conventions of standard English. a. Use a comma and conjunction to combine two simple sentences. b. Not applicable c. Spell most high-frequency words correctly and apply knowledge of word chunks in spelling longer words.

L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Vocabulary Acquisition and Use

A.L.10.3 Use language to achieve desired outcomes when communicating. a. Vary syntax when writing and communicating.

L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 9–10 reading and content, choosing flexibly from a range of strategies. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

A.L.10.4 Demonstrate knowledge of word meanings. a. Use context to determine the meaning of unknown. b. Not applicable c. Consult reference materials (e.g., dictionaries and online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading. d. Not applicable (See A.L.9- 10.4.c. above.)

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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. 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). L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. L.10.6 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.

A.L.10.5 Demonstrate understanding of word relationships and use. a. Interpret common figures of speech. b. Determine the intended meaning of multiple meaning words.

A.L.10.6 Use general academic and domainspecific words and phrases across contexts.

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Alternate English Elements 11 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

A.RL.11.1 Determine the meaning of the text and cite textual evidence to support explicit and implicit understandings.

RL.11.2 Determine themes or central ideas of a text and analyze in detail their development over the course of the text, including how details of a text interact and build on one another to produce a complex account; provide an accurate summary of the text based upon this analysis.

A.RL.11.2 Recount the main events of the text which are related to the theme or central idea.

RL.11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a literary text (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure

A.RL.11.3 Determine how characters, the setting or events change over the course of the story or drama.

RL.11.4 Determine the meaning of words and phrases as they are used in the 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,

A.RL.11.4 Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning.

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or beautiful. (Include Shakespeare as well as other authors.) RL.11.5 Analyze how an author’s choices concerning how to structure specific parts of a 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.

A.RL.11.5 Determine how the author’s choice of where to end the story contributes to the meaning.

RL.11.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas

A.RL.11.6 Determine the point of view when there is a difference between the author’s actual language and intended meaning.

RL.11.7 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. (Include at least one play by Shakespeare and one play by an American dramatist.)

A.RL.11.7 Compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem.

RL.11.8 Not applicable

A.RL.11.8 Not applicable

RL.11.9 Demonstrate knowledge of A.RL.11.9 Demonstrate explicit understanding eighteenth-, nineteenth-, and earlyof recounted versions of foundational works of twentieth-century foundational works of American literature. American literature, including how two or more texts from the same period treat similar themes or topics. Range of Reading and Level of Text Complexity RL.11.10 By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

A.RL.11.10 Demonstrate understanding while actively engaged in reading or listening to stories, dramas, and poems.

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Reading Informational Text Key Ideas and Details RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

A.RI.11.1 Determine the meaning of the text and cite textual evidence to support explicit and implicit understandings.

RI.11.2 Determine central ideas of a text and analyze in detail their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an accurate summary of the text based upon this analysis.

A.RI.11.2 Determine the central idea of a text; recount the text.

RI.11.3 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 text. Craft and Structure

A.RI.11.3 Determine how individuals, ideas, or events change over the course of the text.

RI.11.4 Determine the meaning of words and phrases as they are used in a 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).

A.RI.11.4 Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning of the text.

RI.11.5 Analyze and evaluate the effectiveness A.RI.11.5 Determine whether the structure of of the structure an author uses in his or her a text enhances an author’s claim. exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas RI.11.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively)

A.RI.11.6 Determine author’s point of view and compare and contrast it with own point of view.

A.RI.11.7 Analyze information presented in different media on related topics to answer questions or solve problems.

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as well as in words in order to address a question or solve a problem. RI.11.8 Delineate and evaluate the reasoning in seminal U.S. 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).

A.RI.11.8 Determine whether the claims and reasoning enhance the author’s argument in an informational text.

RI.11.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. Such documents might include The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address. Range of Reading and Text Complexity

A.RI.11.9 Compare and contrast arguments made by two different texts on the same topic.

RI.11.10 By the end of Grade 11, 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.

A.RI.11.10 Demonstrate understanding while actively engaged in reading or listening to literary non-fiction.

