Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.1
Reading Standard for Literature: RL.1.1
Reading Standard for Literature: RL.2.1
With prompting and support, ask, and answer
Ask and answer questions about key details in a text
Ask and answer such questions as who, what, where,
questions about details in a text.
when, why, and how to demonstrate understanding of
key details in a text.
RL.K.1 Essential Skills and Concepts:
RL.1.1 Essential Skills and Concepts:
RL.2.1 Essential Skills and Concepts:
Ask questions
Ask questions
Ask questions
Answer questions
Answer questions (who, what, why, when,
Answer questions (who, what, why, when, where)
Give details
where)
Understand which details are more important to
Listening for information
Give details
the story
Read for details
Demonstrate how the key details support or move
the story forward
Grade: Third
Reading Standard for Literature: RL.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
as the basis for the answers.
RL.3.1 Essential Skills and Concepts:
Ask and answer questions (who, what, when,
why, where)
Refer to text for answer
Synthesize information about in text in order to
answer questions about the text
Grade: Fourth
Reading Standard for Literature: RL.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
RL.4.1 Essential Skills and Concepts:
Know that what is read needs to make sense
Identify details and examples
Draw inferences
Explain what the text says
Understand the text
Cite specific examples and details to
support inferences
Grade: Fifth
Reading Standard for Literature: RL.5.1
Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences
from the text.
RL.5.1 Essential Skills and Concepts:
Identify details and examples in text
Use the author’s name or expressions like, the
author states, or in the author’s opinion when
quoting from the text
Cite specific examples and details to support
inferences
When inferring from the text, cite what the
author said that lead to that conclusion
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.1
Reading Standard for Literature: RL.6.1
Reading Standard for Literature: RL.7.1
Quote accurately from a text when explaining what
Cite textual evidence to support analysis of what the
Cite several pieces of textual evidence to support
the text says explicitly and when drawing inferences
text says explicitly as well as inferences drawn from
analysis of what the text says explicitly as well as
from the text.
the text.
inferences drawn from the text.
RL.5.1 Essential Skills and Concepts:
RL.6.1 Essential Skills and Concepts:
RL.7.1 Essential Skills and Concepts:
Identify details and examples in text
Reading comprehension
Reading comprehension
Use the author’s name or expressions like, the
Draw inferences
Analyze the text
author states, or in the author’s opinion
Cite specific examples and details to support
Identify explicit textual evidence
when quoting from the text
inferences
Cite evidence
Cite specific examples and details to support
Analyze the text
Draw inferences
inferences
Support inference using textual evidence
When inferring from the text, cite what the
author said that lead to that conclusion
Grade: Eighth
Reading Standard for Literature: RL.8.1
Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
Grade: Ninth and Tenth
Reading Standard for Literature: 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.
RL.8.1 Essential Skills and Concepts:
Analyze the text
Identify explicit textual evidence
Cite evidence
Draw inferences
Support inference using several pieces from
the text
Provide varying degrees of support (evidence)
RL.9-10.1 Essential Skills and Concepts:
Analyze the text
Identify explicit textual evidence
Cite evidence
Draw inferences
Support inference using several pieces from
the text
Provide varying degrees of support (evidence)
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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.
RL.11-12.1 Essential Skills and Concepts:
Analyze the text
Identify explicit textual evidence
Cite evidence
Draw inferences
Support inference using textual evidence
Determine matters of uncertainties
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.2
Reading Standard for Literature: RL.1.2
Reading Standard for Literature: RL.2.2
With prompting and support, retell familiar stories,
Retell stories, including key details, and demonstrating Recount stories, including fables and folktales from
including key details.
understanding of their central message or lesson.
diverse cultures, and determine their central message,
lesson or moral.
RL.K.2 Essential Skills and Concepts:
RL.1.2 Essential Skills and Concepts:
RL.2.2 Essential Skills and Concepts:
Identify main idea
Understand key details
Retell stories, fables and folktales from
Retelling the story
Understand sequential order
different cultures
Sequencing/ordering the events of the story
Identify and verbalize key details and main
Answer questions about the text
Verbalizing the basic elements of
events within the story
Determine the “big idea” about the lesson
the story:
Retell the story in sequential order
or moral of story
o character
Identify and verbalize the problem or
Synthesize the message and connect to
o setting
conflict in the story
other stories or lessons
o problem
Identify and verbalize how the problem or
o resolution
conflict was resolved within the story
o ending
Identifying key details
Grade: Third
Reading Standard for Literature: RL.3.2
Recount stories, including, fables, folktales, and myths
from diverse cultures; determine the central message,
lesson or moral and explain how it is conveyed
through key details in the text.
RL.3.2 Essential Skills and Concepts:
Retell stories in sequential order
Distinguish different genre; fables, folktales,
myths
Determine the central message, lesson, or
moral of a story
Explain how the central message, lesson, or
moral is conveyed through key details
Grade: Fourth
Reading Standardsfor Literature: RL.4.2
Determine a theme of a story, drama, or poem from
details in the text; summarize the text.
RL.4.2 Essential Skills and Concepts:
Understand universal themes in stories such
as:
o person vs. nature
o love vs. friendship
o a great journey
o coming of age
o good vs. evil
Identify details and examples
Draw inferences
Explain what the text says
Understand the text
Cite specific examples and details to support
inferences
Grade: Fifth
Reading Standards for Literature: RL.5.2
Determine a theme of a story, drama, or poem from
details in the text, including how characters in a story
or drama respond the challenges or how the speaker
in a poem reflects upon a topic; summarize the text.
RL.5.2 Essential Skills and Concepts:
Identify universal themes in stories, dramas,
or poems
Identify the topics in the writing
Locate details that support the theme
Understand that characters respond to
challenges in different ways, such as internally or
externally
Understand that reflections is an inner process
Summarize the text
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.2
Reading Standard for Literature: RL.6.2
Reading Standard for Literature: RL.7.2
Determine a theme of a story, drama, or poem from
Determine a theme or central idea of a text and how it Determine a theme or central idea of a text and
details in the text, including how characters in a story
is conveyed through particular details; provide a
analyze its developments over the course of the text;
or drama respond the challenges or how the speaker
summary of the text distinct from personal opinions or provide an objective summary of the text.
in a poem reflects upon a topic; summarize the text.
judgments.
RL.5.2 Essential Skills and Concepts:
RL.6.2 Essential Skills and Concepts:
RL.7.2 Essential Skills and Concepts:
Identify universal themes in stories, dramas,
Reading comprehension
Reading comprehension
or poems
Recognize and analyze theme
Recognize and analyze theme development
Identify the topics in the writing
Understand symbolism
Make inferences
Locate details that support the theme
Make inferences
Write an objective summary of the text
Understand that characters respond to
Support theme or idea with details from the
challenges in different ways, such as internally
text
or externally
Summarize
Understand that reflections is an inner
Understand the difference between fact and
process
opinion or judgment
Summarize the text
Grade: Eighth
Reading Standard for Literature: RL.8.2
Determine a theme or central idea of a text and
analyze its development over the course of the text,
including its relationship to the characters, setting,
and plot; provide an objective summary of the text.
RL.8.2 Essential Skills and Concepts:
Determine theme or central idea
Analyze theme/central idea development
Make inferences
Formulate an objective summary of the text
Understand theme/character relationships
Understand theme/setting
Understanding theme plot
Grade: Ninth and Tenth
Reading Standard for Literature: 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.9-10.2 Essential Skills and Concepts:
Determine theme or central idea
Analyze theme/central idea development
Make inferences
Formulate an objective summary of the text
Determine how the theme/central idea is
refined
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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.
RL.11-12.2 Essential Skills and Concepts:
Identify central ideas or themes
Analyze theme/central idea development
Identify interactions and how they build on one
another
Provide an objective summary
Interpret theme and how it relates to character
relationships
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.3
Reading Standard for Literature: RL.1.3
Reading Standard for Literature: RL.2.3
With prompting and support, identify characters,
Describe characters, settings, and major events in a
Describe how characters in a story respond to major
settings, and major events in a story.
story, using key details.
events and challenges.
