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South CarolinaCollege- and Career-Ready Standards for

English Language Arts 2015

Comparative DocumentEnglish 1 – English 4

Guidance Statement

This document provides a grade-level comparison of the similarities and differences between the South Carolina College- and Career-Ready Standards for English Language Arts 2015 (SCCCRS) and the Common Core State Standards (CCSS) and supports the upcoming transition. It is intended to be used by English Language Arts (ELA) district leaders to assess current resources, determine commonalities and needs, and inform planning.

This guide, developed by a group of knowledgeable educators at a point in time, should be considered a working document. This document is best used with guidance and support of district leaders. It is not intended to be shared widely.

The guide is presented in the order of the newly adopted standards document with the SCCCRS in the left column and the CCSS in the right column.

English 1– Analysis of Similarities and Differences

South Carolina College- and Career-Ready Standards Common Core State StandardsInquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Use a recursive process to develop, evaluate, and refine questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering multiple perspectives and alternative views.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies.3.2 Examine historical, social, cultural, or political context to broaden inquiry.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.4.2 Evaluate findings; address conflicting information; identify misconceptions; and revise.4.3 Determine appropriate disciplinary tools to communicate findings and/or take informed action.

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Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively. 5.1 Acknowledge and consider individual and collective thinking; use feedback to guide the inquiry process.5.2 Analyze and evaluate previous assumptions; test claims; predict outcomes; and justify results to guide future action.5.3 Analyze the process to evaluate and revise plan and strategies; address successes and misconceptions; and apply learning to future inquiry.

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Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Students are expected to build upon and continue applying previous learning.Grade 2 Read grade-level text with purpose and understanding.4.2 Students are expected to build upon and continue applying previous learning.

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Grade 4 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Students are expected to build upon and continue applying previous learning.Grade 1 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.(RL) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning.Grade 2 Make predictions before and during reading; confirm or modify thinking.Standard 6: Summarize key details and ideas to support analysis of thematic development.

Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

6.1 Determine a theme of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.2 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 objective summary of the text.

(RL) Meaning and Context (R) Integration of Knowledge and IdeasStandard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

7.1 Trace the development of a common theme in two different artistic mediums.

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent

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in each treatment (e. g. Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

7.2 Investigate how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

RL.9-10.9 Analyze how an author draws on and transforms source material in a specific 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).

(RL) Meaning and Context (R) Key Ideas and DetailsStandard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8.1 Analyze how characters or a series of ideas or events is introduced, connected, and developed within a particular context.

RL.9-10.3 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.

(RL) Language, Craft, and Structure (R) Craft and StructureStandard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

9.1 Determine the figurative and connotative meanings of words and phrases; analyze the impact of specific word choices on meaning and tone.

RL.9-10.4 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).

9.2 Students are expected to build upon and continue applying previous learning.Grade 7 Analyze the impact of the author’s use of words, word phrases, and conventions on meaning and tone.(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Anchor Standard 6: Acquire and use accurately a range of 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 encountering an unknown term

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important to comprehension or expression.10.1 Use context clues to determine meanings of words and phrases. L.9-10.4.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.

10.2 Students are expected to build upon and continue applying previous learning.Grade 5 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.10.3 Students are expected to build upon and continue applying previous learning.Grade 2 Use a base word to determine the meaning of an unknown word with the same base.

L.9-10.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

10.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use the meanings of individual words to predict the meaning of compound words.10.5 Students are expected to build upon and continue applying previous learning. Grade 5 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.9-10.4.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.

L.9-10.4.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).

10.6 Students are expected to build upon and continue applying previous learning. Grade 6 Acquire and use general academic and domain-specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.

L.9-10.6 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.

(RL) Language, Craft, and Structure (R) Craft and StructureStandard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

11.1 Analyze how point of view and author’s perspective and purpose shape content, meaning, and style.11.2 Students are expected to build upon and continue applying previous

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learning.Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character.

RL.9-10.6 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.

Standard 12: Analyze and critique how the author uses structure in print and multimedia texts to shape meaning and tone.

Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

12.1 Determine the significance of the author’s use of text structure and plot organization to create mood or effect citing support from the text.12.2 Analyze how an author’s choices concerning how to structure a text, order events within the text, and manipulate time create different effects.

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.


(RI) Language, Craft, and Structure (R) Integration of Knowledge and IdeasStandard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

(RL) Meaning and Context (R)Integration of Knowledge and IdeasStandard 7: Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities.


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(RL) Range and Complexity (R) Range of Reading and Level of Text ComplexityStandard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

13.1 Engage in whole and small group reading with purpose and understanding.13.2 Read independently for sustained periods of time to build stamina. 13.3 Read and respond to grade-level text to become self-directed, critical readers and thinkers.

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Standard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

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2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.

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Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary during independent reading of text.(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite significant textual evidence in order to articulate explicit meanings and meanings that can be inferred from the text; identify multiple supported interpretations.

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning.Grade 2 Make predictions before and during reading.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Explain how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.

RI.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

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(RI) Language, Craft , and Structure (R) Craft and StructureStandard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.


