Anchor Standard CCRL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
6
7
Conventions of Standard English
ELACC6L1: Demonstrate
ELACC7L1: Demonstrate
command of the conventions command of the conventions
of standard English grammar
of standard English grammar
and usage when writing or
and usage when writing or
speaking.
speaking.
a. Ensure that pronouns are
a. Explain the function of
in the proper case
phrases and clauses in
(subjective, objective,
general and their function in
possessive).
specific sentences.
b. Use intensive pronouns
b. Choose among simple,
(e.g., myself, ourselves).
compound, complex, and
c. Recognize and correct
compound-complex
inappropriate shifts in
sentences to signal differing
pronoun number and
relationships among ideas.
person.*
c. Place phrases and clauses
d. Recognize and correct
within a sentence,
vague pronouns (i.e., ones
recognizing and correcting
with unclear or ambiguous
misplaced and dangling
antecedents).*
modifiers.*
e. Recognize variations from
standard English in their own
and others' writing and
speaking, and identify and
use strategies to improve
expression in conventional
language.*
Nouns: pronouns
Verbs: demonstrate, ensure,
recognize, correct
Key Changes: phrases and
clauses; sentence types;
misplaced and dangling
8
9-10
11-12
ELACC8L1: Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
a. Explain the function of
verbals (gerunds, participles,
infinitives) in general and
their function in particular
sentences.
b. Form and use verbs in the
active and passive voice.
c. Form and use verbs in the
indicative, imperative,
interrogative, conditional,
and subjunctive mood.
d. Recognize and correct
inappropriate shifts in verb
voice and mood.*
ELACC9-10L1: Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of
phrases (noun, verb,
adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial) to
convey specific meanings and
add variety and interest to
writing or presentations.
ELACC11-12L1: Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
a. Apply the understanding
that usage is a matter of
convention, can change over
time, and is sometimes
contested.
b. Resolve issues of complex
or contested usage,
consulting references (e.g.,
Merriam-Webster’s
Dictionary of English Usage,
Garner’s Modern American
English) as needed.
Key Changes: verbals; verb
voice and mood
Key Changes: use parallel
structure; use phrases and
clauses to add variety and
Key Changes: issues of usage
This document was created collaboratively by educators in the Northeast RESA District, 2011-2012.
modifiers
interest to writing and
presentation
Anchor Standard CCRL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
6
7
Conventions of Standard English
ELACC6L2: Demonstrate
ELACC7L2: Demonstrate
command of the conventions command of the conventions
of standard English
of standard English
capitalization, punctuation,
capitalization, punctuation,
and spelling when writing.
and spelling when writing.
a. Use punctuation (commas, a. Use a comma to separate
parentheses, dashes) to set
coordinate adjectives (e.g., It
off
was a fascinating, enjoyable
nonrestrictive/parenthetical
movie but not He wore an
elements.*
old[,] green shirt).
b. Spell correctly.
b. Spell correctly.
Nouns:
nonrestrictive/parenthetical
elements
Verbs: punctuate; spell
Key Changes: commas;
coordinate adjectives
8
9-10
11-12
ELACC8L2: Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
a. Use punctuation (comma,
ellipsis, dash) to indicate a
pause or break.
b. Use an ellipsis to indicate
an omission.
c. Spell correctly.
ELACCL9-10L2: Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.
a. Use a semicolon (and
perhaps a conjunctive
adverb) to link two or more
closely related independent
clauses.
b. Use a colon to introduce a
list or quotation.
c. Spell correctly.
d. Produces legible work
that shows accurate spelling
and correct use of the
conventions of punctuation
and capitalization.
Key Changes: semicolon;
colon; legible work;
punctuation; capitalization
ELACC11-12L2: Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
a. Observe hyphenation
conventions.
b. Spell correctly.
c. Produces legible work that
shows accurate spelling and
correct use of the
conventions of punctuation
and capitalization.
Key Changes: ellipsis; dash
This document was created collaboratively by educators in the Northeast RESA District, 2011-2012.
Key Changes: hyphenation
conventions
Anchor Standard CCRL3: 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.