RL.K.3 Essential Skills and Concepts:
RL.1.3 Essential Skills and Concepts:
RL.2.3 Essential Skills and Concepts:
Identify characters
Understand character
Understand sequence of events in a story
Identify settings
Identify characters within the story
Identify major and minor events in a story
Identify major events
Identify main character of the story
Identify major and minor characters in a story
Identify problem and solution
Identify the minor character of the story
Describe how characters face different events
Identify and verbalize major story events, citing
and challenges in a story
key details
Understand that characters engage as a result of
Identify key events and details of story in
what happens during the story
sequential order (problem-resolution)
Understand the lesson or moral of a story
Grade: Third
Reading Standard for Literature: RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Grade: Fourth
Reading Standard for Literature: RL.4.3
Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
RL.3.3 Essential Skills and Concepts:
Understand the sequence of events in a story
Identify major/minor characters
Describe characters by citing their traits,
motivations, and emotions
Understand and explain how the characters’
actions contribute to major and minor events of
the story
RL.4.3 Essential Skills and Concepts:
Identify and describe a character
Identify and describe the setting (time, place
and social environment) in which the story or an
event takes place
Describe or sequence an event in a story
Describe or sequence an event in a play/drama
Provide specific details when describing a
character, setting or event in a story
Recognize what a character says, thinks or does
Grade: Fifth
Reading Standard for Literature: RL.5.3
Compare and contrast two or more characters,
settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters
interact).
RL.5.3 Essential Skills and Concepts:
Identify the characters, setting and major
events of a story
Compare and contrast characters, setting and
events in a story or drama
Provide specific details when describing the
interactions between characters
Provide specific details when comparing or
contrasting settings or events
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.3
Reading Standard for Literature: RL.6.3
Reading Standard for Literature: RL.7.3
Compare and contrast two or more characters,
Describe how a particular story’s or drama’s plot
Analyze how particular elements of a story or drama
settings, or events in a story or drama, drawing on
unfolds in a series of episodes as well as how
interact (e.g., how setting shapes the characters or
specific details in the text (e.g., how characters
characters respond or change as the plot moves
plot).
interact).
toward a resolution.
RL.5.3 Essential Skills and Concepts:
RL.6.3 Essential Skills and Concepts:
RL.7.3 Essential Skills and Concepts:
Identify the characters, setting and major events
Describe a plot
Analyze elements of story/drama
of a story
Sequence a series of episodes in a story or
Describe how characters change throughout a
Compare and contrast characters, setting and
drama
story or drama
events in a story or drama
Identify the problem
Describe how story elements influence the
Provide specific details when describing the
Summarize
characters as the plot moves towards resolution
interactions between characters
Describe how characters change throughout a
Provide specific details when comparing or
story or drama
contrasting settings or events
Determine the resolution of a story or drama
Describe how characters respond as the plot
moves toward resolution
Grade: Eighth
Reading Standard for Literature: RL.8.3
Analyze how particular lines of dialogue or incidents in
a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Grade: Ninth and Tenth
Reading Standard for Literature: 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.8.3 Essential Skills and Concepts:
Understand casual relationship of
dialogue and/or events on plot development
Identify character traits or aspects
RL.9-10.3 Essential Skills and Concepts:
Understand character traits or aspects
Identify multiple/conflicting character
motivations
Analyze character interactions
Understand plot development
Understand casual and complex relationship of
dialogue and/or events on plot development
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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/archetypes are
introduced and developed).
RL.11-12.3 Essential Skills and Concepts:
Understand characterization and plot
development
Analyze author’s choices in story development
Trace introductions and development of
characters
Relate author’s choices to story topic and
structure
Identify literary archetypes present in the text
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.4
Reading Standard for Literature: RL.1.4
Reading Standard for Literature: RL.2.4
Ask and answer questions about unknown words in a
Identify words and phrases in stories or poems that
Describe how words and phrases (e.g., regular beats,
text. (see Language Standards for additional
suggest feelings or appeal to the senses. (see
alliteration, rhymes, repeated lines) supply rhythm
expectations)
Language Standards for additional expectations)
and meaning in a story, poem, or song. (see Language
Standards for additional expectations)
RL.K.4 Essential Skills and Concepts:
RL.1.4 Essential Skills and Concepts:
RL.2.4 Essential Skills and Concepts:
Identify a word
Understand the differences between, words,
Distinguish between words and phrases
Ask a question
phrases and sentences
Distinguish the “cadence” of spoken language
Use cues such as visuals, phonics, and
Identify words, phrases, and sentences
Ability to hear same and/or differing sounds in
semantics to figure out unknown words
Ask and answer questions about story details
words
Understand that words are clues to what
Ability to see and hear the pattern of the spoken
characters are thinking
language
Identify words that indicate use of the 5
Know that alliteration means words start with the
senses… see, hear, smell, touch, taste
same or similar sounds
Identify words that communicate feelings…
Know that often authors repeat the same lines
happy, sad, angry, worry, fear
for emphasis or effect
Language Standard: L.K.4
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
kindergarten reading and content.
a. Identify new meanings for familiar words and
apply them accurately (e.g., knowing duck is a
bird and learning the verb to duck)
b. Use the most frequently occurring inflections
and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, less) as a clue to the meaning of an unknown
word
Language Standard: L.1.4
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
1 reading and content, choosing flexibly from an array
of strategies.
a. Use sentence-level content as a clue to the
meaning of a word or phrase
b. Use frequently occurring affixes as a clue to the
meaning of a work
c. Identify frequently occurring root words (e.g.,
look) and their inflectional forms (e.g., looks,
looked, looking).
Language Standard: L.2.4
Determine or clarify the meaning or unknown and
multiple-meaning words and phrases based on grade
2 reading and content, choosing flexibly from an array
of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell)
c. Use a know root word as a clue to the meaning of
an unknown word with the same root (e.g.,
addition, additional)
d. Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly,
bookshelf, notebook, bookmark)
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases in all content
areas
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
L.K.4 Essential Skills and Concepts:
L.1.4 Essential Skills and Concepts:
L.2.4 Essential Skills and Concepts:
Recognize that a word is unknown
Understand and know many common words
Understand context clues help provide clues to
Know many common and familiar words
Understand that some words have other
word or phrase meaning
Know that some words have other meanings
meanings
Identify the most common prefixes and roots
Use context and/or pictures to help determine a
Use context and/or pictures to help determine a
Know how to use a textbook glossary
new meaning for a known word
new meaning for a known word
Use a print or digital dictionary to locate
Know that parts can be added to a word to
Know and understand affixes
definitions of key words or phrases
change its meaning
Understand that sometimes two words can be
Use the familiar and new meanings correctly
combined to make a new word
Language Standard: L.K.5
With guidance and support from adults, explore word
relationships and nuances in word meanings.
a. Sort common objects into categories (e.g.,
shapes, foods) to gain a sense of the concepts the
categories represent.
b. Demonstrate understanding of frequently
occurring verbs and adjectives by relating them
to their opposites (antonyms).
c. Identify real-life connections between words
and their use (e.g., note places at school that are
colorful).
d. Distinguish shades of meaning among verbs
describing the same general action (e.g., walk,
march, strut, prance) by acting out the meanings.
L.K.5 Essential Skills and Concepts:
Group objects by colors, sizes, shape
Sort given objects into groups
Sort pictures into categories and label the
categories
Understand what an opposite is
Distinguish written messages
Know and use basic verbs
Language Standard: L.1.5
With guidance and support from adults, demonstrate
understanding of word relationships and nuances in
word meanings.
a. Sort words into categories (e.g., colors, clothing)
to gain a sense of the concepts the categories
represent.
b. Define words by category and by one or more
key attributes (e.g., a duck is a bird that swims; a
tiger is a large cat with stripes).
c. Identify real-life connections between words and
their use (e.g., note places at home that are
cozy).
d. Distinguish shades of meaning among verbs
differing in manner (e.g., look, peek, glance,
stare, glare, scowl) and adjectives differing in
intensity (e.g., large, gigantic) by defining or
choosing them or by acting out the meanings.