8.1 Determine figurative, connotative, or technical meanings of words and phrases; analyze the impact of specific words, phrases, analogies or allusions on meaning and tone.

RI.9-10.4 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).

8.2 Determine how an author uses text features and structures to shape meaning and tone.(RI) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


Anchor Standard 6: Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.L.9-10.4 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.

9.1 Use context clues to determine meanings of words and phrases. L.9-10.4a 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.

9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases and affixes.

L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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9.3 Students are expected to build upon and continue applying previous learning.Grade 2 Use a base word to determine the meaning of an unknown word with the same base.9.4 Students are expected to build upon and continue applying previous learning.Grade 4 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.9-10.4c 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.

L.9-10.4d 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).

9.5 Students are expected to build upon and continue applying previous learning.Grade 4 Acquire and use general academic and domain specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.

L.9-10.6 Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

(RI) Language, Craft, and Structure (R) Craft and StructureStandard 10: Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style.


10.1 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.

RI.9-10.6 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.

Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.


11.1 Explain how the author’s ideas or claims are supported through the use of text features and structures.

RI.9-10.5 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). (R) Integration of Knowledge and Ideas

11.2 Analyze 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.9-10.8 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.

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(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.9-10.3 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.


Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.9-10.9 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.

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(RI) Range and Complexity (R) Range of Reading and Text ComplexityStandard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text.


12.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.12.2 Read independently for a sustained period of time. 12.3 Read and respond to grade- level text to become self-directed, critical readers and thinkers.

RC. 9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Writing Standards (W) Writing Standards (W)Meaning, Context, and Craft See Standards Listed BelowStandard 1: Write arguments to support claims with clear reasons and relevant evidence.

Included in Fundamentals of Writing

Text Types and PurposesAnchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Production and DistributionAnchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Research to Build and Present KnowledgeAnchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

1.1 Write arguments that:a. introduce a precise claim and differentiate between the claim and

counterclaims;b. use relevant information from multiple print and multimedia sources;c. assess the credibility and accuracy of each source;d. use an organizational structure that logically sequences and

establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;

e. develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;

f. develop and strengthen writing as needed by planning, revising, editing, rewriting;

g. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.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. W.9-10.1.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. W.9-10.1.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. W.9-10.1.d Establish and maintain a formal style and objective

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h. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;

i. provide a concluding statement or section that follows from and supports the argument presented; and

j. include a call to action.


tone while attending to the norms and conventions of the discipline in which they are writing. W.9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented.

W. 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)W. 9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches 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.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Text Types and PurposesAnchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.



Research to Build and Present KnowledgeAnchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding

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plagiarism.2.1 Write informative/explanatory texts that:a. introduce a topic;b. use relevant information from multiple print and multimedia sources;c. organize complex ideas, concepts, and information to make

connections and distinctions;d. assess the credibility and accuracy of each source;e. include formatting, graphics, and multimedia to aid comprehension as

needed;f. 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;

g. develop and strengthen writing as needed by planning, revising, editing, rewriting;

h. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

i. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;

j. use precise language and domain-specific vocabulary to manage the complexity of the topic;

k. establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline; and

l. provide a concluding statement or section that follows from and supports the information or explanation presented.

W.9-10.2 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.

W.9-10.2.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. W.9-10.2.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. W.9-10.2.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. W.9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. W.9-10.2.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. W.9-10.2.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.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of

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Included in Fundamentals of Writing ideas, avoiding plagiarism and following a standard format for citation.

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.


Text Types and PurposesAnchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.




3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;

b. 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;

c. use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;

d. use a variety of techniques to sequence events so that they build on one another to create a coherent whole;

e. develop and strengthen writing as needed by planning, revising, editing, rewriting;

f. use precise words and phrases, telling details, and sensory language to

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.3.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. W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9-10.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.9-10.3.e Provide a conclusion that follows from and reflects on

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convey a vivid picture of the experiences, events, setting, and/or characters; and

g. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


what is experienced, observed, or resolved over the course of the narrative.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 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.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches 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) Language (L) Conventions of Standard English Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4.1 When writing:a. use parallel structure;b. identify and use gerunds, infinitives, and participles;c. identify and use active and passive verbs;d. explain and use indicative, imperative, subjunctive, conditional verb

moods to communicate different messages; ande. use noun, verb, adjectival, adverbial, participial, prepositional, and

absolute phrases and independent, dependent, noun relative, and adverbial clauses to convey specific meanings and add variety and interest to writing.

L.9-10.1.a Use parallel structure.L.9-10.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


5.1 Students are expected to build upon and continue applying previous learning. Grade 5 Apply correct usage of capitalization in writing.

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5.2 Use:a. a semicolon or a conjunctive adverb to link two or more closely

related independent clauses;b. a colon to introduce a list or quotation; and c. commas to separate adjacent, parallel structures.

L.9-10.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

L.9-10.2.b Use a colon to introduce a list or quotation.

5.3 Students are expected to build upon and continue applying previous learning.Grade 3 Use conventional spelling for high-frequency words, previously studied words, and for adding suffixes to base words.

L.9-10.2.c Spell correctly.