6
Knowledge of Language
ELACC6L3: Use knowledge of
language and its conventions
when writing, speaking,
reading, or listening.
a. Vary sentence patterns for
meaning, reader/listener
interest, and style.*
b. Maintain consistency in
style and tone.*
Nouns: sentence patterns;
style and tone
Verbs: vary, maintain
7
8
9-10
11-12
ELACC7L3: Use knowledge of
language and its conventions
when writing, speaking,
reading, or listening.
a. Choose language that
expresses ideas precisely and
concisely, recognizing and
eliminating wordiness and
redundancy.*
ELACC8L3: Use knowledge of
language and its conventions
when writing, speaking,
reading, or listening.
a. Use verbs in the active and
passive voice and in the
conditional and subjunctive
mood to achieve particular
effects (e.g., emphasizing the
actor or the action;
expressing uncertainty or
describing a state contrary to
fact).
ELACC9-10L3: Apply
knowledge of language to
understand how language
functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more
fully when reading or
listening.
a. Write and edit work so
that it conforms to the
guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for
Writers) appropriate for the
discipline and writing type.
ELACC11-12L3: Apply
knowledge of language to
understand how language
functions in different
contexts, to make effective
choices for meaning or style,
and to comprehend more
fully when reading or
listening.
a. Vary syntax for effect,
consulting references (e.g.,
Tufte’s Artful Sentences) for
guidance as needed; apply an
understanding of syntax to
the study of complex texts
when reading.
Key Changes: eliminating
wordiness and redundancy
Key Changes: use verb to
achieve particular effects
Key Changes: make effective
choices for meaning and
style; use guidelines in a style
manual
Key Changes: vary syntax for
effect; consult references as
needed; apply understanding
of syntax to reading of
complex texts
Anchor Standard CCRL4: 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.
6
7
Vocabulary Acquisition and Use
ELACC6L4: Determine or
ELACC7L4: Determine or
clarify the meaning of
clarify the meaning of
8
ELACC8L4: Determine or
clarify the meaning of
9-10
11-12
ELACC9-10L4: Determine or
clarify the meaning of
ELACC11-12L4: Determine or
clarify the meaning of
This document was created collaboratively by educators in the Northeast RESA District, 2011-2012.
unknown and multiplemeaning words and phrases
based on grade 6 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or function in
a sentence) as a clue to the
meaning of a word or phrase.
b. Use common, gradeappropriate Greek or Latin
affixes and roots as clues to
the meaning of a word (e.g.,
audience, auditory, audible).
c. Consult reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning or its part of
speech.
d. Verify the preliminary
determination of the
meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
unknown and multiplemeaning words and phrases
based on grade 7 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or function in
a sentence) as a clue to the
meaning of a word or phrase.
b. Use common, gradeappropriate Greek or Latin
affixes and roots as clues to
the meaning of a word (e.g.,
belligerent, bellicose, rebel).
c. Consult general and
specialized reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning or its part of
speech.
d. Verify the preliminary
determination of the
meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
unknown and multiplemeaning words or phrases
based on grade 8 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or function in
a sentence) as a clue to the
meaning of a word or phrase.
b. Use common, gradeappropriate Greek or Latin
affixes and roots as clues to
the meaning of a word (e.g.,
precede, recede, secede).
c. Consult general and
specialized reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning or its part of
speech.
d. Verify the preliminary
determination of the
meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
unknown and multiplemeaning words and phrases
based on grades 9–10
reading and content,
choosing flexibly from a
range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence, paragraph, or text;
a word’s position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of speech
(e.g., analyze, analysis,
analytical; advocate,
advocacy).
c. Consult general and
specialized reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning, its part of
speech, or its etymology.
d. Verify the preliminary
determination of the
meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
This document was created collaboratively by educators in the Northeast RESA District, 2011-2012.
unknown and multiplemeaning words and phrases
based on grades 11-12
reading and content,
choosing flexibly from a
range of strategies.
a. Use context (e.g., the
overall meaning of a
sentence, paragraph, or text;
a word’s position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of speech
(e.g., conceive, conception,
conceivable).
c. Consult general and
specialized reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning, its part of
speech, or its etymology, or
its standard usage.
d. Verify the preliminary
determination of the
meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
Nouns: context, affixes,
roots, reference materials,
meaning, part of speech,
Verbs: use, consult, verify
Key Changes: grade 7 reading
and content
Key Changes: grade 8 reading
and content
Key Changes: grades 9-10
reading and content
Key Changes: grades 11-12
reading and content
Anchor Standard CCRL5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6
7
Vocabulary Acquisition and Use
ELACC6L5: Demonstrate
ELACC7L5: Demonstrate
understanding of figurative
understanding of figurative
language, word relationships, language, word relationships,
and nuances in word
and nuances in word
meanings.