L.1.5 Essential Skills and Concepts:
Understand parts of speech
Distinguish between nouns, verbs, adjectives
Understand synonyms and antonyms
Understand shades of meaning for appropriate
usage
Understand the relationship between groups of
words
Sort words into categories
Language Standard: L.2.5
Demonstrate understanding of word relationships and
nuances in word meanings.
a. Identify real-life connections between words and
their use (e.g., describe foods that are spicy or
juicy).
b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny,
scrawny).
L.2.5 Essential Skills and Concepts:
Understand literal and non-literal meanings
Understand that words have shades or degrees
of meaning
Understand the connections between words
and their use
Understand shades of meaning, as it relates to
state of mind, or degrees of certainty
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Language Standard: L.K.6
Language Standard: L.1.6
Language Standard: L.2.6
Use words and phrases acquired through
Use words and phrases acquired through
Use words and phrases acquired through
conversations, reading and being read to, and
conversations, reading and being read to, and
conversations, reading and being read to, and
responding to texts.
responding to texts, including using frequently
responding to texts, including using adjectives and
occurring conjunctions to signal simple relationships
adverbs to describe (e.g., When other kids are happy,
(e.g., because).
that makes me happy).
L.K.6 Essential Skills and Concepts:
L.1.6 Essential Skills and Concepts:
L.2.6 Essential Skills and Concepts:
Know how to sustain a conversation
Understand the importance of sequence in rePractice opportunities to hear words used in
Know the rules of speaking with others
telling what you have read
different contexts
Talking about ideas or events in a story
Retell the most important events, and then add
Acquire and use words that are basic to underResponding to ideas they have heard or read
details
standing a concept
about
Understand cause and effect events
Determine which word best describes an action,
Respond in sentences or phrases
Ask questions of difficult events
emotion, or state of being
Use new vocabulary in conversations about
Discuss with partner the events in the story and
Develop an amount of grade level academic
what you have learned or read
how the problem was solved.
words and phrases
After hearing or reading a word in context, begin
to use it in the spoken and written language
Grade: Third
Reading Standard for Literature: RL.3.4
Determine the meaning of words and phrases as they
are used in a text, distinguishing literal from nonliteral language. (see Language Standards for
additional expectations)
RL.3.4 Essential Skills and Concepts:
Distinguish between words, phrases, and
sentences
Determine word and phrase meaning through
context
Distinguish between literal and non-literal
language
Grade: Fourth
Reading Standard for Literature: RL.4.4
Determine the meaning of words and phrases as they
are used in a text, including those that allude to
significant character found in mythology (e.g.,
Herculean). (see Language Standards for additional
expectations)
RL.4.4 Essential Skills and Concepts:
Use context clues to help determine the
meaning of unknown words or phrases in text
Use definitions, examples, or restatements to
help figure out the meaning of unknown words
or phrases in text
Use strategies such as: using a glossary,
footnote, or digital media, to determine the
meaning of an unknown word or phrase
Identify major mythological characters and their
traits
Grade: Fifth
Reading Standard for Literature: RL.5.4
Determine the meaning of words and phrases as they
are used in a text, including figurative language such
as metaphors and similes. (See Language Standards
for additional expectations)
RL.5.4 Essential Skills and Concepts:
Use context clues to help determine the
meaning of unknown words or phrases in text
Use definitions, examples, or restatements to
help figure out the meaning of unknown words or
phrases in text
Understand that words and phrases often have
literal and figurative meanings
Know that similes and metaphors are words
used to compare two objects
Use glossary, footnotes, or digital sources to
determine the meaning of an unknown word or
phrase
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Third
Grade: Fourth
Grade: Fifth
Language Standard: L.3.4
Language Standard: L.4.4
Language Standard: L.5.4
Determine or clarify the meaning of unknown and
Determine or clarify the meaning of unknown and
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
multiple-meaning words and phrases based on grade
multiple-meaning words and phrases based on
3 reading and content, choosing flexibly from a range
4 reading and content, choosing flexibly from a range
grade 5 reading and content, choosing flexibly from a
of strategies.
of strategies.
range of strategies.
a. Use sentence-level context as a clue to the
a. Use context (e.g., definitions, examples, or
a. Use context (e.g., cause/effect relationships and
meaning of a word or phrase
restatements in text) as a clue to the meaning
comparisons in text) as a clue to the meaning of a
b. Determine the meaning of the new word formed
of a word or phrase
word or phrase.
when a known affix is added to a know word
b. Use common, grade-appropriate Greek and
b. Use common, grade-appropriate Greek and
(e.g., agreeable/disagreeable,
Latin affixes and roots as clues to the meaning
Latin affixes and roots as clues to the meaning
comfortable/uncomfortable, care/careless,
of a word (e.g., telegraph, photograph,
of a word (e.g., photograph, photosynthesis).
hear/preheat)
autograph)
c. Consult reference materials (e.g., dictionaries,
c. Use a know root word as a clue to the
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
meaning of an unknown word with the same
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify
root (company, companion)
find the pronunciation and determine or clarify
the precise meaning of key words and phrases
d. Use glossaries or beginning dictionaries, both
the precise meaning of key words and phrases
and to identify alternate word choices in all
print and digital, to determine or clarify the
and to identify alternate word choices in all
content areas.
precise meaning of key words and phrases
content areas
in all content areas
L.3.4 Essential Skills and Concepts:
L.4.4 Essential Skills and Concepts:
L.5.4 Essential Skills and Concepts:
Understand context clues help provide clues to
Have strategies for solving unknown words
Use strategies for solving unknown words
word or phrase meaning
Understand that the context may provide clues
including:
Identify the most common Greek and Latin
to help determine the meaning of a word or
o Using the roots and affixes
affixes and roots
phrase
o Using the context
Know how to use a textbook glossary
Identify the most common Greek and Latin
o Using digital and print reference materials
Access reference materials to help determine the
affixes and roots
Interpret figurative language
precise meaning of key words
Use common Greek and Latin affixes and roots
Understand and explain the meaning of
Use a print or digital dictionary to locate
to solve unknown words
common idioms, adages, and proverb
definitions of key words or phrases
Use a pronunciation guide in a dictionary to help
Be able to use context clues to interpret the
Identify alternate word choices using print or
read unknown words
meaning of a word
digital thesauruses or dictionary
Know how to use a textbook glossary
From several alternatives, choose the
Access reference materials, including digital, to
appropriate alternate word
help determine the precise meaning of key
Identify words that are used in multiple ways in
words
different content areas
Use a print or digital dictionary to locate
definitions of key words and phrases
Identify alternate word choices using print or
digital thesauruses or dictionaries
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Third
Grade: Fourth
Grade: Fifth
Language Standard: L.3.5
Language Standard: L.4.5
Language Standard: L.5.5
Demonstrate understanding of word relationships and Demonstrate understanding of figurative language,
Demonstrate understanding of figurative language,
nuances in word meanings.
word relationships, and nuances in word meanings.
word relationships, and nuances in word meanings.
a. Distinguish the literal and non-literal meanings of
a. Explain the meaning of simple similes and
a. Interpret figurative language, including similes
words and phrases in context (e.g., take steps).
metaphors (e.g., as pretty as a picture) in context.
and metaphors, in context.
b. Identify real-life connections between words and
b. Recognize and explain the meaning of common
b. Recognize and explain the meaning of common
their use (e.g., describe people who are friendly
idioms, adages, and proverbs.
idioms, adages, and proverbs.
or helpful).
c. Demonstrate understanding of words by relating
c. Use the relationship between particular words
c. Distinguish shades of meaning among related
them to their opposites (antonyms) and to words
(e.g., synonyms, antonyms, homographs) to
words that describe states of mind or degrees of
with similar but not identical meanings
better understand each of the words.
certainty (e.g., knew, believed, suspected, heard,
(synonyms).
wondered).