5.4 Students are expected to build upon and continue applying previous learning.Grade 4 Use spelling patterns and generalizations.5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spellings.(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.


Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.9-10.6 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 display information flexibly and dynamically.

See Standards Listed Below (W) Research to Build and Present KnowledgeReading Informational TextMeaning and ContextStandard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.9-10.7 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

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subject under investigation.

Reading Literary Text Meaning and ContextStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading Informational TextMeaning and ContextStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

(W) Range and Complexity (W) Range of WritingStandard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

Anchor Standard 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.

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

W.9-10.10 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.

6.2 Students are expected to build upon and continue applying previous learning.Grade 2 Print uppercase and lowercase letters proportionally using appropriate handwriting techniques.6.3 Students are expected to build upon and continue applying previous learning.Grade 1 Write left to right leaving space between words.6.4 Demonstrate effective keyboarding skills.6.5 Students are expected to build upon and continue applying previous learning. Grade 3 Connect uppercase and lowercase letters efficiently and proportionately in cursive handwriting.

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Communication Standards (C) Speaking and Listening Standards (SL)Meaning and Context Comprehension and CollaborationStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; and develop logical interpretations of new findings.

SL.9-10.1.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.

1.2 Initiate and participate effectively in a range of collaborative discussions with diverse partners; build on the ideas of others and express own ideas clearly and persuasively.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-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. SL.9-10.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

1.3 Develop, apply, and adjust reciprocal communication skills and techniques with other students and adults.

SL.9-10.1.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.

1.4 Engage in dialogue with peers and adults to explore meaning and interaction of ideas, concepts, and elements of text, reflecting, constructing, and articulating new understandings.

SL.9-10.1.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.

1.5 Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives. (C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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2.1 Present information and findings from multiple authoritative sources; assess the usefulness of each source in answering the research question, citing 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.9-10.4 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.

2.2 Distinguish between credible and non-credible sources of information. 2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.2.4 Students are expected to build upon and continue applying previouslearning.Grade 6 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.

Comprehension and CollaborationAnchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

3.1 Determine how context influences the mode of communication used by the presenter in a given situation. 3.2 Create engaging visual and/or multimedia presentations, using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

SL.9-10.2 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.9-10.5 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.

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(C) Language, Craft, and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

4.1 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacies in reasoning or exaggerated or distorted evidence.

SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

4.2 Determine if the speaker develops well-organized messages that use logical, emotional, and ethical appeals.4.3 Analyze the speaker’s use of repetition, rhetorical questions, and delivery style to convey the message and impact the audience.Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Remain conscious of the audience and anticipate possible misconceptions or objections.5.2 Employ effective repetition, rhetorical questions, and delivery style to convey message to impact the audience.5.3 Develop messages that use logical, emotional, and ethical

appeals.See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and Context Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

WritingLanguage Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for

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specific expectations.)

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The following section compares the Common Core State Standards for English Language Arts with the South Carolina College- and Career-Ready English Language Arts Standards (SCCCRS). Parallels to the Language Standards are found in the Reading and Writing Strands of the SCCCRS as noted.

Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.(L) Knowledge of LanguageStandard 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.L.9-10.3 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.

(W) Meaning, Context, and CraftL.9-10.3.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.

See Standards Listed Below (L) Vocabulary Acquisition and UseReading Literary Text Language, Craft, and Structure Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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Reading Informational TextLanguage, Craft, and StructureStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L. 9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Reading Literary Text Language, Craft, and Structure Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Reading Informational TextLanguage, Craft, and StructureStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary

Included in Fundamentals of Reading

Anchor Standard 6: Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

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English 2 – Analysis of Similarities and Differences

South Carolina College- and Career-Ready Standards Common Core State StandardsInquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Use a recursive process to develop, evaluate, and refine questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering multiple perspectives and alternative views.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies.3.2 Examine historical, social, cultural, or political context to broaden inquiry.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.4.2 Evaluate findings; address conflicting information; identify misconceptions; and revise.4.3 Determine appropriate disciplinary tools to communicate findings and/or take informed action.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Students are expected to build upon and continue applying previous learning.Grade 2 Read grade-level text with purpose and understanding.4.2 Students are expected to build upon and continue applying previous learning.

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Grade 4 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Students are expected to build upon and continue applying previous learning.Grade 1 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.(RL) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.



6.1 Determine a theme of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.2 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 objective summary of the text.




7.1 Trace the development of a common theme across media, modality, and format.

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent

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in each treatment (e. g. Auden’s “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

7.2 Explain how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

RL.9-10.9 Analyze how an author draws on and transforms source material in a specific 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).



8.1 Analyze how characters or a series of ideas or events is introduced, connected, and developed within a particular context.

RL.9-10.3 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.



9.1 Determine the figurative and connotative meanings of words and phrases; analyze the cumulative impact of specific word choices on meaning and tone.

RL.9-10.4 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).

9.2 Students are expected to build upon and continue applying previous learning.Grade 7 Analyze the impact of the author’s use of words, word phrases, and conventions on meaning and tone.(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career

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readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.L.9-10.4 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.