The following standards for Grade 11 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Writing Text Types and Purposes W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

A.W.11.1 With guidance and support, write arguments to support claims. a. Write an argument to support a claim that results from studying a topic or reading a text. 127

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.11.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other

b. Support claims with reasons and evidence drawn from text. c. Not applicable d. Not applicable e. Not applicable

A.W.11.2 With guidance and support, write to share information supported by details. a. Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate. b. Develop the topic with relevant facts, details, or quotes. c. Use complete, simple sentences as well as compound and other complex sentences as appropriate. d. Use domain-specific vocabulary when writing claims related to a topic of study or text. e. Not applicable 128

information and examples appropriate f. Provide a closing or concluding to the audience’s knowledge of the statement. topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.11.3 Write narratives to develop real or A.W.11.3 With guidance and support, write imagined experiences or events using about events or personal experiences. effective technique, well- chosen details, and a. Write a narrative about a problem, well-structured event sequences. situation, or observation including at a. Engage and orient the reader by least one character, details, and clearly setting out a problem, situation, or sequenced events. observation and its significance, b. Not applicable establishing one or multiple point(s) c. Organize the events in the narrative of view, and introducing a narrator using temporal words to signal order and/or characters; create a smooth and add cohesion. progression of experiences or events. d. Use descriptive words and phrases to b. Use narrative techniques, such as convey a vivid picture of experiences, dialogue, pacing, description, events, setting, or characters. reflection, and multiple plot lines, to e. Provide a closing. develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

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d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge

A.W.11.4 With guidance and support, produce writing that is appropriate to a particular task, purpose, and audience.

W.11.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one

A.W.11.7 With guidance and support, conduct research projects to answer questions posed by self and others using multiple sources of information.

A.W.11.5 With guidance and support, develop and strengthen writing as needed by planning, revising, editing, and rewriting.

A.W.11.6 With guidance and support, use technology, including the internet, to produce, publish, and update an individual or shared writing project.

A.W.11.8 With guidance and support, write answers to research questions by selecting relevant information from multiple resources.

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source and following a standard format for citation. W.11.9 Draw evidence from literary or A.W.11.9 With guidance and support, cite informational texts to support analysis, evidence from literary or informational texts. reflection, and research. a. Apply Grades 11 MS AAAS for Reading a. Apply Grades 11–12 Reading Standards to literature (e.g., “Compare standards to literature (e.g., and contrast elements of American “Demonstrate knowledge of literature to other literary works, self, or eighteenth-, nineteenth- and earlyone’s world. [Compare themes, topics, twentieth-century foundational locations, context, and point of view]”). works of American literature, b. Apply Grades 11 MS AAAS for Reading including how two or more texts Standards to informational texts (e.g., from the same period treat similar “Compare and contrast reasoning and themes or topics.”). arguments used in one's work with those b. Apply Grades 11–12 Reading used in seminal U.S. texts”). standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses].”). Range of Reading and Level of Text Complexity W.11.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

A.W.11.10 With guidance and support, write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences.

The following standards for Grade 11 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.11.1 Initiate and participate effectively in a range of collaborative discussions (one- onone, in groups, and teacher-led) with diverse

A.SL.11.1 Engage in collaborative discussions. 131

partners on Grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL.11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

a. Prepare for discussions by collecting information on the topic. b. Work with peers to set rules and goals for discussions. c. Ask and answer questions to verify or clarify own ideas and understandings during a discussion. d. Respond to agreements and disagreements in a discussion.

A.SL.11.2 Determine the credibility and accuracy of information presented across diverse media or formats.

A.SL.11.3 Determine whether the claims and reasoning enhance the speaker’s argument on a topic.

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Presentation of Knowledge and Ideas SL.11.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

A.SL.11.4 Present an argument on a topic using an organization appropriate to the purpose, audience, and task.

A.SL.11.5 Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest. A.SL.11.6 Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.

The following standards for Grade 11 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language Conventions of Standard English L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

A.L.11.1 Demonstrate standard English grammar and usage when communicating. a. Use conventions of standard English when needed. b. Use digital, electronic, and other resources and tools to improve uses of language as needed.

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L.11.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

A.L.11.2 Demonstrate understanding of conventions of standard English. a. Demonstrate conventions of standard English including capitalization, ending punctuation, and spelling when writing. b. Spell most high-frequency words correctly and apply knowledge of word chunks in spelling longer words.

Knowledge of Language L.11.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; when analyzing complex texts, demonstrate an understanding of how syntax contributes to the purpose or meaning of the text. Vocabulary Acquisition and Use

A.L.11.3 Use language to achieve desired outcomes when communicating. a. Vary sentence structure using a variety of simple and compound sentence structures.

L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 11–12 reading and content, choosing flexibly from a range of strategies. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 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.

A.L.11.4 Demonstrate knowledge of word meanings. a. Use context to determine the meaning of unknown words. b. Not applicable c. Consult reference materials (dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading. d. Not applicable

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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). L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. L.11.6 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.