L.3.5 Essential Skills and Concepts:
L.4.5 Essential Skills and Concepts:
L.5.5 Essential Skills and Concepts:
Understand that words have literal and nonKnow the literal meaning of words
Understand what figurative language is and be
literal meanings
Identify if a word has an antonym or synonym
able to recognize it in text (similes, metaphors,
Understand the connections between words and
Know that words have various levels of meaning,
personification, idioms)
their use
including literal or figurative
Be able to recognize words that are synonyms,
Understand shades of meaning as it relates to
Understand that an adage is a traditional saying
antonyms, or homographs
state of mind or degrees of certainty
(Oysters are said to be best in the months
Recognize common idioms, adages and proverbs
containing the letter R.)
Language Standard: L.3.6
Acquire and use accurately grade appropriate
conversational, general academic, and domain specific
words and phrases, including those that signal spatial
and temporal relationships (e.g., After dinner that
night we went looking for them).
Language Standard: L.4.6
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal precise actions, emotions,
or states of being (e.g., quizzed, whined, stammered)
and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal
preservation).
Language Standard: L.5.6
Acquire and use accurately grade appropriate general
academic and domain specific words and phrases,
including those that signal contrast, addition, and
other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
L.3.6 Essential Skills and Concepts:
Understand that words have shades of meaning
Acquire and use words that are basic to understanding a concept
Determine which word best describes an action,
emotion, or state of being
Develop an amount of grade level academic
words and phrases
L.4.6 Essential Skills and Concepts:
L.5.6 Essential Skills and Concepts:
Understand that academic words are found in a
variety of school subjects: (analyze, determine,
summarize, determine, recognize)
Understand content specific words: (constitution,
immigration, legislature, natural resources)
Read a wide variety of text, both print and digital
media
Participate in collaborative discussions
Write for a variety of purposes and in different
genres
Develop a corpus of grade level academic words
and phrases
Determine which word best describes an action,
emotion or state of being
Understand that words have nuances and
various shades of meaning
Acquire and use words that are basic to understanding a concept
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.4
Reading Standard for Literature: RL.6.4
Reading Standard for Literature: RL.7.4
Determine the meaning of words and phrases as they
Determine the meaning of words and phrases as they
Determine the meaning of words and phrases as they
are used in a text, including figurative language such
are used in a text, including figurative and connotative are used in a text, including figurative and connotative
as metaphors and similes. (See Language Standards meanings; analyze the impact of specific word choices meanings; analyze the impact of rhymes and other
for additional expectations)
on meaning and tone. (see Language Standards for
repetitions of rhymes and other repetitions of sounds
additional expectations)
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama. (see Language
standards for additional expectations)
RL.5.4 Essential Skills and Concepts:
RL.6.4 Essential Skills and Concepts:
RL.7.4 Essential Skills and Concepts:
Use context clues to help determine the
Understand synonyms
Understand connotations/denotations
meaning of unknown words or phrases in text
Understand connotations
Understand figurative language (simile,
Use definitions, examples, or restatements to
Understand figurative language (simile,
metaphor, analogy, hyperbole, personification,
help figure out the meaning of unknown
metaphor, analogy, hyperbole, personification,
idioms, onomatopoeia)
words or phrases in text
idioms, onomatopoeia)
Identify repetition of sounds (rhyme scheme,
Understand that words and phrases often have
Compare & contrast
alliteration, assonance)
literal and figurative meanings
Understand how word choice impacts meaning
Understand how word choice impacts meaning
Know that similes and metaphors are words
Understand how word choice impacts tone
Understand how word choice impacts tone
used to compare two objects
Interpret words and phrases
Use glossary, footnotes, or digital sources to
Make inferences
determine the meaning of an unknown word
or phrase
Language Standard: L.5.4
Language Standard: L.6.4
Language Standard: L.7.4
Determine or clarify the meaning of unknown and
Determine or clarify the meaning of unknown and
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
multiple-meaning words and phrases based on grade
multiple-meaning words and phrases based on grade
5 reading and content, choosing flexibly from a range
6 reading and content, choosing flexibly from a range
7 reading and content, choosing flexibly from a range
of strategies.
of strategies.
of strategies.
a. Use context (e.g., cause/effect relationships and
a. Use context (e.g., the overall meaning of a
a. Use context (e.g., the overall meaning of a
comparisons in text) as a clue to the meaning of a
sentence or paragraph; a word’s position or
sentence or paragraph; a word’s position or
word or phrase.
function in a sentence) as a clue to the meaning
function in a sentence) as a clue to the meaning
b. Use common, grade-appropriate Greek and
of a word or phrase.
of a word or phrase.
Latin affixes and roots as clues to the meaning
b. Use common, grade-appropriate Greek or
b. Use common, grade-appropriate Greek or
of a word (e.g., photograph, photosynthesis).
Latin affixes and roots as clues to the meaning
Latin affixes and roots as clues to the meaning
c. Consult reference materials (e.g., dictionaries,
of a word (e.g., audience, auditory, audible).
of a word (e.g., audience, auditory, audible).
glossaries, thesauruses), both print and digital, to
c. Consult reference materials (e.g., dictionaries,
c. Consult reference materials (e.g.,
find the pronunciation and determine or clarify
glossaries, thesauruses), both print and digital, to
dictionaries, glossaries, thesauruses), both
the precise meaning of key words and phrases
find the pronunciation of a word or determine or
print and digital, to find the pronunciation of
and to identify alternate word choices in all
clarify its precise meaning or its part of speech.
a word or determine or clarify its precise meaning
content areas.
d. Verify the preliminary determination of the
or its part of speech or trace the etymology of
meaning of a word or phrase (e.g., by checking
words.
the inferred meaning in context or in a
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking
dictionary).
the inferred meaning in context or in a
dictionary
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
L.5.4 Essential Skills and Concepts:
L.6.4 Essential Skills and Concepts:
L.7.4 Essential Skills and Concepts:
Use strategies for solving unknown words
Use context clues to derive word meaning
Use context clues to derive word meaning
including:
Use Greek and Latin affixes and roots to
Use Greek and Latin affixes and roots to derive
o Using the roots and affixes
derive word meaning
word meaning
o Using the context
Use reference materials to derive word
Use reference materials to derive word meanings
o Using digital and print reference materials
meanings
Use reference materials to determine correct
Interpret figurative language
Use reference materials to determine correct
pronunciation of words
Understand and explain the meaning of
pronunciation of words
Trace the etymology of words
common idioms, adages, and proverb
Verify word meaning
Verify word meaning
Be able to use context clues to interpret the
meaning of a word
From several alternatives, choose the
appropriate alternate word
Identify words that are used in multiple ways
in different content areas
Language Standard: L.5.5
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes
and metaphors, in context.
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
c. Use the relationship between particular words
(e.g., synonyms, antonyms, homographs) to
better understand each of the words.
L.5.5 Essential Skills and Concepts:
Understand what figurative language is and be
able to recognize it in text (similes, metaphors,
personification, idioms)
Be able to recognize words that are synonyms,
antonyms, or homographs
Recognize common idioms, adages and proverbs
Language Standard: L.6.5
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification)
in context.
b. Use the relationship between particular words
(e.g., cause/ effect, part/ whole, item/ category)
to better understand each of the words.
c. Distinguish among the connotations
(associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical,
unwasteful, thrifty).
L.6.5 Essential Skills and Concepts:
Interpret figurative language
Utilize word relationships to clarify meaning
Identify the explicit/direct meaning of a word
(denotation)
Identify the secondary meaning of a word
(connotation)
Language Standard: L.7.5
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical,
and mythological allusions) in context.
b. Use the relationship between particular words
(e.g., synonym / antonym, analogy) to better
understand each of the words.
c. Distinguish among the connotations associations)
of words with similar denotations (definitions) (e.g.,
refined, respectful, polite, diplomatic, condescending).