10.1 Use context clues to determine meanings of words and phrases. L.9-10.4.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.








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11.1 Analyze how point of view and author’s perspective and purpose shape content, meaning, and style.11.2 Students are expected to build upon and continue applying previous learning.Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character.

RL.9-10.6 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.



12.1 Analyze how the relationships among structure, plot, and manipulation of time create the effects of mystery, tension, or surprise citing support from the text.12.2 Analyze how an author’s choices concerning how to structure a text, order events within the text, and manipulate time create different effects.

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.



(RI) Language, Craft, and Structure (R) Integration of Knowledge and IdeasStandard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.


(RL) Meaning and Context (R)Integration of Knowledge and IdeasStandard 7: Analyze the relationship among ideas, themes, or topics Anchor Standard 9: Analyze how two or more texts address

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in multiple media and formats, and in visual, auditory, and kinesthetic modalities.

similar themes or topics in order to build knowledge or to compare the approaches the authors take.




RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Standard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds 2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete

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sequence of individual sounds.2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.

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4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary during independent reading of text.(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite significant textual evidence in order to articulate explicit meanings and meanings that can be inferred from the text; identify multiple supported interpretations.

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5.2 Students are expected to build upon and continue applying previous learning.Grade 2 Make predictions before and during reading.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Explain how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.

RI.9-10.7 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 “Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).



8.1 Determine the figurative, connotative, or technical meanings of words and phrases; analyze the cumulative impact of specific words and phrases on meaning and tone.

RI.9-10.4 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

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meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

8.2 Explain how the author’s meaning and tone are developed and refined by text features and structures.(RI) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.




9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases and affixes.




L.9-10.4.d Verify the preliminary determination of the meaning of a

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word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

9.5 Students are expected to build upon and continue applying previous learning.Grade 5 Acquire and use general academic and domain-specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.

L.9-10.6 Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.



10.1 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.

RI.9-10.6 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.



11.1 Analyze in detail how the author’s ideas or claims are supported through the use of text features and structures.

RI.9-10.5 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). (R) Integration of Knowledge and Ideas

11.2 Analyze 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.9-10.8 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

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(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.9-10.3 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.


Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.9-10.9 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.

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12.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.12.2 Read independently for a sustained period of time. 12.3 Read and respond to grade-level text to become self-directed, critical readers and thinkers.

RC. 9-10.10 By the end of grade 10, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Writing (W) Writing (W)Meaning, Context, and Craft See Standards Listed BelowStandard 1: Write arguments to support claims with clear reasons and relevant evidence.






1.1 Write arguments that:a. introduce a precise claim and differentiate between the claim and

counterclaims;b. use relevant information from multiple print and multimedia sources;c. assess the credibility and accuracy of each source;d. use an organizational structure that logically sequences and

establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;

e. develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;




W.9-10.1.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. W.9-10.1.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. W.9-10.1.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.

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h. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;

i. provide a concluding statement or section that follows from and supports the argument presented; and

j. include a call to action.


W.9-10.1.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. W.9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches 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.





Research to Build and Present KnowledgeAnchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of

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Included in Fundamentals of Writingeach source, and integrate the information while avoiding plagiarism.

2.1 Write informative/explanatory texts that:a. introduce a topic;b. use relevant information from multiple print and multimedia sources;c. organize complex ideas, concepts, and information to make

connections and distinctions;d. assess the credibility and accuracy of each source;e. include formatting, graphics, and multimedia to aid comprehension

as needed;f. 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;


h. develop and strengthen writing as needed by planning, revising, editing, rewriting;

i. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts;

j. use precise language and domain-specific vocabulary to manage the complexity of the topic;





W.9-10.2.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. W.9-10.2.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. W.9-10.2.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. W.9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. W.9-10.2.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. W.9-10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas,

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avoiding plagiarism and following a standard format for citation.







3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;

b. 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;

c. use narrative techniques of dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters;

d. use a variety of techniques to sequence events so that they build on one another to create a coherent whole;

e. develop and strengthen writing as needed by planning, revising,


W.9-10.3.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. W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9-10.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,

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editing, rewriting; f. use precise words and phrases, telling details, and sensory language

to convey a vivid picture of the experiences, events, setting, and/or characters; and

g. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


events, setting, and/or characters. W.9-10.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 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.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches 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) Language (L) Conventions of Standard English Standard 4: Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking.

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4.1 When writing:a. use parallel structure;b. use verb, noun, prepositional, and verbal phrases to

communicate different meanings;c. use independent, dependent, noun, relative, and adverbial

phrases and clauses to convey shades of meaning and variety;d. use parallel structures to communicate similar ideas; and e. use noun, verb, adjectival, adverbial, participial, prepositional,

and absolute phrases and independent, dependent, noun relative, and adverbial clauses to convey specific meanings and add variety and interest to writing.

L.9-10 1.a Use parallel structure.L.9-10.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Standard 5: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.1 Students are expected to build upon and continue applying previous learning.

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Grade 5 Apply correct usage of capitalization in writing.5.2 Use:a. a semicolon or a conjunctive adverb to link two or more closely

related independent clauses;b. a colon to introduce a list or quotation; and c. commas to separate adjacent, parallel structures.