meanings.
a. Interpret figures of speech a. Interpret figures of speech
(e.g., personification) in
(e.g., literary, biblical, and
context.
mythological allusions) in
b. Use the relationship
context.
between particular words
b. Use the relationship
(e.g., cause/effect,
between particular words
part/whole, item/category)
(e.g., synonym/antonym,
to better understand each of analogy) to better
the words.
understand each of the
c. Distinguish among the
words.
connotations (associations)
c. Distinguish among the
of words with similar
connotations (associations)
denotations (definitions)
of words with similar
(e.g., stingy, scrimping,
denotations (definitions)
economical, unwasteful,
(e.g., refined, respectful,
thrifty).
polite, diplomatic,
condescending).
Nouns: figurative language,
word relationships, nuances,
word meanings, figures of
Key Changes: See
parenthetical examples
above.
8
9-10
11-12
ELACC8L5: Demonstrate
understanding of figurative
language, word relationships,
and nuances in word
meanings.
a. Interpret figures of speech
(e.g. verbal irony, puns) in
context.
b. Use the relationship
between particular words to
better understand each of
the words.
c. Distinguish among the
connotations (associations)
of words with similar
denotations (definitions)
(e.g., bullheaded, willful,
firm, persistent, resolute).
ELACC9-10L5: Demonstrate
understanding of figurative
language, word relationships,
and nuances in word
meanings.
a. Interpret figures of speech
(e.g., euphemism, oxymoron)
in context and analyze their
role in the text.
b. Analyze nuances in the
meaning of words with
similar denotations.
ELACC11-12L5: Demonstrate
understanding of figurative
language, word relationships,
and nuances in word
meanings.
a. Interpret figures of speech
(e.g., hyperbole, paradox) in
context and analyze their
role in the text.
b. Analyze nuances in the
meaning of words with
similar denotations.
Key Changes: See
parenthetical examples
above.
Key Changes: a. Interpret
figures of speech (e.g.,
euphemism, oxymoron) in
Key Changes: NA
This document was created collaboratively by educators in the Northeast RESA District, 2011-2012.
speech; word relationships,
connotations, denotations
Verbs: demonstrate, use,
interpret, distinguish
context and analyze their role
in the text.
b. Analyze nuances in the
meaning of words with
similar denotations.
Anchor Standard CCRL6: 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 considering a word or
phrase important to comprehension or expression.
6
7
8
9-10
11-12
Vocabulary Acquisition and Use
ELACC6L6: Acquire and use
ELACC7L6: Acquire and use
ELACC8L6: Acquire and use
ELACC9-10L6: Acquire and
ELACC11-12L6: Acquire and
accurately grade-appropriate accurately grade-appropriate accurately grade-appropriate use accurately general
use accurately general
general academic and
general academic and
general academic and
academic and domainacademic and domaindomain-specific words and
domain-specific words and
domain-specific words and
specific words and phrases,
specific words and phrases,
phrases; gather vocabulary
phrases; gather vocabulary
phrases; gather vocabulary
sufficient for reading, writing, sufficient for reading, writing,
knowledge when considering knowledge when considering knowledge when considering speaking, and listening at the speaking, and listening at the
a word or phrase important
a word or phrase important
a word or phrase important
college and career readiness
college and career readiness
to comprehension or
to comprehension or
to comprehension or
level; demonstrate
level; demonstrate
expression.
expression.
expression.
independence in gathering
independence in gathering
vocabulary knowledge when
vocabulary knowledge when
considering a word or phrase considering a word or phrase
important to comprehension important to comprehension
or expression.
or expression.
Nouns: vocabulary,
comprehension,
expression
Verbs: acquire, use
Key Changes: NA
Key Changes: NA
Key Changes: NA
Key Changes: NA
*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for CCGPS and are likely to require continued attention in higher grades
as they are applied to increasingly sophisticated writing and speaking. Instructors in ALL grades should refer to the Language Progressive Skills Chart
(georgiastandards.org) for progressive standards that should be added to the Language Strand for their grade.
This document was created collaboratively by educators in the Northeast RESA District, 2011-2012.