L.7.5 Essential Skills and Concepts:
Interpret figurative language
Interpret literary, biblical and mythological
allusions
Utilize word relationships to clarify meaning
Identify the explicit/direct meaning of a word
(denotation)
Identify the secondary meaning of a word
(connotation)
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Language Standard: L.5.6
Language Standard: L.6.6
Language Standard: L.7.6
Acquire and use accurately grade appropriate general
Acquire and use accurately grade-appropriate general
Acquire and use accurately grade-appropriate general
academic and domain specific words and phrases,
academic and domain-specific words and phrases;
academic and domain-specific words and phrases;
including those that signal contrast, addition, and
gather vocabulary knowledge when considering a
gather vocabulary knowledge when considering a
other logical relationships (e.g., however, although,
word or phrase important to comprehension or
word or phrase important to comprehension or
nevertheless, similarly, moreover, in addition).
expression.
expression.
.
L.5.6 Essential Skills and Concepts:
L.6.6 Essential Skills and Concepts:
L.7.6 Essential Skills and Concepts:
Understand that academic words are found in a
Identify, understand, and use general academic
Identify, understand, and use general academic
variety of school subjects: (analyze, determine,
terms
terms
summarize, determine, recognize)
Identify, understand, and use domain-specific
Identify, understand, and use domain-specific
Understand content specific words: (constitution,
terms
terms
immigration, legislature, natural resources)
Independently build vocabulary
Independently build vocabulary
Read a wide variety of text, both print and digital
media
Participate in collaborative discussions
Write for a variety of purposes and in different
genres
Grade: Eighth
Reading Standard for Literature: RL.8.4
Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions
to other texts. (see Language Standards for additional
expectations)
Grade: Ninth and Tenth
Reading Standard for Literature: 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). (see Language Standards for
additional expectations)
RL.8.4 Essential Skills and Concepts:
Understand connotations
Understand figurative language (simile,
metaphor, analogy, hyperbole, personification,
idioms, onomatopoeia)
Understand how word choice impacts meaning
Understand how word choice impacts tone
Identify and understand the use of analogies
and allusion
RL.9-10.4 Essential Skills and Concepts:
Determine figurative meaning
Determine connotative meaning
Understand connotations
Understand how word choice impacts meaning
Understand how word choice impacts tone
Identify cumulative impact of word choice
determine formal vs. informal tone
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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.) (see Language standards for
additional expectations)
RL.11-12.4 Essential Skills and Concepts:
Identify and interpret figurative word use
Identify and interpret connotative word use
Determine the tone of a piece of literature
Identify multiple meanings of a word or
phrase by analyzing the context in which it is
used
Determine personal standards of “beauty” in
literature and language, and compare to
traditional concepts (e.g., Shakespeare,
Wordsworth, Frost, etc.)
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Eighth
Grade: Ninth and Tenth
Grade: Eleventh and Twelfth
Language Standard: L.8.4
Language Standard: L.9-10.4
Language Standard: L.11-12.4
Determine or clarify the meaning of unknown and
Determine or clarify the meaning of unknown and
Determine or clarify the meaning of unknown and
multiple-meaning of words or phrases based on grade multiple-meaning words and phrases based on grades multiple-meaning words and phrases based on grades
8 reading and content, choosing flexibly from a range
9-10 reading and content, choosing flexibly from a
11-12 reading and content, choosing flexibly from a
of strategies.
range of strategies.
range of strategies.
a. Use context (e.g., the overall meaning of a
a. Use context (e.g., the overall meaning of a
a. Use context (e.g., overall meaning of a
sentence or paragraph; a word’s position or
sentence, paragraph, or text; a word’s position or
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning
function in a sentence) as clue to the meaning of
function in a sentence) as a clue to the meaning
of a word or phrase.
a word or phrase.
of a word or phrase.
b. Use common, grade-appropriate Greek or Latin
b. Identify and correctly use patterns of word
b. Identify and correctly use patterns of word
affixes and roots a clues to the meaning of a word
changes that indicate different meanings or
changes that indicate different meanings or
(e.g., precede, recede, secede).
parts of speech (e.g., analyze, analysis,
parts of speech (e.g., conceive, conception,
c. Consult general and specialized reference
analytical; advocate, advocacy) and continue
conceivable).
materials (e.g., dictionaries, glossaries,
to apply knowledge of Greek and Latin roots
c. Consult general and specialized reference
thesauruses), both print and digital, to find
and affixes
materials (e.g., Apply knowledge of Greek,
the pronunciation of a word or determine or
c. Consult general and specialized reference
Latin, and Anglo-Saxon roots and affixes to
clarify its precise meaning or its part of speech or
materials (e.g., college-level dictionaries,
draw inferences concerning the meaning of
trace the etymology of words.
rhyming dictionaries, bilingual dictionaries,
scientific and mathematical terminology.
d. Verify the preliminary determination of the
glossaries, thesauruses), both print and digital,
college-level dictionaries, rhyming dictionaries,
meaning of a word or phrase (e.g., by checking
to find the pronunciation of a word or determine
bilingual dictionaries, glossaries, thesauruses),
the inferred meaning in context or in a
or clarify its precise meaning, its part of speech,
both print and digital, to find the pronunciation
dictionary)
or its etymology.
of a word or determine or clarify its precise
d. Verify the preliminary determination of the
meaning, its part of speech, its etymology, or its
meaning of a word or phrase (e.g., by checking
standard usage.
the inferred meaning in context or in a
d. Verify the preliminary determination of the
dictionary)
meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a
dictionary)
L.8.4 Essential Skills and Concepts:
L.9-10.4 Essential Skills and Concepts:
L.11-12.4 Essential Skills and Concepts:
Understand textual clues in a sentence
Use context clues to derive word meaning
Use context clues to derive word meaning
(similar, opposite, explanation)
Use Greek and Latin affixes and roots to derive
Use Greek and Latin affixes and roots to
Understand Greek and Latin affix and roots are
word meaning
derive word meaning
clues to meaning
Use reference materials to derive word meanings
Identify word families and parts of speech
Understand how to use specialized reference
Use reference materials to determine correct
Use reference materials to derive word
materials (e.g., dictionaries, glossaries,
pronunciation of words
meanings
thesauruses) both print and digital
Trace the etymology of words
Use reference materials to determine
Understand context clues for word meaning
Verify word meaning
Correct pronunciation of words
Trace the etymology of words
Verify word meaning
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Eighth
Grade: Ninth and Tenth
Grade: Eleventh and Twelfth
Language Standard: L.8.5
Language Standard: L.9-10.5
Language Standard: L.11-12.5
Demonstrate understanding of figurative language,
Demonstrate understanding of figurative language,
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
word relationships, and nuances in word meanings.
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., verbal irony,
a. Interpret figures of speech (e.g., euphemism,
a. Interpret figures of speech (e.g., hyperbole,
puns) in context.
oxymoron) in context and analyze their role in
paradox) in context and analyze their role in the
b. Use the relationship between particular words to
the text.
text.
better understand each of the words.
b. Analyze nuances in the meaning of words with
b. Analyze nuances in the meaning of words with
c. Distinguish among the connotations associations)
similar denotations.
similar denotations.
of words with similar denotations (definitions)
(e.g., bullheaded, willful, firm, persistent,
resolute.)
L.8.5 Essential Skills and Concepts:
L.9-10.5 Essential Skills and Concepts:
L.11-12.4 Essential Skills and Concepts:
Understand figurative language ( simile,
Understand figurative language ( simile,
Understand figurative language ( simile,
metaphor personification, pun, irony)
metaphor personification, euphemism,
metaphor personification, hyperbole, paradox)
Understand the use of analogies ( synonyms,
oxymoron)
Understand denotation and connotations
antonyms, cause/effect, part/whole, item/
Understand denotation and connotations
category, item/use/item/place)
Understand denotation and connotations)
Language Standard: L.8.6
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a
word or phrase important to comprehension or
expression.