L.9-10.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

L. 9-10.2.b Use a colon to introduce a list or quotation.


L.9-10.2.c Spell correctly.

5.4 Students are expected to build upon and continue applying previous learning.Grade 4 Use spelling patterns and generalizations.5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spellings.(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.W.9-10.6 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 display information flexibly and dynamically.


Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.9-10.7 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.

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6.2 Students are expected to build upon and continue applying previous learning.Grade 2 Print upper- and lower-case letters proportionally using appropriate handwriting techniques.6.3 Students are expected to build upon and continue applying previous learning.Grade 1 Write left to right leaving space between words.6.4 Demonstrate effective keyboarding skills.6.5 Students are expected to build upon and continue applying previous learning. Grade 5 Connect upper- and lower-case letters efficiently and

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proportionately in cursive handwriting.

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Communication Standards(C) Speaking and Listening Standards (SL)Meaning and Context Comprehension and CollaborationStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.


1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; and develop logical interpretations of new findings.



SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-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. SL.9-10.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.


SL.9-10.1.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.


SL.9-10.1.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.

1.5 Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.

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(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.



SL.9-10.4 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.

2.2 Distinguish between credible and non-credible sources of information. 2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.2.4 Students are expected to build upon and continue applying previous learning.Grade 6 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.



3.1 Analyze how context influences the mode of communication used by the presenter in a given situation.3.2 Create engaging visual and/or multimedia presentations, using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

SL.9-10.2 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.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance

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understanding of findings, reasoning, and evidence and to add interest.(C) Language, Craft and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.


4.1 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacies in reasoning or exaggerated or distorted evidence.

SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

4.2 Determine if the speaker develops well-organized messages that use logical, emotional, and ethical appeals.4.3 Analyze the speaker’s use of repetition, rhetorical questions, and delivery style to convey the message and impact the audience.Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Remain conscious of the audience and anticipate possible misconceptions or objections.5.2 Employ effective repetition, rhetorical questions, and delivery style to convey message to impact the audience.5.3 Develop messages that use logical, emotional, and ethical appeals.See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and Context Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.




SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for

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specific expectations.)The following section compares the Common Core State Standards for English Language Arts with the South Carolina College- and Career-Ready English Language Arts Standards (SCCCRS). Parallels to the Language Standards are found in the Reading and Writing Strands of the SCCCRS as noted.

Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.Knowledge of LanguageAnchor Standard 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.L.9-10.3 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.L.9-10.3a 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.

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L.9-10.4d 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).Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L. 9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.





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English 3 – Analysis of Similarities and DifferencesSouth Carolina College- and Career-Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Use a recursive process to develop, evaluate, and refine questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering multiple perspectives and alternative views.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies.3.2 Examine historical, social, cultural, or political context to broaden inquiry.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.4.2 Evaluate findings; address conflicting information; identify misconceptions; and revise.4.3 Determine appropriate disciplinary tools to communicate findings and/or take informed action.Standard 5: Reflect throughout the inquiry process to assess

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metacognition, broaden understanding, and guide actions, both individually and collaboratively. 5.1 Acknowledge and consider individual and collective thinking; use feedback to guide the inquiry process.5.2 Analyze and evaluate previous assumptions; test claims; predict outcomes; and justify results to guide future action.5.3 Analyze the process to evaluate and revise plan and strategies; address successes and misconceptions; and apply learning to future inquiry.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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(RL) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 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; investigate multiple supported academic interpretations.

RL.11-12.1 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.



6.1 Analyze the development of related themes across a variety of texts citing evidence to support analysis; provide an objective summary.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.



7.1 Analyze the development of theme across diverse media, modality, and format. 7.2 Analyze how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

RL.11-12.7 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.)

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RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.



8.1 Analyze a complex set of ideas or sequence of events and explain how specific characters, ideas, or events develop and interact within a particular context.

RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).



9.1 Analyze and interpret the impact of the author’s use of diction, conventions, figurative language, and/or language that is particularly fresh, engaging, or beautiful.

RL.11-12.4 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.)

9.2 Students are expected to build upon and continue applying previous learning.Grade 7 Analyze the impact of the author’s use of words, word phrases, and conventions on meaning and tone.

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(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


Anchor Standard 6: Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.L.11-12.4 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.



L.11-12.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable). 10.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use the meanings of individual words to predict the meaning of compound words.

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10.5 Students are expected to build upon and continue applying previous learning. Grade 5 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.

L.11-12.4.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.






11.1 Analyze how point of view and author’s perspective and purpose shape content, meaning, and style, supports rhetorical or aesthetic purposes, and conveys cultural experience.11.2 Students are expected to build upon and continue applying previous learning.Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character.

RL.11-12.6 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).

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12.1 Analyze the relationships among structure, plot, and manipulation of time to determine how meaning is derived citing support from the text.12.2 Analyze how an author’s choices concerning how to structure a text, order events within the text, and manipulate time create different effects.

RL.11-12.5 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.