A.L.11.5 Demonstrate understanding of word relationships and use. a. Identify real life connections between words and their use. b. Not applicable

A.L.11.6 Use general academic and domainspecific words and phrases across contexts.

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Alternate English Elements 12 The alternate standards address a small number of English Language Arts standards, representing a breadth but not a depth of coverage across the entire standards framework. Teaching strategies for students with significant cognitive disabilities should be based on their individual learning goals as outlined in each student’s individualized education program (IEP). The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Reading Literature Key Ideas and Details RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

A.RL.12.1 Determine the meaning of the text and cite textual evidence to support explicit and implicit understandings.

RL.12.2 Determine themes or central ideas of a text and analyze in detail their development over the course of the text, including how details of a text interact and build on one another to produce a complex account; provide an accurate summary of the text based upon this analysis.

A.RL.12.2 Recount the main events of the text which are related to the theme or central idea.

RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a literary text (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure

A.RL.12.3 Determine how characters, the setting or events change over the course of the story or drama.

RL.12.4 Determine the meaning of words and phrases as they are used in the 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. (Include Shakespeare as well as other authors.)

A.RL.12.4 Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning.

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RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a 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.

A.RL.12.5 Determine how the author’s choice of where to end the story contributes to the meaning.

RL.12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas

A.RL.12.6 Determine the point of view when there is a difference between the author’s actual language and intended meaning.

RL.12.7 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. (Include at least one play by Shakespeare and one play by an American dramatist.)

A.RL.12.7 Compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem.

RL.12.8 Not applicable

A.RL.12.8 Not applicable

RL.12.9 Demonstrate knowledge of A.RL.12.9 Demonstrate explicit understanding eighteenth-, nineteenth-, and earlyof recounted versions of foundational works of twentieth-century foundational works of American literature. American literature, including how two or more texts from the same period treat similar themes or topics. Range of Reading and Level of Text Complexity RL.12.10 By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, in the Grades 12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

A.RL.12.10 Demonstrate understanding while actively engaged in reading or listening to stories, dramas, and poems.

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Reading Informational Text Key Ideas and Details RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

A.RI.12.1 Determine the meaning of the text and cite textual evidence to support explicit and implicit understandings.

RI.12.2 Determine central ideas of a text and analyze in detail their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an accurate summary of the text based upon this analysis.

A.RI.12.2 Determine the central idea of a text; recount the text.

RI.12.3 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 text. Craft and Structure

A.RI.12.3 Determine how individuals, ideas, or events change over the course of the text.

RI.12.4 Determine the meaning of words and phrases as they are used in a 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).

A.RI.12.4 Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning of the text.

RI.12.5 Analyze and evaluate the effectiveness A.RI.12.5 Determine whether the structure of of the structure an author uses in his or her a text enhances an author’s claim. exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas RI.12.7 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.

A.RI.12.6 Determine author’s point of view and compare and contrast it with own point of view.

A.RI.12.7 Analyze information presented in different media on related topics to answer questions or solve problems.

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RI.12.8 Delineate and evaluate the reasoning in seminal U.S. 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).

A.RI.12.8 Determine whether the claims and reasoning enhance the author’s argument in an informational text.

RI.12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. Such documents might include The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address. Range of Reading and Text Complexity

A.RI.12.9 Compare and contrast arguments made by two different texts on the same topic.

RI.12.10 By the end of Grade 12, read and comprehend literary nonfiction in the Grades 12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

A.RI.12.10 Demonstrate understanding while actively engaged in reading or listening to literary non-fiction.

The following standards for Grade 12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Writing Text Types and Purposes W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

A.W.12.1 With guidance and support, write arguments to support claims. a. Write an argument to support a claim that results from studying a topic or reading a text. b. Support claims with reasons and evidence drawn from text. c. Not applicable d. Not applicable 139

logically sequences claim(s), e. Not applicable counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. W.12.2 Write informative/explanatory texts A.W.12.2 With guidance and support, write to to examine and convey complex ideas, share information supported by details. concepts, and information clearly and a. Introduce a topic clearly and write an accurately through the effective selection, informative or explanatory text that organization, and analysis of content. conveys ideas, concepts, and a. Introduce a topic; organize complex information including visual, tactual, or ideas, concepts, and information so multimedia information as appropriate. that which precedes it to create a b. Develop the topic with relevant facts, unified whole; include formatting details, or quotes. (e.g., headings), graphics (e.g., figures, c. Use complete, simple sentences, as well tables), and multimedia when useful as compound and other complex to aiding comprehension. sentences as appropriate. b. Develop the topic thoroughly by d. Use domain-specific vocabulary when selecting the most significant and writing claims related to a topic of study relevant facts, extended definitions, or text. concrete details, quotations, or other e. Not applicable information and examples appropriate f. Provide a closing or concluding to the audience’s knowledge of the statement. topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and 140

clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.12.3 Write narratives to develop real or A.W.12.3 With guidance and support, write imagined experiences or events using about events or personal experiences. effective technique, well- chosen details, and a. Write a narrative about a problem, well-structured event sequences. situation, or observation including at a. Engage and orient the reader by least one character, details, and clearly setting out a problem, situation, or sequenced events. observation and its significance, b. Not applicable establishing one or multiple point(s) c. Organize the events in the narrative of view, and introducing a narrator using temporal words to signal order and/or characters; create a smooth and add cohesion. progression of experiences or events. d. Use descriptive words and phrases to b. Use narrative techniques, such as convey a vivid picture of experiences, dialogue, pacing, description, events, setting, or characters. reflection, and multiple plot lines, to e. Provide a closing. develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 141

Production and Distribution of Writing W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge

A.W.12.4 With guidance and support, produce writing that is appropriate to a particular task, purpose, and audience.

W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W.12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of American literature, including how two or more

A.W.12.7 With guidance and support, conduct research projects to answer questions posed by self and others using multiple sources of information.

A.W.12.5 With support from adults, develop and strengthen writing as needed by planning, revising, editing, and rewriting.

A.W.12.6 With guidance and support, use technology, including the internet, to produce, publish, and update an individual or shared writing project.

A.W.12.8 With guidance and support, write answers to research questions by selecting relevant information from multiple resources.

A.W.12.9 With guidance and support, cite evidence from literary or informational texts. a. Apply Grades 12 MS AAAS for Reading Standards to literature (e.g., “Compare and contrast elements of American literature to other literary works, self, or one’s world. [Compare themes, topics, locations, context, and point of view]”). 142

texts from the same period treat similar themes or topics.”). b. Apply Grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses].”). Range of Reading and Level of Text Complexity

b. Apply Grades 12 MS AAAS for Reading Standards to informational texts (e.g., “Compare and contrast reasoning and arguments used in one's work with those used in seminal U.S. texts”).

W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

A.W.12.10 With guidance and support, write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences.

The following standards for Grade 12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one- onone, in groups, and teacher-led) with diverse partners on Grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.

A.SL.12.1 Engage in collaborative discussions. a. Prepare for discussions by collecting information on the topic. b. Work with peers to set rules and goals for discussions. c. Ask and answer questions to verify or clarify own ideas and understandings during a discussion. d. Respond to agreements and disagreements in a discussion.

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c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas SL.12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

A.SL.12.2 Determine the credibility and accuracy of information presented across diverse media or formats.

A.SL.12.3 Determine whether the claims and reasoning enhance the speaker’s argument on a topic.

A.SL.12.4 Present an argument on a topic using an organization appropriate to the purpose, audience, and task.

A.SL.12.5 Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest. A.SL.12.6 Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.

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The following standards for Grade 12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Language Conventions of Standard English L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

A.L.12.1 Demonstrate standard English grammar and usage when communicating. a. Use conventions of standard English when needed. b. Use digital, electronic, and other resources and tools to improve uses of language as needed.

A.L.12.2 Demonstrate understanding of conventions of standard English. a. Demonstrate conventions of standard English including capitalization, ending punctuation, and spelling when writing. b. Spell most high-frequency words correctly and apply knowledge of word chunks in spelling longer words.

Knowledge of Language L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; when analyzing complex texts, demonstrate an understanding of how syntax contributes to the purpose or meaning of the text. Vocabulary Acquisition and Use

A.L.12.3 Use language to achieve desired outcomes when communicating. a. Vary sentence structure using a variety of simple and compound sentence structures.

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L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grades 11–12 reading and content, choosing flexibly from a range of strategies. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 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. 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). L.12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. L.12.6 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.

A.L.12.4 Demonstrate knowledge of word meanings. a. Use context to determine the meaning of unknown words. b. Not applicable c. Consult reference materials (e.g., dictionaries and online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading. d. Not applicable

A.L.12.5 Demonstrate understanding of word relationships and use. a. Identify real life connections between words and their use. b. Not applicable

A.L.12.6 Use general academic and domainspecific words and phrases across contexts.

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the Social Studies

Effective Date: 2019-2020 School Year 147

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Mississippi Alternate Academic Achievement Standards for English Language Arts

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