.
L.8.6 Essential Skills and Concepts:
Understand academic words (i.e. analyze,
contrast, predict, and confirm)
Understand domain-specific words (i.e. Sciencecell, gene, and gravity; Social Studies –alliance,
legislature, and commerce.)
Understand grade-appropriate vocabulary
Language Standard: L.9-10.6
Acquire and use accurately grade-appropriate 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.
Language Standard: L.11-12.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
L.9-10.6 Essential Skills and Concepts:
Identify, understand, and use general academic
terms
Identify, understand, and use domain-specific
terms
Independently build vocabulary
L.11-12.6 Essential Skills and Concepts:
Identify, understand, and use general academic
terms
Identify, understand, and use domain-specific
terms
Independently build vocabulary
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.5
Reading Standards for Literature: RL.1.5
Reading Standard for Literature: RL.2.5
Recognize common types of texts (e.g. storybooks,
Explain major differences between books that tell
Describe the overall structure of a story, including
poems, fantasy, realistic text).
stories and books that give information, drawing on a
describing how the beginning introduces the story and
wide reading of a range of text types.
the ending concludes the action.
RL.K.5 Essential Skills and Concepts:
RL.1.5 Essential Skills and Concepts:
RL.2.5 Essential Skills and Concepts:
Recognize that there are different purposes for
Understand the narrative structure of a story
Understand story structure
writing
Understand the expository structure found in
Understand the beginning of a story that
Understand that writing is formatted in different
informational text
introduces the characters and setting
ways
Identify story structure
Describe the actions that occur at the ending of
Know the elements of a story
Identify informational structure
the story
Know the elements of poems
Distinguish between story and informational text
Know that actions in the story help lead to a
Recognize common genres
structure
resolution
o fable
Recognize common genres
o narrative
o Fable
o fairytale
o Narrative
o poem
o Fairytale
o rhyme
o Poem/Rhyme
o counting books
o Magazine–Expository
o alphabet books
o Fiction/non-fiction
Grade: Third
Reading Standard for Literature: RL.3.5
Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
RL.3.5 Essential Skills and Concepts:
Understand differences between story, drama,
and poem and their parts (chapter, scene,
stanza)
Use vocabulary particular to each genre when
speaking or writing
Describe how each part builds upon earlier
sections when discussing or writing about story,
drama, or poems
Grade: Fourth
Reading Standard for Literature: RL.4.5
Explain major differences between poems, drama, and
prose, and refer to the structural elements of poems
(e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text.
RL.4.5 Essential Skills and Concepts:
Define a poem
Identify the elements of a poem
Define prose
Identify the elements of prose
Define drama
Identify the elements of drama (plays)
Explain the difference between these texts
Compare and contrast differences between
poems, prose, and drama
Grade: Fifth
Reading Standard for Literature: RL.5.5
Explain how a series of chapters, scenes or stanzas fit
together to provide the overall structure of a
particular story, drama, or poem.
RL.5.5 Essential Skills and Concepts:
Understand that stories, poems and dramas have
different organizational elements
Follow the message of the story, poem, or drama
across chapters, stanzas, or scenes
Understand that dramas have scenes, cast of
characters, setting, and narrator
Understand that stories have beginnings,
conflicts/problems and conclusions
Know that often poems have stanzas or verses
that provide additional details for the reader
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.5
Reading Standard for Literature: RL.6.5
Reading Standard for Literature: RL.7.5
Explain how a series of chapters, scenes or stanzas fit
Analyze how a particular sentence, chapter, scene, or
Analyze how a drama’s or poem’s form or structure
together to provide the overall structure of a
stanza fits into the overall structure of a text and
(e.g., soliloquy, sonnet) contributes to its meaning.
particular story, drama, or poem.
contributes to the development of the theme, setting,
or plot.
RL.5.5 Essential Skills and Concepts:
RL.6.5 Essential Skills and Concepts:
RL.7.5 Essential Skills and Concepts:
Understand that stories, poems and dramas have
Understand text structures and their parts
Understand and identify types of drama and
different organizational elements
Understand how a theme, setting, or plot
poetry
Follow the message of the story, poem, or drama
develops
Analyze the form or structure of drama and
across chapters, stanzas, or scenes
Understand and analyze how text structure
poetry
Understand that dramas have scenes, cast of
contributes to the development of the theme,
Interpret the meaning of drama and poetry
characters, setting, and narrator
setting and plot
Understand and analyze how text structure
Understand that stories have beginnings,
contributes to the meaning of a drama or poem
conflicts/problems and conclusions
Know that often poems have stanzas or verses
that provide additional details for the reader
Grade: Eighth
Reading Standard for Literature: RL.8.5
Compare and contrast the structure of two or more
texts and analyze how the differing structure of each
texts contributes to its meaning and style.
Grade: Ninth and Tenth
Reading Standard for Literature: 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.
RL.8.5 Essential Skills and Concepts:
Understand text structures and their forms
Understand and analyze how text structure
contributes to the meaning of a text
Compare and contrast structures of text
RL.9-10.5 Essential Skills and Concepts:
Understand text structures and their forms
Understand and analyze how text structure
contributes to the meaning of a text
Understand parallel plots
Recognize and understand time manipulation
techniques
Understand and identify literary effects (e.g.
mystery, tension, surprise)
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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.
RL.11-12.5 Essential Skills and Concepts:
Analyze the structure of a text
Analyze plot elements
Evaluate the aesthetic impact of a text in terms of
its structure
Determine how structure impacts meaning of
text
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.6
Reading Standard for Literature: RL.1.6
Reading Standard for Literature: RL.2.6
With prompting and support, name the author and
Identify who is telling the story at various points in a
Acknowledge differences in points of view of
illustrator of a story and define the role of each in
text.
characters, including by speaking in a different voice
telling the story.
for each character when reading dialogue aloud.
RL.K.6 Essential Skills and Concepts:
RL.1.6 Essential Skills and Concepts:
RL.2.6 Essential Skills and Concepts:
Identify the name of the author
Understand the role of a narrator
Understand and identify point of view
Identify the name of the illustrator
Understand character
Distinguish one character’s point of view from
Tell what the author does
Understand concept of dialogue (talking between
another character’s
Tell what the illustrator does
characters)
Understand character’s voice in literature
Understand quotation marks
Distinguish between characters’ voices when
Identify narrator
reading aloud
Identify character’s voice
Use different voices for different characters
Identify dialogue in text
(e.g., high, gruff, low, excited)
Identify speaker
Grade: Third
Reading Standard for Literature: RL.3.6
Distinguish their own point of view from that of the
narrator or those of the characters.
.
RL.3.6 Essential Skills and Concepts:
Understand point of view
Know what is meant by “first person”
Know what is meant by “third person”
Distinguish between one’s own point of view and
another’s
Grade: Fourth
Reading Standard for Literature: RL.4.6
Compare and contrast the point of view from which
different stories are narrated, including the difference
between first-and third-person narrations.
Grade: Fifth
Reading Standard for Literature: RL.5.6
Describe how a narrator’s or speaker’s point of view
influences how events are described.
RL.4.6 Essential Skills and Concepts:
Identify the person who is telling the story
Know that the way a person tells a story is
impacted by their role in the story
Know that when telling a story from the first
person, the writer will use the terms I or we
Third person point of view is often indicated by
the use of the terms he, she, it or they
Compare the point of view from different stories
Contrast the point of view from different stories
RL.5.6 Essential Skills and Concepts:
Identify the person who is telling the story
Know that the way a person tells a story is
influenced by their role and the outcomes of
the story
Understand how the narrator’s point of view
influences the description of events
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.6
Reading Standard for Literature: RL.6.6
Reading Standard for Literature: RL.7.6
Describe how a narrator’s or speaker’s point of view
Explain how an author develops the point of view of
Analyze how an author develops and contrasts the
influences how events are described.
the narrator or speaker in a text.
points of view of different characters or narrators in a
text.