3.1 Analyze how content influences choice of communication, and employ the appropriate mode for presenting ideas in a given situation.3.2 Construct engaging visual and/or multimedia presentations, using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.(RI) Language, Craft, and Structure (R) Integration of Knowledge and IdeasStandard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.


11.2 Analyze and critique the reasoning in historical, scientific, technical, cultural, and influential argument writing.

RI.11-12.8 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).



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RL.11-12.10 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.

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Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary during independent reading of

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text.(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite significant textual evidence to support synthesis of explicit and inferred meaning and/or in areas the text leaves indeterminate; investigate multiple supported interpretations.

RI.11-12.1 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.

5.2 Students are expected to build upon and continue applying previous learning.Grade 2 Make predictions before and during reading; confirm or modify thinking.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Determine two or more central ideas of a text and analyze their development over the course of a text including how they interact and build on one another to provide a complex analysis of the topic; provide an objective summary of the text.

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Analyze how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.

RI.11-12.7 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.)

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8.1 Determine the figurative, connotative, or technical meanings of words and phrases; analyze how an author uses and refines words and phrases over the course of a text.

RI.11-12.4 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).

8.2 Analyze and evaluate the effectiveness of the text features and structure an author uses to shape meaning and tone.(RI) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.




9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, base, and affixes.

L.11-12.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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L.11-12.4.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.






10.1 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.

RI.11-12.6 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.



11.1 Evaluate the effectiveness of the author’s use of text features and structures to support a claim.

RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.(R) Integration of Knowledge and Ideas


RI.11-12.8 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

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public advocacy (e.g., The Federalist, presidential addresses).(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.11-12.3 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.


Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

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12.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.12.2 Read independently for a sustained period of time. 12.3 Read and respond to grade-level text to become self-directed, critical readers and thinkers.

RC.11-12.10 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.

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1.1 Write arguments that:a. introduce a clearly articulated and well-informed claim, establish the

significance of the claim and differentiate between the claim and counterclaims;

b. use relevant information from multiple print and multimedia sources; c. assess the credibility and accuracy of each source; d. create an organizational structure that logically sequences claims,

counterclaims, reasons, warrants, and evidence; e. develop claim 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;

f. 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 claims and reasons, between reasons and

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.1.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.W.11-12.1.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.W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and

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evidence, and between claims and counterclaims; g. establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline; h. develop and strengthen writing as needed by planning, revising,

editing, rewriting; i. quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation; j. avoid logical fallacies and demonstrate an understanding of

objectivity and subjectivity; k. provide a concluding statement or section that follows from and

supports the argument presented; and l. include a call to action.


clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.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.W.11-12.e Provide a concluding statement or section that follows from and supports the argument presented.

W. 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)W.11-12.8 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.





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2.1 Write informative/explanatory texts that:a. introduce a topic; b. use relevant information from multiple print and multimedia sources; c. organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; d. assess the credibility and accuracy of each source; e. include formatting, graphics, and multimedia to aid as needed; f. develop the topic thoroughly by selecting significant and relevant

facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;



i. 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;

j. use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;




W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on 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.W.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2.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.W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2.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.W.11-12.2.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.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning,

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revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.W.11-12.8 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.







3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective

techniques, well-chosen details, and well-structured event sequences; b. engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;


W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of

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c. create a smooth progression of experiences or events; d. use the narrative techniques of dialogue, pacing, description,

reflection, and multiple plot lines to develop experiences, events, and/or characters;

e. 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;


g. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; and

h. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


experiences or events.W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.3.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).W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-2.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.11-12.4 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.11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)W-11-12.8 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.

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4.1 When writing:a. use verb, noun, prepositional, and verbal phrases to communicate

different meanings;b. use independent, dependent, noun, relative, and adverbial phrases

and clauses to convey shades of meaning and variety;c. demonstrate command of grammar and usage rules; d. apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested; ande. resolve issues of complex or contested usage, consulting

references as needed.

L.11-12.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.1.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.

Standard 5: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


5.1 Students are expected to build upon and continue applying previous learning. Grade 5 Apply correct usage of capitalization in writing.5.2 Use:a. semicolon, colon, and comma conventions; andb. hyphenation conventions.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.11-12.2.b Spell correctly.

5.4 Students are expected to build upon and continue applying previous learning.Grade 4 Use spelling patterns and generalizations.5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spellings.

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(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.



W.11-12.6 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.







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Reading Literary TextMeaning and Context5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.

Reading Informational TextMeaning and Context 5.1 Cite significant textual evidence in order to articulate explicit meanings and meanings that can be inferred from the text; identify multiple supported interpretations.

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.





6.2 Students are expected to build upon and continue applying previous learning.Grade 2 Print upper- and lower-case letters proportionally using appropriate handwriting techniques.6.3 Students are expected to build upon and continue applying previous learning.Grade 1 Write left to right leaving space between words.6.4 Demonstrate effective keyboarding skills. W.11-12.6 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.

6.5 Students are expected to build upon and continue applying previous learning. Grade 5 Connect upper- and lower-case letters efficiently and proportionately in cursive handwriting.

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1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; develop logical interpretations of new findings; and restate new interpretations.


SL.11-12.2 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.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, 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.SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


SL.11-12.1.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.11-12.1.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.

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1.5 Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives using facts and details.(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.



SL.11-12.4 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.

2.2 Distinguish between credible and non-credible sources of information.


2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.2.4 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.

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(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.



3.1 Analyze how context influences choice of communication, and employ the appropriate mode for presenting ideas in a given situation.3.2 Construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.


(C) Language, Craft and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.


4.1 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.

SL.11-12.3 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.

4.2 Analyze the speaker’s delivery of messages that present an apparent and logical perspective on the subject and support the central idea with well-chosen and well-organized facts and details.4.3 Evaluate the effectiveness of the speaker’s use of repetition, rhetorical questions, and delivery style to convey the message and impact the audience.

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Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Give extemporaneous and planned presentations that are engaging and well-crafted.5.2 Deliver messages that present an apparent and logical perspective on the subject and support the central idea with well-chosen and well-organized facts and details.5.3 Develop messages that use logical, emotional, and ethical appeals.See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and Context Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.



SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

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http://www.corestandards.org/ELA-Literacy/L/11-12/


Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Standard :5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(L) Knowledge of LanguageAnchor Standard 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.L.11-12.3 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.




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Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.





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English 4– Analysis of Similarities and DifferencesSouth Carolina College- and Career-Ready Standards Common Core State StandardsInquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Use a recursive process to develop, evaluate, and refine questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering multiple perspectives and alternative views.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action by using appropriate discipline-specific strategies.3.2 Examine historical, social, cultural, or political context to broaden inquiry.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.Standard 4: Synthesize information to share learning and/or take action.4.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.4.2 Evaluate findings; address conflicting information; identify misconceptions; and revise.4.3 Determine appropriate disciplinary tools to communicate findings and/or take informed action.

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Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all upper- and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds 2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context and.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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(RL) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 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; investigate multiple supported academic interpretations.

RL.11-12.1 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.



6.1 Analyze the development of related themes across a variety of texts citing evidence to support analysis; provide an objective summary.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.



7.1 Analyze the development of theme across diverse media, modality, and format. 7.2 Analyze how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

RL.11-12.7 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.)

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RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.



8.1 Analyze a complex set of ideas or sequence of events and explain how specific characters, ideas, or events develop and interact within a particular context.

RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).



9.1 Evaluate the impact of the author’s use of diction, conventions, figurative language, and/or language that is particularly fresh, engaging, or beautiful on meaning and tone.

RL.11-12.4 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.)

9.2 Students are expected to build upon and continue applying previous learning.Grade 7 Analyze the impact of the author’s use of words, word phrases, and conventions on meaning and tone.

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(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


Anchor Standard 6: Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.L.11-12.4 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.



L.11-12.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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L.11-12.4.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






11.1 Analyze how point of view and author’s perspective and purpose shape content, meaning, and style; supports rhetorical or aesthetic purposes; and conveys cultural experience.11.2 Students are expected to build upon and continue applying previous learning.Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character.

RL.11-12.6 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).

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12.1 Evaluate various texts to formulate a theory regarding the authors’ use of structure, plot, and manipulation of time citing support from the texts. 12.2 Critique how an author’s choices concerning how to structure texts, order events within the text, and manipulate time create different effects.

RL.11-12.5 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.



3.1 Analyze how content influences choice of communication, and employ the appropriate mode for presenting ideas in a given situation.3.2 Construct engaging visual and/or multimedia presentations, using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.(RI) Language, Craft, and Structure (R) Integration of Knowledge and IdeasStandard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.




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RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

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Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Standard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds 2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete

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sequence of individual sounds.2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.3.1 Students are expected to build upon and continue applying previous learning.Grade 4 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.3.2 Students are expected to build upon and continue applying previous learning.Grade 2 Use knowledge of how syllables work to read multisyllabic words.3.3 Students are expected to build upon and continue applying previous learning.Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of vowel diphthongs.3.5 Students are expected to build upon and continue applying previous learning.Grade 2 Use and apply knowledge of how inflectional endings change words.3.6 Students are expected to build upon and continue applying previous learning.Grade 3 Read grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read grade-level text with purpose and understanding.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary during independent reading of text.

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(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Cite significant textual evidence to support synthesis of explicit and inferred meaning and/or in areas the text leaves indeterminate; investigate multiple supported interpretations.

RI.11-12.1 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.

5.2 Students are expected to build upon and continue applying previous learning.Grade 2 Make predictions before and during reading; confirm or modify thinking.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Determine two or more central ideas of a text and analyze their development over the course of a text including how they interact and build on one another to provide a complex analysis of the topic; provide an objective summary of the text.

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Evaluate how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.

RI.11-12.7 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.)

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8.1 Determine the figurative, connotative, or technical meanings of words and phrases; compare and contrast how authors use and refine words or phrases.

RI.11-12.4 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).

8.2 Analyze and evaluate the effectiveness of the text features and structure an author uses to shape meaning and tone.(RI) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.




9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.

L.11-12.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (conceive, conception, conceivable).