RL.5.6 Essential Skills and Concepts:
RL.6.6 Essential Skills and Concepts:
RL.7.6 Essential Skills and Concepts:
Identify the person who is telling the story
Identify the point of view
Understand and identify various points of view
Know that the way a person tells a story is
Understand and explain how the point of view is
Understand and explain the development of the
influenced by their role and the outcomes of the
developed by the narrator or speaker
narrators or speakers point of view.
story
Contrast points of view
Understand how the narrator’s point of view
influences the description of events
Grade: Eighth
Reading Standard for Literature: RL.8.6
Analyze how differences in the points of the
characters and the audience or reader (e.g., created
through the use of dramatic irony) create such effects
as suspense or humor.
RL.8.6 Essential Skills and Concepts:
Explain and identify various points of view
Understand and explain the development of the
narrator’s or speaker’s point of view
Contrast the points of the character and the
audience/reader
Determine the effect of differing points of view
Recognize and understand text devices (e.g.
irony)
Recognize and understand text effects (e.g.
suspense, humor)
Grade: Ninth and Tenth
Reading Standard for Literature: 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.
RL.9-10.6 Essential Skills and Concepts:
Understand and identify point of view
Identify the influence of cultural experiences on
point of view
Understand and explain the development of the
narrator/ speaker’s point of view
Contrast the points of the character and the
audience/reader
Determine the effect of differing points of view
Identify point of view
Grade: Eleventh and Twelfth
Reading Standard for Literature: RL.11-12.6
Analyze a case in which grasping point of view requires
distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL.11-12.6 Essential Skills and Concepts:
Perceive unstated point of view
Recognize and understand satire, sarcasm, irony
Recognize and understand understatement
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.7
Reading Standard for Literature: RL.1.7
Reading Standard for Literature: RL.2.7
With prompting and support, describe the relationship Use illustrations and details in a story to describe its
Use information gained from the illustrations and
between illustrations and the story in which they
characters, settings, or events.
words in a print or digital text to demonstrate
appear (e.g., what moment in a story an illustration
understanding of its characters, setting, or plot.
depicts).
RL.K.7 Essential Skills and Concepts:
RL.1.7 Essential Skills and Concepts:
RL.2.7 Essential Skills and Concepts:
Recognize what an illustration is (e.g., picture,
Understand that illustration is a picture or a
Understand character, plot, and setting
photo, drawing, sketch)
drawing
Analyze text information & illustrations to
Understand and follow the story’s events and
Understand that details are specific pieces of
understand deeper meaning of the story
plots
information that add meaning to a story
Use opportunities to explore books, or stories, as
Know that the illustrations help you understand
Understand character
digital text
more about the story, its characters, and the plot
Understand and identify major story events
Connect the point of the story with the
Understand and identify story setting
illustrations
Understand that illustrations add details to story
Understanding that illustrations are used to show
the setting of story
Identify the sequence of the main events of a
story using details in illustration
Grade: Third
Reading Standard for Literature: RL.3.7
Explain how specific aspects of a text’s illustrations
contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character
or setting).
Grade: Fourth
Reading Standard for Literature: RL.4.7
Make connections between the text of a story or
drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text.
Grade: Fifth
Reading Standard for Literature: RL.5.7
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
RL.3.7 Essential Skills and Concepts:
Understand character, plot, setting
Recognize how illustrations contribute to a
story
Explain how illustrations contribute to what is
conveyed in words in the text to create mood and
describe character or setting
RL.4.7 Essential Skills and Concepts:
Read and understand the main ideas of the
text/drama
Compare the text of a story/drama and a visual
presentation of the text (movie, video, drama)
Compare the text of a story with an oral
presentation, and find where it reflects specific
descriptions in the text
Compare the text of a story/drama with a visual
presentation, and find where it reflects specific
details in the text
RL.5.7 Essential Skills and Concepts:
Know that when creating a multimedia
presentation some of the elements to consider
are:
o text
o animation
o photos
o video
o sound
Identify how visual and multimedia elements help
increase the understanding of text
Explain how images, sounds and movements
contribute to the tone of the text
Explain how photos, animation, and sounds
are used to create beauty in a multimedia
presentation of a print text
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.7
Reading Standard for Literature: RL.6.7
Reading Standard for Literature: RL.7.7
Analyze how visual and multimedia elements
Compare and contrast the experience of reading a
Compare and contrast a written story, drama, or poem
contribute to the meaning, tone, or beauty of a text
story, drama, or poem to listening to or viewing an
to its audio, filmed, staged, or multimedia version,
(e.g., graphic novel, multimedia presentation of
audio, video, or live version of the text, including
analyzing the effects of techniques unique to each
fiction, folktale, myth, poem).
contrasting what they “see” and “hear” when reading
medium (e.g., lighting, sound, color, or camera focus
the text to what they perceive when they listen or
and angles in a film).
watch.
RL.5.7 Essential Skills and Concepts:
Know that when creating a multimedia
presentation some of the elements to consider
are:
o text
o animation
o photos
o video
o sound
Identify how visual and multimedia elements help
increase the understanding of text
Explain how images, sounds and movements
contribute to the tone of the text
Explain how photos, animation, and sounds are
used to create beauty in a multimedia
presentation of a print text
RL.6.7 Essential Skills and Concepts:
Compare and contrast the experience of reading
a story, drama, or poem to istening to or viewing
an audio, video, or ive version of the text
Contrast what students “hear” and “see” when
reading to what they perceive when they listen or
watch
RL.7.7 Essential Skills and Concepts:
Compare and contrast the experience of reading
a story, drama, or poem to istening to or viewing
an audio, video, or live version of the text
Analyze effects unique to each medium
o Lighting
o Sound
o Color
o Camera focus
o Camera angles
Grade: Eighth
Reading Standard for Literature: RL.8.7
Analyze the extent to which a filmed or live
production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices
made by the director or actors.
Grade: Ninth and Tenth
Reading Standard for Literature: 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 in each treatment (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape
with the Fall of Icarus).
RL.8.7 Essential Skills and Concepts:
Compare and contrast a production of a drama or
story with the script
Determine and evaluate the effect of variance
from the script
RL.9-10.7 Essential Skills and Concepts:
Analyze subject/key scene representation
Compare & contrast representations
Understand various types of artistic mediums
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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.)
RL.11-12.7 Essential Skills and Concepts:
Analyze multiple interpretations of a story,
drama, or poem
Evaluate (judge) how each version interprets the
source text
Analyze subject and scene representation
Understand various types of artistic mediums
Analyze at least one play by Shakespeare and one
play an American dramatist
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.9
Reading Standard for Literature: RL.1.9
Reading Standard for Literature: RL.2.9
With prompting and support, compare and contrast
Compare and contrast the adventures and experiences Compare and contrast two or more versions of the
the adventures and experiences of characters in
of characters in stories.
same story (e.g., Cinderella stories) by different
familiar stories.
authors or from different cultures.
RL.K.9 Essential Skills and Concepts:
RL.1.9 Essential Skills and Concepts:
RL.2.9 Essential Skills and Concepts:
Know that compare means looking for things
Identify the characters in a story
Compare and contrast the same text by different
that are alike or the same
Understand comparison (similarities)
authors
Know that contrast means looking for
Understand contrast (differences)
Compare and contrast selected text from
differences
Understand what an adventure is
different cultures
Know that adventures are a series of events
Understand what an experience is
that make up a story
Identify similarities (comparisons)
Understand that an experience can be part of an
Identify differences (contrasts)
adventure or plot
Make comparisons between characters
Understand the “who” of the story
Understand the “who” and “what” within stories
Understand the “what” of the story
Identify similarities in the experiences of
characters
Identify differences in the adventures of
characters
Grade: Third
Reading Standard for Literature: RL.3.9
Compare and contrast the themes, settings, and plots
of stories written by the same author about the same
or similar characters (e.g., in books from a series).