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L.11-12.4.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, or its standard usage.

L.11-12.4.d Verify the preliminary determination of the meaning of a word or phrase.





10.1 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.

RI.11-12.6 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.



11.1 Compare and contrast the effectiveness of the authors’ uses of text features and structures to support similar claims.

RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.(R) Integration of Knowledge and Ideas



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(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.11-12.3 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.


Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.



12.1 Engage in whole and small group reading with purpose and understanding .12.2 Read independently for a sustained period of time. 12.3 Read and respond to grade-level text to become self-directed, critical readers and thinkers.

RI.11-12.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

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1.1 Write arguments that:a. introduce a clearly articulated and well-informed claim, establish the

significance of the claim and differentiate between the claim and counterclaims;

b. use relevant information from multiple print and multimedia sources; c. assess the credibility and accuracy of each source; d. create an organizational structure that logically sequences claims,

counterclaims, reasons, warrants, and evidence; e. develop claim 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;

f. 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 claims and reasons, between reasons and evidence, and


W.11-12.1.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.W.11-12.1.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.W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and

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between claims and counterclaims; g. establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline; h. develop and strengthen writing as needed by planning, revising,

editing, rewriting; i. quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation; j. avoid logical fallacies and demonstrate an understanding of objectivity

and subjectivity; k. provide a concluding statement or section that follows from and

supports the argument presented; and l. include a call to action.


clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.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.W.11-12.e Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)W.11-12.8 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.





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2.1 Write informative/explanatory texts that:a. introduce a topic; b. use relevant information from multiple print and multimedia sources; c. organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; d. assess the credibility and accuracy of each source; e. include formatting, graphics, and multimedia to aid as needed; f. develop the topic thoroughly by selecting significant and relevant

facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;



i. 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;

j. use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;




W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on 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.W.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2.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.W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2.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.W.11-12.2.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.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 Develop and strengthen writing as needed by planning,

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revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.W.11-12.8 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.







3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective

techniques, well-chosen details, and well-structured event sequences; b. engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;


W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of

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c. create a smooth progression of experiences or events; d. use the narrative techniques of dialogue, pacing, description,

reflection, and multiple plot lines to develop experiences, events, and/or characters;

e. 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;


g. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; and

h. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


experiences or events.W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.3.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).W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-2.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.11-12.4 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.11-12.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)W-11-12.8 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.

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4.1 When writing: a. apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested; and b. resolve issues of complex or contested usage, consulting references as

needed.

L.11-12.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.1.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.



5.1 Students are expected to build upon and continue applying previous learning. Grade 5 Apply correct usage of capitalization in writing.

L.11-12.2.a Observe hyphenation conventions.

5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.11-12.2.b Spell correctly.

5.4 Students are expected to build upon and continue applying previous learning.Grade 4 Use spelling patterns and generalizations.5.5 Students are expected to build upon and continue applying previous learning.Grade 3 Consult print and multimedia resources to check and correct spellings.

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(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.



W.11-12.6 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.







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Reading Literary TextMeaning and Context5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.

Reading Informational TextMeaning and Context 5.1 Cite significant textual evidence in order to articulate explicit meanings and meanings that can be inferred from the text; identify multiple supported interpretations.

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.





6.2 Students are expected to build upon and continue applying previous learning.Grade 2 Print uppercase and lowercase letters proportionally using appropriate handwriting techniques.6.3 Students are expected to build upon and continue applying previous learning.Grade 1 Write left to right leaving space between words.6.4 Demonstrate effective keyboarding skills.6.5 Students are expected to build upon and continue applying previous learning. Grade 5 Connect uppercase and lowercase letters efficiently and proportionately in cursive handwriting.

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1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; develop logical interpretations of new findings; and restate new interpretations.

SL.11-12.1a 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.



SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, 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.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


SL.11-12.1d 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.11-12.1c 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.

1.5 Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.

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1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives using facts and details.(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

2.1 Present information and findings from multiple authoritative sources; assess the strengths and limitations of each source, citing 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.11-12.4 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.

2.2 Distinguish between credible and non-credible sources of information. SL.11-12.2 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.

2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.2.4 Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.

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(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.



3.1 Analyze how context influences choice of communication, and employ the appropriate mode for presenting ideas in a given situation.3.2 Construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.


(C) Language, Craft and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.


4.1 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.

SL.11-12.3 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.

4.2 Evaluate the speaker’s delivery of messages that present an apparent and logical perspective on the subject and support the central idea with well-chosen and well-organized facts and details. 4.3 Evaluate the effectiveness of the speaker’s use of repetition, rhetorical questions, and delivery style to convey the message and impact the audience.

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Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Give extemporaneous and planned presentations that are engaging and well-crafted.5.2 Deliver messages that present an apparent and logical perspective on the subject and support the central idea with well-chosen and well-organized facts and details.5.3 Develop messages that use logical, emotional, and ethical appeals.See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and Context Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.



SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

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http://www.corestandards.org/ELA-Literacy/L/11-12/


Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Standard 5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(L) Knowledge of LanguageAnchor Standard 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.L.11-12.3 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.




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Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.





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