Grade: Fourth
Reading Standard for Literature: RL.4.9
Compare and contrast the treatment of similar themes
and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths,
and traditional literature from different cultures.
Grade: Fifth
Reading Standard for Literature: RL.5.9
Compare and contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their approaches
to similar themes and topics.
RL.3.9 Essential Skills and Concepts:
Able to compare and contrast
Understand theme, setting, and plot
Recognize author
Recognize how a character remains the same and
changes in different stories or books by the same
author
Compare and contrast the themes, settings and
plots)
RL.4.9 Essential Skills and Concepts:
Identify themes
Identify topics
Sequence events and find patterns
Understand the structure of stories, myths, and
stories from other cultures
RL.5.9 Essential Skills and Concepts:
Be familiar with the characteristics of most
genres:
o fables
o folk tales
o mysteries
o poems
o adventure stories
Identify the approaches authors take by
analyzing two or more texts of similar themes
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.9
Reading Standard for Literature: RL.6.9
Reading Standard for Literature: RL.7.9
Compare and contrast stories in the same genre (e.g.,
Compare and contrast texts in different forms or
Compare and contrast a fictional portrayal of a time,
mysteries and adventure stories) on their approaches
genres (e.g., stories and poems; historical novels and
place or character and a historical account of the same
to similar themes and topics.
fantasy stories) in terms of their approaches to similar period as a means of understanding how authors of
themes and topics.
fiction use or alter history.
.
RL.7.9 Essential Skills and Concepts:
Distinguish between historical fiction and
historical accounts
Identify the historical event in terms of time,
place, and/or character
Identify how the author used or altered history to
write a fictional portrayal
Compare and contrast the historical events as
they were portrayed in the fictional story to the
historical account of the same event
RL.5.9 Essential Skills and Concepts:
Be familiar with the characteristics of most
genres:
o fables
o folk tales
o mysteries
o poems
o adventure stories
Identify the approaches authors take by analyzing
two or more texts of similar themes
RL.6.9 Essential Skills and Concepts:
Understand the compare/contrast pattern
Recognize text forms and genres
Understand how themes are developed
Identify text topics
Grade: Eighth
Reading Standard for Literature: RL.8.9
Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new.
Grade: Ninth and Tenth
Reading Standard for Literature: 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).
Grade: Eleventh and Twelfth
Reading Standard for Literature: RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenthand early -twentieth- century foundational works of
American literature, including how two or more texts
from the same period treat similar themes or topics.
RL.8.9 Essential Skills and Concepts:
Identify themes, pattern of events and character
types in literature
Compare modern fictional elements with
traditional pieces
Identify how similar elements are modernized
RL.9-10.9 Essential Skills and Concepts:
Identify original themes or topics
Identify transformed source material
Analyze authors use of source material
RL.11-12.9 Essential Skills and Concepts:
Identify foundational works of American
literature (18th , 20th century)
Compare multiple works with similar
themes/topics
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Literature: RL.K.10
Reading Standard for Literature: RL.1.10
Reading Standard for Literature: RL.2.10
Actively engage in group reading activities with
With prompting and support, read prose and poetry of By the end of the year, read and comprehend
purpose and understanding.
appropriate complexity for grade 1.
literature, including stories and poetry, in the grades
a. Activate prior knowledge related to the
a. Activate prior knowledge related to the
2-3 text complexity band independently and
information and events in texts.
information and events in texts.
proficiently, with scaffolding as needed at the high end
b. Use illustrations and context to make
b. Confirm predictions about what will happen next of the range.
predictions about text.
in text.
RL.K.10 Essential Skills and Concepts:
RL.1.10 Essential Skills and Concepts:
RL.2.10 Essential Skills and Concepts:
Working with others in a group
Recall familiar stories
Recognize a variety of text (stories, poetry)
Listening intently
Retell familiar stories
Comprehend literature in grade 2-3 complexity
Asking questions
Recite poems
band
Making an assertion
Make connections between texts such as poems
Read independently and proficiently in grade 2-3
Taking turns
on the same topic
complexity band
Make and confirm predictions about what will
Read text with multiple layers of meaning
happen next in a story
Read text with implicit and unconventional
structures
Read text with figurative, purposeful, and
academic vocabulary
Grade: Third
Reading Standard for Literature: RL.3.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 2-3 text complexity band
independently and proficiently.
RL.3.10 Essential Skills and Concepts:
Recognize genre in literature, including stories,
dramas, and poetry
Read independently and proficiently at the high
end of the 2-3 grade complexity band
Comprehend literature read at the high end of
the 2-3 grade complexity band
Grade: Fourth
Reading Standard for Literature: RL.4.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in the
grades 4-5 text complexity band independently and
proficiently, with scaffolding as needed at the high end
of the range.
RL.4.10 Essential Skills and Concepts:
Select books at the appropriate grade level
Appreciate various genres of literature
Use media (audio, computer) to help understand
books that are slightly above the current reading
level
Be self motivated to read beyond the classroom
Monitor the reading done during the school year
Grade: Fifth
Reading Standard for Literature: RL.5.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 4-5 text complexity band
independently and proficiently.
RL.5.10 Essential Skills and Concepts:
Select books at the appropriate grade level
Have the opportunity to read and listen to
books from a variety of genres
Use a recording sheet to track the titles and
genres of books and stories read
Essential ELA Skills Alignment – Reading Standards for Literature
Content Source: Tulare County Office of Education– Format Design: OASIS, LLC
Grade: Fifth
Grade: Sixth
Grade: Seventh
Reading Standard for Literature: RL.5.10
Reading Standard for Literature: RL.6.10
Reading Standard for Literature: RL.7.10
By the end of the year, read and comprehend
By the end of the year, read and comprehend
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the literature, including stories, dramas, and poems, in the literature, including stories, dramas, and poems, in the
high end of the grades 4-5 text complexity band
grades 6-8 text complexity band proficiently, with
grades 6-8 text complexity band proficiently, with
independently and proficiently.
scaffolding as needed at the high end of the range.
scaffolding as needed at the high end of the range.
RL.5.10 Essential Skills and Concepts:
RL.6.10 Essential Skills and Concepts:
RL.7.10 Essential Skills and Concepts:
Select books at the appropriate grade level
Read various forms of literature fluently
Read various forms of literature fluently
Have the opportunity to read and listen to books
Demonstrate comprehension of various forms of
Demonstrate comprehension of various forms of
from a variety of genres
literary text
literary text
Use a recording sheet to track the titles and
Read independently and comprehend complex
Read independently and comprehend complex
genres of books and stories read
texts.
texts
Make an effort to independently read texts of
Make an effort to independently read texts of
increasing complexity
increasing complexity
Monitor comprehension
Monitor comprehension
Grade: Eighth
Reading Standard for Literature: RL.8.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the
high end of grades 6-8 text complexity band
independently and proficiently.
RL.8.10 Essential Skills and Concepts:
Read various forms of literature fluently
Demonstrate comprehension of various forms of
literary text
Read independently and comprehend complex
texts
Make an effort to independently read texts of
increasing complexity
Monitor comprehension
Grade: Ninth and Tenth
Reading Standard for Literature: 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 end of the range.
By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems at the
high end of the grades 9-10 text complexity band
independently and proficiently.
RL.9-10.10 Essential Skills and Concepts:
Read various forms of literature fluently
Demonstrate comprehension of various forms of
literary text
Read independently and comprehend complex
texts
Monitor comprehension
Grade: Eleventh and Twelfth
Reading Standard for Literature: 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.
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.
RL.11-12.10 Essential Skills and Concepts:
Read various forms of literature fluently
Demonstrate comprehension of various forms of
literary text
Read independently and comprehend complex
texts.
Make an effort to independently read texts of
increasing complexity
Monitor comprehension